مدیریت «چرخه شایستگی» و برنامه ریزی آموزشی در دوره کارشناسی فناوری اطلاعات
محورهای موضوعی : پژوهش در برنامه ریزی درسیفرهاد ابراهیم آبادی 1 , محبوبه عارفی 2 , کوروش فتحی واجارگاه 3 , جعفر توفیقی 4
1 - دکتری برنامه‌ریزی درسی در آموزش عالی، دانشگاه شهید بهشتی، تهران، ایران.
2 - دانشیار گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران.
3 - استاد گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران.
4 - استاد گروه مهندسی شیمی، دانشگاه تربیت مدرس، تهران، ایران.
کلید واژه: مدیریت, مهندسی, شایستگی, فناوری اطلاعات,
چکیده مقاله :
هدف این پژوهش بررسی نحوه مدیریت شایستگی و نحوه برنامه‌ریزی آموزشی در کارشناسی فناوری اطلاعات در کشورها یا حوزه های استحفاظی مختلف و مقایسه آن با وضعیت ایران بوده است. روش شناختی پژوهش حاضر، آمیخته از نوع به هم تنیده بوده و روش های تحقیق شامل بررسی اسنادی و روش زمینه یابی بوده است. در بررسی اسنادی، جامعه آماری شامل اسناد مرجع بین‌المللی و ملی، مقالات و پژوهش های علمی بوده است. در روش زمینه یابی، که ابزارهای تحقیق شامل مصاحبة نیمه‌ساختارمند، پرسشنامه و فن دلفی است جامعه و نمونه متناسب با هر ابزار تعیین شده است. یافته های پژوهش نشان داد که نوع برداشت از شایستگی بر مدیریت شایستگی و برنامه ریزی آموزشی تأثیر می‌گذارد. دیگر یافته ها نمایان ساختند که در حوزه مهندسی از جمله کارشناسی فناوری اطلاعات، شایستگی در طول چهار مرحله پرورش یافته، سنجیده شده و بسط می یابد که به چرخه شایستگی مهندسی شهرت دارد. در کشورها یا حوزه های استحفاظی مختلف، الگوهای تقریباً مشابهی برای استقرار صحیح چرخه شایستگی در مهندسی خصوصاً در حوزه فناوری اطلاعات ارائه شده است. همچنین یافته های پژوهش حاضر نشان داد که الگوی مناسبی برای مدیریت چرخه شایستگی کارشناسی فناوری اطلاعات در ایران وجود ندارد و چرخه مذکور به‌درستی استقرار نیافته است.
this study aimed to investigate managing “Competency” as well as educational program developing in Information Technology undergraduate at different countries or jurisdictions as well as comparison with its situation in Iran. The methodology of this study is Mixed-Intertwined-method and methods including Documentary Study and Survey. In the Documentary Study, the population includes international and national reference documents, articles and scientific researchs. In Survey that the research tools include semi-structired interview, questionnaire and Delphi thecniqu, the population and sample is determined according to the each tool. The results showed that the interpretation of competency impact on managing “competency” and educational program developing. Other findings indicated that in engineering field especially Information Technology, “Competency” will be developed, assessed, maintained and expanded during the four stages that is known “Engineering Competency Cycle”. In different countries or jurisdiction, almost similar models are be presented to appropriately establish “Competency Cycle” in engineering field especially Information Technology. Also, findings showed that in Iran a proper model has not for managing Competency Cycle in Information Technology undergraduate and this Cycle has not been properly established.
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