دانشگاه مازندران

  اخبار و اعلانات

 آمار

تعداد نشریات28
تعداد شماره‌ها390
تعداد مقالات3,802
تعداد مشاهده مقاله6,213,965
تعداد دریافت فایل اصل مقاله4,555,465
نجیبی, سید سعید, خراسانی, اباصلت. (1401). آسیب‌شناسی نظام سیاست‌گذاری آموزش عالی جمهوری اسلامی ایران. پژوهشنامه مدیریت اجرایی, 11(22), 76-101. doi: 10.22080/eps.2023.24473.2148
سید سعید نجیبی; اباصلت خراسانی. "آسیب‌شناسی نظام سیاست‌گذاری آموزش عالی جمهوری اسلامی ایران". پژوهشنامه مدیریت اجرایی, 11, 22, 1401, 76-101. doi: 10.22080/eps.2023.24473.2148
نجیبی, سید سعید, خراسانی, اباصلت. (1401). 'آسیب‌شناسی نظام سیاست‌گذاری آموزش عالی جمهوری اسلامی ایران', پژوهشنامه مدیریت اجرایی, 11(22), pp. 76-101. doi: 10.22080/eps.2023.24473.2148
نجیبی, سید سعید, خراسانی, اباصلت. آسیب‌شناسی نظام سیاست‌گذاری آموزش عالی جمهوری اسلامی ایران. پژوهشنامه مدیریت اجرایی, 1401; 11(22): 76-101. doi: 10.22080/eps.2023.24473.2148

آسیب‌شناسی نظام سیاست‌گذاری آموزش عالی جمهوری اسلامی ایران

مطالعات برنامه ریزی آموزشی
دوره 11، شماره 22، اسفند 1401، صفحه 76-101    اصل مقاله (1.1 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22080/eps.2023.24473.2148
نویسندگان
سید سعید نجیبی* 1؛ اباصلت خراسانی2
1دانشجوی دکتری مدیریت آموزش عالی، گروه آموزش عالی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی، تهران، ایران
2دانشیار گروه آموزش عالی، گروه، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی، تهران، ایران
تاریخ دریافت: 06 آبان 1401،  تاریخ بازنگری: 26 دی 1401،  تاریخ پذیرش: 26 بهمن 1401 
چکیده
هدف: هدف این پژوهش آسیب‌شناسی نظام سیاست‌گذاری آموزش عالی کشور است.
روش‌شناسی: در این پژوهش از روش شناسی کیفی و به طور خاص از روش تحلیل محتوی کیفی با رویکرد استقرایی استفاده شده است. بر این اساس برای شناسایی آسیب ها با استفاده از روش نمونه گیری هدفمند و بر اساس قاعده اشباع نظری با 15 نفر از خبرگان این حوزه که ترکیبی از صاحب نظران، پژوهشگران، مسئولان فعلی و سابق در سیاست گذاری آموزش عالی بودند، مصاحبه های عمیق نیمه ساختاریافته انجام شد. برای اطمینان از روایی پژوهش، اقداماتی در دو مرحله انجام شده است: تطبیق توسط اعضا، و بررسی همکار، که در آن چند نفر از متخصصان و صاحب نظران این حوزه یافته ها را بررسی و دیدگاه های خود را ثبت کرده اند.
یافته‌ها: یافته‌ها تحقیق نشان داد که مشخص نبودن هدف‌گذاری و مأموریت‌های آموزش عالی و نسبت آن با سایر سیاست‌های دستگاه‌های اجرایی کشور، ضعف‌های ساختاری، قانونی و نگاشت نهادی در سیاست‌گذاری آموزش عالی، مغفول ماندن استفاده از علم سیاست‌گذاری، کم‌توجهی به چرخه فرآیند سیاست‌گذاری از تدوین سیاست تا نظارت، بی‌ثباتی مدیریتی و نبود نگاه راهبردی بلندمدت در نظام سیاست‌گذاری آموزش عالی، کم‌توجهی به‌پیش نیازهای فنی و مالی در سیاست‌گذاری آموزش عالی و عدم توجه به سیستم‌های یکپارچه اطلاعاتی و عدم تبیین از مهم‌ترین آسیب‌ است.
نتیجه‌گیری و پیشنهادات: نمی توان نظام سیاست گذاری آموزش عالی ایران را تک بعدی نگاه کرد و باید برای تدوین سیاست های مطلوب و کارآمد همه اجزای این نظام همانند قطعات یک ساعت به درستی به ایفای نقش بپردازند.
کلیدواژه‌ها
سیاست‌گذاری؛ تصمیم‌گیری؛ آموزش عالی؛ سیاست‌گذاری آموزش عالی؛ آسیب‌شناسی
عنوان مقاله [English]
Pathology of the higher education policy system of the Islamic Republic of Iran
نویسندگان [English]
Seyed saeid Najibi1؛ Abasalt Khorasani2
1PhD student in Higher Education Management, Department of Higher Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
2Associate Professor, Department of Higher Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
چکیده [English]
Purpose: analyze the policy system of higher education in the country.
Methodology: , qualitative methodology and specifically qualitative content analysis method with inductive approach was used. Based on this, in order to identify the harms using the purposeful sampling method and based on the rule of theoretical saturation with 15 experts in this field who were a combination of experts, researchers, current and former officials in higher education policy making, in-depth semi-structured interviews. It was structured. To ensure the validity of the research, measures have been taken in two stages: matching by members, and peer review, in which several experts and experts in this field have reviewed the findings.
Findings: The findings of the research showed that the targeting and missions of higher education and its relationship with other policies of the country's executive bodies are not clear, structural, legal and institutional mapping weaknesses in higher education policymaking, the use of policymaking science is neglected, and little attention is paid to the cycle of the policymaking process. From policy formulation to supervision, managerial instability and lack of long-term strategic view in higher education policymaking system, lack of attention to technical and financial prerequisites in higher education policymaking, and lack of attention to integrated information systems and lack of explanation are the most important harms.
Conclusion: Iran's higher education policy-making system cannot be viewed as one-dimensional, and all components of this system must play their role correctly, like the parts of a clock, in order to formulate desirable and efficient policies.
کلیدواژه‌ها [English]
policy making, decision making, higher education, higher education policy making, pathology
مراجع
  • Amiri Farahabadi, J., Abolghasemi, M., & Ghahramani, M. (2016). pathology of higher education policy research process in Iran. Interdisciplinary Studies in Humanities, 8(4), 139-171. doi: 10.22035/isih.2016.233. {In Persian}
  • Amiri Farahabadi, J., Abolghasemi, M., & Ghahramani, M. (2020). Exploring the Synergistic Impact of Policy Research Institutions on Public Policies Capacity - A Case Study of Iranian Higher Education Policies. Strategy, 28(4), 59-84. {In Persian}
  • Anderson, J. E., Moyer, J., & Chichirau, G. (2022). Public policymaking. Cengage Learning.
  • Bagheri Moghadam, N., & ahmadi, H. (2019). Pathology of Governance in Higher Education System in Iran. Public Policy, 4(4), 55-74. doi: 10.22059/ppolicy.2019.69717. {In Persian}
  • Bhopal, K., & Pitkin, C. (2020). ‘Same old story, just a different policy’: race and policy making in higher education in the UK. Race Ethnicity and Education, 23(4), 530-547.
  • Birkland, T. A. (2015). An introduction to the policy process: Theories, concepts, and models of public policy making. Routledge.
  • Chou, M. H., Jungblut, J., Ravinet, P., & Vukasovic, M. (2017). Higher education governance and policy: an introduction to multi-issue, multi-level and multi-actor dynamics. Policy and Society, 36(1), 1-15.
  • Cino Pagliarello, M. (2017). Constructing the ‘Europe of Knowledge’? The role of ideas in the transformations of European Education Policy (1973-2010) (Doctoral dissertation, London School of Economics and Political Science).
  • Dye, T. R. (2016). Understanding public policy (15th). New York: Pearson.
  • Elham, G., and Mirmohammadi Meybodi, S. (2012). Examining the interference of the Supreme Council of Cultural Revolution with the resolutions of the Islamic Council, the government and the Expediency Council. Research Journal of Islamic Law, 14(1 (series 37)), 155-179. {In Persian}
  • Elwick, A., & Friedrich, P. (2022). Trust in Higher Education Policy-Making. In Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom (pp. 37-50). Cham: Springer International Publishing.
  • Farasatkhah, M. (2009). The history and tragedies of universities in Iran: a historical review of higher education and the economic, social, political and cultural changes affecting it. Tehran: Rasa Publications. {In Persian}
  • fathollahi, A., Yamani, M., Farasatkhah, M., Ghasi Tabatabaei, M. (2015). Content Analysis of Higher Education Program’s with a Focus on Structural and Functional Changes of Academic Autonomy. Journal of Science and Technology Policy, 8(1), 27-47. {In Persian}
  • Fuqua, D. R., & Kurpius, D. J. (1993). Conceptual models in organizational consultation. Journal of Counseling & Development, 71(6), 607-618. {In Persian}
  • Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112.
  • Hajihoseini, H., Karimmian, Z. (2019). STI Policy Process and Its Governance. Journal of Science and Technology Policy, 12(2), 71-86. {In Persian}
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • Huisman, J. (2019). The Bologna process in European and post-Soviet higher education: institutional legacies and policy adoption. Innovation: The European Journal of Social Science Research, 32(4), 465-480.
  • jalali, M., & ghanbari, K. (2019). A critical look at the role and position of decision-making authorities in higher education. Journal of Law Research, 22(85), 273-292. doi: 10.29252/lawresearch.22.85.273. {In Persian}
  • Javdani, H. (2015). Designing a model of policy research for Iranian higher education system. IRPHE, 21 (2) :81-104. {In Persian}
  • Jungblut, J. (2017). From preferences to policies in coalition governments—Unpacking policy making in European higher education. Public Policy and Administration, 32(4), 323-348.
  • Lester, James P. (2000). "Policy Instruments and Public Management: Bridging the Gaps". Journal of Public Administration Research and Theory, 10(1), 35-47.
  • Mahdiuon, R., Ghahreman, M., Ferasatkhah, M., & Abolghassemi, M. (2011). Quality of Learning and Its Effective Factors within Academic E-Learning Centers: A Qualitative Study. Academic Librarianship and Information Research, 45(4), 77-100. {In Persian}
  • Majidpour, M., & Namdarian, L. (2016). Identifying Barriers to Science and Technology Policy Implementation in Iran. Innovation Management Journal, 4(4), 31-60.
  • Montazer Ataei, M., & Karimi Moonaghi, H. (2022). Policy-making process in the education system (Case study: Faculty of Medical Sciences, Islamic Azad University of Mashhad). Future of Medical Education Journal, 12(2), 35-42. doi: 10.22038/fmej.2021.55046.1379
  • Nguyen, H. C. (2019). An investigation of professional development among educational policy-makers, institutional leaders and teachers. Management in Education, 33(1), 32-36.
  • Peykani, H., (2009). A model for the policy-making process in the higher education system of the Islamic Republic of Iran, public administration doctoral thesis, Allameh Tabatabai University. {In Persian}
  • Qaidi, S, Farasatkhah, M, Tarjani, H, (2015), Review of the challenges of scientific policy making in Iran, The 5th National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, Tehran. {In Persian}
  • Rashid Haji Khajelou, Saleh, Alam Elhadi, Jamila, & Abolghasemi, Mahmoud. (2022). Mapping the system of policy issues for the production of useful science. Scientific Research Quarterly of Culture Strategy, 15(57), 136-95.
  • Saed Mochshi, L, Azizi, N. (2019). Analyzing quantitative and qualitative aspects of policy making in Iran's higher education system. Strategic and macro policies, 8(No. 29), 166-184. {In Persian}
  • Saei, A., qarakhani, M., & Momeni, F. (2012). Government and education policy in Iran from 1360 to 1388. Social Sciences, 19(56), 117-166. doi: 10.22054/qjss.2012.895. {In Persian}
  • Shams Murkani, Gh, Fatemi Sefat, A., (2016). Pathology of human resource training and improvement activities based on the three-pronged model (case study: Fajr electronic industries). Education and development of human resources, 2(7), 71-100. {In Persian}
  • The comprehensive scientific map document of the Iran, (2008). The Supreme Council of Cultural Revolution. {In Persian}
  • Valizade Zare, & Ahanchian. (2014). Exploring the living realities of educational supervision. Nursing Management Quarterly, 3(3), 78-87. {In Persian}
  • Yáñez, S., Uruburu, Á., Moreno, A., & Lumbreras, J. (2019). The sustainability report as an essential tool for the holistic and strategic vision of higher education institutions. Journal of cleaner production, 207, 57-66.
  • zabetpor, H., beidokhti, A. A., rezaie, A., & salehi, E. (2019). Identifying and Prioritizing the Barriers and Challenges of Implementing Higher Education Policies in Iran. Biquarterly Journal of Sociology of Social Institutions, 6(13), 203-230. doi: 10.22080/ssi.2019.14934.1499. {In Persian}
  • Zahavi, H., & Friedman, Y. (2019). The Bologna Process: an international higher education regime. European Journal of Higher Education, 9(1), 23-39.
  • Zakersalehi, Gh, 2016, institutional challenges of science and higher education policy in Iran, the first conference on governance and public policy, Tehran, https://civilica.com/doc/800957. {In Persian}
آمار
تعداد مشاهده مقاله: 277
تعداد دریافت فایل اصل مقاله: 254


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب