پديد آورندگان :
نقدبيشى، رضا دانشگاه آزاد اسلامى واحد رودهن - گروه معمارى , نقدبيشى، الهام دانشگاه آزاد اسلامى واحد رودهن - گروه روانشناسي عمومي , نجف پور، حامد دانشگاه آزاد اسلامى واحد رشت - گروه معمارى
كليدواژه :
كيفيت آموزش , آموزش معماري , اولويتها و راهكارها , دانشكده هنر و معماري , رودهن
چكيده فارسي :
هدف اين پژوهش بررسي اولويتها و راهكارهاي كيفي سازي در دانشكده هنر و معماري است. با توجه به رشد و توسعه كمّي در دانشكده، نياز به توجه به كيفيت آموزش به عنوان ضرورت مطرح گرديد. لذا اقدام به يافتن شناسه هاي سنجش كيفيت آموزش معماري و بررسي ميزان تاثير آن‌ها براي شناسايي اولويتها و راهكارها گرديد تا بتوان به وضعيت موجود از لحاظ كيفي پرداخت. متغيرهاي تحقيق بر پايه بررسي پژوهشهاي متعدد شكل گرفت كه نتيجه آن طراحي پرسشنامه اي بود كه توسط اساتيد دانشكده مورد مشاركت قرار گرفت. پايايي و روايي پرسشنامه در آزمونهاي متعدد از قبيل ضريب روايي واگرا، روايي همگرا و پايايي تركيبي مورد بررسي قرار گرفت و حدنصاب را بدست آورد. نتايج پژوهش نشانگر آن است كه از ميان 26 متغير كه مفروض بر تاثير بر كيفيت آموزش بودند، 19 متغير مورد قبول واقع شدند. نهايتاً، ده اولويت اساسي مورد شناسايي و راهكارهاي لازم ارائه گرديد.
چكيده لاتين :
Architectural training before the issue of the involvement of architecture, is an affiliated concept.. Architectural
training as one of the s tructures of multidimensional of the main topic of “Education” has many aspects in developing
approaches. The growth of academic education need to expand to a qualitative development in Iran. According to
the Islamic Azad University Vision for achieving to the qualitative development in the fourth decade, this research
attempt to identify and measure the criteria and indicators of quality evaluation for the faculty of Art and Architecture
of Roudehen Branch of Islamic Azad University. Review the approaches and theories related to the concept of
quality to achieve the criteria and indicators that can interact with the exi s ting s tructure of the educational sy s tem
architecture are cases that have inve s tigated in this paper. Based on a review of research also formed and Inspired
by categories such as documents and issues affecting research, including development plans and s tructures are
affecting the education sy s tem architecture have been analyzed in this section in order to achieve a comprehensive
model in the s tudy. Faculty of Arts and Architecture as the large s t training center for art and architecture in Ea s t of
Tehran needs to serious attention based on a developmental process. On the other hand, Higher education quality,
consi s tent input, process, output and outcome s tandards to improve the sy s tem of higher education activities with
regard to the mission, goals and expectations defined and developed higher education sy s tems. Universities are
evaluated has reached its goals, mission to fulfill and respond to the expectations. The aim of this research was
about the inve s tigation of Priorities and s trategies for the Quality of Architectural Education in the faculty of art
and architecture, Islamic Azad University- Roudehen branch. According to growth of the faculty and in order to
achieve to the great goal of Islamic Azad University for Qualitative Education, s tudy and research to forming the
indicators of quality of education and the s tructure of architectural training for checking the priorities and s trategies.
The purpose of this research is applicable and the collected data are descriptive. Because this s tudy was to review the
current situation is concerned, in the field of research is descriptive, and because it is the people's opinions through a
que s tionnaire survey. The resulting model to determine the variables affecting the quality and impact of the research
in general will apply in different schools So that after the evaluation model and the representation of the findings to
provide priority and payment solutions. In order to collect the required data, the que s tionnaire was designed criteria
and indicators were extracted from the literature. The que s tionnaire contains 90 que s tions, and item was based on the
Likert scale. Research variables formed from researches and based on that designed the que s tionnaire for lecturers.
The s tati s tical universe size and the sample size (N=72,S=60) calculated. Validity and reliability assessed with
Convergent Validity, Divergent Validity, and Composite Reliability and on all factors obtained appropriate results.
Among 26 Hypothesizes, 19 Hypothesizes confirmed. Finally, 10 Priorities identified and the s trategies presented.
