نویسندگان
1 دانشجوی دکتری رشته برنامه ریزی درسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 دانشیار گروه برنامه ریزی درسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 استادیار گروه مدیریت و برنامه ریزی امور فرهنگی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)،
چکیده
هدف از پژوهش حاضر طراحی برنامه درسی مبتنی بر مسئولیت پذیری اجتماعی برای نظام آموزش عالی ایران با استفاده از واکاوی تجارب زیسته دانشجویان و تحلیل منابع مکتوب و دیجیتال مرتبط با
مسئولیت پذیری اجتماعی دانشجویان بود که با بهره گیری از رویکرد کیفی و روش های پدیدارشناسی و تحلیل مضمون انجام شد. در روش پدیدارشناسی مشارکت کنندگان 13 نفر از دانشجویان دانشگاههای آموزش عالی بودند که با روش نمونه گیری هدفمند ملاکمحور انتخاب شدند و مصاحبه عمیق نیمه ساختار یافته با آنها صورت گرفت. در روش تحلیل مضمون 28 منبع مرتبط با مسئولیت پذیری اجتماعی دانشجویان با روش نمونه گیری هدفمند انتخاب شدند. داده ها با استفاده از روش کدگذاری موضوعی تجزیه و تحلیل شدند. تحلیل داده های مصاحبه به ایجاد هفت مقوله اصلی شامل فضای حاکم، اصول حاکم، عوامل زمینه ساز، درک همدلانه، نقش پذیری و مشارکت، ارزش مداری و ساختار اجتماعی دانشگاه و 51 مقوله فرعی انجامید. داده های بخش تحلیل مضمون در قالب مضامین فراگیری مانند عوامل زمینه ای، عوامل اثرگذار، نگرش، ابعاد و پیامدهای مسئولیت پذیری دسته بندی شدند. نتایج نشان داد که تأکید بر توانمندسازی دانشجویان در قالب مقوله ها و مضامین یافت شده، ارتقای سطح مسئولیت پذیری اجتماعی دانشجویان نظام آموزش عالی را در پی خواهد داشت. در انتها برنامه درسی آموزش عالی بر اساس الگوی اَکِر طراحی شد.
کلیدواژه‌ها
عنوان مقاله [English]
Designing a social responsibility curriculum model for the higher education system based on the Akker Model
نویسندگان [English]
- Reza Eghdampour 1
- Narges Keshtiaray 2
- Reza Esmaili 3
1 Doctoral student of Curriculum Studies, Islamic Azad University (IAU) Isfahan. Khorasgan Branch, Isfahan, Iran.
2 Associate professor, Faculty of Education, Islamic Azad University (IAU) Isfahan, Khorasgan Branch, Isfahan, Iran.
3 Assistant professor, Department of Cultural Management, Islamic Azad University (IAU) Isfahan, Khorasgan Branch, Isfahan, Iran.
چکیده [English]
The purpose of the present study was to design a curriculum based on social responsibility for the Iranian higher education system by analyzing students 'lived experiences and analyzing written and digital resources related to students' social responsibility using qualitative approach and phenomenological methods and themes analysis. In the phenomenological method, participants were 13 university students who were selected by purposeful oriented criterion sampling and conducting semi-structured in-depth interviews with them. In the themes analysis method, 28 sources related to students' social responsibility were selected by purposeful sampling. Data were analyzed using thematic coding method. The results showed that the analysis of the interviews data resulted in7 main categories, including governing atmosphere, governing principles, contextual factors, empathetic understanding, role-playing and participation, value oriented and social structure of the university and 51 sub-categories. The data of the themes content analysis section were categorized as pervasive themes such as contextual factors, influencing factors, attitudes, dimensions and consequences of responsibility. The results showed that the emphasis on empowering students in the categories and themes would lead to a higher level of social responsibility for higher education students. Finally, a higher education curriculum design based on the Acker model was presented.
کلیدواژه‌ها [English]
- Higher Education
- Curriculum
- Social Responsibility
- Akker Model
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