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نقش برنامهریزی آموزشی در توسعه سرمایهی انسانی دانشآموختگان آموزش عالی با تأکید بر مهارتهای شغلی و کارآفرینی | ||
| مطالعات برنامه ریزی آموزشی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 شهریور 1405 اصل مقاله (654.82 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2026.31474.2407 | ||
| نویسنده | ||
| اکبر جدیدی محمدآبادی* | ||
| دانشیار گروه علوم تربیتی و مشاوره، دانشگاه پیامنور، تهران، ایران. | ||
| تاریخ دریافت: 03 فروردین 1405، تاریخ بازنگری: 16 اردیبهشت 1405، تاریخ پذیرش: 20 اردیبهشت 1405 | ||
| چکیده | ||
| هدف: برنامهریزی آموزشی نقش کلیدی در کیفیت سرمایه انسانی دانشآموختگان ایفا میکند. این پژوهش با هدف تحلیل نقش برنامهریزی آموزشی در توسعه سرمایهی انسانی دانشآموختگان آموزشعالی با تأکید بر مهارتهای شغلی و کارآفرینی و با استفاده از روش فراترکیب انجام شدهاست. روششناسی: این پژوهش با هدف کاربردی و ماهیت کیفی و با استفاده از رویکرد فراترکیب (سنتزپژوهی) انجام شد. از میان ۲۸۷ منبع منتشرشده بین سالهای ۲۰۰۰ تا ۲۰۲۵، پس از اعمال مراحل غربالگری و ارزیابی کیفیت با چکلیست CASP، ۴۵ منبع معتبر (شامل ۲۲ مقاله انگلیسی، ۱۸ مقاله فارسی، ۳ کتاب و ۲ پایاننامه) به عنوان نمونه نهایی انتخاب شدند. تحلیل دادهها در سه مرحله کدگذاری انجام گرفت: کدگذاری باز (۸۵ کد)، محوری (۷ مضمون سازماندهنده) و گزینشی (۳ مضمون فراگیر). اعتبار یافتهها از طریق مرور همتا و مثلثسازی منابع و پایایی با روش توافق بینکدگذاران (با میزان توافق ۸۵ درصد) تأمین شد. یافتهها: سه مضمون فراگیر شناسایی شد: 1). نقش اثربخش برنامهریزی آموزشی در توسعه سرمایه انسانی که با پنج مؤلفه شامل تأثیر بر شایستگیهای عمومی، مهارتهای شغلی، مهارتهای نرم، کارآفرینی و اشتغالپذیری تبیین گردید؛ 2). موانع و چالشها که در دو دسته موانع ساختاری-روشی (رویکرد سنتی، عدم انطباق با بازار کار، ارزشیابی نظری) و موانع مشارکتی-زیرساختی (ضعف مشارکت ذینفعان، کمبود امکانات) قرار میگیرند؛ و 3).راهکارهای بهبود مشتمل بر راهکارهای هدفی-محتوایی، روشی-ارزشیابی و ساختاری (از جمله بازنگری اهداف، اصلاح ارزشیابی، پیوند با صنعت و توانمندسازی اساتید). نتیجهگیری و پیشنهادها: برنامهریزی آموزشی زمانی در توسعه سرمایه انسانی موفق است که اهداف مهارتمحور، محتوای کاربردی، روشهای فعال و ارزشیابی چندوجهی داشته باشد. پیشنهادهای مشخص عبارتند از: الزام به طراحی حداقل دو پروژه عملی واقعی در هر مقطع تحصیلی؛ گنجاندن فعالیتهای گروهی با سهم ۳۰ درصدی از نمره؛ جایگزینی تدریجی ۵۰ درصد آزمونهای کتبی با ارزشیابی پورتفولیو؛ اجباری شدن کارآموزی ۳ واحدی با ارزیابی کارفرما؛ تشکیل کارگروه مشترک دانشگاه-صنعت در هر دانشکده؛ و توانمندسازی اساتید با دورههای ۳۰ ساعته سالانه در روشهای تدریس فعال. نوآوری و اصالت: نوآوری در سه سطح: روششناختی (سنتزپژوهی با مرور نظاممند و CASP)، نظری (چارچوب سهمضمونی تأثیر همزمان بر پنج مؤلفه سرمایه انسانی) و کاربردی (پیشنهادهای کمّی مشخص مانند جایگزینی ۵۰٪ آزمونها با پورتفولیو). | ||
| کلیدواژهها | ||
| برنامهریزی آموزشی؛ سرمایهی انسانی؛ مهارتهای شغلی؛ کارآفرینی؛ آموزش عالی | ||
| عنوان مقاله [English] | ||
| the Role of Educational Planning in Developing Students' Human Capital with an Emphasis on Job Skills and Entrepreneurship | ||
| نویسندگان [English] | ||
| Akbar Jadidi Mohammadabadi | ||
| Associate Professor of Department of Education, Payame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| Aim: Educational planning plays a key role in the quality of graduates' human capital. This research aims to analyze the role of educational planning in developing human capital of higher education graduates with an emphasis on job skills and entrepreneurship using a meta-synthesis method. Methodology: This applied, qualitative study employed a synthesis research (meta-synthesis) approach. From 287 initial sources published between 2000 and 2025, after removing duplicates and title/abstract screening, 82 sources were assessed for quality using the CASP checklist. Finally, 45 valid sources (22 English articles, 18 Persian articles, 3 books, 2 dissertations) were selected for analysis. Data were analyzed using qualitative content analysis in three stages: open coding (85 codes), axial coding (7 organizing themes), and selective coding (3 global themes). Credibility was ensured through peer debriefing and source triangulation, and trustworthiness through inter-coder agreement (85%). Results: Three global themes were identified: 1) The effective role of educational planning in human capital development including five components (impact on general competencies, job skills, soft skills, entrepreneurship, and employability); 2) Obstacles and challenges including structural-methodological barriers (traditional approach, mismatch with labor market, theoretical assessment) and participatory-infrastructural barriers (weak stakeholder participation, lack of facilities); 3) Improvement strategies including goal-content strategies, method-assessment strategies, and structural strategies (revising objectives, reforming assessment, linking with industry, empowering faculty). Conclusions and suggestions: Educational planning succeeds in developing human capital when it has skill-oriented goals, practical content, active methods, and multidimensional assessment. Specific suggestions include: requiring at least two real practical projects per academic level; allocating 30% of course grades to group activities; gradually replacing 50% of written exams with portfolio assessment; making a 3-credit internship mandatory with employer evaluation; forming a joint university-industry working group in each faculty; and empowering faculty through annual 30-hour courses in active teaching methods. Innovation and originality: Innovation at three levels: methodological (synthesis research with systematic review and CASP), theoretical (three‑theme framework of simultaneous impact on five components of human capital), and practical (specific quantitative suggestions such as replacing 50% of exams with portfolios). | ||
| کلیدواژهها [English] | ||
| Educational Planning, Human Capital, Job Skills, Entrepreneurship, Higher Education | ||
| مراجع | ||
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