ارایه مدل ارزیابی شایستگی‌های هیئت علمی در نظام دانشگاه آزاد اسلامی (مورد: واحدهای دانشگاه آزاد اسلامی استان فارس)

محورهای موضوعی : آموزش و پرورش

سید احمد هاشمی ¹ , علی اصغر ماشینچی ² , کامران محمد خانی ³

1 - دانشیار گروه علوم تربیتی،واحد لامرد،دانشگاه آزاد اسلامی،لامرد،ایران
2 - دانشجوی دکتری مدیریت آموزش عالی، واحد علوم وتحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران
3 - استادیار گروه مدیریت آموزش عالی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران،ایران

تاریخ دریافت : 1394/05/16 تاریخ پذیرش : 1395/01/21 تاریخ انتشار : 1395/12/19

کلید واژه: هیئت علمی, ارزیابی, شایستگی,

چکیده مقاله :

   امروزه ثابت شده است که توفیق یک کشور در زمینه‌های اقتصادی، اجتماعی، سیاسی، فرهنگی و...در گرو برخورداری از یک نظام آموزشی منسجم و پویاست. برنامه‌های آموزشی برای ارتقاء کیفیت و داشتن پویایی نیاز به ارزشیابی و بررسی‎های کیفی وکمی دارند. این پژوهش با هدف ارایه مدل ارزیابی شایستگی‌های هیئت علمی بمنظور ارتقاءکیفی دانشگاه آزاد اسلامی می‌‌باشد. پژوهش از لحاظ روش گردآوری داده‌ها توصیفی - پیمایشی و از لحاظ نوع هدف کاربردی می‌باشد که با انجام بررسی‌های جامع در ادبیات و پیشینه موضوع، چارچوب نظری و مدل مفهومی این پژوهش ترسیم گردید. جامعه پژوهش، نظرات ذینفعان آموزشی {اعضاء هیئت علمی (ارزیابی شونده)، سرپرستان (مافوق ها)، دانشجویان (مشتریان) } واحدهای گوناگون دانشگاه آزاد استان فارس تشکیل می‌دهد که با بررسی پژوهشگر در 24 واحد فعال در استان فارس، حدود 125000هزار نفر می‎باشد که با استفاده از روش نمونه گیری تصادفی خوشه‎ای 380 نفر (فرمول کرجسی و مورگان ) حجم نمونه انتخاب شدند. بمنظور گردآوری داده‎ها از یک پرسش‌نامه محقق ساخته استفاده شد که روایی آن مورد تأیید کارشناسان قرار گرفت و پایایی آن با استفاده از روش آلفای کرونباخ 84/. محاسبه شد. پرسش‌نامه محقق ساخته شامل مولفه موثر در شایستگی در پنج محور کلی به گردآوری داده‌ها می‌پردازد. سپس با روش ارزیابی360 درجه مورد اجرا قرار گرفت. برای تجزیه و تحلیل داده‎ها از روش آمار توصیفی و آمار استنباطی (تحلیل عاملی،ویلکاکسون وفریدمن ) استفاده شد که نتایج پژوهش:1. ترسیم مدل ارزیابی شایستگی‌های هیئت علمی (ابعاد اصلی و مولفه‎های ابعاد شایستگی و تعیین شاخص‎های ارزیابی شایستگی‌های هیئت علمی) بوده و 2.در زمینه ارزیابی وضعیت موجود از دیدگاه ذینفعان، اساتید از لحاظ ابعاد و مولفه‎های صلاحیت‌های مهارتی، ارزشی، نقشی و فردی وضعیت مطلوب وجود دارد، اما در بعد کارکردی و زیرمؤلفه­های آن وضعیت نامطلوب و پایین حد متوسط(3) ارزیابی شده است و نتایج رتبه بندی ارزیابی ابعاد شایستگی‌های هیئت به ترتیب بیش‌ترین اولویت مربوط به بعد مهارتی و کم‌ترین اولویت مربوط به بعد کارکردی می‌باشد.

چکیده انگلیسی:

    Nowadays, it is proved that the success of a country in economic, social, political, cultural, etc. depends on having a cohesive and dynamic education system. Training programs require evaluation and qualitative and quantitative review to improve their quality and dynamics. The aim of the present study is to provide a model to evaluate the merits of the Islamic Azad University. In terms of data collection, this research is descriptive-survey and in terms of its purpose, it is practical. By doing a comprehensive review of literature on the subject, theoretical and conceptual framework of this study were drawn. In fact, the educational stakeholders’ comments [faculty (self-assessment), supervisors (superiors), students (customers)] taken from 24 Branches of Islamic Azad University Fars Province, the population was about 125,000. Using cluster random sampling method, the sample of 380 (formula Morgan) was selected. In order to collect data a questionnaire whose validity was confirmed by experts was applied and its reliability was checked by using Cronbach's alpha (./ 84). The questionnaire included factors affecting the merits of the five main aspects to data collection. Then a 360-degree assessment method of the data was run. To analyze the data, descriptive and inferential statistics (factor analysis, Wilcoxon, Friedman) were used. The results indicate that: 1. Drawing model for the academic competence assessment and stakeholder perspective was based on their merits; and 2. In evaluating the level of stakeholder perspective, there is an ideal situation among professors in terms of dimensions and components of competence skills, values, and role, but in their functional roles and their sub-components, the assessment showed moderately unfavorable condition (below 3). The ranking result assessments indicated staff competencies of the highest priority to lowest priority related to competency and functions.

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