نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی‌درسی، گروه علوم تربیتی، دانشکده علوم‌انسانی، دانشگاه بوعلی سینا، همدان، ایران

2 استاد گروه علوم تربیتی، دانشکده علوم‌انسانی، دانشگاه بوعلی سینا، همدان، ایران

3 استادیار گروه گروه علوم تربیتی، دانشکده علوم‌انسانی، دانشگاه بوعلی سینا، همدان، ایران

10.61838/irphe.29.3.2

چکیده

هدف پژوهش حاضر، مشخص کردن مؤلفه­های دانشگاه مسئولیت­پذیر اجتماعی و تعیین میزان تإکید بر این مؤلفه­ها در نقشه جامع علمی کشور و ارائه پیشنهادهای برای اصلاح محتوی سند بود. در این پژوهش، از طرح ترکیبی اکتشافی متوالی استفاده­شد. مشارکت کنندگان در بخش کیفی به ترتیب شامل کتاب­ها و اسناد مرتبط با دانشگاه مسئولیت­پذیر اجتماعی و 37 نفر از اساتید دارای تألیف و فعال در زمینه دانشگاه مسئولیت­پذیر اجتماعی و در بخش کمی جامعه آماری نقشه­جامع علمی کشور بود. در بخش کیفی به ترتیب 36 سند و 15 نفر از اساتید به روش ملاکی و با در نظر گرفتن قاعده اشباع نظری و دربخش کمی با استفاده از روش سرشماری، نقشه جامع علمی کشور، به عنوان نمونه انتخاب گردیدند. ابزار پژوهش در بخش کیفی شامل فیش برداری و مصاحبه­نیمه ساختار یافته و در بخش کمی از چک لیست تحلیل محتوای نقشه­جامع علمی کشور، استفاده گردید. برای تجزیه و تحلیل داده ها در بخش کیفی از تحلیل مقوله­ای و تحلیل مضمون و در بخش کمی از شاخص های آمار توصیفی، فراوانی و درصد استفاده شده­است. نتایج بخش کیفی شامل استخراج 37 مؤلفه برای دانشگاه مسئولیت­پذیر اجتماعی که روایی آن مورد تأیید 15 نفر از صاحبنظران حوزه برنامه درسی آموزش عالی قرار­گرفت. سپس نقشه­جامع علمی کشور توسط تیم پژوهشی مورد تحلیل مضمونی قرار گرفته و توسط 9 نفر از اساتید علوم تربیتی دانشگاه­های بوعلی سینای همدان و لرستان نظر خواهی و میزان توافق ثبت گردید. نتایج نشان­داد که مؤلفه تقویت هویت اسلامی ـ ایرانی با 31/17 درصد و مؤلفه تأکید بر توسعه کمی و کیفی دانشکده متناسب با نیازهای اجتماعی با 94/11 درصد از بیشترین تأکید و مؤلفه­های ایجاد محیط رغبت انگیز و با نشاط یاددهی ـ یادگیری، اهتمام به مسائل محیط زیست، پذیریش و احترام به اصل چند فرهنگی و اهتمام ویژه در تحقق دانشگاه سبز مورد توجه واقع نشده اند.
 

کلیدواژه‌ها

عنوان مقاله [English]

Social responsibility university with emphasis on humanities in the comprehensive scientific map of the country

نویسندگان [English]

  • isa zamaniyan 1
  • Mohammad Reza Yousefzadeh Chosare 2
  • Azimeh Khakbaz 3

1 PhD student, Department of Educational Sciences, Faculty of Humanities, Bu- Ali Sina University, Hamadan, Iran

2 Professor, Department of Educational Sciences, Faculty of Humanities, Bu- Ali Sina University, Hamadan, Iran

3 Associate professor, Department of Educational Sciences, Faculty of Humanities, Bu- Ali Sina University, Hamadan, Iran

چکیده [English]

   The purpose of this research, exploring the components of the fourth generation university was in the comprehensive scientific map of the country. The research methods, Sequential exploratory mixed-method It has been of tools making type. Statistical population in the qualitative phase, include books and documents related to Social Responsibility university and 37 professors of the Faculty Bu Ali Sina University of Hamadan and in the quantitative phase, it has been a comprehensive scientific map of the country. Qualitative research tools include taking notes and semi-structured interviews and in the quantitative phase, the content analysis checklist of the comprehensive scientific map of the country was used. For data analysis in the qualitative phase, of categorical analysis and content analysis in the quantitative phase, descriptive statistical indicators of frequency and percentage have been used. The results of the qualitative section included the extraction of 37 components for a Social Responsibility university, the validity of which was confirmed by 15 experts in the field of higher education curriculum. Then, based on the tools made, the comprehensive scientific map of the country was thematically analyzed by the research team and 9 professors of educational sciences of Bu Ali Sina University of Hamadan and Lorestan asked for opinions and the amount of agreement was recorded. To analyze the data in a quantitative part, descriptive statistical indicators of frequency and percentage have been used. The results showed that the component of strengthening Islamic-Iranian identity with 17.31% and the component of emphasizing the quantitative and qualitative development of the faculty in accordance with social needs with 11.94% of the most emphasis And the components of creating a desirable and lively teaching-learning environment, special emphasis on citizenship education, attention to environmental issues, acceptance and respect for the principle of multiculturalism and special attention to the realization of the Green University, have not been considered.
 

کلیدواژه‌ها [English]

  • : Higher education
  • Social responsibility university
  • Comprehensive scientific map of the country
  • Sequential exploratory mixed-method

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