دوفصلنامه مطالعات برنامه درسی آموزش عالی

دوفصلنامه مطالعات برنامه درسی آموزش عالی

تحلیلی بر ابعاد و مولفه های موثر بر طراحی الگوی برنامه درسی مسئولانه در آموزش عالی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری علوم تربیتی، گرایش برنامه ریزی توسعه آموزش عالی
2 استاد گروه علوم تربیتی دانشگاه مازندران
3 دانشیار گروه علوم تربیتی دانشگاه مازندران
10.22034/hecs.2025.526013.2013
چکیده
در سال‌های اخیر، مسئولیت‌پذیری به یکی از موضوعات کلیدی در تمامی سازمان‌ها تبدیل شده است و نظام آموزش عالی نیز از این قاعده مستثنی نیست. دانشگاه‌ها، با توجه به رسالت‌های گسترده خود، در بسیاری از مسائل اساسی جامعه نقش کلیدی ایفا می‌کنند. این مسئولیت عمدتاً از طریق برنامه درسی محقق می­شود؛ بستری که در ادبیات علمی با عنوان" برنامه‌درسی مسئولانه" شناخته می‌شود. برنامه‌درسی مسئولانه می­کوشد تا دیدگاه­های متنوع ذی‌نفعان، از جمله دانشجویان ، صنعت و جامعه را در ساختارهای حاکمیتی، پژوهش‌ها و اولویت‌های آموزشی دانشگاه‌ها تلفیق کرده و پاسخی متناسب، بهنگام و کارآمد به نیازهای روبه افزایش جامعه ارائه دهد. پژوهش حاضر با هدف ارائه چارچوبی تحلیلی و انتزاعی از فرایندهای شکل‌دهنده به برنامه‌درسی مسئولانه در آموزش عالی، و با بهره­گیری از  رویکرد کیفی و نظریه داده بنیاد  انجام شد. جامعه آماری شامل ۲۸ نفر از خبرگان آموزش عالی بود که آگاهی و اشراف کافی نسبت به مبانی نظری موضوع داشتند. داده‌ها از طریق مصاحبه گردآوری و در سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شدند. حاصل این تحلیل‌ها، ارائه یک الگوی مفهومی منسجم از برنامه‌درسی مسئولانه بود. در مجموع، ۴۴۹ شناسه و ۴۳ مقوله فرعی شناسایی شد که در قالب شش بُعد مدل پارادایمی دسته‌بندی گردید: پدیده محوری (۴ مقوله)، شرایط علّی (۸ مقوله)، شرایط زمینه‌ای (۹ مقوله)، عوامل مداخله‌گر (۹ مقوله)، راهبردها (۸ مقوله) و پیامدها (۵ مقوله). یافته‌ها نشان داد تحقق برنامه‌درسی مسئولانه مستلزم ایجاد پیوند میان دانشگاه، جامعه و صنعت است. ازاین‌رو به سیاست‌گذاران آموزش عالی پیشنهاد می‌شود با تأکید بر شفافیت، پاسخگویی و نوآوری در برنامه‌درسی، زمینه ارتقای کیفیت و کارآمدی دانشگاه‌ها را فراهم آورند. همچنین، توجه به نیازهای واقعی دانشجویان و سایر ذی‌نفعان می‌تواند مسیر توسعه پایدار و عدالت آموزشی را هموار سازد.
کلیدواژه‌ها
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