برابرگرایی در آموزش عالی : تأملی بر شاخص‌های برابری کیفیت آموزش و برنامه درسی دانشگاه‌ها و ارائه الگوی مفهومی برای آن (مطالعه کیفی )
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زهرا مصطفی پور
1
(
مربی گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
)
حمید رحیمیان
2
(
دانشیار گروه مدیریت و برنامه‌ریزی آموزشی ، دانشگاه علامه طباطبائی ، تهران ، ایران.
)
کلید واژه: کیفیت, آموزش, آموزش عالی, برابری, برنامه درسی,
چکیده مقاله :
تفاوت و نابرابری کیفیت آموزش و برنامه درسی همواره در دانشگاه های کشور وجود داشته است؛ اما می بایست جهت کاهش آن تلاش شود . پژوهش حاضر به منظور شناخت شاخص های برابری کیفیت آموزش و برنامه درسی درآموزش عالی و ارائه الگوی برابری آن با رویکرد کیفی طراحی گردیده است. میدان تحقیقاتی آن اعضای هیأت علمی و صاحب نظران مراکز تحقیقاتی بودند که در حوزه آموزش عالی سوابق پژوهشی و اجرایی داشته اند .این پژوهش با استفاده از روش کیفی داده بنیاد انجام گرفته است. برای این منظور تعداد 21 نفر از طریق نمونه گیری نظری رسیدن به اشباع نظری انتخاب شد. برای جمع آوری اطلاعات از مصاحبه های نیمه ساختاریافته استفاده شد که به منظور تجزیه و تحلیل آن از سه مرحله کدگذاری استفاده گردید. جهت روایی آن از صاحب نظران مربوطه بهره گرفته شد و برای پایایی آن با کدگذاری شش مصاحبه، توافق یا هم خوانی با ضریب توافق 89/0 محاسبه گردید. نتایج نشان داد ؛ ایجاد برابری کیفیت در آموزش و برنامه درسی در دانشگاه ها طی پنج مرحله قبل از ورود، ورود، فرایند ، خروج و بعد از خروج انجام می گیرد. همچنین شاخص های هشت گانه منابع مالی، منابع انسانی، پیشرفت تحصیلی، ساختار سازمانی و مدیریتی، امکانات و تجهیزات، فرایندهای یاددهی و یادگیری، رضایت و اشتغال از عوامل ایجاد برابری کیفیت آموزش و برنامه ریزی درسی دانشگاه هستند .
There have always been difference and inequalities in education and curriculum in higher education . But efforts must be made to reduce it. The present study was designed to identify equality indicators of quality of education and curriculum in higher education and to provide a model for it with a qualitative approach. Its research field was faculty members and expert from research centers who had research and executive backgrounds in the field of higher education. .this research has been done using the qualitative data method of the grounded Theory. for this purpose , 21 people were selected through purposive sampling to achive theoretical saturation in – depth interviews were used to collect information , and three coding steps were used to analyze it. Relevant experts have been used for its validity and for its reliability , by coding six interviews , agreement or agreement with the agreement coefficient of 0/89 was calculated. The results showed that in order to create equal quality of education and curriculum in universities, five stages before entering , entering , process, leaving and after leaving should be considered . also the eight indicators of financial resources , human resources , academic achievement , organizational and managerial structure, facilities and equipment , teaching and learning processes , satisfaction and employment are among the factors that create equality in the quality of education and curricula of universities.
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