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مفهومپردازی مدل بومی خطمشیگذاری مبتنی بر شواهد در آموزش عالی ایران | ||
| پژوهشنامه مدیریت اجرایی | ||
| مقاله 1، دوره 10، شماره 20، اسفند 1397، صفحه 39-66 اصل مقاله (343.1 K) | ||
| نوع مقاله: مدیریت و سازمان(اخلاق و مسئولیت اجتماعی، رهبری و تحول سازمانی، عملکرد سازمانی، ریسک، مدیریت منابع سازمانی، سطوح تحلیل سازمانی، بلوغ سازمانی، آسیب‌شناسی سازمانی، نظام اداری، . . . ) | ||
| شناسه دیجیتال (DOI): 10.22080/jem.2019.16654.2924 | ||
| نویسندگان | ||
| علی هدایتی* 1؛ ابراهیم صالحی عمران2 | ||
| 1: دانشجوی دکتری سیاستگذاری علم و فناوری، دانشکده علوم اقتصادی و اداری، دانشگاه مازندران، بابلسر، ایران | ||
| 2استاد گروه علوم تربیتی دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران | ||
| تاریخ دریافت: 09 تیر 1398، تاریخ بازنگری: 14 مرداد 1398، تاریخ پذیرش: 03 شهریور 1398 | ||
| چکیده | ||
| هدف پژوهش حاضر، مفهومپردازی مدل خطمشیگذاری مبتنی بر شواهد است که نوآوری آن در مقایسه با مطالعات پیشین، جامعیت، بومی بودن و اجرایی بودن آن است که همزمان به اغلب مولفههای موثر در خطمشیگذاری مبتنی بر شواهد در آموزش عالی توجه نموده است. این پژوهش از لحاظ جهتگیری در پی مفهومپردازی و با رویکرد کیفی و کدگذاری نظری است. به منظور گردآوری دادهها از مصاحبههای عمیق و از روش نظریه داده بنیاد استفاده شد. جامعه آماری، اعضای کمیسیون آموزش عالی مجلس، مدیران ارشد، خبرگان، و کارشناسان، روسا و مدیران دانشگاههای جامع وزارت علوم، تحقیقات و فناوری، و وزارت بهداشت، درمان، و آموزش پزشکی و خبرگان خطمشیگذاری آموزش عالی بودند که با روش نمونهگیری گلوله برفی با ۲۰ نفر از افراد مصاحبه شد. جهت تحلیل دادهها از فرایند کدگذاری استفاده شد و در نهایت، خلاصهای از نتایج نشان داد؛ تنوع گروههای ذینفع و عدم وجود سازوکار موثر خطمشیگذاری برای یکپارچهسازی، از شرایط علی، ناهنجارهای نهادینه فرهنگی و نگاه گزینشی خطمشیگذاران از شرایط مداخلهگر نظام آموزش عالی ایران است که از طریق ایجاد نظام پایش مبتنی بر شواهد در فرایند خطمشیگذاری در نظام آموزش عالی منجر به تبدیل ضعفها و تهدیدهای موجود به فرصتهای بالقوه میشود. | ||
| کلیدواژه‌ها | ||
| مفهومپردازی؛ خطمشیگذاری؛ خطمشیگذاری مبتنی بر شواهد؛ آموزش عالی؛ ایران | ||
| موضوعات | ||
| مدیریت استراتژیک | ||
| عنوان مقاله [English] | ||
| The Conceptualization of the Native Model of Evidence-Based Policy Making of Higher Education in Iran | ||
| نویسندگان [English] | ||
| Ali Hedayati1؛ Ebrahim Salehi Omran2 | ||
| 1PhD student, Department of management, Faculty of Economics and Administrative Sciences, University of Mazandaran, Babolsar, Iran | ||
| 2Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran | ||
| چکیده [English] | ||
| The approach of this study is conceptualization through qualitative method and theoretical coding that Compared to previous studies, its innovation is comprehensiveness, indigenousness, and applicability, while simultaneously focusing on the most effective components of evidence-based policymaking in higher education. Data has been gathered through comprehensive interviews, utilizing the (GT) method. The statistical population was the members of the Parliamentary Higher Education Commission, high profile policy makers, specialists, and experts of the Ministry of Science, Research and Technology and The Ministry of Health and Medical Education, heads of universities of the Ministry of Science, and higher education policy-making experts of the Ministry of Science, Research and Technology, using the snowball sampling method, Interviewed with 20 people. To analyze an encoding process is used. A summary of the results showed: The diversity of stakeholders and lack of an effective policy-making for integrating of the causal conditions, the institutional governing disorders, and the selective policy-makers' view. These are the main intervening conditions in Iran’s higher education system that the transformation of existing weaknesses and threats into potential opportunities. | ||
| کلیدواژه‌ها [English] | ||
| Conceptualization, Policy Making, Evidence-Based Policy, Higher Education, Iran | ||
| مراجع | ||
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