شناسایی مولفه های تدریس در دانشگاه های برند (مطالعه موردی دانشگاه صنعتی شریف)

پژوهش حاضر با هدف شناسایی مولفه های تدریس در دانشگاه های برند سازماندهی شده است. بدین منظور از روش تحقیق کیفی پدیدارشناسی استفاده به عمل آمد بر مبنای روش فوق نمونه گیری به صورت هدفمند و فرایند جمع آوری اطلاعات با استفاده از مصاحبه نیمه ساختارمند صورت پذیرفت. داده های حاصل در سطوح کدگذاری باز و محوری مورد تحلیل واقع شد. نظر به تحلیل صورت گرفته از یافته های مصاحبه نه مقوله با استراتژی اصلی در دو دسته مولفه های اصلی و حمایتی به عنوان مهم ترین مولفه های تدریس در دانشگاه برند پیشنهاد شده اند استراتژی های طرح و توسعه محتوای برنامه ، کارآمد سازی سیستم ارائه آموزشی و درسی دانشگاه کارآمد سازی سیستم ارزیابی دانشگاه و توسعه برنامه ریزی منابع انسانی اساتید دانشگاه به عنوان مولفه های اصلی و استراتژی های سیاست گذاری، تقویت نظام مدیریت آموزش اتخاذ رویکرد آینده ،محوری توسعه کارآفرینی، توسعه برنامه های آموزش آزاد و طرح و توسعه زیر ساخت های اطلاعاتی به عنوان ابعاد پشتیبان تدریس در دانشگاه برند محسوب می شود. ضمن آنکه این مولفه ها هر یک متشکل از میان مقوله ها و خرده مقوله های متعدد و دارای تعریف خاص متناسب با بیانات مشارکت کنندگان می باشد.

Identification of Teaching Components in Brand Universities (Case Study Sharif University of Technology)

Determining the components of teaching in Brand University is considered as one of the most important basic missions of Brand University. The present study was organized with the aim of identifying the components of teaching in brand universities. In this research, the components of teaching include the purpose, content, method, means, evaluation, professor, student and managerial factors and policy-making involved in the educational process of the university. Considering these components, the research for this purpose considers Sharif University of Technology as a successful brand of higher education in the country for its study sample and based on a field study of the university, tries to identify the components of teaching at the brand university. Therefore, considering the type of centralized system of higher education and consequently the general announcement of all regulations and educational topics to universities across the country, this question arises, given the experiences of Sharif University of Technology, and on the other hand, the centralized context. Higher education in the country, what are the most important proposed strategies for teaching at Brand University? Finally, it should be noted that the proposed strategies are solutions that Sharif University of Technology can provide teaching at the level of brand universities at the level of its university and throughout the country. For this purpose, the method of phenomenological qualitative research was used. Based on the above method, sampling was purposeful and the data collection process was performed using semi-structured interviews. The research sample is using purposive sampling method and includes 32 experts of Sharif University of Technology. The data were analyzed at open and axial coding levels. According to the analysis, ten main categories or strategies in two categories of main components and supportive components have been proposed as the most important components of teaching at Brand University. Curriculum content design and development strategies, streamlining of university teaching and learning system, streamlining of university evaluation system and development of human resources planning of university professors as main components and policy strategies, strengthening education management system, adopting future-oriented approach, development Entrepreneurship, development of free education programs and design and development of information infrastructure are considered as supporting components of teaching at Brand University. In addition, each of these components consists of several categories and subcategories and has a specific definition appropriate to the statements of the participants. Therefore, the most important research finding is the identification of nine strategies consisting of; Policy-making, strengthening the education management system, designing and developing curriculum content, streamlining the university education system, streamlining the university evaluation system, adopting a future-oriented approach, developing human resources planning for university professors, entrepreneurship development, developing free education programs and plans And the development of information infrastructure, each of which consists of several categories. Another finding of the research is that in addition to focusing on the main components of teaching, the requirements and prerequisites of teaching at the university have been presented in terms of the type of centralized educational system in the country. It should be noted that the presented classification is based on conceptual and content similarities. On the other hand, according to the studies done from the background and theoretical foundations of the research, the classification has been done, is theoretically approved and can be done operationally. Accordingly, strategies for designing and developing curriculum content, streamlining the university education system, streamlining the university evaluation system, and developing human resource planning for university professors have been proposed as key components in brand teaching at the university. These strategies are directly related to the teaching and learning processes in teaching. Also, policy-making strategies, strengthening the education management system, adopting a future[1]oriented approach, entrepreneurship development, developing free education programs and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. These dimensions play a supporting role for the main dimensions and can be considered as requirements and prerequisites for teaching at Brand University. Therefore, these components are as supportive or supporting factors that can, along with the main factors of the teaching process, contribute to its greater efficiency and effectiveness. The following are the findings and suggestions of research on the components of teaching at Brand University. Research on the components of teaching at the university is, first of all, to find the shortcomings and provide effective solutions; Because it provides a relatively comprehensive picture of university planning and will strengthen the strengths and eliminate the weaknesses in the quality of teaching. As a result, the university must be more effective in planning in-service training courses and optimally anticipate and meet the real needs of the teaching process in this area. Also, it is necessary for the university to negotiate with the government to delegate the necessary authority and independence to design and develop curricula and education in accordance with internal and external conditions, and on the other hand, the special nature and context of the university being industrial. Therefore, it is necessary for university administrators to consider and plan the necessary grounds for the design and development of teaching components in the brand university.