سایش در روابط اعضای هیئت علمی دانشگاه‌های‌ وابسته به وزارت علوم، تحقیقات و فناوری و ارائه راهکارهایی برای بهبود آن

نویسنده

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

چکیده

پژوهش حاضر با هدف بررسی میزان سایش در روابط میان اعضای هیئت علمی دانشگاه‌های وابسته به وزارت علوم، تحقیقات و فناوری و ارائه راهکارهایی برای بهبود آن انجام شد. رویکرد پژوهش کمّی بود و از روش توصیفی از نوع مطالعات همبستگی و روش تحلیل رگرسیون چندگانه و ابزار پرسشنامه برای اجرای آن بهره‌ گرفته شد. جامعه آماری اعضای هیئت علمی دانشگاه‌ها و مؤسسات آموزش عالی دولتی وابسته به وزارت علوم، تحقیقات و فناوری کشور بودند که با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای تعداد 601 نفر انتخاب شدند. یافته‌های پژوهش بیانگر آن است که ۲۴/۵۶ درصد از اعضای هیئت علمی شرکت‌کننده در این پژوهش در دوره کاری خود در معرض سایش بوده‌اند و در این میان اعضای هیئت­ علمی زن و مجرد با مرتبه علمی استادیاری و وضعیت استخدامی پیمانی سایش اجتماعی را بیشتر از دیگر ابعاد سایش (کلامی و فیزیکی) تجربه‌ کرده‌اند. همچنین نتایج پژوهش نشان داد که عوامل سازمانی و فردی با سایش رابطه معنادار دارد و تغییرات واریانس سایش در میان اعضای هیئت علمی را در سطح بالایی تبیین و پیش‌بینی می‌کند. بر پایه نتایج به ­دست آمده از آزمون رگرسیون عوامل سازمانی نسبت به عوامل فردی با قدرت بیشتری سایش را پیش‌‌بینی می‌کند و از میان مؤلفه‌های پنج‌گانه تشکیل‌دهنده عوامل سازمانی، دو عامل فرهنگ سازمانی و رهبری دانشگاهی ضمن داشتن رابطه معنادار و غیرمستقیم با سایش، نسبت به دیگر مؤلفه‌ها قدرت بیشتری در تبیین سایش دارند و سه مؤلفه قوانین و مقررات، تبعیض سازمانی و فرهنگ و جامعه از نظر قدرت پیش‌بینی تغییرات سایش و تبیین آن به ترتیب در جایگاه سوم تا پنجم قرار دارند. برای رسیدن به راهکارهای مناسب به­ منظور بهبود آسیب سایش در نهادهای آموزش عالی و در میان اعضای هیئت علمی بسان کنشگران اصلی این نهادها از روش گروه‌های کانونی استفاده شد که بازنگری در برنامه‌های جامعه ­پذیری اعضای هیئت علمی، تمرکززدایی در جذب و بازنگری در مفاد آیین ­نامه ارتقا، پرهیز از سیاست‌زدگی و لزوم مشارکت دانشگاهیان در انتخاب رؤسای دانشگاهی بر پایه شایسته­ سالاری، تبدیل سایش به یک گفتمان کلان اجتماعی - ساختاری، راه ­اندازی سازوکار فرجام ­خواهی شفاف و بازخورد دهنده و دارای قدرت ساختاری به­ ترتیب از جمله راهکارهایی است که از منظر شرکت‌کنندگان در جلسات گروه کانونی پژوهش می‌تواند راهی به سوی برون‌رفت از این آسیب بگشاید.

کلیدواژه‌ها

عنوان مقاله [English]

Bullying in faculty relations at universities affiliated with the Ministry of Science, Research and Technology and presenting solutions to improve it

نویسنده [English]

  • Zahra Rashidi

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

چکیده [English]

The purpose of this research was to investigate the degree of bullying in relationship between faculty members in universities affiliated with the Ministry of Science, Research and Technology and to provide solutions to improve it. The research approach was quantitative. A descriptive correlation method, multiple regression analysis was used.  A questionnaire tool was designed to gather information. The statistical population was faculty members at public universities and institutes affiliated with the Ministry of Science, Research and Technology.  A sample of 601 individuals were randomly selected using stratified random sampling method. Findings showed that 56.24% of the faculty members participated in this study were bullied during their careers. Meanwhile, single female faculty members with the rank of assistant professor and probationary contract have experienced social bulling more than any other dimension of bullying (verbal and physical). The research results also showed that organizational and individual factors have a significant relationship with bullying and highly explain and predict the changes in bullying variance among faculty members. Based on the results of regression test, organizational factors predict bullying with more strength than individual factors. Among the five components of organizational factors,   organizational culture and academic leadership factors, while having a significant and indirect relationship with bullying, have more power in explaining bulling than other components. In terms of the power of anticipating bullying change and explanation,   the three components of rules and regulations, organizational discrimination, and culture and society are ranked third to fifth, respectively. From the perspectives of participants in focus group meetings, the  following solutions may pave the way to solve the bulling problem: reviewing the faculty socialization programs, decentralization in recruitment and revising the provisions of promotion regulations, avoiding  politicization,  academics participation in the selection of university presidents on the basis of meritocracy, turning bulling into a macro-socio-structural discourse, establishing a clear appeal system  with feedback mechanism and structural strength, respectively.
 

کلیدواژه‌ها [English]

  • bullying
  • faculty members
  • public universities
  • Ministry of Science
  • Research and Technology
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