نویسندگان

1 دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد

2 دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

3 استاد دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

چکیده

این پژوهش با هدف تدوین الگویی برای بالندگی اعضای هیئت علمی دانشگاه تهران و با رویکرد آمیخته اکتشافی انجام شد. بخش کیفی پژوهش به روش مصاحبه نیمه‌ساختاریافته و بخش کمّی آن به شیوه توصیفی- تحلیلی اجرا شد. نتایج بخش کیفی پژوهش نشان داد که بالندگی اعضای هیئت علمی پنج مؤلفه اصلی شامل آموزشی، پژوهشی، خدمات تخصصی، فردی و سازمانی و  30 شاخص دارد. نتایج بخش کمّی نشان داد که از دیدگاه اعضای هیئت علمی وضعیت کلی بالندگی اعضای هیئت علمی در دانشگاه تهران بالاتر از میانگین و نسبتاً مطلوب است، ولی وضعیت دو مؤلفه آن؛ یعنی بالندگی خدمات تخصصی و بالندگی سازمانی پایین‌تر از میانگین است.

کلیدواژه‌ها

عنوان مقاله [English]

A model for faculty development at the University of Tehran

نویسندگان [English]

  • Davood Ghorooneh 1
  • Seyed Mohammad Mirkamali 2
  • Abbas Bazargan 2
  • Seyed Kamal Kharazi 3

1 Faculty of Education and Psychology, Ferdowsi University of Mashhad

2 Faculty of Psychology and Education, University of Tehran

3 Faculty of Psychology and Education, University of Tehran

چکیده [English]

The purpose of this study was to design a model for faculty development (FD) at the University of Tehran. A mixed exploratory research method was used. In the qualitative phase, semi-structured interviews were employed and in the quantitative phase, a descriptive- analytical method was explored. The results of the qualitative phase showed that the FD has five main components including instruction, research, specialized services, personal, and organizational development and 30 indicators. The results of quantitative phase showed that from the perspective of faculty members, the overall FD at the University of Tehran is above average and relatively favorable but the status of its two components, the development of specialized services and organizational development, are below the average.

کلیدواژه‌ها [English]

  • Higher Education
  • faculty members
  • professional development
  • University of Tehran
1. Alstete, J. W. (2000). Post-tenured faculty development: Building a system for faculty development and appreciation. ASHE-ERIC Higher Education Report, 27 (4), San Francisco, CA: Jossey-Bass.
2. Bazargan, A., Hejazi, Y., & Eshaghi, F. (2007). The process of internal evaluation in educational departments of higher education. Tehran: Douvran Publications (in Persian).
3. Boyer, L.E. (1990). Scholarship reconsidered: Priorities of the professorate. San Francisco, CA: Jossey-Bass.
4. Bredeson, P. V. (2002). The architecture of professional development: Materials, messages and meaning. International Journal of Educational Research, 37, 661-675.
5. Camblin, L. D., & Steger, J. A. (2000). Rethinking faculty development. Higher Education, 39 (1), 1-18.
6. Chism, N. (2004). Faculty development in the use of information technologies: A framework for judging when and how to use specific strategies. Educause Quarterly, 27(2), 12-31.
7. Cockrell, M. L. (2011). A comparative analysis study of professional development models impacting student achievement. (Doctoral dissertation). East Carolina University: Department of Educational Leadership.
8. Drummond-Young, M., Brown, B., Noesgaard, C., Lunyk-Child, O., Maich, N.M., Mines, C., & Linton, J. (2010). A comprehensive faculty development model for nursing education. Journal of Professional Nursing, 26 (3), 152-161.
9. Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington DC: Albert Shanker Institute.
10. Etzkowitz, H. (2001). The future of the university and the University of the Future: Entrepreneurial University. Research Policy, 29 (3), 3-30.
11. Farasatkhah, M. (2009). University and higher education: Global perspective and Iranian problem. Tehran: Nashr-e Ney (in Persian).
12. Feldman, K. A. (1998). Reflections on the study of effective college teaching and student ratings: One continuing quest and two unresolved issues. In Smart, J. C. (Ed.). Higher education: Handbook of theory and research. 13, 35-74, New York: Agathon Press.
13. Gandolfo, A. (1997). Identifying iurking alligators: An essay on the ethical dimensions of faculty development. Innovative Higher Education, 22(2), 22-25.
14. Grant, M. (2005). Faculty development in community colleges: A model for part-time faculty, to improve the academy: Resources for faculty. Instructional and Organizational Development, 23(6), 122-131.
15. Green, M. F. (1990). Why good teaching needs active leadership. In Seldin, P. (Ed.). How administrators can improve teaching: Moving from talk to action in higher education (p. 219). San Francisco, CA: Jossey-Bass.
16. Gullat, D. (1997). Use of faculty development activities to improve the effectiveness of U.S institutions of higher education. Presented at the Annual Meeting of the Professional and Organizational Development Network in Higher Education.
17. Jennings, C. M., Barler, A. D., & Bartling, C. A. (1991). Trends in college and university faculty development programs. The Journal of Staff, Program, & Organization Development, 9, 147-154.
18. Lieberman, M. J., & Wilkins, E. A. (2006). The professional development pathways model: From policy to practice. Kappa Delta Pi Record, 42 (3), 124-128.
19. Lycke, K. H. (1999). Faculty development: Experiences and issues in a Norwegian perspective. International Journal for Academic Development, 4 (2), 124-133.
20. Mars, M.M., & Metcalfe, A.S. (2009). The entrepreneurial domains of American higher education. Translated by Ghorooneh, D. (2012). Tehran: Tamaddon Pars (in Persian).
21. Mclean, M., Cilliers, F., & Van Wyk, J.M. (2008). Faculty development: Yesterday today and tomorrow. Medical Teacher, 2 (36), 555-584.
22. Mohebzadegan, Y. (2013). Designing a faculty member development model in Iranian Universities. (Doctoral dissertation). Shahid Beheshti University: Faculty of Education and Psychology (in Persian).
23. Naveh Ebrahim, A., & Pourkarimi, J. (2008). Presenting a conceptual framework for empowerment of faculty members in higher education institutes. Journal of Research in Educational Systems, 2 (5), 101-121(in Persian).
24. POD Network (Professional and Organizational Development Network in Higher Education) (2014). Retrieved from http://www.podnetwork.org
25. Redmon, K. D. (2012). Effectiveness of faculty development programs from the perceptions of faculty member at the selected Illinois community colleges. (Doctoral dissertation). Illinois University: Department of Educational Administration and Foundations.
26. Resnik, D. B. (1983). The ethics of science. New York: Rutledge.
27. Ross, V. (2005). A case study about the perceptions of effective building-based professional development. (Doctoral dissertation). Northern Illinois University, DeKalb.
28. Sarayee, H. (1993). An introduction of sampling in research. Tehran: SAMT Publications (in Persian).
29. Schuster, J. H. (1990). The Need for Fresh Approaches to Faculty Renewal. San Francisco: Jossey-Bass.
30. Shafiezadeh, H., Edjtehadi, M., Ghorchian, N., & Jaafari, P. (2011). Identifying dimensions and components of faculty member's developments in order to present of a conceptual model. Quarterly Journal of Research and Planning in Higher Education, 17(4), 21-46 (in Persian).
31. University of Tehran Website, Vision Statement (2014). Retrieved from http://ut.ac.ir/Files/cheshmandaz.pdf
32. Wilkerson, L., & Irby, D. M. (1998). Strategies for improving teaching practices: A comprehensive approach to faculty development. Academic Medicine, 73(4), 122-129.
1. Alstete, J. W. (2000). Post-tenured faculty development: Building a system for faculty development and appreciation. ASHE-ERIC Higher Education Report, 27 (4), San Francisco, CA: Jossey-Bass.
2. Bazargan, A., Hejazi, Y., & Eshaghi, F. (2007). The process of internal evaluation in educational departments of higher education. Tehran: Douvran Publications (in Persian).
3. Boyer, L.E. (1990). Scholarship reconsidered: Priorities of the professorate. San Francisco, CA: Jossey-Bass.
4. Bredeson, P. V. (2002). The architecture of professional development: Materials, messages and meaning. International Journal of Educational Research, 37, 661-675.
5. Camblin, L. D., & Steger, J. A. (2000). Rethinking faculty development. Higher Education, 39 (1), 1-18.
6. Chism, N. (2004). Faculty development in the use of information technologies: A framework for judging when and how to use specific strategies. Educause Quarterly, 27(2), 12-31.
7. Cockrell, M. L. (2011). A comparative analysis study of professional development models impacting student achievement. (Doctoral dissertation). East Carolina University: Department of Educational Leadership.
8. Drummond-Young, M., Brown, B., Noesgaard, C., Lunyk-Child, O., Maich, N.M., Mines, C., & Linton, J. (2010). A comprehensive faculty development model for nursing education. Journal of Professional Nursing, 26 (3), 152-161.
9. Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington DC: Albert Shanker Institute.
10. Etzkowitz, H. (2001). The future of the university and the University of the Future: Entrepreneurial University. Research Policy, 29 (3), 3-30.
11. Farasatkhah, M. (2009). University and higher education: Global perspective and Iranian problem. Tehran: Nashr-e Ney (in Persian).
12. Feldman, K. A. (1998). Reflections on the study of effective college teaching and student ratings: One continuing quest and two unresolved issues. In Smart, J. C. (Ed.). Higher education: Handbook of theory and research. 13, 35-74, New York: Agathon Press.
13. Gandolfo, A. (1997). Identifying iurking alligators: An essay on the ethical dimensions of faculty development. Innovative Higher Education, 22(2), 22-25.
14. Grant, M. (2005). Faculty development in community colleges: A model for part-time faculty, to improve the academy: Resources for faculty. Instructional and Organizational Development, 23(6), 122-131.
15. Green, M. F. (1990). Why good teaching needs active leadership. In Seldin, P. (Ed.). How administrators can improve teaching: Moving from talk to action in higher education (p. 219). San Francisco, CA: Jossey-Bass.
16. Gullat, D. (1997). Use of faculty development activities to improve the effectiveness of U.S institutions of higher education. Presented at the Annual Meeting of the Professional and Organizational Development Network in Higher Education.
17. Jennings, C. M., Barler, A. D., & Bartling, C. A. (1991). Trends in college and university faculty development programs. The Journal of Staff, Program, & Organization Development, 9, 147-154.
18. Lieberman, M. J., & Wilkins, E. A. (2006). The professional development pathways model: From policy to practice. Kappa Delta Pi Record, 42 (3), 124-128.
19. Lycke, K. H. (1999). Faculty development: Experiences and issues in a Norwegian perspective. International Journal for Academic Development, 4 (2), 124-133.
20. Mars, M.M., & Metcalfe, A.S. (2009). The entrepreneurial domains of American higher education. Translated by Ghorooneh, D. (2012). Tehran: Tamaddon Pars (in Persian).
21. Mclean, M., Cilliers, F., & Van Wyk, J.M. (2008). Faculty development: Yesterday today and tomorrow. Medical Teacher, 2 (36), 555-584.
22. Mohebzadegan, Y. (2013). Designing a faculty member development model in Iranian Universities. (Doctoral dissertation). Shahid Beheshti University: Faculty of Education and Psychology (in Persian).
23. Naveh Ebrahim, A., & Pourkarimi, J. (2008). Presenting a conceptual framework for empowerment of faculty members in higher education institutes. Journal of Research in Educational Systems, 2 (5), 101-121(in Persian).
24. POD Network (Professional and Organizational Development Network in Higher Education) (2014). Retrieved from http://www.podnetwork.org
25. Redmon, K. D. (2012). Effectiveness of faculty development programs from the perceptions of faculty member at the selected Illinois community colleges. (Doctoral dissertation). Illinois University: Department of Educational Administration and Foundations.
26. Resnik, D. B. (1983). The ethics of science. New York: Rutledge.
27. Ross, V. (2005). A case study about the perceptions of effective building-based professional development. (Doctoral dissertation). Northern Illinois University, DeKalb.
28. Sarayee, H. (1993). An introduction of sampling in research. Tehran: SAMT Publications (in Persian).
29. Schuster, J. H. (1990). The Need for Fresh Approaches to Faculty Renewal. San Francisco: Jossey-Bass.
30. Shafiezadeh, H., Edjtehadi, M., Ghorchian, N., & Jaafari, P. (2011). Identifying dimensions and components of faculty member's developments in order to present of a conceptual model. Quarterly Journal of Research and Planning in Higher Education, 17(4), 21-46 (in Persian).
31. University of Tehran Website, Vision Statement (2014). Retrieved from http://ut.ac.ir/Files/cheshmandaz.pdf
32. Wilkerson, L., & Irby, D. M. (1998). Strategies for improving teaching practices: A comprehensive approach to faculty development. Academic Medicine, 73(4), 122-129.