فصلنامه پژوهش و برنامه ریزی در آموزش عالی
مفهوم پردازی شهروند جهانی از منظر صاحبنظران آموزش عالی: مطالعه ای زمینه‌ای
نویسنده
استادیار گروه نوآوری آموزشی و درسی، مؤسسه پژوهش و برنامه ریزی آموزش عالی
چکیده
هدف پژوهش حاضر مفهوم پردازی شهروند جهانی از منظر صاحبنظران آموزش عالی بود. این پژوهش با رویکرد کیفی و بر اساس روش شناسی نظریه زمینه‌ای و مصاحبه‌های نیمه ساخت‌یافته با 32 نفر از صاحبنظران انجام شد. دادهها با استفاده از روش تحلیل محتوا در نظریه داده بنیاد در سه مرحله کدگذاری باز، محوری و انتخابی تجزیه و تحلیل شد. یافته‌های پژوهش نشاندهنده ناکارآمدی و ضعف برنامه‌های موجود در تربیت شهروند جهانی بود که این امر متأثر از برخی از شرایط علّی نظیر ناکارآمدی محتوا و سرفصلهای دروس، ضعف دیدگاهی موجود به تربیت شهروند جهانی، ضعف طراحان و برنامه‌ریزان درسی و ضعف استادان و بی کیفیتی تعاملات و همکاریهای مناسب میان دانشجویان است. همچنین ضعف فرهنگ حاکم بر آموزش عالی، مسائل مربوط به ساختار سیاسی و ضعف برنامه درسی دانشگاهی از جمله عوامل زمینه‌ای مؤثر بر این ناکارآمدی است. نظام آموزشی، عوامل فرهنگی و اجتماعی شرط مداخله‌گری است که تربیت نشدن شهروند جهانی از طریق برنامه درسی دانشگاهی را تشدید می‌کند. صاحبنظران بر این باورند که شکل‌گیری مفهوم شهروند جهانی از طریق آموزش عالی بنا به دلایل یادشده و با توجه به استراتژیها و راهبردهای موجود در آموزش عالی ایرانی رخ نمی‌دهد. آنها معتقدند مهم‌ترین راهبردهای موجود که مانع وقوع این امرمی‌شود، تمرکزگرایی، آموزش ناکارآمد، بازنگری نشدن دروس مبتنی بر بازنگری رویکردهاست. راهبردهای موجود پیامدهای اجتماعی، فرهنگی، آموزشی و اقتصادی دارد که از مهم‌ترین آنها می‌توان به عدم ترویج تفکر سیستماتیک و انتقادی، نبود تفکر پلورالیسم فرهنگی(کثرت گرایی)، نبود آینده‌پژوهی و آموزش پایدار و نبود بازار کار جهانی اشاره کرد.
کلیدواژه‌ها
عنوان مقاله [English]
Conceptualization of global citizenship according to Iranian higher education experts' point of views: a grounded theory approach
نویسنده [English]
- Zahra Rashidi
Department of Educational Innovation and Curriculum, Institute for Research and Planning in Higher Education
چکیده [English]
The purpose of this research was the conceptualization of global citizenship according to Iranian higher education experts' point of views. This research was carried out using qualitative approach based on grounded theory method and semi- structured interview with 32 experts. The data were analyzed by using content analysis method in grounded theory through three stages of open, axial, and selective coding. Findings indicated inefficiency and weakness of current curriculum for educating global citizens. This problem is consequence of some causal conditions such as inefficiency of contents and syllabuses, weakness of current views for educating global citizens, weakness of curriculum designers and developers, weakness of faculty members and poor quality of relationships and collaboration among students. Moreover, weakness in higher education culture, problems related to the political structure and weakness in university curriculum were among contextual factors affecting this inefficiency. Educational system, social and cultural factors were intervention conditions that increases the lack of educating global citizens through an academic curriculum. Experts believed that the formation of the concept of a global citizen through higher education for the reasons mentioned above and with regard to current strategies in the Iranian higher education does not take place. They believed that most important obstacles that prevent global citizenships are: centralization, insufficient training, and not revising curriculum based on revision of approaches. Present strategies have social, cultural, educational and economic consequences of which the most important are lack of systematic and critical thinking development, lack of cultural pluralism thought, lack of futurology and sustainability education, and lack of a global labor market.
کلیدواژه‌ها [English]
- Global Citizenship
- Iranian higher education expert
- Curriculum
- grounded theory
2. Amani Ghazi, J. (2012). Global citizenship education in Jordanian universities. Procedia - Social and Behavioral Sciences, 47,1922- 1926.
3. Arefi, M., Ghahremani, M., & Rezaeizadeh, M. (2009). The necessity and practices of improving the curriculum of general courses from the viewpoint of students and faculty members of Shahid Beheshti University. Quarterly Studies of Curriculum, 3(10), 94-129(in Persian).
4. Delong, D.W. (2002). Diagnosing cultural barriers to knowledge management. Academy of Management Executive,14(4),113-127.
5. Eftekharzadeh, F. (2005). Study of the citizenship education framework for the future citizens of the 21st century. Tehran: Abed Publication (in Persian).
6. Farasatkhah, M. (2009). Evaluation of Iranian higher education quality: Application of basic theory. Publication: Higher Education Research and Planning Institute (in Persian).
7. Farasatkhah, M. (2016). Qualitative research method in social sciences with emphasis on "theory based" (Grounded Theory of GTM). Tehran: Informative Publishing (in Persian).
8. Farasatkhah, M., & Maniee, R. (2014). Factors affecting faculty members' participation in higher education policy planning and university planning. Quarterly Journal of Research and Planning of Higher Education (in Persian).
9. Farmahini Farahani, M. (2010). Citizenship education (history, approach, objectives, principles, necessity, dimensions, extensive studies, adaptive studies, curriculum). Tehran: Aijj Publishing (in Persian).
10. Fuller, T. (2009, September). Internationalization of the curriculum at BCIT. Report Adapted on the 2009 ASHE Conference Proposal for a Presentation in Van Couver.
11. Gawazi, A. (2008). Comparative, analytical study of the method of selecting and organizing the content of curriculum on social studies and citizenship education at the elementary education level of Iran with Sweden. Journal of Educational Innovations, No. 25(in Persian).
12. Geo-JaJa, M.A., Payne, S.J., Hallam, P.R., Baum, D.R., & Baum, D.R. (2009). Gender equity and women empowerment in Africa: The education and economic globalization nexus. In J. Zajda & K. Freeman, Globalization, comparative education and policy research, 12, 97-121.
13. Ghaderi, M. (2004). Understanding the program. Tehran: Book Release (in Persian).
14. Gordon, D.R. (2014). Curriculum integration versus educating for global citizenship: A(disciplinary) view from the international relations classroom. Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XXIV.
15. Gough, N. (2000). Locating curriculum studies in the global village. Journal of Curriculum Studies, 32(2), 329-342, Taylor & Francis, London.
16. Hamdi, K., & Razghi Shirsavar, H. (2013). Evaluation of university performance in improving citizenship education in metropolitan countries. Cultural Management, 5(13),(in Persian).
17. Hosseini Largani, M. (2015). Conceptualization of zayed curriculum in higher education. (Ph.D disiration). Shahid Beheshti University (in Persian).
18. Khosravi, M., & Ebrahimi, Z. (2005). Globalization and education. Proceedings of the First National Conference on Globalization and Education, Tehran University Press, Ministry of Foreign Affairs publication (in Persian).
19. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
20. Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum: Qualitative Social Research,11(3),8.
21. Mir Ahmadi, H. (2016). Globalization of Azad University. Translation (Ballamtine Books: New York, 1995) (in Persian).
22. Mok, M.M.C., & Cheng, Y.C. (2001). A theory of self- learning in a human international. Journal of Education Management,15, 172-186.
23. Scholte, J.A. (2000). Globalization: A critical introduction. London: Palgrave.
24. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College, Columbia University,3rd Edition.
25. Shah Talebi, B., Gholizadeh, A., & Sharifi, S. (2010). Formation of the elements of the citizenship culture in the areas of national and global identity for the students of the guidance school. Journal of Management and Educational Management, Islamic Azad University, Garmsar Branch, Number 2 (in Persian).
26. Sharifian, S., Amini, B., Gohari-Nejad, S., & Gandomkar, R. (2011). Explaining the understanding of Tehran University Medical Sciences students' understanding of the teacher's evaluation process: Expectations, challenges, strategies, steps in development of medical education. Journal of the Center for the Study of Education Development Medicine, 11(3), 763(in Persian).
27. Shekari, A., & Rahimi, A. (2007). Find and hide globalization. Tehran: New Thought (in Persian).
28. Smith, M.K. (2002). Globalization and the incorporation of education. Retrieved from http://www.Infed.org.
29. Stoner, L., Perry, L., & Wadsworth, D. (2014). Global citizenship is key to securing global health: The role of higher education, Preventive Medicine, 64,126-128.
30. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications, Inc.
31. Strauss, A.L., & Corbin, J.M. (2013). Basics of qualitative research (3e), Basics of qualitative research, Techniques and procedures for developing grounded theory. Thousand Oaks, USA: Sage.
32. Takkac, M., & Akdemir, A. (2012). Training future members of the world with an understanding of global citizenship. Procedia- Social and Behavioral Sciences, 47.
33. Yarmohammadian, M. (2016). Principles of educational planning, Book Remembrance (in Persian).
34. Zohbyun, Sh., & Elyasi, F. (2014). Analysis the relationship between sustainable development and global citizenship curriculum. Publisher: Sevilleka (in Persian).
)