پديد آورندگان :
خادملو، مهرانگيز دانشگاه ازاد اسلامي واحد ساري , تقوايي يزدي، مريم دانشگاه ازاد اسلامي واحد ساري - دانشكده علوم انساني - گروه مديريت آموزشي , فلاح، وحيد دانشگاه ازاد اسلامي واحد ساري - دانشكده علوم انساني - گروه مديريت آموزشي
كليدواژه :
هولوگرافيك آموزش عالي , پارادايم كيفي , دانشگاه هاي آزاد اسلامي استان مازندران , رويكرد جهاني شدن
چكيده لاتين :
The general purpose of this study is to present a holographic model of higher education with a globalization approach in Islamic Azad universities of Mazandaran province in a qualitative paradigm. Therefore, the present study was conducted with the aim of holographic conceptualization of higher education with a globalization approach. For this purpose, the qualitative research approach and case study strategy were used. The statistical population of the study is the faculty members of the Department of Educational Management in Islamic Azad Universities of Mazandaran Province. Using purposive sampling method, ten experts were selected in this field. Data were collected using in-depth and semi-structured interviews and data analysis was performed using qualitative content analysis. Findings indicate that in this study, based on the information extracted through the research literature and interviews with experts, five dimensions (holistic environment, dynamic capacity building, intelligent structure, human capital and increasing self-management) in the form of fourteen components ( System fit with the environment, flexibility in the environment, organizational orientation, holistic teams, synergy, systems thinking, information sharing, organizational intelligence, lack of task specialization, empowerment, flexible thinking, total properties in components, crisis management and performance compassion For holography and five dimensions (new technology, new curricula, flexible structures, communications or other universities and faculty capabilities) in the form of seventeen components (use of technology in learning education, development of database management systems, creation of new mechanisms To collect, store knowledge, organizational learning, curricula based on environmental respect, curriculum based on creative problem-solving ability, curriculum based on respect for ethnicities, beliefs, norms, religions and beliefs of individuals, curricula based on responsibility Social resilience, flexibility in Individual and team learning, flexibility in the face of new environmental changes, flexibility in educating students, joint courses with world-renowned universities, exchange of students and university professors, applying the experiences of successful universities, paying attention to teaching quality, monitoring the latest changes in the field and ability to establish Relationships with internal and external stakeholders) were identified and categorized and presented in a model.
