شناسایی نشانگرهای هدف‌های برنامه درسی دانشگاه نسل چهارم در آموزش عالی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی در آموزش عالی، دانشکده علوم تربیتی و روانشناسی ، دانشگاه اصفهان

2 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان

3 استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان

چکیده

از نگاه بیشتر متخصصان آموزشی ،اهداف مهم­ترین منبع کاربست نشانگرهای دانشگاه نسل چهارم و پرورش دانش‌آموختگانی خلاق است. در واقع پیاده‌سازی نشانگرهای دانشگاه نسل چهارم در اهداف برنامه درسی باعث بهبود مستمر کیفیت آموزش عالی و ارتقای کارآمدی واثربخشی آن خواهد گردید. پژوهش حاضر با هدف شناسایی نشانگرهای اهداف برنامه درسی دانشگاه‌ نسل چهارم در آموزش عالی ایران انجام شد. روش پژوهش حاضر کیفی از نوع مطالعه موردی کیفی بوده است. مشارکت‌کنندگان پژوهش، اعضای هیئت علمی دانشگاه­ ها بودند که با استفاده از روش نمونه­ گیری هدفمند از نوع گلوله برفی انتخاب شدند؛ بدین منظور با 20 نفر از متخصصان و اعضای هیئت‌ علمی دانشگاه‌های کشور که در حوزه برنامه درسی و آموزش عالی صاحب­ نظر هستند، مصاحبه نیمه ساختاریافته به عمل آمد. روایی داده­ ها با استفاده از چهار معیار قابل قبول بودن، انتقال­ پذیری، قابلیت اطمینان و تأییدپذیری و پایایی آن با استفاده از روش مستندسازی انجام گرفت. مصاحبه­ ها، پس از پیاده شدن، به‌صورت ساختاری و تفسیری تجزیه‌وتحلیل شدند. یافته­ ها حاکی از آن بود که مهم­ترین شاخص­ های اهداف در برنامه درسی دانشگاه نسل چهارم عبارت‌اند از: تعامل و مشارکت کارفرمایان در فرایند تدوین اهداف، توجه به خوداشتغالی و کارآفرینی دانشجویان در تدوین اهداف، تدوین اهداف بر مبنای استانداردها و شایستگی‌های بین‌المللی دانشگاه‌های نسل چهارم، کاربست آموزه‌های بین‌رشته‌ای و فرارشته­ ای در تدوین اهداف، بهره‌گیری از دیدگاه‌های نوآورانه و دانش نوین، کاربست رویکرد آینده‌پژوهانه و توجه به پاسخ‌گویی اجتماعی در تدوین هدف‌های برنامه درسی.

کلیدواژه‌ها


Abonyi., U. (2016). Universities’ Role in Regional Development: A Case Study of University for Development Studies, Ghana. Journal of Education and Practice, 7 (26). 11-20.
Annas, J. (2011). Practical expertise. In J. Bengson & M. Moffett (Eds.), Knowing how:Essays on knowledge, mind, and action (101-111). London: Oxford UniversityPress.
Ayatollahi, H., Pourrezaian, M., & Hoshyar, M. (2012). Explaining the identity characteristics of higher art education by method on cultural variables in Iran today. Journal of Fine Arts - Visual Arts, 14-50,5. [In Persian]
Babadi Akasheh, Z., Nasr, A., Nili, M., & Tabatabai, M. (2019). Explain the goals and activities of teaching and learning in the law internship curriculum. Teaching Research, 7 (1), 184-205. [In Persian]
Bakhtiari Nejad, F., & Sheikhan, N. (2016). Review of engineering curriculum for technology development. Journal of Approach, No. 62, pp. 14-14 . [In Persian]
Barrasa, A. (2010). Integrating leadership behavior and climate perceptive team work: antecedents, structure, and influence and effectiveness in organization. Published Doctoral Dissertation. Madrid University.
Bharvad, A. j. (2010). Curriculum evaluation. International Research Journal. 1 (12), 72-74.
Bozeman, B., Rimes, H., & Youtie, J. (2015). The evolving state-of-the-art in technology transfer research: Revisiting the contingent effectiveness model. Research Policy, 44(1), 34-49.‏
Cheng Michael, S. (2012). A competency model for culinology graduates: Evaluation of the research chefs association's bachelor of science in culinology core competencies. Graduate Theses and Dissertations, Iowa State University.
Danaeifard, H., Alwani, S., & Azar, A. (2019). Qualitative research methodology in management: a comprehensive approach. Tehran: Ishraqi Publications, Saffar. [In Persian]
Enayati, T., & Alipour, A. (2014). Proposing a model of reproductive growth centers of university humanities moving towards fourth generation universities. Technology Growth, 10 (2), 20-28. [In Persian]
Farhan, J., Kamariah, I., & Nasir, M. (2015). A review of commercialization tools: university incubators and technology parks. International Journal of Economics and Financial, 5(1), 223-228.
Fazel, A., Kamalian, A., & Qoli Roshan, A. )2017(.  Identification of Effective Dimensions and Components on Academic Human Resources Empowerment, Emphasizing the Third and Fourth Generation of Universities With Fuzzy Delphi Approach: Presenting a Conceptual Model. Educ Strategy Med Sci10 (6) :455-468. [In Persian]
Gamson, D. A., Eckert, S. A., & Anderson, J. (2019). Standards, instructional objectives and curriculum design: A complex relationship. Phi Delta Kappan, 100(6), 8-12.
Giuri, P., Munari, F., Scandura, A., & Toschi, L. (2019). The strategic orientation of universities in knowledge transfer activities. Technological Forecasting and Social Change,138, 261-278.
Goodarzvandchgini, M. (2018). The Approach of Fourth Generation Work and Study Universities (Case Study: Cambridge, Stanford and Harvard Universities'), Iranian Journal of Engineering Education, 20 (78), pp. 1-16. [In Persian]
Hajatmand, F., Fathi Vajargah, K ., & Khosrow Babaei, A. (2014). Evaluating the internal quality of the medical ethics curriculum of Iranian universities of medical sciences from the perspective of professors and students. Journal of Medical Ethics, 27(1), 129-153. [In Persian]
Haqshenas, M., & Jamoor, H. (2018). The need for change in the governance of the country's universities by creating the fourth generation of universities. Proceedings of the Eleventh Congress of Pioneers of Progress. [In Persian]
Inyang, N. E. U., & Etuk, G. K. (2015, March). Marketing education for economic survival: The case of University ofUyo. Bristish Journal of Education, 3(3), 14-26.
Islam, A. (2019). Improving Educational quality through curriculum development: An empirical investigation using stakeholder feedback Data. Journal of Education, 199(2), 69-82.
Kapetaniou, C., & Lee, S. H. (2017). A framework for assessing the performance of universities: the case of Cyprus. Technol. Forecast. Soc. Chang. 123, 169–180.
Khorsandi Taskouh, A. )2017(. Fourth Generation University, Community Building Mission. Journal of University Today, No. 2 . [In Persian]
Khorsandi Taskuh A., &  Panahi, M. )2017(. Critical Analysis of International University Ranking Systems; Policy Recommendations for Iranian Higher Education. Iranian Higher Education 8(3): 111-136. [In Persian]
Kleberg, S. G. F. (2012). The faculty experience of internationalization: Motivations for,
practices of, and means for engagement (Doctoral dissertation). Center for the Study of Higher Education, Department of Education Policy Studies, Pennsylvania State University, University Park, PA.
Küçüktepe, C., & Uğurlu, A. A. (2014). Examination of Turkish curriculums of the republic period in terms of objectives. Procedia-Social and Behavioral Sciences, 152, 1001-1006.
Lorber, L. (2017). Universities, knowledge networks and local environment for innovation-based regional development: Case study of the university of maribor. Geograficky Časopis / Geographical Journal, 69 (4), 361-383.
Manistitya, M., & Fongsuwan, W. (2015). Human Resource Management, JobSatisfaction and Employee Commitment Affecting Information TechnologyStaff Turnover Intention: A Structural Equation Model. Research Journal of Business Management, 9 (1), 157-172.
Mehdi, R ., & Shafiei, M. (2017). The Role of Creating and Capacity Building for Fourth Generation Universities for Local and Regional Development. Journal of Industry and University, 10, No. 53 and 36, pp. 22-2. [In Persian]
Nakwa, K., & Zawdie, G. (2012). Therole of innovation intermediaries inpromoting the triple helix system inMNC-dominated industries in Thailand:the case of hard disk drive andautomotive sectors. International Journalof Technology Management &Sustainable Development, 11(3), 265-283.
Nasrollahi Nia, F., & Haji Khajeh Lou, S. (2017). University towards new identities. Collection of selected works and articles of the 10th Congress of Pioneers of Progress. [In Persian]
Nowruzzadeh, R., & Fathi Vajargah, K. (2012). An Introduction to University Curriculum Planning. Tehran: Higher Education Research and Planning Institute. [In Persian]
Oliver, S. L. (2008). Comprehensive curriculum reform as a collaborative effort of faculty and administrators in a higher education institution: A higher a case study based on grounded theory. Published Doctoral Dissertation. Kent State University.
Pawlowski, K. (2009). The 'Fourth Generation University' as a Creator of the Local andRegional. Development. Higher Education in Europe 34 (1), 51-64.
Sharani, B. R. (2008). Training manual on competency based learning assessment. Dhaka: AGAMI Printing & Publishing Co.
Stagner, J. C. (2016). Stanford University’s “fourth-generation” district energy system, ternational District Energy Association. ALL RIGHTS RESERVED.
Tetrevova, L., & Sabolova, V. (2010). University stakeholder management and university social responsibility, WSEAS Transactions on Advances in Engineering Education, 7(7), 224-233.
Thomas, S. B., Crouse Quinn, S., Butler, J., Fryer, S. C., & Garza, M. A. (2011). Toward a fourth generation of disparities research to achieve health equity. annu. Rev. Public Health 2011. 32, 399–416.
Urszula W., & Adam, M. A. (2012). Institute for Sustainable Technologies – National Research Institute in Radom Poland. PROBLEMY EKSPLOATACJI.
Wadsworth, J. (2012). Global R & D Funding Forecast: R & D
Spending Growth Continues while Globalization Accelerates",
Battele and R&D magazine (www.rdmag.com).
Zaqout, F., & Abbas, M. (2012). Towards a model for understanding the influence of the factors thatstimulate university students’ engagement and performance in knowledge sharing, Library Review, 61(5), 345 – 361.
Zeller, M. P., Sherbino, J., Whitman, L., Skeate, R., & Arnold, D. M. (2016). Design and implementation of a competency-based transfusion medicine training program in canada. Transfusion medicine reviews, 30(1), 30-36.
Zhouying, J. I. N. (2005). Global Technological Change; FromHard Technology to Soft Technology, Translated by Kelvin W.Willoughby, Bristol, UK.