طراحی و اعتبار یابی مدل ارزشیابی عملکرد وظیفه مدار مدیرگروه آموزشی
محورهای موضوعی : آموزش و پرورش
نازیلا کریمی
1
(دانشجوی دکتری گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان)
سعید رجایی پور
2
(عضو هیات علمی دانشگاه اصفهان، دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان)
عبدالرحیم نوه ابراهیم
3
(عضو هیات علمی دانشگاه خوارزمی، استاد گروه مدیریت آموزشی، دانشکده مدیریت دانشگاه خوارزمی)
کلید واژه: نظریه داده بنیاد, شرح وظایف مدیرگروه آموزشی, ارزشیابی عملکرد وظیفه مدار,
چکیده مقاله :
هدف از این مقاله شناسایی شرح وظایف مدیران گروههای آموزشی در دانشگاههای دولتی وابسته به وزارت علوم، تحقیقات و فناوری اطلاعات کشور ایران است تا بر مبنای آن، الگویی برای ارزشیابی از عملکرد مدیرگروه آموزشی ارائه شود. روش پژوهش ترکیبی با طرح اکتشافی است که طی دو مرحله کیفی و کمی با استفاده از نظریه داده بنیاد انجام شد. با انجام مطالعات کتابخانهای و بررسی اسناد و مدارک موجود شرح وظایف مدیرگروه آموزشی به کمک نرمافزار تحلیل دادههای کیفی مکس کیو.دی.ای[1] استخراج شد. بدین منظور کار تحلیل محتوا طی سه مرحله کدگذاری باز، محوری و انتخابی انجام گرفت و تعداد 1297 کد باز استخراج شده و پس از آن در قالب 26 مولفه (کدهای محوری) و 6 مقولههای اصلی( کدهای اختیاری) دستهبندی شد. همچنین 17 مصاحبه با متخصصان و صاحبنظران حوزه آموزش عالی انجام شد. انتخاب نمونهها بر اساس روش نمونهگیری هدفمند بود. با پیادهسازی و تحلیل و کدگذاری متن مصاحبهها، تعداد 1503 کد استخراج و در قالب 31 مولفه و7 مقوله اصلی دستهبندی شدند. مقایسه دو الگوی شرح وظایف حاصل از تحلیل مبانی نظری و مصاحبههای پژوهش منجر به الگوی نهایی شرح وظایف مدیرگروه آموزشی شد که دارای 7 مقولهی اصلی و 42 مولفه بود. مقولههای اصلی شرح وظایف مدیرگروه آموزشی عبارتند از رهبری گروه، کسب شایستگیها و مهارتها، تعاملات، مربیگری، مدیریت اجرایی، ایجاد تغییر و تنوع و ارتقای کیفیت. به منظور برازش الگوی مذکور، برای اجرای مطالعهای جنبی، تعداد 40 مدیرگروه از دانشگاههای دولتی انتخاب شدند. برازش الگو طی سه مرحله و محاسبه آمارههای مورد نیاز، منجر به حذف 7 گویه و تایید مدل نهایی با 113 گویه شد. این ابزار میتواند در بازبینی شرح وظایف مدیرگروه آموزشی در آیین نامه مدیریت دانشگاهها و نیز سنجش وضع موجود و خودارزشیابی عملکرد توسط سایر مدیران گروهها مورد استفاده قرار گیرد.
[1] Maxqda
This study aimed to gather a comprehensive list of duties and job descriptions for department chairs in public universities affiliated with Ministry of Science, Research, and Technology of Iran, so that it can be used as a basis for performance evaluation of the head of department in humanities. It was a combined qualitative-quantitative research conducted heuristically using Grounded Theory. The required data was extracted from the related resources through library research. The gathered data was analyzed in MAXQDA software. The analysis was done through open, axial and selective coding; the 1297 extracted open codes were classified into 26 components (axial codes) and 6 main categories (selective codes). In addition, views of higher education experts were gathered through a total of 17 interviews. By implementing, analyzing and coding interview texts, 1503 codes were extracted and classified into 31 components and seven main categories. The data sampling method was purposive sampling. The two job description patterns obtained from theoretical data and data from interviews were combined to form the final job description model consisting of seven main categories and 42 components. The main categories of a job description for the heads of departments are: leadership, qualification acquisition, interactions, mentoring, executive management, creating change and diversity, and quality improvement. To test the goodness-of-fit, a peripheral study was performed in which 40 heads of department from public universities were selected to complete a questionnaire. The process consisted of three phases and resulted in the elimination of seven items, giving a final model with 113 items. The proposed instrument can be used in reviewing job descriptions of department chairs in university regulations or to assess the status quo and self-evaluate the performance by other department chairs.
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