نوع مقاله : مقاله پژوهشی

نویسندگان

• رباب موسوی ¹
• علیرضا محمدی نژاد گنجی ²
• محمد نقی ایمانی گله پردسری ³

¹ دانشجوی دکتری مدیریت آموزشی،گروه مدیریت آموزشی، واحد دماوند، دانشگاه آزاد اسلامی، دماوند، ایران

² عضو هیات علمی، گروه مدیریت آموزشی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران

³ عضو هیات علمی، گروه مدیریت آموزشی ، واحد رودهن ،دانشگاه آزاد اسلامی ، رودهن ، ایران

چکیده

هدف: شناسایی ابعاد و مؤلفه های ساختار سازمانی مبتنی بر شاخص های بهبود و توسعه آموزشی در دانشگاه فرهنگیان" انجام شد. 
روش کار: پژوهش مذکور از نظر هدف بنیادی- کاربردی و از نظر نحوه اجرا، روش داده بنیاد (مصاحبه با خبرگان) بود.جامعۀ آماری پژوهش، شامل خبرگان دانشگاه فرهنگیان بود؛ برای تعیین نمونه ‌از روش نمونه‌گیری غیر تصادفی هدفمند استفاده شد که 20 نفر با استفاده از اصل اشباع به عنوان حجم نمونه، در نظر گرفته شد. ابزارگردآوری داده‌ها، مصاحبه‌های نیمه ساختمند بود که  برای حصول اطمینان از روایی ابزار و به‌منظور اطمینان خاطر از دقیق بودن یافته‌ها از دیدگاه پژوهشگر، ازنظرات ارزشمند اساتید آشنا با این حوزه و متخصصان دانشگاهی که در این حوزه خبره و مطلع بودند استفاده شد. همچنین، از پایایی بازآزمون و روش توافق درون موضوعی برای محاسبه پایایی مصاحبه‌های انجام گرفته استفاده شد.
نتایج: نتایج حاصل از تحلیل نشان داد که از میان 32 شاخص (گویه) موجود، 8 مولفه‌ی اصلی قابل شناسایی است. بر این اساس، ابعاد ساختاری دانشگاه فرهنگیان شامل پیچیدگی (دارای مولفه­های عمودی، افقی و جغرافیایی)، رسمیت (دارای مولفه­های انعطاف پذیری، آزادی عمل و کنترل) و تمرکز (دارای مولفه­های تمرکزگرایی و عدم تمرکز) معرفی شدند.
نتیجه گیری: همچنین، در مورد مفهوم بهبود و توسعه آموزشی در دانشگاه فرهنگیان، ابعاد دانشی (دارای مولفه­های دانش شناختی، دانش موضوعی و دانش عملی)، نگرشی (دارای مولفه­های نگرش­کارآفرینانه، نگرش بالندگی، نگرش اخلاقی)، مهارتی (دارای مولفه­های مهارت فردی، مهارت فنی، مهارت حرفه‌ای) معرفی شدند.

کلیدواژه‌ها

• بهبود ساختار سازمانی
• توسعه آموزشی
• دانشگاه فرهنگیان

عنوان مقاله [English]

Identifying the components of the organizational structure based on indicators of educational improvement and development in Farhangian University (Qualitative Study)

نویسندگان [English]

• robab mousavi ¹
• Alireza Mohammadinejad Ganji ²
• Mohammad naghi Imani Gole Pardesari ³

¹ PhD student in educational management, Department of Educational Management, Damavand Branch, Islamic Azad University, Damavand, Iran.

² Faculty member, Department of Educational Management, Karaj Branch, Islamic Azad University, Karaj, Iran

³ Faculty member, Department of Educational Management, Roudhen Branch, Islamic Azad University, Roudhen, Iran

چکیده [English]

Introduction: "Identification of the dimensions and components of the organizational structure based on indicators of educational improvement and development in Farhangian University" was done.
Methods: In terms of the fundamental-applicative purpose and in terms of implementation, the mentioned research was the foundation data method (interview with experts). The statistical community of the research included experts from Farhangian University; To determine the sample, a targeted non-random sampling method was used, and 20 people were considered as the sample size using the principle of saturation. The data collection tool was semi-structured interviews, which were used to ensure the validity of the tool and to ensure the accuracy of the findings from the researcher's point of view, from the valuable opinions of professor’s familiar with this field and university experts who are experts in this field. They were informed that it was used. Also, retest reliability and intra-subject agreement method were used to calculate the reliability of the conducted interviews.
Findings: The results of the analysis showed that among the 32 indicators (items) available, 8 main components can be identified. Based on this, the structural dimensions of Farhangian University including complexity (with vertical, horizontal and geographic components), formality (with flexibility, freedom of action and control) and concentration (with centralization and decentralization components) were introduced.
Conclusion: Also, regarding the concept of educational improvement and development in Farhangian University, knowledge dimensions (with components of cognitive knowledge, subject knowledge and practical knowledge), attitudinal dimensions (with components of entrepreneurial attitude, growth attitude, moral attitude), skills (with components of individual skill, technical skill, professional skill) were introduced.
Identifying the components of the organizational structure based on indicators of educational improvement and development in Farhangian University (Qualitative Study)
Introduction: Since the production of science is one of the undeniable duties of the scientific and academic part of a society, one must emphasize the role of the university and students in the production of science in society. The culture and community of the university, and consequently, the cultural and social structure are the most important and influential factors on the efficiency and effectiveness of universities, followed by society.
On the other hand, in today's changing world, organizations and educational institutions must engage in their continuous and continuous process in order not to stand up to the complex and problems of their complex and variable environment in order not to get rid of world competitions. Use to reduce defects. "Identifying the dimensions and components of organizational structure based on educational improvement and development indicators at Farhangian University."
Materials and methods: The study was fundamental-applied purpose and in terms of implementation was the Foundation's data method (interview with experts). The statistical community of the research included experts at the University of Farhangian, which requires their choice of data collection, a doctoral degree and a doctorate degree. Having an executive and educational job in the development and improvement of the university, which are involved in the decision -making levels of the University of Culture, both currently and in the past. Of course, four of them were also selected by a master's degree. The group is called informed experts who participated in the interview process. Targeted non -random sampling method was used to determine the samples. 20 people were considered using saturation principle as the sample size. The interviewees' profile included 7 administrators of the University of Farhangian, 8 educational assistants of the University of Farhangian University and 5 members of the Farhangian University, which presented the demographic specifications of the interviewees in Table 1. It is worth noting that the interview process was carried out in late spring 1399.
Semi -deep interviews were used to collect data. In individual interviews with the interviewers, 5 main questions were used in the interview. Given that after 20 interviews, the main and sub -factors were repeated in previous interviews and the researcher was saturated, that is, new data were not different from previously collected data, and saturation, interviews Stopped. The interview period was between 30 and 90 minutes.
Findings and discussion: The results of the analysis showed that out of the 32 existing indicators, 8 of the main components are identifiable. Accordingly, the structural dimensions of the University of Farhangian were introduced including complexity (with vertical, horizontal and geographical components), formality (with flexibility, freedom of action and control) and concentration (with concentration and decentralization components).
Conclusion: Given the importance of educational development in the university, it is necessary to examine the factors related to it. The organizational structure at the university is one of the factors that can properly improve educational development and improvement. The first and most important task of the structure is that it must be fulfilled by the goals of the organization. Second, the structure is planned to plan for the power of different individuals in the specific organization and procedures. The purpose of the organization's structure is to understand the persons who must comply with the regulations of the organization. The third and last task of the organization determines the scope or scope of power (determined by the amount of power that each post or organization has). It is also implemented in organizational structure, tasks and activities. In general, the structure of the organization is the operation of the organization (Richards, 1996).
With these interpretations, the university's organizational structure is very important. But this structure must be based on educational development indicators in order to expect the situation to be improved. Educational development, especially for the intellectual elite of Third World countries, is of great priority. Because in these countries, underdevelopment is the main challenge of society and all political, social and economic events and developments are affected. Due to the impact of educational development on countries' development, it is necessary to investigate the low and effective bag of education at different levels of development. Given the rapid trend of countries in developing and its relation to educational policies at the general level, it is important to strengthen human capital along with physical and material capital. Also, about the concept of educational improvement and development at the University of Farhangian, the dimensions of knowledge (with cognitive components, subject knowledge and practical knowledge), attitudes (have attitudinal attitudes, attitudes, moral attitudes), skill (having Individual skill components, technical skills, professional skills were introduced.

کلیدواژه‌ها [English]

• organizational structure
• improvement
• educational development
• Farhangian University