طراحی الگوی آموزش‌های مهارتی در دانشگاه‌های دولتی (مورد مطالعه: دانشگاه‌های ارومیه و کردستان)

هدف: هدف اصلی در این پژوهش، طراحی الگوی آموزش‌های مهارتی در دانشگاه‌های دولتی ایران بود. روش‌‌: رویکرد این پژوهش از نوع پژوهش‌های کیفی و بر اساس نظریه داده‌بنیاد بود و برای تحلیل آن از نرم‌افزار maxqda و روش استراوس و کوربین، استفاده شد. مشارکت‌کنندگان، اساتید دانشگاه با انتخاب هدفمند و از نوع گلوله برفی بود. ابزار جمع‌آوری داده‌ها، مصاحبه نیمه‌ساختاریافته بود؛ برای طبقه‌بندی مفاهیم و مقوله‌ها، داده‌های مصاحبه در سه مرحله کدگذاری باز، محوری و انتخابی مورد تحلیل قرار گرفتند و الگوی موردنظر با کدهای حاصل از 133 کد باز، 52 کد محوری و 6 کد انتخابی، محقق گردید. در مجموع با انجام مصاحبه با 35 نفر، اشباع نظری حاصل شد. یافته‌ها: تحلیل‌ها نشان داد که مقوله‌های اصلی برخاسته از مصاحبه‌ها عبارتند از: مقوله‌های علی (تغییرات محیطی، سیاست‌های مهارت محور و عرضه و تقاضا در بازار کار)، شرایط مداخله‌گر (سازمان‌های مرتبط و موثر و سایر متولیان، امکانات و بستر، سرمایه انسانی، قوانین مربوطه و بازتعریف رسالت و اهداف دانشگاه هماهنگ با تغییر در حوزه بومی و بین‌المللی)، راهبردها (استاندارد ملی و بین‌المللی آموزش عالی، سیاست‌گذاری متناسب با آموزش مهارتی، فرهنگ‌سازی، زیرساخت‌ و بستر مناسب آموزش مهارتی، آمایش آموزش‌عالی و دانشگاه‌ها و حمایت از اقتصاد دانش‌بنیان) و شرایط زمینه‌ای (جو فرهنگی، اسناد بالادستی، رویکرد آموزش عالی، همگرایی اقدامات با مهارت محوری، مدیریت همکاری‌های بین‌المللی و کیفیت). نیازسنجی شغلی و رصد نیازهای بازار کار به‌عنوان پیش‌نیاز بازنگری برنامه‌های درسی، سنجش میزان مهارت آموزی دانش‌آموختگان، استفاده از تجربیات کشورهای موفق و جایگزینی ارزیابی مهارت محور به‌جای نمره محور از راهکارهای پیشنهادی می‌باشند.

designing a skills training model in public universities (case study of urmia university and kurdistan university)

purpose: the prime aim of this research was to present the model of skill training in iran's public universities. research methodology: this study was a qualitative research based on grounded theory, and the strauss and corbin method, which is a systematic approach, and maxqda software were used to analyze it. the method of selecting participants, which included university professors, was purposeful and snowball-type. a semi-structured interview was used as a data collection tool, which was recorded visually and audibly and then transcribed into text. the interview data were analyzed in three stages of open, axial, and selective coding to classify concepts and categories, and the desired model was obtained based on 133 indicators, 52 components and 6 dimensions. theoretical saturation was achieved by conducting interviews with 35 people. findings: according to the analysis of the interviews, the main categories are: causal categories (environmental changes, social skills policies, and labor market supply and demand), intervening conditions (relevant and effective organizations, facilities and infrastructure, human capital, relevant laws, and redefining the university's mission and goals taking into account changes in the local and international spheres), strategies (national standards and international higher education, policy-making with skills training, culture-building, appropriate infrastructure and context for skills training, planning for higher education and universities, and supporting the knowledge-based economy), and contextual conditions (culture, upstream documents, higher education, convergence with skills-oriented, management of international cooperation, and quality). results: considering these factors, a conceptual grounded theory model has been presented that shows that the consequences of skills training in public universities include improving career paths, moving towards the goals of third and fourth generation universities, determining targeted fields for university entrances, taking a step towards eliminating the entrance exam, and restoring the status and mission of the university and skilled and specialized graduates. considering the results of this study, it is suggested that relevant authorities pay more attention to the importance of skills training and provide favorable conditions for its implementation in the public university system. among the proposed solutions are job needs assessment and monitoring labor market needs as a prerequisite for revising curricula, measuring the level of graduates' skills training, using the experiences of successful countries, and replacing skill-based assessment with score-based assessment.previously, countries of the world were dependent on their material resources, now they rely more on their human resources and knowledge levels. more than half of the content of training courses is never used in work and jobs. that, a significant part of training resources is wasted; therefore, organizations are increasingly paying attention to evaluating the level of behavior change resulting from training courses (lotfi jalal abadi, farhadi, ravaei & gholami, 2020). preparing young people for the labor market is one of the key responsibilities of the education system of countries (forster & bol, 2018). having a university degree is not a guarantee of finding a job; although having an education is important for the workforce, it does not always guarantee that university graduates are equipped with the skills needed in the workplace.