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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
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