دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (آمیخته)

نویسندگان

1 دانشجوی دکتری کارآفرینی آموزش عالی، واحد چالوس، دانشگاه آزاد اسلامی ، چالوس، ایران

2 دانشیار گروه علوم تربیتی، واحد چالوس، دانشگاه آزاد اسلامی، چالوس، ایران

3 استادیار، گروه مدیریت دولتی، واحد چالوس، دانشگاه آزاد اسلامی، چالوس، ایران

10.22034/ijes.2022.540003.1170

چکیده

هدف : پژوهش حاضر با هدف ارائه مدل برنامه آموزشی برای دانشگاه‌های نسل چهارم در ایران انجام شد.
روش شناسی: روش تحقیق از نظر هدف بنیادی و از نظر روش اجرا آمیخته (کیفی-کمی) بود. جامعه بخش کیفی شامل خبرگان و اساتید برنامه‌ریزی آموزشی دانشگاهی ایران در سال تحصیلی 400-1399 بودند که طبق اصل اشباع نظری 17 نفر از آنها با روش‌های نمونه‌گیری گلوله‌برفی و هدفمند به‌عنوان نمونه انتخاب شدند. جامعه بخش کمی شامل کلیه دانشجویان مراکز آموزش عالی سراسر ایران در سال تحصیلی 400-1399 بودند که طبق فرمول کوکران 384 نفر آنها با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای به‌عنوان نمونه انتخاب شدند. برای گردآوری اطلاعات در بخش کیفی از مصاحبه نیمه‌ساختاریافته و در بخش کمی از پرسشنامه محقق‌ساخته استفاده شد که شاخص‌های روانسنجی آنها تایید شدند. داده‌ها با روش‌های کدگذاری در نرم‌افزار MAXQDA و تحلیل عاملی اکتشافی و مدل‌یابی معادلات ساختاری در نرم‌افزارهای SPSS و LISREL تحلیل شدند.
یافته ها: یافته‌های بخش کیفی نشان داد که 51 شاخص در قالب 7 مقوله رویکرد آموزشی مبتنی بر آموزش همتایان، آموزش مبتنی بر عمل، تسهیل فرصت‌های شبیه‌سازی‌شده، توجه به روش‌های یادگیری گروهی، یادگیری خودهدایت‌شده و خودراهبر، فعالیت‌های مبتنی بر یادگیری اکتشافی و روش‌های نوین تدریس شناسایی شد. یافته‌های بخش کمی نشان داد که 34 گویه در قالب 7 مقوله مذکور قرار گرفتند که بار عاملی همه آنها بالاتر از 70/0، میانگین واریانس استخراج‌شده همه آنها بالاتر از 60/0 و پایایی همه آنها بالاتر از 80/0 بود. دیگر نتایج نشان داد که برنامه آموزشی برای دانشگاه‌های نسل چهارم بر هر هفت مقوله رویکرد آموزشی مبتنی بر آموزش همتایان، آموزش مبتنی بر عمل، تسهیل فرصت‌های شبیه‌سازی‌شده، توجه به روش‌های یادگیری گروهی، یادگیری خودهدایت‌شده و خودراهبر، فعالیت‌های مبتنی بر یادگیری اکتشافی و روش‌های نوین تدریس اثر مستقیم و معنادار داشت (05/0P<).
بحث و نتیجه گیری : با توجه به شناسایی هفت مقوله و اثر مستقیم و معنادار برنامه آموزشی پژوهش حاضر بر هفت مقوله، برنامه‌ریزی جهت بهبود برنامه آموزشی برای دانشگاه‌های نسل چهارم از طریق هفت مقوله ذکرشده در بالا ضروری است.
 

کلیدواژه‌ها

عنوان مقاله [English]

Providing a Curriculum Model for Fourth Generation Universities in Iran with a Mixed Approach

نویسندگان [English]

  • Arash Khodabakhsh 1
  • Hossein Ali Taghipour 2
  • Mehran Mokhtari Baye Kalaei 3

1 PhD Student in Higher Education Entrepreneurship, Chalous Branch, Islamic Azad University, Chalous, Iran

2 Associate Professor, Department of Educational Sciences, Chalous Branch, Islamic Azad University, Chalous, Iran

3 Assistant Professor, Department of Public Administration, Chalous Branch, Islamic Azad University, Chalous, Iran

چکیده [English]

Purpose: In our country, most universities are in the first generation and a limited number of them are in the second generation, and the third and fourth generations of universities in Iran have not been seriously considered yet. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills. Therefore, it is essential that the university, as the source of all changes in society, be at the forefront of the entrepreneurial process, and in order to change educational and research patterns and change students' skills and abilities, they must change their education strategy and train entrepreneurial and creative people. In fact, third and fourth generation universities are education-oriented, research-oriented and knowledge-based universities that seek to create value and wealth by developing effective knowledge and entrepreneurship. Curricula, as the heart of higher education, must be aligned with the indicators of this generation of academics in order to pave the way for progress in line with these indicators. The fourth generation universities provide the ground for the realization of up-to-date progress and in accordance with the requirements that are commensurate with the development of changing knowledge and technology. The present study was conducted with the aim of providing a curriculum model for fourth generation universities in Iran.
Methodology: The research method was fundamental in terms of purpose and mixed (qualitative-quantitative) in terms of implementation method. The qualitative community consisted of experts and professors of Iranian university educational planning in the academic year 2020-21, according to the principle of theoretical saturation, 17 of them were selected as a sample by snowball and targeted sampling methods. The quantitative population consisted of all students of higher education centers throughout Iran in the academic year 1399-400, according to the Cochran's formula, 384 of them were selected as a sample by multi-stage cluster sampling. Semi-structured interviews were used to collect information in the qualitative section and a researcher-made questionnaire was used in the quantitative section, and their psychometric indices were confirmed. Data were analyzed by coding methods in MAXQDA software and heuristic factor analysis and structural equation modeling in SPSS and LISREL software.
Findings: The findings of the qualitative section showed that 51 indicators in the form of 7 categories of educational approach based on peer education, action-based education, facilitating simulated opportunities, attention to group learning methods, self-directed and self-directed learning, activities based on exploratory learning and new methods Teaching was identified. The findings of the quantitative section showed that 17 items were removed due to a factor load of less than 0.30 and the initial questionnaire was reduced from 51 items to 34 items. , According to group learning methods, self-directed and self-directed learning, activities based on exploratory learning and new teaching methods, all of which have a factor load of more than 0.70, the mean variance of all of them is higher than 0.60 and the reliability of all of them is higher than It was 0.80 that their factor loading was confirmed due to being higher than 0.30, their mean extracted variance was confirmed due to being higher than 0.50 and their reliability was confirmed due to being higher than 0.70. Other results showed that the curriculum for fourth generation universities on all seven categories of peer-to-peer educational approach, action-based education, simulated opportunities, attention to group learning methods, self-directed and self-directed learning, exploratory learning-based activities and new methods. Teaching had a direct and significant effect (P <0.05).
Conclusion: Considering the identification of seven categories and the direct and significant effect of the current research curriculum on the seven categories, planning to improve the curriculum for fourth generation universities through the seven categories mentioned above is necessary.
 

کلیدواژه‌ها [English]

  • Curriculum
  • University
  • Fourth Generation Universities
  • Educational Approach based on Peer Education
Amini M, Rahimi H, Khodabakhshi H R. (2018). The evaluation of quality of curriculum elements in education field. Development Strategies in Medical Education quarterly, 5 (2): 1-12. (In Persian)
Annas, J. (2011). Practical expertise. In J. Bengson & M. Moffett (Eds.), knowing how: Essays on knowledge, mind, and action. London: Oxford University Press.
Barnhart AC, Stanfield A, Mix VL. (2013). Library and university governance: partners in student success. Reference services review, 41(2): 253-265.
Barrioluengo MS, Benneworth P. (2019). Is the entrepreneurial university also regionally engaged? Analyzing the influence of university's structural configuration on third mission performance. Technological Forecasting & Social Change, 141: 206-218.
Bene KL, Bergus G. (2014). When earners become teachers: A review of peer teaching in medical student education. Family Medicine, 46(10): 783-787.
Bharvad AJ. (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. Health Ploicy, 44(1): 34-49.
Clark JO, Jackson LH. (2018). Ideology in neoliberal higher education: The case of the entrepreneur. Journal for Critical Education Policy Studies, 16(1): 238-260.
Creswell JW, Plano Clark VL. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Deslauriers L, McCarty LS, Miller K, et al. (2019). Measuring actual learning versus feeling oflearning in response to being actively engaged in the class-room. Proceedings of the National Academy of Sciences, 116: 19251-19257.
Evans C. (2020). Exploiting students’ part-time work to enhance learning, teaching and assessment. Industry and Higher Education, 34(1): 1- 4.
Faraskhah M. (2017). Occasionally university in Iran. Tehran: Agah Publications. (In Persian)
Fischer E, Hanze M. (2019). Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education. International Journal of Educational Research, 95: 26-35.
Ghoorchian N, Ahmadi Rezaie H. (2015). Governance of World-Class universities; A Necessity or a need. Future study Management, 25(100): 23-34. (In Persian)
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
Gottlieb Z, Epstein S, Richards J. (2017). Near peer teaching programme for medical students. The Clinical Teacher, 14(3): 164-169.
Goudarzvand Chegini M. (2018). The fourth generation university labor; and action approach (case studies: Cambridge, Stanford, and Harvard universities. Iranian Journal of Engineering Education, 20(78): 1-16. (In Persian)
Hanid M, Mohamed O, Othman M, Danuri MSM, Ye KM. (2019). Critical success factors (CSFs) in university-industry collaboration (UIC) projects in research universities. International Journal of Technology, 10(4); 667-676.
Inyang NEU, Etuk GK. (2015). marketing education for economic survival: The case of University of Uyo. British Journal of Education, 3(3): 14-26.
Kapetaniou C, Lee SH. (2017). A framework for assessing the performance of universities: The case of Cyprus. Technological Forecasting and Social Chang. 123: 169–180.
Khorsandi Taskooh A, Panahi M. (2017). Critical analysis of international ranking systems of universities; Policy suggestions for higher education in Iran. Iranian Journal of Higher Education, 8(3): 111-136. (In Persian)
Mapulanga P. (2013). Changing economic conditions for libraries: Fundraising performance in the University of Malawi libraries, Bottom Line: Managing Library Finances, 26(2): 59-69.
Nithyanandam GK. (2020). A framework to improve the quality of teaching-learning process-A case study. Procedia Computer Science, 172: 92-97.
Raza SA, Qazi W, Shah N. (2018). Factors affecting the motivation and intention to become an entrepreneur among business university students. International Journal of Knowledge and Learning, 12(3): 221-241.
Sadgi Dizaj E, Hoseininasab S, Asgarian F, ShialiPour A, Maqsodi M. (2015). The mata-analyse of active teaching principle effectiveness. Educational Psychology, 11(35): 79-103. (In Persian)
Stagner JC. (2016). Stanford University’s fourth generation district energy system: Combined heat and cooling provides a path to sustainability. District Energy, Fourth Quarter, 19-24.
Tang K. (2013). Quality assurance improvements in Australian university libraries. Performance Measurement and Metrics, 4(1): 36-44.
Yaghoubi N, Dehghani M, Omidvar M. (2018). Foresight of entrepreneurial university using the integrated method of processing scenarios and cross-impact analysis 1404. The Journal of Productivity Management, 11(4): 45-74. (In Persian)