برابرگرایی در آموزش عالی : تأملی بر شاخص‌های برابری کیفیت آموزش و برنامه درسی دانشگاه‌ها و ارائه الگوی مفهومی برای آن (مطالعه کیفی )

پژوهش در برنامه ریزی درسی

دوره 19، شماره 74، آذر 1401، صفحه 131-148   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1953302.2100

نویسندگان

زهرا مصطفی پور^{* 1}؛ حمید رحیمیان²

¹مربی گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

²دانشیار گروه مدیریت و برنامه‌ریزی آموزشی ، دانشگاه علامه طباطبائی ، تهران ، ایران.

چکیده

تفاوت و نابرابری کیفیت آموزش و برنامه درسی همواره در دانشگاه­های کشور وجود داشته است؛ اما می­بایست جهت کاهش آن تلاش شود . پژوهش حاضر به منظور شناخت شاخص­های برابری کیفیت آموزش و برنامه درسی درآموزش عالی و ارائه الگوی برابری آن با رویکرد کیفی طراحی گردیده است. میدان تحقیقاتی آن اعضای هیأت علمی و صاحب نظران مراکز تحقیقاتی بودند که در حوزه آموزش عالی سوابق پژوهشی و اجرایی داشته­اند  .این پژوهش با استفاده از روش کیفی داده بنیاد انجام گرفته است. برای این منظور تعداد 21 نفر از طریق نمونه­گیری نظری رسیدن به اشباع نظری انتخاب شد. برای جمع­آوری اطلاعات از مصاحبه­های نیمه ساختاریافته استفاده شد که به منظور تجزیه و تحلیل آن از سه مرحله کدگذاری استفاده گردید. جهت روایی آن از صاحب­نظران مربوطه بهره گرفته شد و برای پایایی آن با کدگذاری شش مصاحبه، توافق یا هم­خوانی با ضریب توافق 89/0 محاسبه گردید. نتایج نشان داد ؛ ایجاد برابری کیفیت در آموزش و برنامه درسی در دانشگاه­ها طی پنج مرحله  قبل از ورود، ورود، فرایند ، خروج و بعد از خروج انجام می­گیرد. همچنین شاخص­های هشت گانه منابع مالی، منابع انسانی، پیشرفت تحصیلی، ساختار سازمانی و مدیریتی، امکانات و تجهیزات، فرایندهای یاددهی و یادگیری، رضایت و اشتغال از عوامل ایجاد برابری کیفیت آموزش و برنامه­ریزی درسی دانشگاه هستند .  

کلیدواژه‌ها

آموزش؛ آموزش عالی؛ برابری؛ برنامه درسی؛ کیفیت

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