طراحی و اعتبار یابی مدل ارزشیابی عملکرد وظیفه ‌مدار مدیرگروه آموزشی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 16، دوره 9، شماره 33، خرداد 1397، صفحه 291-328   

نوع مقاله: مقاله پژوهشی

نویسندگان

نازیلا کریمی¹؛ سعید رجایی پور^{* 2}؛ عبدالرحیم نوه ابراهیم³

¹دانشجوی دکتری گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان

²عضو هیات علمی دانشگاه اصفهان، دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان

³عضو هیات علمی دانشگاه خوارزمی، استاد گروه مدیریت آموزشی، دانشکده مدیریت دانشگاه خوارزمی

تاریخ دریافت: 13 اردیبهشت 1396،  تاریخ بازنگری: 01 آبان 1396،  تاریخ پذیرش: 11 شهریور 1396 

چکیده

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

کلیدواژه‌ها

شرح وظایف مدیرگروه آموزشی؛ ارزشیابی عملکرد وظیفه مدار؛ نظریه داده بنیاد

عنوان مقاله [English]

Designing and Validating a Model for the Function-based Performance Evaluation of Department chairs

نویسندگان [English]

Nazila Karimi¹؛ s rajaeepour²؛ A Navehebrahim³

¹PhD student of department of educational Sciences, faculty of education and psychology, university of Isfahan

²Faculty member of University of Isfahan, faculty of education and psychology, associated professor of educational Sciences department

³Faculty member of Kharazmi University, faculty of management, Professor of department of educational administration

چکیده [English]

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.

کلیدواژه‌ها [English]

Department chair duties, Function-based Performance Evaluation, Grounded theory

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