مدل بالندگی اعضای هیات علمی دانشگاه پیام نور مبتنی بر یادگیری غیررسمی با استفاده از نظریه داده بنیاد

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 14، دوره 10، شماره 40، اسفند 1398، صفحه 312-342   

نوع مقاله: مقاله پژوهشی

نویسندگان

نجمه سلطانی پرشکفتی^{* 1}؛ پریوش جعفری²؛ نادرقلی قورچیان³؛ مهدی باقری⁴

¹دانشجو دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی واحد بندرعباس

²دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات

³استاد گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات

⁴دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد بندر عباس

تاریخ دریافت: 12 دی 1397،  تاریخ بازنگری: 22 دی 1397،  تاریخ پذیرش: 29 آذر 1398 

چکیده

بالندگی اعضای هیات علمی در طی فرآیند یادگیری رخ می‌دهد، یادگیری حاصل دانش آشکار و ضمنی است که از طریق آموزش، پژوهش، تعامل و تجربه به دست می‌آید. این پژوهش به صورت کیفی با هدف مدل بالندگی اعضای هیات علمی دانشگاه پیام نور مبتنی بر یادگیری غیررسمی با استفاده از نظریه داده بنیاد در چارچوب گراندد تئوری طراحی گردیده است. ابتدا عوامل اولیه با مرور پیشینه پژوهش استخراج گردیده، درادامه با انجام مصاحبه‌های نیمه ساختاریافته با 30 نفر از اعضای هیات علمی دانشگاه پیام نور هرمزگان داده‌ها گردآوری شده‌اند. با نظم دادن مفهومی داده‌ها؛ معانی و ویژگی‌های بالندگی اعضای هیات علمی از طریق یادگیری غیررسمی در سه مرحله کدگذاری شناسایی، استخراج و در نهایت مدل تحقیق ارائه گردیده است. پایایی و قابلیت اعتماد مصاحبه ها از روش‌های پایایی بازآزمایی و توافق درون موضوعی تایید شده است. نتایج تحلیل داده‌ها حاکی است که پدیده بالندگی از طریق یادگیری غیررسمی شامل دو مقوله 1- حوزه‌های یادگیری ضمنی شامل: مقوله‌های آموزشی، اخلاقی، سازمانی و 2- مقوله قلمرو یادگیری شامل: مقوله‌های فردی، دانشگاهی و فرادانشگاهی است. علاقه و روحیه، چالشگری و توان برقراری ارتباط، شرایط علّی خرد و سیاست‌های ارتقا و ترفیع، شرایط کلان را تشکیل می‌دهند. شرایط مداخله‌گر به سطح علمی دانشجویان، سیاست‌ها و قوانین دانشگاه، زیرساخت فناوری و وضعیت معیشت اشاره دارند. سرمایه اجتماعی، ارتباطات سازمانی، حجم کاری و ... شرایط زمینه‌ای را به وجود آورده‌اند. راهبردها روش‌های مبتنی بر تعاملی و جمعی، تاملی و مستقل، مبتنی بر فناوری و روش های تعاونی و کمک رسانی را شامل می‌شوند. پیامدهای تقویت یادگیری مادام العمر، خودکارآمدی بالاتر و ارتقای شایستگی‌های فردی دارای دامنه اثرگذاری محتمل محدود و ایجاد اجتماعات یادگیری، افزایش اعتماد اجتماعی پیامدهایی با دامنه اثرگذاری محتمل وسیع هستند.

کلیدواژه‌ها

بالندگی اعضای هیات علمی؛ یادگیری غیررسمی؛ یادگیری

عنوان مقاله [English]

The model for the development of faculty members of Payame Noor University based on informal learning using the foundation data theory.(Payame Noor University of Hormozgan)

نویسندگان [English]

najme soltani pereshkafti¹؛ P J²؛ N GH³؛ M B⁴

¹Ph.D Student in Educational Management, Islamic Azad University, Bandar Abbas Branch

²0

³0

چکیده [English]

The development of faculty members during the learning process, learning is the result of explicit and implicit knowledge through education, research, interaction, and experience. This qualitative research was designed with the aim of The model for the development of faculty members of Payame Noor University based on informal learning using the foundation data theory in the grounded theory framework. Initially, the factors were extracted by reviewing the research history. Finally, data were collected through semi-structured interviews with 30 faculty members at Payame Noor University of Hormozgan. By defining the concept of data, the faculty members' meanings and facial features are extracted through informal learning in three stages of coding, and, finally, a research model is presented. The reliability and reliability of the interviews are confirmed by the reliability of the retest and inter-subject agreement. The results of data analysis indicate that the phenomenon of development through informal learning consists of two categories: the implicit learning areas including: educational, ethical, organizational categories; and 2) the domain of learning including individual, academic and meta-class. Interest and morale, challenge and ability to communicate, the condition of wisdom, and promotion and promotion policies are the great conditions. Intervener conditions refer to the students' academic level, university policies and regulations, technology infrastructure, and livelihood status. Social capital, organizational communication, workload and ... ground conditions. Strategies include collaborative, collaborative, and independent methods based on technology and cooperative and relational methods. The implications of enhancing lifelong learning, higher self-efficacy and promoting individual competencies with limited potential impact domains and creating learning communities, increasing social confidence, are implications for a broad range of possible impacts.

کلیدواژه‌ها [English]

faculty members'development, Informal learning, learning

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