گونه شناسی سبک نظارت پژوهشی استادان راهنما در ایران: ازتسهیل گری تا فرمان دهی!

ﻫﺪف اﺻﻠﯽ اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺮرﺳﯽ ﺷﯿﻮه‌ ﻫﺪاﯾﺖ ﭘﺎﯾﺎنﻧﺎﻣﻪﻫﺎ و رﺳﺎﻟﻪﻫﺎی داﻧﺸﺠﻮﯾﯽ ﺗﻮﺳﻂ اﺳﺎﺗﯿﺪ راﻫﻨﻤﺎ در ﺣﻮزهﻫﺎی ﻋﻠﻮم رﻓﺘﺎری اﺳﺖ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﺑﺎ اﺳﺘﻔﺎده از راﻫﺒﺮد ﻧﻤﻮﻧﻪﮔﯿﺮی ﻣﻼکﻣﺤﻮر، 45 داﻧﺸﺠﻮ در ﻣﻘﺎﻃﻊ ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ و دﮐﺘﺮی رﺷﺘﻪ ﻫﺎی ﻣﺪﯾﺮﯾﺖ، ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، رواﻧﺸﻨﺎﺳﯽ، ﻣﺸﺎوره و اﻗﺘﺼﺎد ﺑﻪ ﺷﯿﻮه ای ﻫﺪﻓﻤﻨﺪ و ﺑﺎ رﻋﺎﯾﺖ اﺻﻞ اﺷﺒﺎع دادهﻫﺎ، ﺑﺮﮔﺰﯾﺪه ﺷﺪهاﻧﺪ و ﺑﺎ ﺑﻪﮐﺎرﮔﯿﺮی ﻣﺼﺎﺣﺒﻪﻫﺎی ﻧﯿﻤﻪﺳﺎزﻣﺎنﯾﺎﻓﺘﻪ و ﻏﯿﺮرﺳﻤﯽ دادهﻫﺎی ﻻزم ﺟﻤﻊ آوری ﺷﺪﻧﺪ. ﺑﺮ اﺳﺎس ﯾﺎﻓﺘﻪﻫﺎی ﺣﺎﺻﻞ و ﺑﺮ ﻣﺒﻨﺎی 4 ﻣﻌﯿﺎر رواﺑﻂ ﻗﺪرت، ﺳﻄﺢ ﯾﺎددﻫﯽ ﯾﺎدﮔﯿﺮی، ﻣﯿﺰان ﺣﻤﺎﯾﺖ و اﻧﺘﻈﺎر ﻣﺘﻘﺎﺑﻞ ﻣﯽﺗﻮان 4 ﺳﺒﮏ اﺻﻠﯽ اﺳﺎﺗﯿﺪ اﯾﺮاﻧﯽ در ﻓﺮاﯾﻨﺪ ﻧﻈﺎرت ﭘﮋوﻫﺸﯽ را ﺑﻪ ﺷﺮح ذﯾﻞ داﻧﺴﺖ : ﺳﺒﮏ ﻓﺮﻣﺎﻧﺪه ﺳﺮﺑﺎز، ﺳﺒﮏ ﺗﺴﻬﯿﻞﮔﺮ ﺷﺒﮑﻪ ﺳﺎز، ﺳﺒﮏ آزاد ﮔﺬارﻧﺪه و ﺳﺒﮏ اﺳﺘﺜﻤﺎری

research supervision styles in iranian academia: from facilitation to exploitation!

due to some political and financial considerations, the number of postgraduate students has been growing exponentially in iran in the last two decades. that is while the number of faculty has not increased proportionally to keep up with the fast growth. hence, the student-faculty ratio has widened, turning thesis and dissertations into chaotic scene. accordingly, this paper aims to uncover how iranian professors supervise postgraduate research projects in such a complex unprecedented context. the research participants are 45 postgraduate students who were selected purposively by criterion sampling strategy and interviewed by informal and in-depth techniques. methodologically, the research may be deemed as grounded theory with emergent design (proposed by charmaz). thus, the data were analyzed at two levels, namely initial and focused (secondary) coding, and a quadripartite typology emerged consequently. to establish and report credibility, two strategies were continuously applied as member check and peer debriefing. taking into account four criteria as power relations, level of informativity, level of support, and reciprocal expectations, it is argued that iranian professors draw upon four research supervision styles: facilitative-networking(when supervisor establishes a community of experts to facilitate the project into a productive experience), laissez-faire (when supervisor does not care about how the work should be run and the student is fully free for his/her options), commander-soldier (when supervisor just dictates what he/she thinks is true and the student must abide by the commands), and exploitative (when the supervisor makes the student to churn out as many publications as possible and spends no time and energy for the improvement and development of student in an academic manner).