طراحی الگوی شایستگی‌های تخصصی و ارائه دوره‌های آموزشی رؤسای دانشکده‌ها: مطالعه موردی دانشگاه تهران
محورهای موضوعی : شایستگی های مورد نیاز رهبران منابع انسانی
علی بزرگی امیری
1
,
زهرا احتشام
2
,
ایمان شکر
3
1 - مهندسی صنایع، دانشکده مهندسی صنایع، پردیس دانشکده های فنی، دانشگاه تهران، تهران، ایران
2 - مدیریت آموزش عالی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 - مهندسی صنایع، دانشکده مهندسی صنایع، پردیس دانشکده های فنی، دانشگاه تهران، تهران، ایران
کلید واژه: شایستگی, شایستگی¬های تخصصی, دوره آموزشی, رئیس دانشکده, دانشگاه تهران,
چکیده مقاله :
پژوهش حاضر با هدف طراحی الگوی شایستگی‌های تخصصی رؤسای دانشکده‌های دانشگاه تهران و ارائه دوره‌های آموزشی مبتنی بر آن انجام شده است. رویکرد پژوهش کیفی و از دو روش تحلیل محتوا و مرور نظام مند استفاده شده است. ابتدا با کدگذاری کیفی شرح وظایف رؤسای دانشکده های دانشگاه تهران، شایستگی های مربوطه استخراج شدند؛ سپس با مرور نظام‌مند مطالعات پیشین شایستگی های به دست آمده تکمیل و اصلاح شدند. درنهایت اعتبار یافته های پژوهش با روش تحلیل و بازبینی نخبگان و همکاران مورد تأیید قرار گرفت. بر اساس یافته های پژوهش، الگوی سه لایه شایستگی های تخصصی رؤسای دانشکده ها شامل 9 شایستگی تخصصی و 17 زیرشایستگی در قالب سه دسته بندی کلّی است. این دسته بندی ها شامل شایستگی های ارتباطی و حمایتی (توانایی نمایندگی مؤثر و دفاع از دانشکده و توانایی برقراری تعامل مؤثر)، شایستگی های آموزشی، پژوهشی و تخصصی (رهبری و مقبولیت علمی، توانمندی ارائه خدمات تخصصی دانشکده به جامعه، توانمندی ارتقاء فرآیندهای یاددهی- یادگیری دانشکده، توانایی ارتقاء فرآیندهای پژوهشی دانشکده و آگاهی از سیاست ها، قوانین و برنامه های مربوط به دانشکده) و شایستگی های مدیریت سرمایه انسانی (توانایی ارتقاء برنامه های کارکنان و دانشجویان دانشکده و توانایی جذب و توسعه مؤثر اعضای هیأت علمی دانشکده) می باشد. همچنین بر پایه الگوی شایستگی‌های تخصصی طراحی شده و با استفاده از نظر خبرگان به منظور توسعه و ارتقاء شایستگی‌های رؤسای دانشکده‌ها، عناوین دوره های آموزشی به همراه سرفصل‌های آموزشی شان پیشنهاد شدهاند.
The purpose of this research is to develop specialized competencies for dean of faculties of University of Tehran. Also, their counterpart training courses and that of details are provided by which the university is able to empower dean effectively. The methodology is qualitative by which content analysis and systematic review are adapted. Job descriptions of the deans are coded qualitatively through which competencies are extracted. Afterwards, extracted competencies are modified by systematic review and Meta-synthesis methods. Finally, the results are validated by expert opinions. The proposed model categorized as 9 competencies including 17 sub categories. Competencies are presented in the form of communication and support, education and research, and human resource management. The communication and support competency includes factors such as ability to effectively represent and defend the faculty and ability to interact effectively. Educational and research competency consists of leadership and scientific credibility, ability to provide services to the society, ability to improve teaching-learning processes in the faculty, and ability to enhance faculty research processes and mindfulness of faculty policies, rules and programs. Moreover, human resource management competency includes ability to promote programs related to staff and students, and ability to recruit and develop faculty members effectively. Finally, to improve deans performances based on the competency model, training courses are provided. Notably, results are compatible with other universities and they may utilizes the results well enough.
1. Majlesi, M. B. Bihar al-Anwar, Islamic Publishing.2008. (in Persian)
2. Ehtesham, Z. Investigating the relationship between spirituality in the organization and development of faculty members of Qom University, Master Thesis in Educational Management, University of Tehran.2017. (in Persian)
3. Ghorbannejad, p. & Eisakhani, A. Designing a competency model for university administrators based on Islamic models: a comparative study. Quarterly Journal of Management at Islamic University. 2016, 5 (1): 37-48.
4. Arman, M. Khosravi, M. Validation of human resource training model with competency approach. Management studies. 2013, 23 (71): 49-73.
5. Hecht IW. The Professional Development of Department Chairs. New directions for higher education. 2004;126:27-44.
6. DeSimon RL, Werner JM, Harris DM. Human Resource Development (3rd),2002, Sea Harbod Drive.
7. Ferreira JJ, Raposo ML, Mainardes EW. Strategy and strategic management concepts: are they recognised by management students?. Economics and Management. 2014 Mar 4.
8. Gmelch, W. H. Where Have All the Leaders Gone?. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,2002, New York, NY.
9. Noorshani, N. Nessecery Competencies for University Presidents and their Relative Importance from Iranian Higher Education Experts Points of View. Research & Planning in Higher Education. 2009, (48): 27-49.
10. Esmaieli, S. Exploring the competencies of deans of faculties of Tehran, Master Thesis in Educational Sciences, Al-Zahra University.2017. (in Persian)
11. Prifti L, Knigge M, Kienegger H, Krcmar H. A Competency Model for" Industrie 4.0" Employees,2017.
12. Gholi-poor, R., Seyed Javadin, S. R., Mohamad-vali, R. Designing a competency model for university administrations based on Islamic university document, Resource Management in Police Journal of Department. 2019, 6 (2), 1-34. (in Persian)
13. Asadi Fard, R., Khaef-allahi, A. A., Rezaian, A. A competency model for Iranian governmental managers based on Imam Sahifa using grounded theory approach, Journal of Public Administration.2012. 3 (8), 75-92. (in Persian)
14. Shum C, Gatling A, Shoemaker S. A model of hospitality leadership competency for frontline and director-level managers: Which competencies matter more?. International Journal of Hospitality Management. 2018 Aug 1;74:57-66.
15. Zarabi, V., Madah, M., Razi, Z., Sajadi, H. Development of human resources by competency approach in organizations, case study of the Regulatory Authority and Radio Communications. Tehran: University Jihad Publishing. 2013. (in Persian)
16. Pham TV, Nghiem TT, Nguyen LM, Mai TX, Tran T. Exploring key competencies of mid-level academic managers in higher education in Vietnam. Sustainability. 2019 Jan;11(23):6818.
17. Eddy PL. Developing leaders: The role of competencies in rural community colleges. Community college review. 2013 Jan;41(1):20-43.
18. Montez JM, Wolverton M, Gmelch WH. The roles and challenges of deans. The Review of Higher Education. 2003;26(2):241-66.
19. Russell CA. Community college academic deans: Leadership frames and stress.2000.
20. Karimi, N., Rajayi-Poor, S., Naveh Ebrahim, A. A Job description of the dean: A basis for proposing a role-oriented evaluation model. Journal of Research on Management of Teaching in Marine Sciences. 2018, (10), 61-77. (in Persian)
21. Clark VL, Creswell JW. Understanding research: A consumer's guide. Pearson Higher Ed; 2014 Mar 21.
22. Ottenritter N. Competencies for community college leaders: The next step. Community College Journal. 2006 Feb 1;76(4):15.
23. Cleverley-Thompson S. The role of academic deans as entrepreneurial leaders in higher education institutions. Innovative Higher Education. 2016 Feb;41(1):75-85.
24. Rosser VJ, Johnsrud LK, Heck RH. Academic deans and directors: Assessing their effectiveness from individual and institutional perspectives. The Journal of Higher Education. 2003 Jan 1;74(1):1-25.
25. Saghebi, M. Educational need assessment for university administrator, Master Thesis in Educational Sciences, Al-Zahra University.2017. (in Persian)
26. Mozafari S. A. A., Tabatabian, S. A. The relationship between power bases and the effectiveness and performance of deans and heads of physical education departments of public universities from their perspective and that of faculty members, Journal of Movement Science & Sports. 2005, 1 (4). 123-136. (in Persian)
27. Koozeh-Chian, H. Performance evaluation of the dean of physical education faculties, Journal of Harakat. 2020, (1) 1, 57-65. (in Persian)
28. Otara A. Academic dean and the challenges of meeting changing expectations within a competitive higher education environment in Africa,2015.
29. Robillard Jr D. Dimensions of Managing Academic Affairs in the Community College. New Directions for Community Colleges, Number 109. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104-1342; 2000.
30. Abedi Jafari, A., Amiri, M. Meta-synthesis: An approach for synthesize qualitative studies. Journal of Methodology of Social Science and Humanities. 2020, 25 (99), 73-87. (in Persian)
31. Abouyi Ardakan, M., Soltan Mohammadi, N. Designing the process of short-term training courses. Iranian Research Institute for Information Science and Technology.2017. (in Persian)
32. Mohamadi Zanjirani, D., Eshtiaghian, N. Multi-criteria and integrated approach for educational needs assessment based on competency analysis, New Educational Approach.2013, 7 (1), 107-136. (in Persian)
33. Karami, M., Salehi Omran, E., Khoshnudi-Far, H. Educational needs assessment of Mazandaran regional electricity company managers based on competency model, Educational Planning Studies.2013, 1 (2), 163-187. (in Persian)
34. Rezaie Mirghaed, H., Kohanali, R., Kooshki Jahromi, A. Needs assessment and determination of training courses for staff of education and research departments of Hormozgan University based on competency approach. Educational Planning Studies.2018, 6 (12). 134-166. (in Persian).
