شناسایی مرزهای حرفه ای در روابط بین استاد و دانشجو در بستر دانشگاهی

هدف اصلی این پژوهش شناسایی مرزهای حرفه‌ای در روابط بین استاد و دانشجوست. برای نیل به این هدف، از تحلیل محتوای عرفی استفاده شده. بر این اساس با استفاده از روش نمونه گیری هدفمند از نوع حداکثر تغییرات تعداد 36 (20 دانشجو و 16 هیئت علمی) به عنوان مشارکت کننده در پژوهش انتخاب شدند. ابزار مورد استفاده برای گردآوری داده ها، مصاحبۀ نیمه ساختاریافته بود. برای تجزیه‌وتحلیل مصاحبه‌ها از روش تحلیل محتوای استقرایی و در راستای بررسی اعتبار یافته‌ها از سه راهبرد بازبینی توسط مشارکت‌کنندگان، به هم تنیدگی و بازتاب پذیری استفاده شد. یافته ها نشان داد که مرزهای حرفه ای در روابط بین استاد و دانشجو شامل: مرزهای عاطفی (پرهیز از روابط عاطفی و احساسی و حفظ رفتار محترمانه)، مرزهای ارتباطی (شفافیت در ارتباط و حفظ حریم خصوصی) و مرزهای قدرت (شفافیت در مرزهای قدرت و اختیار و پرهیز از تمایز و تبعیض) هستند. درمجموع بر اساس نتایج این پژوهش می‌توان گفت که در بستر دانشگاهی، ارتباطات و تعاملات موثر بین استاد و دانشجو به ع نوان یکی از عوامل موثر در پیشرفت دانشجو و بهبود فرایند یاددهی_یادگیری تلقی می‌شود. ازاین‌رو، نظارت دقیق بر ارتباطات و تشویق به ایجاد روابط درست بین استاد و دانشجو در چهارچوب مرزهای حرفه ای معنا و مفهوم پیدا می کند.

identifying professional boundaries in the professor-student relationship in the academic context

the present study aimed to identify professional boundaries in the relationship between professors and students through a qualitative content analysis. hencethe main research question: what are the professional boundaries in professor-student relationships in the academic context?methodologythis qualitative study used conventional content analysis. the participants included professors and students from malayer university. as the researchers aimed to investigate the perspectives of individuals with different academic ranks, educational levels, and diverse fields of study, purposive sampling method with maximum variation was employed, and a total of 36 participants (20 students and 16 faculty members) were selected. the inclusion criteria included willingness to participate for all the participants, being an undergraduate, postgraduate, or ph.d. student with at least one year of academic experience for students, and being an assistant professor, associate professor, or full professor with at least two years of teaching experience in an academic environment for professors. semi-structured interviews were used as a research tool. due to limited access to some of the professors and students, the interviews were conducted either by phone or face-to-face over a period of four months. after conducting the interviews, the researchers used the content analysis method based on graneheim lundman (2004) inductive approach to analyze the interview transcripts, which involved the following steps: 1. determining the unit of analysis, 2. identifying explanatory units, 3. conceptualizing the explanatory units, 4. reviewing the codes based on the text, and 5. categorizing the issues. in this study, the researchers used three strategies of member check, triangulation, and reflexivity to ensure the credibility of the findings. ethical considerations were also observed, including voluntary participation in the interview process, assurance of confidentiality and anonymity of the interviewees, and obtaining their permission for recording the interviews.resultsbased on the findings obtained, professional boundaries in the relationship between professors and students were divided into three main and six subcategories.emotional boundariesaccording to the participating students and professors in the study, emotional boundaries in the relationship between professors and students consist of two subcategories: avoiding emotional and affectionate relationships and maintaining respectful behavior.avoiding emotional and affectionate relationshipsthe participants believe that not showing special attention to a student in the academic context, and refraining from exchanging special gifts between professors and students are among the behaviors that should be avoided.maintaining respectful behaviorthe participants believe that refraining from showing demeaning behavior towards students in academic environments and respecting the opinions and feelings of students are among the behaviors that should be considered in maintaining respectful behavior.communicative boundaries according to the participating students and professors, communicative boundaries consist of two subcategories: transparency in communication and privacy protection.transparency in communicationthe participants in the study believe that refraining from intimate behaviors between professors and students and avoiding one-on-one meetings between professors and students outside the academic environment are among the behaviors that should be transparently defined within the communicative boundaries between professors and students.privacy protectionthe participants believe that refraining from providing counseling to students on very personal issues, and avoiding the formation of relationships between professors and students on virtual networks around personal issues are among the behaviors that should be considered in maintaining privacy within the boundaries of the relationship between professors and students.power boundaries according to the participating students and professors in the study, power boundaries consist of two subcategories: transparency in power boundaries and avoiding discrimination and differentiation.transparency in the power boundaries and authority participants in the study believe that refraining from using legal power to pressure students, avoiding using rewards or punishments based on the type of relationship between professors and students, and refraining from using their authority on non-academic issues are among the behaviors that should be transparently defined within the power and authority boundaries.avoiding discrimination and differentiationthe participants believe that refraining from having a gender and ethnic bias in evaluating student performance is among the behaviors that should be avoided within the power and authority boundaries.discussion and conclusionin conclusion, based on the results of this study, maintaining emotional, communicative, and power boundaries is very important in professional relationships between professors and students. therefore, establishing emotional relationships between professors and students can question the professionalism of the relationship between them. furthermore, since the relationships between professors and students are mostly based on professional communication, it is better that educational and research communications be transparent and clear. moreover, maintaining privacy between professors and students is also very important. finally, the professor must use their power within the legal framework and for providing education and guidance to students and should refrain from discrimination between their students. in general, observing professional boundaries in the relationship between professors and students helps not only maintain the dignity and protect the interests of both parties, but also create a professional, respectful, and effective learning and research environment within the academic context.