بررسی تأثیر فن‌آورهای نوین و چند زبانه بودن دانشگاه ها بر فرهنگ عمومی
محورهای موضوعی : روانشناسی
سعید زاهدپاشا
1
,
کیومرث نیازآذری
2
,
مریم تقوایی یزدی
3
1 - دانشجوی دکتری مدیریت آموزشی، واحد ساری،دانشگاه آزاد اسلامی،ساری،ایران
2 - استاد ، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
3 - دانشیار ، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: فرهنگ عمومی, فن‌آورهای نوین, چند زبانه بودن دانشگاه,
چکیده مقاله :
این پژوهش با هدف بررسی تأثیر فن‌آورهای نوین و چندزبانه بودن دانشگاه بر فرهنگ عمومی بر مبنای رویکرد کمی با هدف کاربردی و با راهبرد پیمایش انجام شد. جامعۀ آماری این تحقیق شامل 462 نفر از اعضاء هیئت علمی استادیار به بالای دانشگاه های استان مازندران بودند که با استفاده از فرمول کوکران و روش نمونه گیری تصادفی خوشه ای چندمرحله‌ای و طبقه‌بندی متناسب نسبی 255 نفر به عنوان حجم نمونه در نظر گرفته شد. به منظور گردآوری داده ها از پرسشنامه محقق ساخته استفاده شد. روایی صوری و محتوایی پرسشنامه به تأیید متخصصان و صاحب نظران رسید و برای بررسی پایایی از ضریب آلفای کرونباخ و قابلیت اعتماد ترکیبی استفاده شد که مقدار آنها برای همه سوالات سازنده مفاهیم تحقیق، مقادیر بالای 0.7را نشان داد. جهت تجزیه و تحلیل داده ها از نرم‌افزارهای SPSS وLISREL استفاده شد. نتایج نشان داد که فن‌آوری های نوین نوین با ضریب تأثیر (0.52 = β) و چندزبانه بودن دانشگاه با ضریب تأثیر (0.56 = β) بر فرهنگ عمومی تأثیر مستقیم و نسبتاً قوی دارد، به عبارت دیگر با افزایش استفاده از فن‌آوری‌های نوین و تقویت چندزبانه شدن دانشگاه‌ها، مطلوبیت فرهنگ عمومی با شدتی نسبتاً قوی افزایش می‌یابد.
This study aimed to investigate the impact of new technologies and university multilingualism on public culture based on a quantitative approach with an applied purpose and survey strategy.The statistical population of this study consisted of 462 faculty members above the universities of Mazandaran province. Using Cochran formula and multistage cluster random sampling method, 255 persons were selected as proportional stratified sample size.A researcher-made questionnaire was used for data collection.The face and content validity of the questionnaire was confirmed by experts and experts. Cronbach's alpha coefficient and composite reliability were used to test the reliability of the questionnaire, which indicated values above 0.7 for all constructs of the research concepts.SPSS and LISREL were used for data analysis.The results showed that modern technologies with a coefficient of influence (β = 0.52) and multilingualism with a coefficient of influence (β = 0.56) had a direct and relatively strong influence on public culture,In other words, with the increasing use of new technologies and the strengthening of the multilingualism of universities, the desirability of public culture increases with a relatively strong intensity.
| [1]Afkhami Aqda, M., Kamali Zarch M., & Shokorawa, N. (2013). The effect of information and communication technology (ICT) on the education process from the perspective of Yazd University students. Tolooe Behdasht, 11(1), 41-52. (in Persian).
[2]Al-Thawwad, R. M (2008). Technology transfer and sustainability adapting factors: Culture, physical environment, and geographical location. Proceedings of The 2008 IAJC-IJME International Conference. Retrieved from http://ijme.us/. [3]Asgharzadeh, N & Khorasani, A (2016), The Impact of Using English as the Intermediate Language of Science Education on the Internationalization of Universities: A Comparative Study in Europe, Quarterly Journal of Research and Planning in Higher Education, Volume 22, Number 3, pp. 111- 89. (in Persian). [4]Asiei, M (2010). Technology, Culture and Civilization, Journal of Cultural Research, Volume 10, Number 8, pp. 61-94. [5]Chavosh Bashi, F (2012). A model designed to assess the impact of ICT on the development. Economic of Cultural Management in Iran Magazine, Issue XI. [6]Ebrahimian, S. H. (2013). Re-read the concept of cultural engineering and cultural pathology in the higher education system. Soft Power Studies, 2(5), 121-150. (in Persian). [7]Esfahani, M (2007). Cultural Management and Landscape for 20 Years, Proceedings of the First Conference on Cultural Engineering, Tehran, Supreme Council of Cultural Revolution, pp. 152-162. (in Persian). [8]Fakuhi, N. (2011). The Perspective of Public Culture and Academic System in the World and in Iran, Leaf of Culture, 21, pp. 22-35. [9]Giddens, A (2018). Foundations of Sociology, Tehran: Ney Publishing. [10]Jafarizadeh, M (2006). The relationship between individual and social characteristics of high school students with the use of IT in their leisure Bam city. Master Thesis, Allameh Tabatabaei University. (in Persian). [11]Kazemzadeh, M., Kohi, K (2010). The Role of Mass Media in Cultural Development, Barriers and Solutions, Journal of Communication Culture Studies, 11 (12), 183-212. (in Persian). [12]Latifi, M. & Abdolhoseinzadeh, M (2016). A Systematic Pattern of Improving and Promoting Public Culture in the Country, Social and Cultural Strategy Quarterly, Volume 5, Number 20, pp. 54-23. [13]Latifi, M and Zohourian, M. (2015). Developing a Model for Evaluating Public Culture Indicators in Universities, Iranian Cultural Research Quarterly, Volume 8, Number 1, pp. 47-70. (in Persian). [14]Matthew, M & Bill, G (2003). Making sense of the relationship between information communication technologies and economic development. Retrieved from http://dgss.wsu.edu/di/docs/Making Sense of the relationship between ICT and Eco nomic Development.pdf. [15]Mirshamshiri, M (2006). Impression and the effect of globalization on education and higher education systems. Proceedings of the First National Conference on Globalization and Education, School of Education and Psychology. Tehran University. (in Persian). [16]Niazazari, K, Kazemian, M, Niazazari, M (2015). The Relationship between Information and Communication Technology and Cultural Engineering Components in Islamic Azad University, Journal of Information and Communication Technology in Educational Sciences, Volume 5, Number 2, pp. 21-5. (in Persian). [17]Schulte, J. (2004). Critical look at the phenomenon of globalization (Translated by Karbasian, M.) Tehran: Scientific and Cultural Publications. [18]Sedgwick, E., & Sedgwick, P. (2002). Cultural Theory: The Key Thinkers. London and New York: Routledge. [19]Teymori, S (2013). Assessing the Directors and Experts of the National Center for Globalization on Educational-Cultural Challenges in the Education of the Global Arena, Quarterly Journal of Strategic Studies in Public Policy, Volume 4, Number 11, pp. 164-135. (in Persian). |