نوع مقاله : مقاله پژوهشی
نویسنده
گروه مدیریت و برنامهریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
This study explored the collective sense-making processes of promotion committees members as they evaluate faculty promotion cases. By examining the interactions among committees members, the study sought to understand how their pre-existing cognitive frameworks and shared understandings within the academic community shape their professional identities as evaluators. This research reveals that decisions made by promotion committees have profound implications beyond the immediate outcome of a promotion or denial. The collective sense-making processes of committee members shape and reshape the professional identities of both evaluators and applicants, influencing future actions and perceptions of their roles. The research questions addressed how board members construct their identities within the evaluation role, what new criteria they develop for faculty promotion decisions, and what individual and contextual factors influence their collective sense-making. Employing a case study approach grounded in the framework of collective sense-making, this research examined the group decision-making processes of audit board members regarding faculty promotion requests and how individual and contextual factors influenced these processes. This study analyzed the meetings of a university's promotion committee between 2017 and 2023. Data were collected through partially participating observation. Analysis involved two rounds of coding and three concurrent processes: summarizing, visualizing, and concluding. The analysis revealed that board members construct their professional identities along a continuum, ranging from guardians of academic standards to facilitators of career advancement. They develop additional, informal criteria beyond formal regulations, such as the applicant's writing style, scholarly authority, diversity of research interests, and professorial stature. These sense-making processes are influenced by individual factors such as prior research experience, disciplinary background, and role within the board, as well as contextual factors like the type of promotion request, the quantity of evidence provided, and prior committee recommendations. The study highlights the importance of formal and informal interactions among board members in shaping their collective decisions and underscores the need for further research into these processes to enhance the efficiency, standardization, and fairness of faculty promotion evaluations.
کلیدواژهها [English]
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