بررسی تطبیقی برنامههای مراکز بالندگی هیئتعلمی ده دانشگاه منتخب ایرانhttps://sanad.iau.ir/journal/jsre با تاکید بر کاربست فناوریها
محورهای موضوعی : پژوهش در برنامه ریزی درسی
عاطفه غلامی
1
*
,
احمدرضا نصر
2
,
اعظم اسفیجانی
3
1 - دانش آموخته دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان. اصفهان، ایران
2 - استاد گروه برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
3 - استادیار گروه تکنولوژی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
کلید واژه: آموزش عالی, اعضای هیاتعلمی, فاوا, مرکز توانمندسازی و بهسازی تدریس, مطالعه تطبیقی.,
چکیده مقاله :
توانمندسازی اعضای هیئتعلمی باهدف بهبود کیفیت آموزش، از دیرباز مورد توجه دانشگاهها بوده است. برای دستیابی به این مقصود، اکثر دانشگاههای خارجی مراکز مستقلی را تحت عنوان "مرکز توسعه تدریس و یادگیری"، برای سازماندهی برنامههای بالندگی خود تشکیل دادهاند. این در حالی است که اغلب دانشگاههای داخلی، کمتر از مراکز سازمانیافته برای سازماندهی برنامههای توسعه حرفهای استفاده میکنند، همچنین اغلب برنامههای اجرایی نیز، نیاز به ساختاردهی مجدد و تلفیق با عناصر جدیدی مانند فناوریهای آموزشی دارند. بر این اساس هدف اصلی پژوهش حاضر در ابتدا بررسی وضعیت برنامههای بالندگی هیئتعلمی در دانشگاههای منتخب داخلی و سپس ترسیم وضعیت میزان کاربست فناوریها در این برنامهها است. برای دستیابی به این هدف، ده دانشگاه برتر داخلی بر اساس رتبهبندی تایمز 2022 به شیوه هدفمند انتخاب و بر اساس انواع متعدد برنامههای توانمندسازی، در دو بستر حضوری و مبتنی بر فناوری مورد مقایسه قرار گرفت. روش پژوهش بهصورت مطالعه تطبیقی به شیوه بردی بوده است. نتایج پژوهش نشان داد در تمامی دانشگاههای مورد مطالعه ضرورت توجه به ارائه برنامههای توانمندسازی احساس شده، هر چند که دانشگاه های علوم پزشکی پیشتاز این عرصه و در رتبه های بعدی دانشگاه های جامع و در آخر دانشگاه های صنعتی قرار دارند. همچنین بستر ارائه برنامهها به سمت مجازی گرایش یافته اما اولویت و چگونگی فضای ارائه برنامهها وابسته به کارکردهای ذاتی برنامه، انواع محدودیتهای مخاطب و ارائهدهنده برنامه، نوع محتوا و میزان وابستگی به تعاملات انسانی متفاوت است.
Empowerment of faculty members with the aim of improving the quality of education has long been the focus of universities. Most domestic universities use less structured centers to organize professional development programs, and most executive programs also need to be restructured and integrated with new elements such as educational technologies. The main goal of the current research is to first examine the status of faculty development programs in selected domestic universities and then to draw the status of the application of technologies in these programs. To achieve this goal, the top ten domestic universities based on the Times 2022 ranking were compared in a targeted manner of selection and empowerment programs, in both face-to-face and technology-based platforms. The research method was in the form of a comparative study in the Bereday method. The results of the study showed that all the universities studied felt the need to pay attention to providing empowerment programs, although medical universities are the leaders in this field, followed by comprehensive universities and finally industrial universities. Also, the platform for presenting programs is oriented towards virtual, but the priority and how the space for presenting programs depends on the inherent functions of the program, the types of limitations of the audience and the program provider, the type of content and the degree of dependence on human interactions.
Aalami, F., Khorasani, A., Kamali, H., & Shiroodi, A. (2020). Analysis of human resource management performance in identifying and meeting the needs of professional development of faculty members (case study: Shahid Beheshti University). Quarterly Journal of Training and Development of Human Resources, 6(22), 66–92. [In Persian]
Ahanchian, M., & Soleimani, E. (2017). The perception of faculty members on being professional in Iran’s higher education system. Quarterly Journal of Research and Planning in Higher Education, 23(2), 1–23.
Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(1), 1–24.
Bandali, B., Abolghasemi, M., Pardakhtchi, M., & Rezaeizadeh, M. (2019). Studying the challenges of faculty development programs at Shahid Beheshti University. Quarterly Journal of Training and Development of Human Resources, 18(5), 25–54. [In Persian]
Bereday, G. Z. F. (1966). Reflections on comparative methodology in education, 1964‐1966. Comparative Education, 3(1), 169–287. https://doi.org/10.1080/0305006670030304a
Berry, S. (2019). Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program. Journal of Computing in Higher Education, 31(1), 121–136. https://doi.org/10.1007/s12528-018-9194-0
Bilal, Guraya, S. Y., & Chen, S. (2019). The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi Journal of Biological Sciences, 26(4), 688–697. https://doi.org/10.1016/j.sjbs.2017.10.024
Bray, M., & Jiang, K. (2014). Comparing systems. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative Education Research: Approaches and Methods: Second Edition (Second edi, pp. 139–166). Springer.
Chism, N. V. N. (2004). Promoting a sound process for teaching awards programs: Appropriate work for faculty development centers. To Improve the Academy, 23(1), 314–361.
Chong, J. Y., Ching, A. H., Renganathan, Y., Lim, W. Q., Toh, Y. P., Mason, S., & Krishna, L. K. R. (2020). Enhancing mentoring experiences through e-mentoring: a systematic scoping review of e-mentoring programs between 2000 and 2017. Advances in Health Sciences Education, 25(1), 195–226. https://doi.org/10.1007/s10459-019-09883-8
Cook, D. A., & Steinert, Y. (2013). Online learning for faculty development: A review of the literature. Medical Teacher, 35(11), 930–937. https://doi.org/10.3109/0142159X.2013.827328
Daneshmandi, S., Fathi Vajargah, K., Khorasani, A., & Ghlichlee, B. (2017). The application of mentoring method for university faculty members: a review study. Journal of Higher Education Curriculum Studies, 7(14), 77–102. [In Persian]
Ebert-May, D., Derting, T. L., Henkel, T. P., Middlemis Maher, J., Momsen, J. L., Arnold, B., & Passmore, H. A. (2015). Breaking the cycle: Future faculty begin teaching with learner-centered strategies after professional development. CBE—Life Sciences Education, 14(2), 1–12. https://doi.org/10.1187/cbe.14-12-0222
Ebrahim Mazari, Kazem FathTabarFirouzjayi, Mehdi Ghanbarnia, & Soudabeh Badehban. (2015). The role of self-directed learning in human capital of higher education institutions case study in university of Tehran. Educational Managment Innovations, 10(2), 59–72. [In Persian]
Eslami, N., Hoseini, M., Makarem, A., & Gholami, H. (2020). A survey on the effect of in-service training courses on the satisfaction, educational, and assessment skills of the academic staff of Mashhad University of medical sciences. Journal of Mashhad Dental School, 41(1), 3–13. [In Persian]
FathiVajargah, K., & Noori, F. (2022). Learning and development management. Elme Ostadan. [In Persian]
Forgie, S. E., Yonge, O., & Luth, R. (2018). Centres for teaching and learning across Canada: What’s going on? The Canadian Journal for the Scholarship of Teaching and Learning, 9(1), 1–20.
Gholami, A., Nasr Esfahani, A., & Esfijani, A.(2023). A comparative study of the the use of technologies in programs of faculty development centers in the top ten universities of the world. Ihej, 14 (4) ,80-104.
Haran, V. V., & Jeyaraj, A. (2019). Organizational e-mentoring and learning: An exploratory study. Information Resources Management Journal, 32(1), 58–72. https://doi.org/10.4018/IRMJ.2019010104
Holt, D., Palmer, S., & Challis, D. (2011). Changing perspectives: teaching and learning centres’ strategic contributions to academic development in Australian higher education. International Journal for Academic Development, 16(1), 5–17. https://doi.org/10.1080/1360144X.2011.546211
Jacob, W. J., Xiong, W., Ye, H., Wang, S., & Wang, X. (2019). Strategic best practices of flagship university professional development centers. Professional Development in Education, 45(5), 801–813. https://doi.org/10.1080/19415257.2018.1543722
Jafari Sani, H., JafarianRad, S. M. J., & Shahsavan, Z. (2018). Challenges and problems of guaranteeing the quality of higher education with an emphasis on universities and state higher education centers in Iran. The First International Conference and the 12th National Conference on Quality Assessment in University Systems, 280–290. [In Persian]
Jalili, Z., Nouhi, E., & Malekzadeh, A. (2004). Activities of medical educational development center from the views of the faculty members of Kerman medical sciences university. Strides in Development of Medical Education, 1(1), 1–9. [In Persian]
Jamali Zavareh, B., Nasr Isfahani, A., & Nili, M. R. (2018). Analyzing the regulations for the promotion of faculty members: Challenges and consequences. Ihej, 10(1), 79–98. [In Persian]
Jamali Zavareh, B., Nasr Isfahani, A., & Nili, M. R. (2019). A comparative study on the missions and methods of training in professional development centers in the world top universities. Quarterly Journal of Training and Development of Human Resources, 19(5), 151–173. [In Persian]
James Jacob, W., Xiong, W., & Ye, H. (2015). Professional development programmes at world-class universities. Palgrave Communications, 1(1), 1–25. https://doi.org/10.1057/palcomms.2015.2
Kalbasi, A., & Nasr, A. (2011). Investigating the necessity of creating new educational centers at our universities. Higher Education Letter, 4(13), 9–28. [In Persian]
Kamel, A. M. F. (2016). Role of faculty development programs in improving teaching and learning. Saudi Journal of Oral Sciences, 3(2), 61–68. https://doi.org/10.4103/1658-6816.188073
Karamigazafi, A., & Saiahi, F. (2020). Designing self-study educational content on the topic of electronic multiplier detectors for undergraduate and graduate students. Research in Chemistry Education, 2(3), 19–36. [In Persian]
Kazemi, M., Rahimian, H., & Abbas Poor, A. (2018). Designing of training conceptual model based on learning organization. Journal of New Approaches in Educational Administration, 9(35), 109–146. [In Persian]
Kelley, B., Cruz, L., & Fire, N. (2017). Moving toward the center: the integration of educational development in an era of historic change in higher education. To Improve the Academy, 36(1), 1–14. https://doi.org/10.3998/tia.17063888.0036.102
KhoramiRad, A., Heidari, A., & AhmariTehran, H. (2011). Comparison of two self-learning methods(CD-Rom or Booklet) for physician education about reporting diseases cases. Iranian Journal of Medical Education, 11(2), 149–158. [In Persian]
Li, Y. (2017). Reflection on the construction of center of teaching and learning development in China university. Creative Education, 08(08), 1302–1314. https://doi.org/10.4236/ce.2017.88092
Lieser, P., Taff, S. D., & Murphy-Hagan, A. (2018). The webinar integration tool: A framework for promoting active learning in blended environments. Journal of Interactive Media in Education, 1(7), 1–8. https://doi.org/10.5334/jime.453
Lindberg, J. O., & Olofsson, A. D. (2010). Online learning communities and teacher professional development: Methods for improved education delivery. In IGI Global. Information Science Reference(IGI Global).
Lotti, A. (2020). Brief history of faculty development for medical education in united states. Breve storia del faculty development in medicina negli stati uniti. Tutor, 20(1), 6–16.
Maleki, M., Alizadeh, M., Pezeshki, A., & Mafinezhad, M. (2022). Development and implementation of faculty development programs: barriers and solutions based on the literature. Royesh, 14(23), 35–44. https://royesh.tums.ac.ir/article-1-67-en.html. [In Persian]
Malekipour, A. (2021). A 180-degree paradigm shift from instruction to learning: Insights from the Covid 19 pandemic. Educational Development of Judishapur, 12(1), 28–42. [In Persian]
Merillat, L., & Scheibmeir, M. (2016). Developing a quality improvement process to optimize faculty success. Online Learning Journal, 20(3), 159–172. https://doi.org/10.24059/olj.v20i3.977
Mohamadi, H., Salehi, M., & Jabary, N. (2021). The impact of components of organizational culture on components of the faculty members᾽ development. Research IN Medical Education, 13(2), 35–45. [In Persian]Mostaghaci, M., Behnamfar, R., & Noorishadkam, M. (2015). Structured planning of Yazd Educational Development Centre in conducting empowering workshops for academics during summer holiday. Jmed, 10(1), 92–94. [In Persian]
Mujiati, M., Suriansyah, A., & Effendi, R. (2019). Effect of academic supervision and school culture on teacher’s teaching quality in public islamic senior high school Banjarmasin. Journal of K6, Education, and Management, 2(2), 126–132. https://doi.org/10.11594/jk6em.02.02.07
Nili Ahmadabadi, M., Davarpanah, S., & Yadollahi Dehcheshmeh, A. (2019). Developing and validating the scale of professional development of faculty members in teaching, learning and research. Higher Education Letter, 12(46), 7–39. [In Persian]
Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J. S., Merrill, J. E., Nehm, R. H., Prevost, L. B., Urban-Lurain, M., & Smith, M. K. (2018). A faculty professional development model that improves student learning, encourages active-learning instructional practices, and works for faculty at multiple institutions. CBE—Life Sciences Education, 17(2), 1–17. https://doi.org/10.1187/cbe.17-12-0260
Rajabpour, E., Afkhami Ardakani, M., & Hosseini Eghbal, A. (2016). E-coaching: web-based innovation. Quarterly Journal of Training and Development of Human Resources, 7(2), 143–162. [In Persian]
Ramezaniyan, M., & ZareeiDoodaji, A. (2013). Selecting enormous professors with the use of fuzzy hierarchy TOPSIS. Quarterly Journal of Research and Planning in Higher Education, 18(4), 49–73. [In Persian]
Rizzuto, M. (2017). Design recommendations for self-paced online faculty development courses. TechTrends, 61(1), 77–86. https://doi.org/10.1007/s11528-016-0130-8
Saghafi, T., Gorbani, M., & Naseri, N. (2021). Developing a model for establishing coach-oriented organization with the approach of organizational learning. Transformation Management Journal, 12(2), 289–316.
SeyyedHatami, S., Namvar, Y., Soleimani, T., & ZahedBabolan, A. (2018). A meta-analysis of factors influencing the development of university faculty members. IRPHE, 24(4), 99–121. [In Persian]
Shiri, A., & Heidarinejad, Z. (2022). Designing a faculty members professional care framework: a case study at Chamran University. Quarterly Journal of Research and Planning in Higher Education, 27(4), 143–172.
Sipes, S. M., Minix, A. L., & Barton, M. (2020). Building a social network around SoTL through digital space. In To Improve the Academy (Vol. 39, Issue 1). https://doi.org/10.3998/tia.17063888.0039.108
Sirianni, G., Glover Takahashi, S., & Myers, J. (2020). Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper. Medical Teacher, 42(8), 909–915. https://doi.org/10.1080/0142159X.2020.1763285
Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher, 38(8), 769–786. https://doi.org/10.1080/0142159X.2016.1181851
Ten Cate, O., & Regehr, G. (2019). The power of subjectivity in the assessment of Medical Trainees. Academic Medicine, 94(3), 333–337. https://doi.org/10.1097/ACM.0000000000002495
Truong, M. H., Juillerat, S., & C., G. D. H. (2016). Good, fast, cheap: How centers of teaching and learning can capitalize in today’s resource–constrained context. To Improve the Academy, 35(1), 1–23. https://doi.org/10.3998/tia.17063888.0035.102
Villar-Angulo, L. M., & Rosa, O. M. A.-D. La. (2013). University teaching and faculty development research compendium. Nova Science Publishers.
White, M., & Sharf, R. (2014). Perceptions of success and impact of interactions on faculty development centers in higher education. ProQuest LLC, 3579711(February),1-24.