آسیب شناسی نظام آموزش منابع انسانی در آموزش عالی: تدوین و اعتباریابی یک الگو
محورهای موضوعی : مدل های بلوغ آموزش و توسعه در سازمان و نحوه ارزیابی آنخالد میراحمدی 1 , اباصلت خراسانی 2 , محمدتقی نظرپور 3 , غلامرضا شمس مورکانی 4
1 - دانشجوي دکتري مديريت آموزش، دانشکده علوم تربيتي و روان شناسي، دانشگاه شهيد بهشتي، تهران، ايران
2 - دانشيار، گروه علوم تربيتي، دانشکده علوم تربيتي و روان شناسي،دانشگاه شهيد بهشتي، تهران، ايران
3 - استاديار، دانشکده معماري و شهرسازي، دانشگاه شهيد بهشتي، تهران، ايران
4 - دانشيار، گروه علوم تربيتي، دانشکده علوم تربيتي و روان شناسي، دانشگاه شهيد بهشتي، تهران، ايران
کلید واژه: آسیبشناسی نظام آموزش منابع انسانی آسیب شناسی آموزش منابع انسانی آموزش عالی,
چکیده مقاله :
هدف اصلي اين پژوهش، آسیبشناسی آموزش منابع انسانی در آموزش عالی و تدوين و اعتباريابي الگويی برای آن بود. روش پژوهش از نظر هدف، کاربردی و توسعهای و از نظر شیوه گردآوری دادهها، ترکيبي اکتشافي متوالي و از نوع الگوسازي بوده که با استفاده از روش همسوسازي دادههاي چندگانه در دو مرحله، چارچوب نظري اوليه تدوين و در قالب یک الگو اعتباريابي شد. برای شناسایی آسیبها، در مرحله اول با بهرهگیری از مطالعه موردی کیفی، دیدگاهها و تجارب 11 نفر از خبرگان با رویکرد هدفمند و معیار اشباع نظری از طریق مصاحبه نیمه-ساختمند مورد بررسی قرار گرفته و سپس با استفاده از تکنیک تحلیل مضمون، دادهها تحلیل شدند. در مرحله دوم با استفاده از روش پیمایشی، ابعاد و مؤلفههای استخراج شده از طریق پرسشنامه محققساخته از دیدگاه 98 نفر از مدیران و کارشناسان منابع انسانی دانشگاههای دولتی تهران بر اساس روش نمونهگیری تصادفی نسبتی بررسی شد. جهت تحلیل دادهها، برای اعتباریابی چهارچوب تدوین شده از تحلیل حداقل مربعات جزئی با استفاده از نرمافزار اسمارت. پی. ال. اس استفاده شد. در نتیجه کدگذاری دادههای حاصل از تحلیل مصاحبه 215 کد استخراج شد که که در قالب 34 مؤلفه و 14 بعد؛ تجزیه و تحلیل مشاغل و شایستگی، نیازسنجی، طراحی و برنامهریزی، اجرای آموزش، ارزشیابی و پایش، انتقال آموزش، سیستمی، مدیریت دانش و تجارب، فرهنگ دانشگاهی و منابع انسانی، قوانین و اسناد بالادستی، مالی و بودجه، آشناسازی و آگاهی بخشی، ساختار سازمانی و منابع انسانی، و فنآوری دستهبندی و الگوی آسیبشناسی آموزش منابع انسانی دانشگاهها تدوین و اعتبارسنجی شد. متغیرهای ارزشیابی و پایش، طراحی و برنامهریزی و انتقال آموزش(با ضریب تعیین 74/0، 73/0، 71/0) بیشترین تبیین و متغیرهای مدیریت دانش و تجارب، قوانین و اسناد بالادستی و مالی و بودجه(با ضریب تعیین، 50/0، 40/0، 31/0) کمترین تبیین را از الگوی تدوین شده نشان دادند.
The present research aims to conduct a pathological study of Human Resource Training in higher education and, thereby, proceed to codify and validate a model for it. The methodology was practical and developmental. A combined sequential exploratory (heuristic) method of the modelling type was utilized for data collection. Drawing from multiple data synchronization in two stages, a primary theoretical framework was codified and, accordingly, it was validated in the form of a model. For the pathology of the staffing system, the first stage, qualitative case study was used according to which the perspectives and experiences of 11 experts, managers and specialists were taken into account with a purposeful approach through theoretical saturation criterion. It should be noted that semi-structured interview was utilized at this stage and the gathered data were analyzed by drawing from Thematic Analysis technique. At the second stage, applied a survey method and the components extracted from an ascertained questionnaire given to 98 staffing managers and experts in public universities under supervision of Tehran Ministry of Science, Research and Technology were analyzed based on a relative class sampling method. In order to analyze the gathered data and validate the codified framework, partial least squares analysis was utilized by drawing from Smart PLS software. After coding the data derived from analysis of documents and interviews, 215 codes were defined and categorized as 34 components and 14 perspectives as follows: jobs and Competency analysis, Need assessment, Design and planning, Implementation of training, Evaluation and monitoring, Transfer of training, systematic, Knowledge and experience management, Human resource culture, Upstream laws and documents, Finance and budget, orientation and awareness, Organizational and human resources structure and technology. According to identified defects, the pathological model for staffing system in universities was codified and validated. Evaluation and monitoring, Design and planning and Transfer of training as variables played the highest role (coefficient of determination calculated to be 0.83, 0.79 and 0.79 respectively) while Knowledge and experience management, Upstream laws and documents and Finance and budget factors (coefficient of determination calculated to be 0.41, 0.49 and 0.51 respectively) had the lowest role in determining the pathological model of the Training system.
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