اولويت بندي عوامل اثرگذار در آموزش عالي ايران مبتني بر بهترين الگوي تدريس

Prioritization of guidance descriptions in Iranian higher education according to the publication of the teaching model

ﻫﺪف اﺻﻠﯽ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ اوﻟﻮﯾﺖ ﺑﻨﺪي ﻋﻮاﻣﻞ اﺛﺮﮔﺬار در آﻣﻮزش ﻋﺎﻟﯽ اﯾﺮان ﻣﺒﺘﻨﯽ ﺑـﺮ ﺑﻬﺘـﺮﯾﻦ اﻟﮕﻮي ﺗﺪرﯾﺲ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻠﯿﻪ ﺧﺒﺮﮔﺎن اﻣﺮ آﻣﻮزش ﺑﻮدﻧـﺪ ﮐـﻪ در ﺑﺨـﺶ اول 17 ﺧﺒـﺮه و در ﺑﺨﺶ دوم 20 ﺧﺒﺮه در اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺷﺮﮐﺖ داﺷـﺘﻨﺪ. روش ﻧﻤﻮﻧـﻪ ﮔﯿـﺮي از ﻧـﻮع ﻫﺪﻓﻤﻨـﺪ ﺑـﻮد. روش ﺗﺤﻘﯿﻖ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ و ﺑﺮاي ﺑﺮرﺳﯽ ﺗﺎﺛﯿﺮﮔﺬاري ﻣﻮﻟﻔﻪﻫﺎ ﻫﻤﺒﺴﺘﮕﯽ ﻣﯽﺑﺎﺷﺪ. اﺑﺰار ﺳـﻨﺠﺶ دو ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻘﺎﯾﺴﺎت زوﺟﯽ ﺑﻮد. دادهﻫﺎي ﭘﺮﺳﺸﻨﺎﻣﻪ اول ﻣﺮﺑﻮط ﺑﻪ ﻣﻮﻟﻔﻪﻫﺎي آﻣﻮزش ﻋـﺎﻟﯽ ﺗﻮﺳـﻂ ﺗﮑﻨﯿﮏ دﯾﻤﺘﻞ )ﻧﺮم اﻓﺰار اﻃﻠﺲ( و ﺑﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪ دوم ﻣﺮﺑﻮط ﺑﻪ اﻟﮕﻮﻫﺎي ﺗﺪرﯾﺲ از روش ﺗﺎﭘﺴـﯿﺲ ﻓﺎزي اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﻣﻮﻟﻔﻪﻫﺎي ﺗﻌﻬﺪات اﺟﺘﻤﺎﻋﯽ - ﻓﺮﻫﻨﮕﯽ، اﺳﺘﺎد و ﻋﻮاﻣﻞ ﺳﯿﺎﺳﯽ رﺗﺒﻪ اول ﺗﺎ ﺳﻮم را از ﻧﻈﺮ ﺗﺎﺛﯿﺮﮔﺬاري ﻣﻮﻟﻔﻪﻫﺎي ارزﺷﯿﺎﺑﯽ، ﮐﺎرﮐﻨﺎن و ﻧـﻮع و ﺳـﺎﺧﺘﺎر ﺳـﺎزﻣﺎن رﺗﺒـﻪ اول ﺗـﺎ ﺳـﻮم را از ﻧﻈـﺮ ﺗﺎﺛﯿﺮﭘﺬﯾﺮي ﮐﺴﺐ ﻧﻤﻮدﻧﺪ. ﻫﻤﭽﻨﯿﻦ اﻟﮕﻮﻫﺎي ﺗﺪرﯾﺲ اﻧﻔﺮادي ﺑﻬﺘﺮﯾﻦ اﻟﮕﻮ ﺑﺮاي ﺗﺪرﯾﺲ ﻣﻮﻓﻖ و اﻟﮕﻮﻫﺎي ﺗﺪرﯾﺲ ﺳﻨﺘﯽ ﺑﺪﺗﺮﯾﻦ اﻟﮕﻮ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﻣﺪرﺳﯿﻦ در داﻧﺸﮕﺎهﻫﺎ ﺑﺎﯾﺪ ﻫﻤﺰﻣﺎن ﮐﻪ اﻟﮕﻮﻫﺎي ﺗﺪرﯾﺲ ﺳﻨﺘﯽ را ﺗﻘﻮﯾﺖ ﻣﯽﮐﻨﻨﺪ در ﺗﻼش ﺑﺮاي ﻓﺮاﮔﯿﺮي و ارﺗﻘﺎء ﺳـﻄﺢ دﯾﮕـﺮ اﻟﮕﻮﻫـﺎ ﻧﯿـﺰ ﺑﺎﺷﻨﺪ. ﻣﺪﯾﺮان و ﺳﯿﺎﺳﺖ ﮔﺬاران ﺑﺎﯾﺪ در ﺻﺪد ارﺗﻘﺎي ﺳﻄﺢ ﻓﺮﻫﻨـﮓ داﻧﺸـﮕﺎهﻫﺎ ﺑـﺎ اﺳـﺘﻔﺎده از اﻟﮕﻮﻫـﺎي ﺗﺪرﯾﺲ ﻧﻮﯾﻦ ﺑﺎﺷﻨﺪ.

The main purpose of this study is to indicate the priority of the effective and influential factors in Iranian higher education based on the best teaching model. The statistical population was all educational experts. In the first part 17 experts and in the second part 20 experts participated in this study. The sampling method was purposeful. The research method is descriptive survey and correlation to examine the effectiveness of the components. The measurement tool was two questionnaires of pairwise comparisons. The data of the first questionnaire related to the components of higher education were used by Demetel technique (Atlas software), and for the second questionnaire related to teaching patterns, fuzzy TOPSIS method was used. Components of socio-cultural commitments, professors and political factors ranked first to third in terms of effectiveness of evaluation components. The staff, the type and structure of the organization ranked first to third in terms of effectiveness. Also, individual teaching models were considered the best model for successful teaching, and traditional teaching models were considered the worst model. The results show that teachers in universities should try to learn and improve the level of other models while strengthening traditional teaching patterns. Managers and policy-makers should seek to improve the culture of universities by using modern teaching models.