واکاوی الگوی جاری یادگیری مادام‌العمر در دانشگاه فرهنگیان: رویکرد گراندد تئوری

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ وﺿﻌﯿﺖ ﺟﺎری ﯾﺎدﮔﯿﺮی ﻣﺎدام اﻟﻌﻤﺮ در داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ روﯾﮑﺮد ﮐﯿﻔﯽ و ﺑﺎ اﺳﺘﻔﺎده از روش داده ﺑﻨﯿﺎد اﻧﺠﺎم ﮔﺮﻓﺖ. ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن ﺷﺎﻣﻞ ﮐﻠﯿﻪ اﺳﺎﺗﯿﺪ، ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن در اﯾﻦ ﭘﮋوﻫﺶ، 29 ﻧﻔﺮ از داﻧﺸﺠﻮﯾﺎن، اﺳﺎﺗﯿﺪ و ﻣﺪﯾﺮان داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن اﺳﺘﺎن ﺧﺮاﺳﺎن ﺟﻨﻮﺑﯽ ﺑﻮدﻧﺪ، ﮐﻪ ﺑﺎ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ و از ﻧﻮع ﻣﻼک ﻣﺤﻮر، ﺑﻪﻃﻮر داوﻃﻠﺒﺎﻧﻪ، ﺑﺮای ﻣﺸﺎرﮐﺖ در ﭘﮋوﻫﺶ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. روش ﺟﻤﻊآوری داده ﻫﺎ، ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻮد و ﺑﺮای ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ، از روش ﮐﺪﮔﺬاری ﺑﺎز، ﻣﺤﻮری و اﻧﺘﺨﺎﺑﯽ اﺳﺘﻔﺎده ﺷﺪ. ﺑﻪﻣﻨﻈﻮر اﻋﺘﺒﺎرﺳﻨﺠﯽ و ﺗﺄﻣﯿﻦ رواﯾﯽ و ﭘﺎﯾﺎﯾﯽ ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺸﯽ از ﻣﻌﯿﺎرﻫﺎی ﭼﻬﺎر ﮔﺎﻧﻪ اﻋﺘﺒﺎرﺑﺨﺸﯽ)ﺑﺎورﭘﺬﯾﺮی(، اﻧﺘﻘﺎلﭘﺬﯾﺮی، اﻋﺘﻤﺎد ﺑﺨﺸﯽ و ﺗﺎﺋﯿﺪ ﭘﺬﯾﺮی ﻟﯿﻨﮑﻦ و ﮔﻮﺑﺎ اﺳﺘﻔﺎده ﺷﺪ. از ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ 20 ﻣﻔﻬﻮم ﻣﺤﻮری ﺑﻪ دﺳﺖ آﻣﺪ ﮐﻪ، ﮐﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺪل ﭘﺎراداﯾﻤﯽ اﺷﺘﺮاوس و ﮐﻮرﺑﯿﻦ )2008( در ﻗﺎﻟﺐ، ﭘﺪﯾﺪه ﻣﺤﻮری ﭘﮋوﻫﺶ )ﺿﻌﻒ در ﻓﺮﻫﻨﮓﺳﺎزی ﯾﺎدﮔﯿﺮی ﻣﺎداماﻟﻌﻤﺮ(، ﺷﺮاﯾﻂ ﻋﻠﯽ )ﺿﻌﻒ اﺟﺮاﯾﯽ و آﻣﻮزﺷﯽ داﻧﺸﮕﺎه، ﻏﻔﻠﺖ از ﻓﺮﻫﻨﮓ ﯾﺎدﮔﯿﺮی و ﺑﻬﺒﻮد ﻣﺴﺘﻤﺮ، ﺿﻌﻒ داﻧﺸﺠﻮﯾﺎن در ﯾﺎدﮔﯿﺮی ﺧﻮد راﻫﺒﺮ(، راﻫﺒﺮدﻫﺎ )ﺗﺄﮐﯿﺪ ﺑﺮ ﻓﺮاﯾﻨﺪ ﻣﺪﯾﺮﯾﺖ داﻧﺶ داﻧﺸﺠﻮﯾﺎن، ﺷﺒﮑﻪﺳﺎزی و ﺗﻌﺎﻣﻞ ﻣﯿﺎن اﺳﺎﺗﯿﺪ(، ﻋﻮاﻣﻞ زﻣﯿﻨﻪﺳﺎز )ﻓﺮدی، داﻧﺸﮕﺎﻫﯽ و ﻓﺮا داﻧﺸﮕﺎﻫﯽ(، ﻋﻮاﻣﻞ ﻣﺪاﺧﻠﻪ ﮔﺮ ﻣﺤﺪودﮐﻨﻨﺪه )ﺑﯽﺗﻮﺟﻬﯽ ﺑﻪ ﺳﺎزوﮐﺎرﻫﺎی ﻣﺪﯾﺮﯾﺘﯽ در ﯾﺎدﮔﯿﺮی ﻣﺎداماﻟﻌﻤﺮ، ﮐﻢ ﺗﻮﺟﻬﯽ ﺗﻮﺟﻪ ﺑﻪ ﭘﻮﯾﺎﯾﯽ ﻣﺤﯿﻄﯽ در داﻧﺸﮕﺎه( و ﭘﯿﺎﻣﺪ )ﺿﻌﻒ ﺗﻮاﻧﻤﻨﺪی ﻫﺎی ﺧﻮد راﻫﺒﺮ داﻧﺸﺠﻮ ﻣﻌﻠﻤﺎن در ﻓﺮاﯾﻨﺪ ارﺗﻘﺎ ﻇﺮﻓﯿﺖﻫﺎی ﯾﺎدﮔﯿﺮی( ﺳﺎزﻣﺎندﻫﯽ ﺷﺪ.

analyzing the current model of lifelong learning in farhangian university: a grounded theory approach

the purpose of this research is to investigate the current situation of lifelong learning in farhangian university. this research was conducted with a qualitative approach and using the grounded theory method. the participants in this research were 22 students, professors and managers of farhangian university of south khorasan province. who voluntarily participated in this research with a purposeful and criteria-based sampling method the method of data collection was semi-structured interview and open, central and selective coding method was used for data analysis. in order to validate and ensure the validity and reliability of the research findings, the four criteria of accreditation, transferability, reliability and verifiability were used. the results showed twenty central concepts, which according to the paradigm model of strauss and corbin (2002) in the form of the central phenomenon of the research (centralization and weakness in the culture of lifelong learning), causal conditions (weakness in the implementation and teaching of the university, neglect of the culture of learning and improvement continuous, students' weakness in self-directed learning), strategies (providing infrastructure, project-oriented and using active learning approaches, emphasis on the process of students' knowledge management, networking and interaction between professors), background factors (individual, university and extrauniversity), factors the limiting intervention (neglect of management mechanisms in lifelong learning, weak environmental dynamics in the university) and the consequence (weak expertise and self-leadership of student teachers in the process of improving learning capacities) were organized