حکمرانی در آموزش عالی: یک مرور نظام‌مند
محورهای موضوعی : مدیریت آموزشی
فاطمه قانئی
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مهدی کلانتری
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رشید ذوالفقاری زعفرانی
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1 - دانشجوی دکتری گروه مدیریت آموزش عالی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن. ایران
2 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
3 - ریس واحد قیام دشت
کلید واژه: حکمرانی مشترک, حکمرانی فراگیر, تحول آموزش عالی, گروه‌های عدالت‌طلب, حکمرانی بومی, تلاقی‌گرایی ,
چکیده مقاله :
هدف این مقاله بررسی حکمرانی در آموزش عالی بر اساس یک مرور نظام مند بود. می دانیم رهبران آموزشی معاصر با محیط‌هایی متنوع، پیچیده و به‌طور مداوم در حال تغییر مواجه‌اند که از پارادایم‌های درهم‌تنیده اقتصادی، فناورانه، آموزشی و اجتماعی شکل گرفته‌اند. ادبیات مرتبط با حکمرانی دانشگاه‌ها و واحدهای آکادمیک، عموماً رویکردها و دستورالعمل‌هایی را برای ترسیم استراتژی‌ها و رهنمودهای حکمرانی اثربخش ارائه می‌کند. با بهره‌گیری از دستورالعمل های مؤسسه جوانا بریگز برای انجام مرور های نظام مند، پروتکل از پیش تعیین شده جهت هدایت فرآیند تحقیق، و دستورالعمل های PRISMA برای گزارش مرور های نظام مند استفاده گردید. مرور ۴۸ مقاله تجربی منتشر شده در مجلات داوری شده، منجر به شناسایی پنج محور اصلی در حوزه حکمرانی مشترک در آموزش عالی گردید: ذی نفعان و گروه های بالقوه علاقه مند، ویژگی های رهبران حاکمیتی، اصول و ارزش های حاکم بر حکمرانی مشترک، فرآیند های حکمرانی مشترک و مدل های حکمرانی مشترک. علاوه بر این، شکاف هایی در ادبیات حکمرانی مشترک شناسایی شد: از جمله نمایندگی اندک جوامع (بومی و غیربومی)، فقدان توجه به شیوه های معرفتی متنوع از جمله معرفت بومی، و کم توجهی به هویت های متنوع در میان گروه های ذی نفع. همچنین حکمرانی فراگیر را به‌عنوان اصطلاحی مناسب تر نسبت به «حکمرانی مشترک» پیشنهاد گردید.
Governance in Higher Education: A Systematic Review. The aim of this article was to examine governance in higher education through a systematic review. It used the Joanna Briggs Institute Guidelines for Conducting Systematic Reviews, a pre-defined protocol to guide the research process, and the PRISMA guidelines for reporting systematic reviews. A review of 48 empirical articles published in peer-reviewed journals identified five main areas of focus in the field of shared governance in higher education: stakeholders and potential interest groups, characteristics of governance leaders, principles and values governing shared governance, shared governance processes, and shared governance models. In addition, gaps in the shared governance literature were identified: including the underrepresentation of communities (indigenous and non-indigenous), the lack of attention to diverse epistemological practices including indigenous knowledge, and the lack of attention to diverse identities among stakeholder groups. Inclusive governance was also suggested as a more appropriate term than “shared governance.”
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