فصلنامه پژوهش و برنامه ریزی در آموزش عالی
شناسایی مؤلفه های خودرهبری دانشجویان
نویسندگان
1 دانشجوی دکتری مدیریت آموزش عالی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
2 استاد دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران
3 استاد دانشکده مدیریت و اقتصاد، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
4 دانشیار دانشکده مدیریت و اقتصاد، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، ایران
چکیده
هدف پژوهش حاضر شناسایی مؤلفه‌های خودرهبری دانشجویان بود. با اتخاذ رویکرد کیفی از روش نظریه زمینه ای روشمند برای تحلیل نظر صاحبنظران استفاده شد. با چارچوب نمونه گیری هدفمند و با استفاده از روش نمونه گزینی گلوله برفی با 20 صاحبنظر در حوزۀ آموزش عالی مصاحبه صورت گرفت. بهمنظور دستیابی به اهداف پژوهش و جمع آوری داده‌ها و اطلاعات، ابزار پژوهش مصاحبه بود که با به کارگیری مثلث بندی؛ یعنی مصاحبه عمیق اکتشافی نیمه ساختمند، گروه های کانونی و نیز بررسی ادبیات و پیشینۀ پژوهش داده‌ها جمع آوری شد. داده ها با استفاده از روش تحلیل محتوا در رویکرد نظریه داده بنیاد در سه مرحله کدگذاری باز، محوری و انتخابی تجزیه و تحلیل شدند. در پژوهش حاضر پدیدۀ محوری، مفهوم خودرهبری دانشجو انتخاب شد. یافته ها نشان داد که مشارکت اعضای هیئت علمی مجرب در تدوین برنامه های خودرهبری، ایجاد زمینه های خودباوری و خودرهبری از طریق برنامه های درسی دانشگاهی و تعامل متقابل استاد و دانشجو و طراحی آموزش های مرتبط با تقویت توانمندی های رفتاری از جمله خودرهبری و خودتنظیمی دانشجویان در کلاس های درس از شرایط علی اثرگذار بر خودرهبری دانشجویان است. در کنار عوامل علّی، سازه های محیطی متعددی در سه حوزه عوامل درون دانشگاهی، عوامل برون دانشگاهی و عوامل آموزشی وجود دارد که در تحقق یافتن هدف ایجاد خودرهبری دانشجو نقش مهمی دارد. همچنین سبک رهبری و مدیریت دانشگاه ها، مشارکت دانشجو و مهارت های اجتماعی، عوامل زمینه ای مؤثر بر خودرهبری دانشجوست. از نظر صاحبنظران لزوم توجه به خودرهبری دانشجویان یکی از وظایف مهم مسئولان آموزش عالی است. دانشگاه ها باید به گونه ای مدیریت و رهبری شوند که خودرهبری به عنوان یک فرهنگ و بخشی از فعالیت های روزانۀ دانشجویان درآید و به عنوان ارزش افزوده برای همۀ اعضای هیئت علمی و دانشجویان مطرح شود.
کلیدواژه‌ها
عنوان مقاله [English]
Identifying college students self-leadership components
نویسندگان [English]
- Arezoo Naeimi Majd 1
- Hamidreza Arasteh 2
- Nadergholi Ghourchian 3
- Kamran Mohamadkhani 4
1 Doctoral student in Higher Education Administration, Islamic Azad University, Science and Research branch, Tehran, Iran.
2 Professor, Department of Educational Management, Kharazmi University, Tehran, Iran.
3 Professor, Department of Higher Education Administration, Islamic Azad University, Science and Research branch, Tehran, Iran.
4 Associate Professor, Department of Higher Education Administration, Islamic Azad University, Science and Research branch Tehran, Iran.
چکیده [English]
The purpose of this study was to identify the components of students' self-leadership. By adopting a qualitative approach, a systematic grounded theory approach was used to analyze the views of experts. Purposeful sampling was used to interview 20 experts in the field of higher education using snowball sampling. In order to achieve the goals of the research and data collection, the interviews as research instrument was used. This was utilized by triangulation namely via semi-structured in-depth exploratory interviews, focus groups as well as literature review and background research. The data were analyzed using content analysis in GT approach in three stages of open, axial and selective coding. In the present study, the concept of student self-leadership was chosen as the central phenomenon. The findings of the study indicated that the involvement of experienced faculty members in formulating self-leadership programs, creating self-confidence and self-leadership fields through academic curricula through faculty-student interaction and designing training related to enhancing behavioral abilities including self-regulation of students in classrooms were causal factors affecting student self-leadership. Alongside causal factors, there are numerous environmental constructs in the three domains of intra-university, extracurricular and educational factors that play an important role in achieving the goal of student self-leadership. In addition, leadership style and aministration of universities, student participation and social skills are the underlying factors influencing student self-leadership. Experts believed that the need to pay attention to student self-leadership is an important task for higher education officials. Universities should be managed and led in a way that is self-directed as a culture and a part of the students' daily activities and as a benefit for all faculty and students.
کلیدواژه‌ها [English]
- Self- leadership
- students
- grounded theory
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