واکاوی ادراکات و تجارب زیسته دانشجویان کارشناسی مشمول کمیسیون موارد خاص از پدیده ماندگاری تحصیلی (مورد مطالعه: دانشگاه کاشان)

نوع مقاله : مقاله پژوهشی

نویسندگان
ملیحه حسین زاده حسنارودی 1
زینب السادات اطهری اصفهانی 2
1 کارشناس ارشد مدیریت آموزشی، دانشگاه کاشان، کاشان، ایران
2 استادیار گروه علوم تربیتی، دانشکده علوم انسانی و حقوق، دانشگاه کاشان، کاشان، ایران
10.61838/KMAN.IRPHE.30.3.5
چکیده
هدف مطالعه حاضر تحلیل ادراکات و تجارب زیسته‌ی دانشجویان کارشناسی مشمول کمیسیون بررسی موارد خاص دانشگاه کاشان از دلایل افزایش سنوات تحصیلی بود. این پژوهش از نوع مطالعات کاربردی بوده که با استفاده از روش کیفی انجام گرفت و یافته‌های پژوهش با استفاده از ابزار مصاحبه نیمه‌ساختاریافته، گردآوری گردید. جامعه آماری پژوهش، شامل کلیه‌ی دانشجویان مقطع کارشناسی سال تحصیلی 1401-1400 بود که در دانشگاه کاشان مشغول به تحصیل بودند. به منظور نمونه‌گیری از دانشجویان-که جهت دریافت مجوز ادامه تحصیل، مشمول مراجعه به کمیسیون بررسی موارد خاص دانشگاه کاشان شدند- از روش هدفمند (قضاوتی) استفاده شد و فرآیند مصاحبه با دانشجویان نیز تا رسیدن به اشباع نظری (23 نفر) ادامه یافت. پایایی ابزار مصاحبه بر اساس چهار ملاک اعتبار، انتقال، اطمینان و تأیید مورد بررسی قرار گرفت و تحلیل داده‌های پژوهش با روش کوربین و استراوس انجام شد. طبق یافته‌های به دست آمده تعداد کدهای باز استخراج شده 1161 بود که به ترتیب در سه هسته‌ی اصلی عوامل فردی - خانوادگی با فراوانی 637 (24/48 درصد)، عوامل آموزشی - سازمانی با فراوانی 410 (20/39 درصد) و عوامل اجتماعی - اقتصادی با فراوانی 114 (56/12درصد) دسته‌بندی شد. در ارتباط با بیشترین مقوله‌های اشاره شده در رابطه با هر هسته می‌توان گفت که کد محوری «چالش‌های روان‌شناختی» دارای بیشترین میزان فراوانی در عوامل فردی - خانوادگی با فراوانی 85 (34/13 درصد)، کد محوری «ضعف برنامه درسی» دارای بیشترین میزان فراوانی در عوامل آموزشی - سازمانی با فراوانی 68 (59/16 درصد) و کد محوری «مؤثرهای مالی» دارای بیشترین میزان فراوانی در عوامل اجتماعی - اقتصادی با فراوانی 45 (47/39 درصد) بود. در نهایت نتایج پژوهش حاکی از آن است که ماندگاری تحصیلی یک معضل مهم و چند وجهی است که برای پیشگیری از آن بایستی به نقش عوامل متعدد موثر بر آن توجه داشت. بنابراین، جهت حل مسائل و رفع موانع، به همکاری فرابخشی نیاز است؛ لذا تعامل و همکاری بخش‌های مختلف از جمله دانشگاه، اساتید، خانواده و جامعه جهت اتخاذ سیاست‌های پیشگیرانه و حمایتی ضرورت دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

An analysis on the perceptions and lived experiences from the phenomenon of educational persistence in undergraduate students subject to special cases commission (case study: University of Kashan)

نویسندگان English

Malihe Hoseinzade Hosnaroodi 1
Zeinab Sadat Athari Esfahani 2
1 Master of Educational Management, University of Kashan, Kashan, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Law, University of Kashan, Kashan, Iran
چکیده English

The purpose of the present study was to explore the perceptions and life experiences of the continuing undergraduate course students who referred to Special Cases Commission at the University of Kashan in order to identify effective factors in increasing the students’ academic years through studying, categorizing and analyzing the collected experiences. It is an applied study which was conducted via qualitative method and the findings of the study were collected through interview and phenomenology method. The statistical population of the study included all undergraduate students in academic year 2021-22 who were studying at the University of Kashan and purposive or judgmental method was applied to do the sampling process, the interview process continued up to reaching theoretical saturation. reliability of interview instruments, was investigated according to four criteria including credibility, transferability, dependability and confirmability and the data analysis of the study was conducted via Strauss and Corbin method. The findings showed that the number of extracted open codes as a result of interview with the students was 1161 which were respectively categorized in three main cores of individual-familial factors with the frequency of 637 (48.24%), educational-organizational factors with the frequency of 410 (39.20%) and social-economic factors with the frequency of 114 (12.56%). Regarding the most frequent mentioned categories related to each core, it can be said that the axial code “psychological challenges” has the highest frequency in individual-familial factors with the frequency of 85 (13.34%), axial code of “weakness in curriculum” has the highest frequency in educational-organizational factors with the frequency of 68 (16.59%) and the axial code “financial effectives” has the highest frequency in social-economic factors with the frequency of 45 (39.47%). Finally, the findings of the study showed that the academic persistence is an important multi-dimensional dilemma that many different facts should be paid attention to in order to prevent it. Therefore, meta-departmental cooperation is needed to solve the problems and remove the impediments. Hence, interaction and cooperation of different departments such as university, professors, family and society is of high necessity in order to apply preventive and supportive policies.

کلیدواژه‌ها English

Extending of academic years
Commission of special cases at the University
Students’ persistence
undergraduate course
Ahangaran, J. (1998). Investigating the ways of providing financial resources: the country's higher education department (Vol. 111). https://www.noormags.ir/view/fa/articlepage/959920/%D8%A8%D8%B1%D8%B1%D8%B3%DB%8C-%D8%B1%D8%A7%D9%87%D9%87%D8%A7%DB%8C-%D8%AA%D8%A7%D9%85%DB%8C%D9%86-%D9%85%D9%86%D8%A7%D8%A8%D8%B9-%D9%85%D8%A7%D9%84%DB%8C-%D8%A8%D8%AE%D8%B4-%D8%A7%D9%85%D9%88%D8%B2%D8%B4-%D8%B9%D8%A7%D9%84%DB%8C-%DA%A9%D8%B4%D9%88%D8%B1
Ajjawi, R., Dracup, M., Zacharias, N., Bennett, S., & Boud, D. (2020). Persisting students’ explanations of and emotional responses to academic failure. Higher Education Research & Development, 39(2), 185-199. https://doi.org/10.1080/07294360.2019.1664999
Changaei, M., Salimi Bajestani, H., Farah Bakhsh, K., & Shariatmadar, A. (2019). Academic Success or academic failure: a qualitative study. Journal of Research in Educational Systems, 13(45), 75-91. https://doi.org/10.22034/jiera.2019.121575.1372
Cheraghi, M., Chaabi, F., & Soltani, T. (2018). Investigating the causes and factors of academic failure in health students of Jundishapur University of Medical Sciences, Ahvaz [Research]. The Journal Of New Advances In Behavioral Sciences, 2(17), 37-45. http://ijndibs.com/article-۱-۱۷۷-fa.html
Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21. https://doi.org/10.1007/BF00988593
Fadavi Roodsari, A., Salehi, K., Khodaii, E., Moghadamzadeh, A., & Javadipoor, M. (2019). Bayesian network model of factors related to academic failure in Tehran university students. 18(76), 417-429 https://www.sid.ir/paper/92906/en
Farang, M., Ghahramani, M., Abolghasemi, M., & Alami, F. (2022). Identifying the Dimensions and Key Components of Employability of the University Bachelor Graduates in Behavioral Science Majors: A Shahid Beheshti University Case Study. Quarterly Journal of Research and Planning in Higher Education, 28(4), 95-117. https://doi.org/10.22034/irphe.2022.705226
Gitto, L., Minervini, L. F., & Monaco, L. (2016). University dropouts in Italy: Are supply side characteristics part of the problem? Economic Analysis and Policy, 49(no), 108-116. https://doi.org/10.1016/j.eap.2015.12.004
Glogowska, M., Young, P., & Lockyer, L. (2007). Should I go or should I stay?:A study of factors influencing students' decisions on early leaving. Active Learning in Higher Education, 8(1), 63-77. https://doi.org/10.1177/1469787407074115
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage. https://books.google.com/books?hl=fa&lr=&id=k_zxEUst46UC&oi=fnd&pg=PA21&dq=%E2%80%A2%09Guba,+Egon+G.,+%26+Lincoln,+Yvonna+S.+(1989).+Fourth+Generation+Evaluation.+Sage.&ots=_046njeQI-&sig=WOrrDCv8861iEPx5h95qARYHZOU#v=onepage&q=%E2%80%A2%09Guba%2C%20Egon%20G.%2C%20%26%20Lincoln%2C%20Yvonna%20S.%20(1989).%20Fourth%20Generation%20Evaluation.%20Sage.&f=false
Hansen, M., & Mendzheritskaya, J. (2017). How University Lecturers’ Display of Emotion Affects Students’ Emotions, Failure Attributions, and Behavioral Tendencies in Germany, Russia, and the United States. Journal of Cross-Cultural Psychology, 48(5), 734-753. https://doi.org/10.1177/0022022117697845
Hosseini Largani, M., & Charbashlou, H. (2022). Curriculum Design and Development in Selected Universities: criteria extraction for designing an optimal university curriculum model. Quarterly Journal of Research and Planning in Higher Education, 28(3), 143-172. https://doi.org/10.52547/irphe.28.3.143
Jalali, R. (2013). qqualitative research sampling. Journal of Qualitative Research in Health Sciences, 2(4), 310-320. https://jqr1.kmu.ac.ir/article_90733_75ee1545e64d8ac390b4d5a06da64ffd.pdf
Janzadeh, A. (2011). Investigating the factors influencing the academic decline of students of public universities: an analysis of the cases of the commission of special cases and the opinions of student representatives [Research]. Iranian Higher Education, 3(3), -. http://ihej.ir/article-1-658-fa.html
http://ihej.ir/article-1-658-fa.
Khadrlou, F. (2020). Investigating the relationship between addiction to social messaging software and academic failure in Farhangian University students. Journal of new developments in psychology, educational sciences and education, 4(41), 121-128. file:///C:/Users/Mehdi/Downloads/7016912-2.pdf
Koohi Nasrabadi, M., Navabipour, M., Ganji, M., & Safavi, S. M. (2013). Determining Organizational Factors Affecting Educational Failure of the Students and How to Control and reduce it (Case Study: University of Kashan). Organizational Culture Management, 11(3), 141-168. https://doi.org/10.22059/jomc.2013.36085
Ministry of Science, R. a. T. (2019). Aeenname shorahaye baresi mavared khas vezarat olom, tahghighat & fanavari. Document number: Ataf-A-7205
Oliveira Silva, G., Aredes, N. D. A., & Galdino-Júnior, H. (2021). Academic performance, adaptation and mental health of nursing students: A cross-sectional study. Nurse Education in Practice, 55(no), 103-145. https://doi.org/10.1016/j.nepr.2021.103145
Pourmohammadi, B., Kami, G., & Rahimi Pordanjani, S. (2020). Academic Failure in Health Students of Semnan University of Medical Sciences [Orginal]. Development Strategies in Medical Education, 7(1), 78-99. https://doi.org/10.29252/dsme.7.1.78
Rashidi, Z. (2023). Reflections on experiences of blended learning among leading countries in this field: Lessons for Iranian Higher Education. Quarterly Journal of Research and Planning in Higher Education, 29(1), 27-52. https://doi.org/10.61838/irphe.29.1.2
Roso-Bas, F., Pades Jiménez, A., & García-Buades, E. (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse Education Today, 37(no), 53-58. https://doi.org/10.1016/j.nedt.2015.11.021
Taghvaeinei, A. (2018). Effect of metacognitive strategies on help seeking and academic procrastination probation students in Yasouj University. Biquarterly Journal of Cognitive Strategies in Learning, 6(11), 193-214. https://doi.org/10.22084/j.psychogy.2018.16042.1744
Talebifar, M., Khamesan, A., Khorshidzadeh, M., & Talebzade Shoshtari3, L. (2023). Factors Affecting Academic Failure of the Students Referred to the Commission of Special Cases at The University of Birjand. Quarterly Journal of Research and Planning in Higher Education, 26(3), 125-148. https://journal.irphe.ac.ir/article_703009_3947719a10592b86211ebded005f3833.pdf
Tamannaifar, M., & Gandomi, Z. (2011). Correlation between achievement motivation and academic achievement in university students. Educ Strategy Med Sci, 4(1), 15-19. http://edcbmj.ir/files/site1/user_files_944f39/zeinab-A-10-153-1-45c239169.pdf
Vaganova, O. I., Gilyazova, O. S., Gileva, A. V., Yarygina, N. A., & Bekirova, E. S. (2020). Quality management of educational activities in higher education. Amazonia Investiga, 9(28), 74-82. https://doi.org/10.34069/AI/2020.28.04.9
Wild, S., & Schulze Heuling, L. (2020). Student dropout and retention: An event history analysis among students in cooperative higher education. International Journal of Educational Research, 104(no), 101687. https://doi.org/10.1016/j.ijer.2020.101687
Zulu, C. (2008). An exploratory study of first-year students at a historically black university campus in South Africa: their academic experiences, success and failure. Africa Education Review, 5(1), 30-47. https://doi.org/10.1080/18146620802121576
 

  • تاریخ دریافت 20 اردیبهشت 1402
  • تاریخ بازنگری 16 اسفند 1402
  • تاریخ پذیرش 06 تیر 1403
  • تاریخ انتشار 01 مهر 1403