شاخص‌های تعالی آموزش در فرایند ارتقای اعضای هیات علمی علوم انسانی و اجتماعی دانشگاه‌های منتخب جهان و مقایسه با ایران

نوع مقاله : مورد کاوی

نویسندگان

1 دکتری مدیریت فناوری اطلاعات، همکار پژوهشی مؤسسه تحقیقات سیاست علمی کشور، تهران، ایران

2 دکتـری سیاسـتگذاری علـم و فنـاوری، عضـو هیئـت علمی مؤسسـه تحقیقـات سیاسـت علمـی کشـور، تهـران، ایران

3 اسـتاد مدیریت فنـاوری اطلاعات، دانشـگاه تربیـت مدرس،تهران، ایران

چکیده

یکی از چالش‌های سال‌های اخیر در فرایند ارتقای اعضای هیئت علمی علوم انسانی و اجتماعی، تعریف معیارهای کلی در آیین‌نامه برای تمامی رشته‌ها و نبود معیارهای اختصاصی برای این علوم است. این موضوع، منجر به ارزیابی اعضای هیئت علمی این حوزه با معیارهایی نه چندان متناسب شده است و با نادیده گرفتن برخی از دستاوردهای مختص این رشته‌ها، موجبات دلسردی این گروه از اعضای هیئت علمی را فراهم می‌کند. هدف از پژوهش حاضر، بررسی معیارهای آموزشی ارتقای اعضای هیئت علمی دانشگاه‌های منتخب دنیا با تمرکز بر رشته‌های علوم انسانی و اجتماعی و مقایسه آن با آیین‌نامه ارتقای ایران است. در این راستا، ابتدا بر اساس رتبه‌بندی جهانی تایمز، پراکندگی جغرافیایی و نیز دسترس‌پذیری اطلاعات، تعداد بیست دانشگاه برای مطالعه تطبیقی انتخاب شدند و سپس، منابع مختلف برای دستیابی به شیوه‌نامه ارتقای اعضای هیئت علمی در این دانشگاه‌ها مورد بررسی قرار گرفت. دانشگاه‌های منتخب همگی دارای رشته‌های علوم انسانی و اجتماعی هستند و پراکندگی جغرافیایی آن‌ها نیز شامل ایالات متحده آمریکا، اروپا، اسکاندیناوی و استرالیا است. پس از مطالعه شیوه‌نامه‌های ارتقا در این دانشگاه‌ها، معیارهای آموزشی مدنظر آن‌ها برای ارتقای اعضای هیئت علمی در سطوح مختلف استخراج شده و پس از بررسی و کدگذاری، در چهار دسته «فعالیت‌های مرتبط با کلاس درس»، «فعالیت‌های مرتبط با نظارت/سرپرستی دانشجویان»، «فعالیت‌های مرتبط با تولید محتوای آموزشی» و «توسعه مهارت‌های آموزشی فردی» تقسیم‌بندی شدند. در نهایت، با مقایسه این معیارها با آیین‌نامه ارتقای ایران مشخص شد که می‌توان از نتایج تحقیق حاضر، سه دسته رهیافت در خصوص معیارها، مصادیق و رویکردها برای بهبود آیین‌نامه ارتقای ایران در بعد آموزشی برای رشته‌های علوم انسانی و اجتماعی برداشت کرد. از جمله این رهیافت‌ها می‌توان به استفاده از معیارهای کیفی در مقابل معیارهای کمّی، تعریف نقش مربی‌گری به‌عنوان یکی از فعالیت‌های زیرمجموعه آموزش، کمک به آموزش و ارزیابی همکاران، تقویت جایگاه فعالیت‌های آموزشی نسبت به فعالیت‌های پژوهشی، رعایت اصل برابری در آموزش و اهمیت سرنوشت شغلی دانشجویان پس از دانش‌آموختگی در ارزیابی فعالیت‌های آموزشی اعضای هیئت علمی اشاره کرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Educational Excellence Criteria in the Promotion Process of Humanities and Social Sciences Faculty Members at Selected World Universities: A Comparative Study with Iran

نویسندگان [English]

  • Gelayol Safavi 1
  • Parvaneh Aghaei 2
  • Sepehr Ghazinoory 3
1 PhD in Management of Information Technology, Research Fellow in National Research Institute for Science Policy (NRISP) Tehran, Iran
2 PhD in Science and Technology Policy, Faculty Member at the National Research Institute for Science Policy (NRISP), Tehran, Iran
3 Professor of Information Technology Management, Tarbiat Modares university, Tehran, Iran,
چکیده [English]

One of the challenges of the recent years in the process of promoting humanities and social science faculty members is the definition of general criteria in the regulations for all disciplines and the lack of specific criteria for these sciences. This issue has led to the evaluation of the faculty members of this field with criteria that are not appropriate and by ignoring some of the achievements specific to these fields, it causes the discouragement of this group of faculty members. The purpose of this research is to investigate the educational criteria for the promotion of professors in selected universities in the world, focusing on humanities and social sciences, and comparing it with Iran's promotion regulations. In this regard, based on the Times global ranking, geographical distribution, and availability of information, twenty universities were selected for comparative study, and then, various sources were examined to obtain the guidelines for the promotion of professors in these universities. The selected universities all have fields of humanities and social sciences, and their geographic distribution includes the United States of America, Europe, Scandinavia, and Australia. After studying the promotion guidelines in these universities, the educational criteria considered by them for the promotion of professors at different levels were extracted and after review and coding, they were divided into four categories: "activities related to the classroom", "activities related to the supervision/supervision of students", "Activities related to the training of colleagues" and "activities related to the production of educational content" were divided. Finally, by comparing this regulation with Iran's promotion regulation, it was found that from the results of the present research, three categories of approaches including criteria, examples and approaches can be taken to improve Iran's promotion regulation in the educational dimension for humanities and social sciences. Using qualitative criteria against quantitative criteria, defining the role of coaching as one of the activities of the subcategory of education, helping to train and evaluate colleagues, strengthening the position of educational activities compared to research activities, and observing the principle of equality in education are among these approaches.

کلیدواژه‌ها [English]

  • Promotion guideline
  • Humanities and Social Sciences
  • Educational Criteria for Promotion
  • Educational Excellence Factors
  • Higher Education Policy Making
  • Comparative Study
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