توسعه و تدوين عوامل شرايطي الگوي بومي اعتبارسنجي نظام آموزش عالي ايران (به شيوه¬ي نظريه¬ي زمينه¬اي)

Development of conditional factors as to native model accreditation for Iran s higher education system (based on of grounded theory)

در مقاله حاضر بر اساس روش نظريه زمينه¬اي، به احصاء عوامل، ملاك¬ها و نشانگرهاي شرايطي (علي، مداخله¬گر و زمينه¬اي) اعتبارسنجي از ديدگاه كنشگران آموزش عالي پرداخته¬ايم. مطالعه¬ي حاضر با اتخاذ رويكرد تفسيرگرايانه¬ي اجتماعي بر اين نكته تأكيد دارد كه افراد خارج از محيط دانشگاه، نمي¬توانند مؤلفه¬هاي اعتبارسنجي را پيشاپيش شناخته و آن را درك كنند. زيرا اين كنشگران آموزش عالي هستند كه محيط اجتماع علمي خود را خلق كرده و آن¬گونه كه مي¬خواهند تفسير مي¬كنند. بر اين اساس، هر گونه پيش¬فرض در خصوص نظام اعتبارسنجي، نمي¬تواند بيانگر ذهنيت و درك عاملان جامعه-ي دانشگاهي باشد. به ديگر سخن، در اين پژوهش به دنبال اين بوده¬ايم كه كنشگران آموزش عالي عوامل، ملاك¬ها و نشانگرهاي اعتبارسنجي شرايطي (علي، مداخله¬گر و زمينه¬اي) را چگونه مي¬بييند، و چه تلقي و برداشتي از آن دارند. داده¬هاي پژوهش حاضر از چهار منبع به دست آمد، كه عبارت¬اند از، مصاحبه، مشاهده، يادداشت¬برداري و اسناد. به همين منظور، داده¬هاي حاصل از مصاحبه¬ها، مشاهدات، يادداشت¬ها و اسناد را به داده-هاي متني تبديل كرديم. پس از آن، به منظور بررسي نظام¬مند توده¬ي بزرگي از داده¬هاي گردآوري شده از طريق روش نظريه نظريه¬ي زمينه¬اي، به مقوله¬بندي داده¬ها پرداختيم. ابتدا به كدگذاري باز، سپس، به كدگذاري محوري و انتخابي اقدام كرديم. بر اين اساس، 691 نشانگر، 98 ملاك و 11 عامل متناسب با ويژگي¬هاي بومي نظام آموزش عالي ايران تعيين شدند.

Dr Mohammad Mojtabazadeh (Corresponding Author), Assistant Professor, Department of Management and Administration Science, Daneshvar University of Science and Technology, Khodabandeh Branch, Islamic Azad University, Khodabandeh, Iran. Tel 09126410457, Email: m.mojtabazadeh@yahoo.com Dr Abbas Abbaspour, Associate Professor, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba i University , Tehran, Iran Dr Hasan Maleki, Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba i University , Tehran, Iran Dr Maghsood Farasatkhah, Associate Professor, Department of Planning in Higher Education, the Institute for Research and Planning in Higher Education, Tehran, Iran In this paper based on the grounded theory, from the perspective of higher education actors we paid to recognized of conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation. this study, by adopting social interpretivism, emphasize that people outside the university, Can not be known beforehand components of accreditation and understand it. Because, the actors in higher education are that your scientific community environment create and interpret it as they want. accordingly, Any assumption about the accreditation system, can not express the mind and understanding academic community actors. in other words, in this research we have been looking for that actors higher education how to see conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation And what had interpretation and understanding of it. the data of this study were obtained from four sources, which include, interviews, observations, notes and documents. therefore, data obtained from interviews, observations, notes and documents were converted into text data. after that, in order to categorize the great mass of the collected data, paid to categorization of data. we act first, open coding, then, axial and selective coding. On this basis, in 691 the indicator, 98 criteria and 11 factor were determined in accordance with native features of Iran s higher education system.