نویسندگان

1 استادیار گروه نوآوری آموزشی و درسی، مؤسسه پژوهش و برنامه ریزی آموزش عالی

2 استادیار گروه برنامه‌ریزی علوم اداری و مدیریت، دانشکده علوم انسانی دانشگاه آزاد اسلامی واحد خدابنده

چکیده

پژوهش حاضر با هدف طراحی و اعتباریابی الگوی برنامه درسی نظام آموزش عالی ایران انجام و برای اجرای آن از روش تحقیق ترکیبی با طرح اکتشافی– مدل توسعه ابزار استفاده شد. ابتدا در بخش کیفی پژوهش با استفاده از روش نظریه زمینه ­ای و مصاحبه با 25 نفر از خبرگان آموزش عالی، پرسشنامه ­ای با 14 مؤلفه و 107خرده ­مؤلفه طراحی و سپس، در بخش کمّی، این پرسشنامه در یک مطالعه مقدماتی روی 40 نفر از خبرگان آموزش عالی ایران اجرا شد. با توجه به بازخوردهای دریافتی، پرسشنامه اصلاح و نسخه نهایی آن در اختیار 180 نفر از خبرگان آموزش عالی کشور قرار داده شد. اعتبار پرسشنامه را صاحبنظران تأیید کردند و پایایی آن با آلفای کرونباخ (943/0) محاسبه شد. در بخش کیفی پژوهش از روش نمونه ­گیری هدفمند غیراحتمالی و در بخش کمّی از روش نمونه ­گیری طبقه­ ای تصادفی استفاده شد. برای آزمون الگوی مزبور، از تحلیل مدل­یابی معادلات ساختاری استفاده و با تحلیل عاملی مرتبه اول، الگوی مزبور با 14 مؤلفه و 107 خرده­ مؤلفه تأیید شد. نتایج تحلیل عاملی تأییدی مرتبه دوم نشان داد که مؤلفه ­های ­14­گانه احصا شده بار عاملی کافی را برای پیش ­بینی الگوی برنامه درسی نظام آموزش عالی ایران دارند. همچنین شاخص ­های CMIN/DF برابر با 991/1، RMSEA برابر با 049/0، GFI برابر با 990/0، AGFI برابر با 973/0، CFI برابر با 998/0، NNFI برابر با 964/0، TLI برابر با 991/0، IFI برابر با 931/0 و RFI برابر با 948/0 بود. نتایج آزمون ­های آماری نشان داد که الگوی طراحی شده برای برنامه درسی نظام آموزش عالی ایران از برازش بسیار مطلوبی برخوردار است.

کلیدواژه‌ها

عنوان مقاله [English]

Designing and validating a curriculum model for Higher Education System in Iran

نویسندگان [English]

  • Seyedeh Maryam Hosseini Largani 1
  • Mohammad Mojtabazadeh 2

1 Assistant professor, Department of Studies in Educational Innovations and Training, Institute for Research & Planning in Higher Education, Tehran, Iran.

2 Assistant professor, Department of Administrative Sciences and Management, Faculty of Humanities, Islamic Azad University, Khodabandeh Branch, Khodabandeh, Iran

چکیده [English]

The purpose of present study was to design and validate a curriculum model for higher education system in Iran. This study was conducted by using a mixed exploratory design: Instrument Development Model. First, in qualitative part of this study,   a questionnaire consisted of 14 components and 107 sub-components was developed by using Grounded Theory approach and interviews with 25 experts. Then, in the quantitative part, the primary designed questionnaire was distributed among 40 Iranian higher education experts. Based on the received feedback, the questionnaire was revised. Then the final version was distributed country wide among 180 individuals. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha (α= .943). A Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was utilized in the quantitative part. In addition, analysis of Structural Equation Modeling was used for testing mentioned model. To verify the factor structure, the first confirmatory factor analysis was used and the model was confirmed with 14 components and 107 sub-components. Results of second-order confirmatory factor analysis showed that the 14 extracted components are sufficient factor leading to predict the curriculum model for higher education system in Iran. In addition, goodness of the fit indices were as follows: (CMIN/DF = 1.991), (RMSEA = 0.049), (GFI=0.990), (AGFI = 0.990), (CFI = 0.988), (NNFI = 0.964), (TLI) = 0.991, (IFI = 0.931) and (RFI = 0.948. ( The results of statistical tests displayed that the designed model for the higher education curriculum system in Iran is well fitted.

کلیدواژه‌ها [English]

  • Curriculum
  • Higher Education
  • grounded theory
  • Mixed- method research
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