شناسایی و رتبه‌بندی وظایف کلیدی رهبران فناوری اطلاعات در آموزش عالی
محورهای موضوعی : آموزش و پرورش
محمد خادمی کُله لو
1
(دانشجوی دکتری مدیریت آموزش عالی، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران)
محبوبه عارفی
2
(دانشیار دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران)
علی رضائیان
3
(استاد دانشکده حسابداری و مدیریت، گروه مدیریت فناوری اطلاعات، دانشگاه شهید بهشتی، تهران، ایران)
اباصلت خراسانی
4
(دانشیار دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران)
کلید واژه: دانشگاه, آموزش عالی, رهبری فناوری اطلاعات, CIO,
چکیده مقاله :
این پژوهش باهدف شناسایی و رتبه‌بندی وظایف کلیدی رهبران فناوری اطلاعات در مراکز آموزش عالی و به روش آمیخته اکتشافی انجام شد. در بخش کیفی شرح شغل مدیران ارشد فناوری اطلاعات 50 دانشگاه برتر آمریکایی در سال 2015- 2014 و در بخش کمی نیز مدیران و معاونین مراکز فناوری اطلاعات دانشگاه شهید بهشتی، دانشگاه تهران، دانشگاه صنعتی شریف و دانشگاه امیرکبیر جامعه پژوهش حاضر را تشکیل داده‌اند. در هر دو بخش کیفی و کمی نمونه‌گیری به‌صورت هدفمند صورت گرفت. داده‌های کیفی به روش تحلیل محتوا و با اتکا به الگوی چهار قاب رهبری بولمن و دیل (1991) حاصل شد و تحلیل اسناد با رسیدن به مقصود (اشباع نظری) پایان یافت. در بخش کمی نیز نمونه‌گیری به شیوه سرشماری انجام شد. بر مبنای یافته‌های کیفی پرسشنامه‌ای 46 سؤالی ساخته شد، روایی پرسشنامه از سوی صاحب‌نظران تائید و پایایی آن نیز با استفاده از روش آلفای کرونباخ 88/0 برآورد شد و سپس میان 53 نفر از مدیران و معاونین مراکز فناوری اطلاعات دانشگاه‌های منتخب بخش کمی توزیع گردید. همچنین داده‌های حاصل از بخش کمی با استفاده از آمار توصیفی (درصد و میانگین) و استنباطی (آزمون T تک گروهی و آزمون فریدمن) تجزیه‌وتحلیل شد. بر اساس یافته‌های پژوهش درمجموع 13 وظیفه کلیدی و 46 خرده وظیفه مربوط به رهبران فناوری اطلاعات در مراکز آموزش عالی شناسایی شد که در این میان بعد نمادین با دو وظیفه کلیدی الهام بخشی و فرهنگ‌سازی؛ بعد سیاسی با سه وظیفه کلیدی شبکه‌سازی، رقابت و مذاکره؛ بعد ساختاری با چهار وظیفه کلیدی برنامه‌ریزی استراتژیست، نظارت و ارزیابی و سیاست‌گذاری و بعد منابع انسانی با چهار وظیفه کلیدی برنامه‌ریزی منابع انسانی، توسعه منابع انسانی، انگیزش منابع انسانی و ارزیابی عملکرد به ترتیب در اولویت‌های اول تا چهارم مهم‌ترین وظایف کلیدی رهبران فناوری اطلاعات در مراکز آموزش عالی قرار گرفتند، همچنین اهمیت تمامی وظایف کلیدی بالاتر از متوسط ارزیابی شد.
the present study aimed to identify and rank the key tasks of IT leaders in higher education institutions .The research methodology was exploratory mixed method. The study population comprised job descriptions of the CIO from fifty top universities in the US (2014-2015), in the qualitative part and IT managers from public universities in Tehran (Shahid Behshti University, University of Tehran, Sharif University of Technology & Amirkabir University of Technology), in the quantitative part. In both qualitative and quantitative parts sampling was purposeful. The qualitative data was obtained based on Bolman and Deal Four-Frame Model using content analysis method. Data analyze completed with the theoretical saturation. The census sampling method was used in quantitative part. A questionnaire was developed based on qualitative results and the validity of the questionnaire was verified by experts and also the reliability of it, was estimated at 0/88. Then it distributed among 53 IT managers in the selected institutes. The quantitative data were analyzed with descriptive statistics (percentage & mean) and inferential statistics (one sample t test & Friedman test).The results indicated that 13 key tasks and 46 sub-tasks related to IT leaders in higher education institutions were identified; the symbolic dimension with two key roles (inspiration & culture making), political dimension with three key roles(networking, competing & negotiation) , structural dimension with four key roles (strategist planning, monitoring , evaluation and policy making) and human resources dimension with four key roles(HR planning, HR development, performance evaluation & HR motivation) frame respectively were in the first to the fourth of the most important priorities of IT leaders key tasks; it should also be mentioned that the importance of all key tasks were evaluated higher than average.
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