ارائه چارچوب مفهومی آموزش پژوهش محور در نظام آموزش عالی ایران

نویسنده
زهرا رشیدی
استادیار، گروه نوآوری آموزشی و درسی، مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران
10.61838/KMAN.IRPHE.31.1.3
چکیده
هدف پژوهش حاضر ارائه چارچوبی مفهومی برای آموزش پژوهش محور در بستر آموزش عالی ایران بود. این مطالعه در سپهر فلسفی تفسیرگرایی با رویکرد کیفی و بر اساس روش پژوهش نظریه داده بنیاد (با رهیافت نظام‌مند استراوس کوربین) صورت پذیرفت. برای جمع‌آوری داده‌ها از اطلاع‌رسان‌ها که شامل 28 نفر از خبرگان آموزش عالی بودند از مصاحبه‌های نیمه ساختارمند استفاده شد و انتخاب آنان به صورت هدفمند و با استفاده از راهبردهای نمونه‌گزینی با حداکثر تنوع، گلوله برفی و نظری بود. داده‌ها در سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شدند. یافته‌ها نشان داد، آموزش پژوهش محور به لحاظ مفهومی؛ آموزشی مسئله محور، مسئله‌یاب و مسئله‌آفرین است که در نگرش سیستمی به این مفهوم، درونداد (دانشجو، استاد، برنامه درسی) و برونداد (یادگیری) با عنوان کنشگر فعال، آموزشگر تسهیل‌کننده و برنامه درسی ارتباط­ ساز و یادگیری در عرصه عمل نام برده می‌شود. فرایند شکل‌گیری این مفهوم در فراهم ساختن فرصت‌های ساختاریافته‌ در بستری از گفتمان، تعاملات انسانی و آزادی بیان ایجاد می‌شود. این آموزش تحت تأثیر سه دسته عوامل آموزشی - پژوهشی، اداری- پشتیبانی و اخلاقی- فرهنگی در زمینه‌ای از عوامل برون­ سازمانی و درون­ سازمانی و بواسطه عوامل مداخله ­گری مانند فرهنگ دانشگاهی، توجه به اصول تعلیم و تربیت و ویژگی‌های روانشناختی بروز و ظهور پیدا می‌کند. از کاربردی‌ترین راهبردهای آن تدوین و تصریح اهداف و مأموریت‌های دانشگاهی، سازمان دهی نیروهای انسانی، آموزش ­پژوهی و جلب، حمایت و مشارکت حداکثری ذینفعان است که این امر پیامدهای روانشناختی، اجتماعی، آموزشی، فرهنگی و اقتصادی به همراه دارد. در نتیجه، آموزش عالی در زیست­ بوم ایران نیازمند سیاستی است که آموزش و پژوهش به صورت متوازن، مؤثر و معناداری مکمل و تقویت کننده هم در یک رویکرد سیستمی باشند. افراد توانمند، خلاق و کارآمد اجتماعی از درون فضا و فرهنگ دانشگاهی بیرون می‌آیند که آموزش و پژوهش همچون بال‌هایی هماهنگ نهاد دانشگاه را به پرواز در می­ آورند. هماهنگی و متناسب‌سازی آموزش و پژوهش نیز مستلزم انسجام و یکپارچگی میان دانشگاه، جامعه و نظام حکمرانی است.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The Conceptual Framework of Research-Based Education in Iran's Higher Education System

نویسنده English

Zahra Rashidi
Assistant Professor, Department of Studies in Educational Innovations and Training, Institute for Research and Planning in Higher Education, Tehran, Iran
چکیده English

The purpose of the present study was to propose a conceptual framework for research-based education in the context of Iran’s higher education system. This study was conducted within the interpretivist paradigm using a qualitative approach and grounded theory methodology. Semi-structured interviews were employed to collect data from 28 higher education experts selected purposefully through strategies such as maximum variation, snowball, and theoretical sampling. Data analysis was performed in three stages: open coding, axial coding, and selective coding. The findings revealed that research-based education is characterized as problem-based, problem-identifying, and problem-generating. From a systemic perspective, the inputs (students, faculty, curriculum) and outputs (learning) are identified as active agents, facilitating educators, communicative curricula, and learning in practical contexts. The formation process of this concept is fostered through the provision of structured opportunities within a framework of discourse, human interactions, and freedom of expression. This type of education is influenced by three categories of factors: educational-research, administrative-support, and moral-cultural elements, shaped by both internal and external organizational contexts. It also emerges under the influence of factors such as academic culture, adherence to educational principles, and psychological characteristics. Key strategies for its implementation include the formulation and clarification of university goals and missions, human resource organization, research-based training, and the attraction, support, and active participation of stakeholders. These strategies yield psychological, social, educational, cultural, and economic outcomes. In conclusion, higher education within Iran’s ecosystem requires policies that balance, integrate, and mutually reinforce education and research in a systemic approach. Creative, capable, and socially efficient individuals are developed within an academic culture where education and research function as synchronized wings, propelling the university forward. Achieving this coordination and alignment between education and research necessitates coherence and integration among universities, society, and governance systems.

کلیدواژه‌ها English

Research-based education
grounded theory
qualitative research
higher education in Iran
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  • تاریخ دریافت 23 بهمن 1402
  • تاریخ بازنگری 27 تیر 1403
  • تاریخ پذیرش 10 شهریور 1403
  • تاریخ انتشار 25 اسفند 1403