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تحلیل تجارب و نگرش اعضای هیأت علمی نسبت به تغییرات آموزشی (مطالعه موردی: دانشگاه شیراز) | ||
| مطالعات برنامه ریزی آموزشی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 آذر 1404 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2025.30277.2377 | ||
| نویسندگان | ||
| معصومه محترم* ؛ فاطمه کشت کار؛ مهدی محمدی؛ جعفر ترک زاده | ||
| مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز | ||
| تاریخ دریافت: 21 مهر 1404، تاریخ بازنگری: 23 آبان 1404، تاریخ پذیرش: 17 آذر 1404 | ||
| چکیده | ||
| هدف: تغییرات آموزشی در دانشگاهها از اصول بنیادین ارتقاء کیفیت یادگیری و پیشرفت حرفهای اعضای هیأت علمی به شمار میآید.از این رو هدف این پژوهش، تحلیل تجربیات اعضای هیأت علمی دانشگاه شیراز و ارزیابی نظرات آنان نسبت به این تغییرات میباشد. روششناسی: این پژوهش با طرح ترکیبی مدل موازی همزمان انجام شد. بخش کمی، از نوع توصیفی پیمایشی و جامعه آماری پژوهش، شامل تمامی اعضای هیأت علمی دانشگاه شیراز(924 نفر) بود که با روش نمونه گیری تصادفی طبقه ای 162 نفر به عنوان حجم نمونه انتخاب شدند. ابزار پژوهش؛ مقیاس واکنشهای دریافتکنندگان تغییر بود که پس از محاسبه روایی و پایایی بین گروه نمونه توزیع و داده ها با آزمون تی تک نمونه ای با استفاده از نرم افزار spss21 تحلیل گردید. روش شناسی پژوهش در بخش کیفی، از نوع پدیدارشناسی توصیفی بود. از میان اعضای هیأت علمی دانشگاه تعداد 11 نفر به روش نمونه گیری بارز و تا رسیدن به اشباع نظری داده ها انتخاب شدند. روش گرداوری داده ﻣﺼﺎﺣﺒﻪﻫﺎی ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ بود و ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ با رویکرد تحلیل مضمون اﻧﺠﺎم ﺷﺪ. یافتهها: نتایج بخش کمی نشان داد: 1- نگرش شناختی اعضای هیأت علمی دانشگاه شیراز به تغییرات آموزشی از میانگین معیاربالاتر بوده و مثبت است. 2- نگرش عاطفی و رفتاری اعضای هیأت علمی دانشگاه شیراز به تغییرات آموزشی از میانگین معیار پایین تر بوده و منفی است. بنابراین در بعد عاطفی و رفتاری اعضای هیأت علمی دانشگاه شیراز رویکرد منفی به تغییرات آموزشی دارند. یافته های بخش کیفی، 19 مضمون پایه و 3 مضمون سازمان دهنده را که نشان دهنده نگرش های شناختی، عاطفی و رفتاری اعضای هیأت علمی بود آشکار ساخت. نتیجهگیری و پیشنهادها: یافتهها نشان دادند که اعضای هیأت علمی دانشگاه شیراز نگرش مثبت شناختی، اما نگرش منفی عاطفی و رفتاری نسبت به تغییرات آموزشی دارند. برای بهبود این وضعیت، توصیه میشود انگیزه و درگیری عاطفی اعضای هیأت علمی تقویت، ساختار و فرهنگ سازمانی بهبود و شاخصهای ارزیابی عملکرد همسو با تغییرات آموزشی بازنگری شود. نوآوری و اصالت: نوآوری پژوهش در ادغام دادههای کیفی و کمی و بررسی یکپارچهی ابعاد شناختی، عاطفی و رفتاری نگرش اعضای هیأت علمی نسبت به تغییرات آموزشی است. | ||
| کلیدواژهها | ||
| نگرش به تغییر"؛ " نگرش شناختی"؛ " نگرش عاطفی"؛ " نگرش رفتاری"؛ " تغییرات آموزشی | ||
| عنوان مقاله [English] | ||
| “Analyzing Faculty Members’ Lived Experiences and Attitudes Toward Educational Change: A Concurrent Mixed-Methods Case Study at Shiraz University” | ||
| نویسندگان [English] | ||
| Masoumeh mohtaram؛ fateme keshtkar؛ mehdi mohammadi؛ jafar Turkzadeh | ||
| Educational Management, Faculty of Educational Sciences and Psychology, Shiraz University | ||
| چکیده [English] | ||
| Aim: Educational changes in universities are central to enhancing learning quality and promoting faculty professional development. This study aimed to explore the experiences of faculty members at Shiraz University and assess their cognitive, affective, and behavioral attitudes toward educational changes. Methodology: A concurrent mixed-methods design was employed (Edmonds & Kennedy, 2017). The quantitative phase was a descriptive survey involving 162 faculty members selected through stratified random sampling. The Change Recipient Reactions Scale (CRRS; Tsaousis & Vakola, 2018) was used, and its validity and reliability were confirmed. Data were analyzed using one-sample t-tests in SPSS 21. The qualitative phase adopted a descriptive phenomenological approach, with 11 participants selected through purposive sampling until theoretical saturation. Semi-structured interviews were conducted and analyzed using thematic analysis. Results: Quantitative results indicated that faculty members exhibited a positive cognitive attitude toward educational changes, whereas their affective and behavioral attitudes were negative. Qualitative analysis revealed 19 basic themes and 3 organizing themes reflecting faculty members’ cognitive, affective, and behavioral attitudes. The findings demonstrated that while faculty possess the necessary knowledge and understanding of educational changes, organizational barriers, promotion regulations, and workload pressures negatively influence their emotional engagement and behavioral implementation. Conclusions and suggestions: The study highlights the need for policies that enhance faculty motivation and emotional involvement, improve organizational structures, foster a change-embracing institutional culture, and revise performance evaluation criteria. Interventions targeting cognitive, affective, and behavioral dimensions simultaneously are essential to ensure effective and sustainable adoption of educational changes. Innovation and originality: This study integrates quantitative and qualitative data to provide a comprehensive examination of faculty members’ cognitive, affective, and behavioral attitudes toward educational changes, offering new insights for both research and practice in higher education. | ||
| کلیدواژهها [English] | ||
| Attitude to change", " cognitive attitude", " emotional attitude", " behavioral attitude", " educational changes | ||
| مراجع | ||
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