ارزیابی آموزش از دیدگاه اساتید و دانشجویان در دانشکده معماری و شهرسازی دانشگاه هنر

دانشکده‌ معماری و شهرسازی دانشگاه هنر همانند دیگر دانشکده‌ها نیازمند ارزیابی مستمر کیفیت آموزش خود با توجه به برنامه‌های درسی و اجرای آنها، میزان ارتباط با مسائل واقعی حرفه و مسائل مورد توجه روز و همچنین دیدگاه اعضای هیئت علمی و دانشجویان در مورد میزان موفقیت آموزش‌ها است.  ارزیابی کیفیت آموزش در تمامی گروه‌های آموزشی و مقاطع تحصیلی دانشکده به تفکیک هر رشته/مقطع‌ و به صورت تجمیعی در کل دانشکده، هدف این پژوهش است. تعیین میزان قوت و ضعف آموزش در زمینه‌های مختلف مربوط به رشته‌های آموزشی مورد نظر است. سامانه تحقیق کیفی و روش پیمایشی، با استفاده از ابزار پرسش‌نامه برای جمع‌آوری اطلاعات و آمارهای توصیفی و استنباطی برای تحلیل آنها انتخاب شده‌است. طبق نتایج به دست آمده زمینه‌ دانش نظری، هنری و فلسفی در دانشکده در بالاترین سطح  و مهارت‌های فنی و اجرایی در پایین‌ترین سطح از نظر همه گروه‌های پاسخ‌دهنده ارزیابی شده است. آموزش‌های دانشکده از نظر اکثر پاسخ‌دهندگان، در فراهم کردن  زمینه مناسب ورود به حرفه و فعالیت پژوهشی دارای کاستی هستند. بیشترین اختلاف نظر در مورد نیاز به تکمیل آموزش‌ها در زمینه دانش روز‌آمد و تکنولوژیک و دانش علمی و حقوقی مشاهده می‌شود.

Evaluation of Education According to the Perspective of Faculty Members and Students in Faculty of Architecture and Urban Planning, University of Art

The Faculty of Architecture and Urban Planning of University of Art, like any other university faculty, needs an ongoing evaluation of education quality in order to make progress and succeed. This evaluation is based on curricula and their implementation, relationship with realistic and current issues of the profession, and faculty members’ and students’ perspective about the education. The purpose of this study is to evaluate the quality of education as a whole as well as separately in each department and degree program. The study includes the general strengths and weaknesses of education in the faculty, significant points about different disciplines and majors of each degree program, and the commonalities and differences between the professors’ and students’ views. The research strategy is qualitative and uses a combination of quantitative and qualitative methods. The method of data collection is a survey method that has been selected using a questionnaire. Descriptive and deductive analysis of data and contextual commentaries have been used. The main group of respondents, the faculty members, were questioned one by one, and the second large group, that is, the faculty students, were questioned randomly with an error coefficient of 0.06 in the Cochran’s formula. Three common questions in the questionnaire of all groups are focused on the faculty evaluation. The first question evaluates the current state of the faculty in eight educational aims including: “Drawing and Manual Skills”, “Technology Application Skills”, “Applied Design Skills”, “Scientific and Legal Knowledge”, “Technical and Executive Knowledge”, “UptoDate and Technological Knowledge” and “Theoretical, Artistic and Philosophical Insights”. The second question is evaluating the effectiveness of academic education about the student’s possible goals, which are divided into four categories: “Completing Current Program”, “Continue to Study in Next Program”, “Starting Professional Activity” and “Participating in Research Activities”. The third question asks about the need for further education in open courses, for example, related to the same educational aims of the first question. The total results of the faculty evaluation for both groups of respondents show the highest score in “Theoretical, Artistic and Philosophical Insight” aim. “Technical and Executive Knowledge” is also a common aim with a low score between the two groups of respondents. Drawing and Hand Skills have a high score by faculty members, and UpToDate and Technological Knowledge, Using technology skills, are also at the lowest levels of evaluation by students. According to the total results of the question of achieving the goals, two groups mentioned: Starting Professional Activity as the most significant weakness, and faculty members consider Participating in Research Activities, weakness as well. The quantitative results of the question for further education in the same fields of educational aims, indicate the consensus of the two respondent groups on the Technology Application Skills in the first place and Research Skills and Technical and Executive Knowledge in the next places. At the same time, the most significant difference is in Scientific and Legal Knowledge, which is a priority for faculty members, and UptoDate and Technological Knowledge, which is considered much more important for students.