طراحی مدل کیفی سرمایه فکری با رویکرد یادگیری سازمانی در آموزش و پرورش

محورهای موضوعی : آموزش و پرورش

محمود قربانی ¹ , نازیاسادات ناصری ² , علی شاه نظری ³

1 - گروه علوم تربیتی، واحدمشهد، دانشگاه آزاد اسلامی، مشهد، ایران.
2 - گروه علوم تربیتی، واحدمشهد، دانشگاه آزاد اسلامی، مشهد، ایران.
3 - گروه علوم تربیتی، واحدمشهد، دانشگاه آزاد اسلامی، مشهد، ایران.

تاریخ دریافت : 1399/01/21 تاریخ پذیرش : 1400/05/13 تاریخ انتشار : 1400/04/01

کلید واژه: سرمایه فکری, یادگیری سازمانی, مدل کیفی,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر با هدف تدوین مدل کیفی سرمایه فکری با رویکرد یادگیری سازمانی در اداره کل آموزش و پرورش استان خراسان رضوی و نواحی هفتگانه آموزش و پرورش شهرستان مشهد انجام شد. تحقیق از منظر هدف، کاربردی و توسعه ای است.
روش شناسی پژوهش: پژوهش، از منظر روش، آمیخته(کمّی- کیفی)است و از لحاظ شیوه گردآوری داده ها، توصیفی است. جامعه آماری تحقیق، خبرگان دانشگاهی و حرفه ای آموزش و پرورش بودند. نمونه گیری از جامعه آماری به صورت هدفمند انجام شد که در مجموع 25 نفر انتخاب شدند. پس از تعریف موضوع و انجام مطالعات اکتشافی و کتابخانه ای، فهرستی از گزاره ها پیرامون ابعاد و مؤلفه های متغیرهای تحقیق شناسایی شد و پس از اخذ نظرات اصلاحی کیفی و کمّی به لحاظ روایی محتوایی به تأیید خبرگان دانشگاهی و حرفه ای رسید و در قالب پرسشنامه محقق ساخته پس از تعیین و تأیید پایایی با استفاده از ضریب آلفای کرونباخ در اختیار اعضای دلفی قرار گرفت. داده های حاصل از تحقیق براساس روش های آماری مربوط و با استفاده از نرم افزار ( Spss22) تحلیل شد و ابعاد و مؤلفه های تحقیق با ضریب توافق کندال (723/0) به اجماع خبرگان رسید.
یافته­ ها: براساس یافته های پژوهش، ابعاد و مؤلفه های سرمایه فکری در4 بعد و21 مؤلفه و ابعاد و مؤلفه های یادگیری سازمانی در3 بعد و12 مؤلفه شناسایی شد.
بحث و نتیجه­گیری: نهایتاً تناسب مدل با نظر خبرگان با استفاده از آزمون t تک نمونه ای مورد تأیید قرار گرفت.

چکیده انگلیسی:

Introduction: This study aimed to develop a qualitative model of intellectual capital based on the organizational learning approach in the General Department of Education of Khorasan Razavi Province and the seven districts of the Mashhad Education Department. It was applied-developmental in terms of purpose, mixed (quantitative-qualitative) in terms.
research methodology: This study method and descriptive in terms of data collection. The statistical population consisted of academic and professional education experts, of whom 25 people were selected using the purposive sampling. After defining the subject and conducting library and exploratory studies, a list of the propositions concerning the dimensions and components of the research variables was provided and after receiving the qualitative and quantitative corrective comments, it was confirmed by academic and professional education experts. After determining and confirming the reliability using the Cronbach's alpha coefficient, it was distributed to the Delphi members in the form of a researcher-developed questionnaire. Data were analyzed by the statistical procedures and (SPSS 22) and experts reached a consensus about research dimensions and research components using the Kendall's coefficient of concordance (0.723).
Findings: The results showed there were four dimensions and 21 components of intellectual capital and there were three dimensions and 12 components of organizational learning.
Conclusion: Finally, the appropriateness of the model was confirmed by the experts using one sample t-test.

منابع و مأخذ:

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