نویسندگان
1 دانشجوی دکتری برنامه ریزی درسی در آموزش عالی، دانشگاه شهید بهشتی
2 دانشکده علوم تربیتی و روانشناسی ، تدانشگاه شهید بهشتی
3 دانشکده روانشناسی و علوم تربیتی دانشگاه شهید بهشتی
4 دانشکده مهندسی شیمی دانشگاه تربیت مدرس
چکیده
هدف این پژوهش بررسی وظایف شغلی کارشناسان فناوری اطلاعات، تعیین مؤلفههای شایستگی آنها برای انجام دادن وظایف شغلی، تعیین وظایف برنامههای آموزشی کارشناسی فناوری اطلاعات در قبال پرورش مؤلفههای شایستگی و همچنین ارزیابی کارایی برنامههای کارشناسی فناوری اطلاعات در کشور ایران بود. روش تحقیق کیفی از نوع مطالعه موردی و ابزارهای تحقیق شامل بررسی اسنادی و مصاحبه نیمهساختارمند بود. یافتهها نشان داد که وظایف کارشناسان فناوری اطلاعات در کل در 32 رشته شغلی جای میگیرد. همچنین مؤلفههای شایستگی کارشناس فناوری اطلاعات در کشور ایران شامل 17 مورد است که برخی از آنها شامل دانش تخصصی، دانش حل مسئله، تحلیل مسئله، طراحی راهحلها، استفاده از ابزارهای مدرن، انجام دادن کار فردی- تیمی، برقراری ارتباط، حرفهایگری، اخلاقیات، یادگیری
مادامالعمر، آگاهی درباره فرهنگ، مسئولیتپذیری و قضاوت است. همچنین یافتهها نشان داد که شایستگی از طریق دو مرحله برنامه آموزشی اعتبارسنجی شده و توسعه تکوینی پرورش مییابد و از طریق آزمون شایستگی سنجیده میشود و از طریق توسعه مداوم حرفهای حفظ و تدوام مییابد. این فرایند به چرخه شایستگی مهندسی شهرت دارد که نبود یا ناکارآمدی هر یک از مراحل بر مراحل دیگر چرخه تأثیر نامطلوب دارد. درخصوص استانداردسازی و ارتقای کیفیت برنامههای آموزشی
فنی- مهندسی، نهادهای مرجع بینالمللی همچون IEA، ENAEE و پروژه CDIO به محکزنی و تعیین معیارها و استانداردهای آموزشی بینالمللی اقدام کردهاند که تمام برنامههای آموزشی کارشناسی فناوری اطلاعات در ایران نیز باید مطابق با آنها تدوین و اجرا شوند. یافتهها نشان داد برنامههای کارشناسی IT در ایران مطابق با استانداردها و معیارهای آموزشی بینالمللی تدوین و اجرا نمیشوند و لازم است اصلاح شوند.
کلیدواژه‌ها
عنوان مقاله [English]
Evaluating tasks, competency and educational program effectiveness: case study of IT undergraduate
نویسندگان [English]
- Farhad Ebrahimabadi 1
- Mahbobeh Arefi 2
- Korosh Fathi Vajargah 3
- Jafar Towfighi 4
1 Doctoral Student of Curriculum, Shahid Beheshti University
2 Education and Psychology Department, Shahid Beheshti University
3 Education and Psychology Department, Shahid Beheshti University
4 Chemical Engineering Department, Tarbiat Modares University
چکیده [English]
The purpose of this study was to investigate the tasks of Information Technology specialists; determining their competency for performing tasks and tasks of IT educational programme in order to foster competency, and also evaluating IT undergraduate programme efficiency in Iran. A qualitative case study research methodology was chosen for this study. Research tools included documentary studies and semi-structured interviews. The results showed that IT specialists’ tasks take place in thirty two occupations. Other findings revealed that IT specialists competency in Iran included eighteen elements, some of which are: academic education, knowledge for problem solving, problem analysis, design and development of solutions, modern tool usage, individual and teamwork skills, communication, professionalism, ethics, lifelong learning, cultural awareness, accountability, judging and work autonomy. Results also showed competency should be fostered through two stages, namely an “accredited educational program” and “formative development”, and measured through a “competency test” and be maintained and continued through “continuing professional development”. This process is known as the “engineering competency lifecycle”. A lack or inefficiency of a stage will have undesirable effects on other stages. International reference bodies such as «IEA», «ENAEE» and the «CDIO» project are benchmarking and determining IT international educational standards and criteria for standardization and quality improvement of engineering programs. All IT undergraduate programs in Iran should be developed in accordance with international criteria. Findings showed that IT undergraduate programs in Iran do not meet international criteria and should be modified.
کلیدواژه‌ها [English]
- Accreditation
- Programme
- competency
- IT
- Tasks
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