مفهوم‌سازی ارزشیابی نظام برنامۀ درسی در دانشگاه جامع علمی-کاربردی

هدف از انجام این پژوهش، مفهوم سازی ارزشیابی نظام برنامۀ درسی در دانشگاه جامع علمیکاربردی است. پژوهش دارای رویکردی کیفی و از روش گراندد تئوری به عنوان روش تحقیق استفاده شده است. روش گردآوری داده‌ها، مصاحبۀ نیمه ساختاریافته با 16 نفر از نخبگان آگاه است. روش نمونه‌گیری از موارد مطلوب بوده است؛ یعنی افرادی که تجربۀ مستقیم از ارزشیابی برنامه‌های درسی دانشگاهی داشتند. برای تعیین اعتبار از راهبرد بازبینی مشارکت‌کنندگان، و بازبینی متخصصان استفاده شده است. به این منظور کدگذاری تحلیل در اختیار سه پژوهشگر قرار گرفت، که ضریب توافق 0.88 برآورد شد. از تحلیل محتوایی کیفی اطلاعات حاصل از نظرات متخصصان 4درون مایۀ اصلی شامل بافت، فرایند، مداخله‌گر و پیامد استخراج شد. در ارتباط با درون مایۀ اصلی بافت  تعداد 16درون مایۀ فرعی، در مجموع 144 فراوانی، و درون مایۀ اصلی فرایند تعداد 35 درون مایۀ فرعی، در مجموع با 179 فراوانی، در ارتباط با درون مایۀ مداخله‌گر تعداد 10 درون مایۀ فرعی، در مجموع 39 فراوانی، و در ارتباط با درون مایۀ پیامد نیز تعداد 7 درون مایۀ فرعی در مجموع 42 فراوانی به دست آمده است. نظر به ماهیت متفاوت برنامه‌های درسی نظام علمیکاربردی، با سایر نظام‌های آموزش عالی، نسبت به لحاظ کردن دقیق همۀ ابعاد و مولفه‌های مستخرج از پژوهش حاضر در ارزشیابی از برنامه‌های درسی دقت نظر لازم و کافی اعمال شد. هر چند سال یکبار نسبت به بروزرسانی ابعاد و مولفه‌های مستخرج از پژوهش حاضر برای ارزشیابی نظام برنامۀ درسی در دانشگاه جامع علمیکاربردی اقدام لازم صورت پذیرد.

Conceptualizing the evaluation of the curriculum system in the University of Applied Science and Technology

Introduction  The curriculum planning system determines the condition of production, constituent elements, process and curriculum evaluation of curriculum planning. Therefore, the purpose of this study was to conceptualize the evaluation of the curriculum system in the University of Applied Sciences and Technology. Research Question: The main question of this research is how to conceptualize the evaluation of the curriculum system in the University of Applied Sciences and Technology?    Method  The research has a qualitative approach and the grounded theory method has been used as the research method. This research, based on its purpose, is considered descriptive, and of a qualitativefunctional type. The data collection method is semistructured interview with 16 knowledgeable elites. Sampling method was desirable cases, which means using people who have direct experience in evaluating university curricula. To validate the research, the review strategy of participants and experts has been used. To this aim, the coding system for the analysis was given to three researchers, whose agreement coefficient was 0.88.     Results  Qualitative content analysis of information gained from experts’ opinions resulted in four main themes, including context, process, intervener and outcome. There were 16 subthemes regarding Context (total of 144), 35 subthemes regarding Process (total of 179), 10 subthemes regarding Intervener (total of 39), and 7 subthemes regarding Outcome (total of 42).    Discussion  Evaluating the curriculum planning system requires an analysis of the elements and components and how they interact. Analyzing the important variables in this system, the experts have identified various components and by providing various models, have helped to create a common language to benefit from the results of curriculum evaluation. The results of this article are in line with the concept. The evaluation of the curriculum evaluation system at the Applied University of Science and Technology has been compiled and its main themes have been determined and specified separately.   The aim of this study was to conceptualize evaluation of the curriculum system in the University of Applied Science and Technology. Accordingly, the views of experts and specialists inside and outside the university were sought and discussed in this regard. Based on the results obtained through qualitative content analysis, four main themes, namely  texture, process, intervener and outcome and 380 subthemes were  identified. Concerning the context of the context, it should be noted here that the nature and content of this field reflects the current situation and conditions of the curriculum system in the University of Applied Science and Technology and the procedures for the evaluation of? how to evaluate it in the context of the context and inputs (context) in this system.  Considering the theme? of the process, it should be further stated that this? field shows the procedures for the creation of a curriculum evaluation system in the University of Applied Science and Technology, the structures required to create this system, and the necessary facilities to implement the evaluation system in this type of university. In addition, the intervening themes indicate the procedures for, to what extent, and the ability to implement the necessary standards required in the evaluation of curriculum system in the University of Applied Science and Technology. The outcome themeor themes also expresses advantages and merits of evaluating the curriculum system in the University of Applied Science and Technology, as well as how to lay the groundwork for quality assurance in this university.   Considering the mission and structure of the University of Applied Science and Technology  and with regard to the philosophy of education and the nature of curricula in this university, which are demand and joboriented and aims at provision of the necessary human resources for different economic, social, industrial and cultural sectors, participation of executive organs in repairing the country’s job pyramid should be considered as one of the major indicators of curriculums in this university. One  Monitoring the work flow of relevant educational institutions and centers and evaluating their performances to improve the level of trainings within them should be considered as  an important mission of the University of Applied Science and Technology. . It is inevitable, therefore, to  determine factors which  can improve  quality of curriculum materials through gaining different perspectives of this university authorities, staff and graduates.   A review of the relevant literature showed that after more than half a century from the inception of  the University of Applied Science and Technology, , no research has been conducted to develop a native theoretical framework, and based on grounded theory, for the evaluation of the curriculum system in this university. The only available study in this area  was conducted by Ahmadi et al. (2004) who tried to develop a standard  model for curriculum evaluation in this university through the use of a library study. The study, however,, did not have the desired comprehensiveness. The most common feature of other similar studies is establishment of a framework for evaluation of a specific curriculum in a specific educational context  and through the use of methods and tools different from those of this study.   Based on the results of studies conducted onuniversities of applied sciences education in different parts of the world, and considering the fact that applied sciences education in Iran faces various challenges, such as accountability, evaluation, improvement, promotion and quality assurance, the discussion of quality, improvement and promotion requires special attention and consideration. (Mohammadi et al., 2016). Therefore, it is necessary to evaluate the performance of  universities offering practical skills training in order to improve and enhance their quality in other educational environments an through the use of methods different from that of this study