چکیده:
نقش برجسته و والای اعضای هیأت علمی دانشگاه در تعلیم و تربیت دانشجویان، پویایی و شکوفایی دانشگاه و توسعه و تعالی جامعه بر کسی پوشیده نیست. ایفای این نقشها مستلزم برخورداری آنان از اشتیاق کاری کافی است. در این پژوهش کیفی-کاربردی، اشتیاق اعضای هیأت علمی دانشگاه مدنظر است و این پرسش مطرح میشود که ویژگیها و شاخصهای رفتاری استادان مشتاق چیست؟ مشارکتکنندگان پژوهش 26 نفر از اعضای هیأت علمی دانشگاههای دولتی شهر تهران هستند که با شیوه نمونهگیری گلولهبرفی انتخاب شدند و تا هنگام اشباع نظری مورد مصاحبه نیمهساختاریافته قرار گرفتند. متن مصاحبهها پس از هر مصاحبه پیاده سازی و با به کارگیری تکنیک تحلیل تم کدگذاری شدند و مفاهیم و تمهای مورد نظر استخراج گردیدند. پس از تجزیه و تحلیل دادهها، درنهایت ویژگیهای یک استاد دانشگاه مشتاق در قالب 4 تم اصلی؛ اقدام به دیگر شکوفایی، علاقه به شکوفایی خود، پایبندی به اخلاق حرفهای و شخصیت مشتاق و 16 تم فرعی شناسایی شدند و مورد بحث قرار گرفتند.
Abstract The prominent and outstanding role of faculty members is not hidden from anyone in the education of students, the dynamism and prosperity of the university, and development and excellence of society. To playing these roles, they require to have enough work engagement. In this qualitative-applied research, university faculty members’ work engagement is considered, posing the question: what are the characteristics of engaged faculty members of public universities in Iran? The participants were 26 faculty members of public Universities in Tehran, who were selected by snowball sampling method and were interviewed with semi-structured questions until theoretical saturation was obtained. The participants’ responses were coded after each interview, and the concepts and themes were extracted from them using the thematic analysis method. Finally, the characteristics of engaged faculty members were categorized into 4 main themes: try to other flourishing, interest in self-flourishing, Commitment to professional ethics and engaged personality. Furthermore,16 sub-themes were identified and discussed. Introduction New organizations expect their employees to be creative and dynamic, take the initiative, work collaboratively, try to develop their job skills, and be committed to high performance standards. Therefore, modern organizations need a lot of engaged staff for success. Universities and centers of higher education play an important role in the development and excellence of human societies. One of the factors that help to improve the current status of universities is enjoying faculty members with enough work engagement. Due to the effect of faculty members’ work engagement on their performance qualitatively and quantitatively, it seems that in order to improve the status of universities, faculty members with work engagement, as major actors in the university should be recruited. Due to the reliance of achieving higher education goals and comprehensive development of the country on the existence of faculty members who are engaged in teaching, researching, advising and leading students, the present study seeks to answer the question: what are the characteristics of engaged faculty members of public universities in Iran? Thus, this study was conducted with the aim of identifying the characteristics of engaged faculty members, as one of the most important components of the country's higher education system. It is hoped this study can assist relevant authorities in identifying the characteristics of engaged faculty members, modifying performance evaluation criteria and promoting faculty members. Case study In this research, faculty members of public universities in Iran constitute the case study. Materials and Methods Due to the nature of the subject, the research is conducted in a qualitative manner and is based on the interpretation philosophy. Data collection is conducted through interview with 26 faculty members from public universities in Tehran. data collection was conducted through snowball sampling. The method of data analysis is thematic analysis. Discussion and Results After analyzing the data, the characteristics of engaged faculty members were categorized into 4 main themes: try to other flourishing, interest in self-flourishing, commitment to professional ethics and engaged personality. Furthermore, 16 sub-themes were identified and discussed. Conclusions Although the main question of our research was about the characteristics of engaged faculty members, the characteristics expressed by the interviewees were mostly about the faculty members’ engagement for teaching and rather than about the engagement for researching. The characteristics identified with most to least frequency were about: the engagement for teaching, the engagement for communicating with the community, and the engagement for researching; it indicates the importance of spending time and energy of the teacher in educating students.
خلاصه ماشینی:
استادان دانشگاه به منزله يکي از کنشگران اصلي دانشگاه ( ,Dehghanpour Farashah ٢٠٢١, Vaezi &Pourezzat, Gholipour )، در بهبود اشتياق تحصيلي ( ,Connell &Klem ٢٠٠٤) و يادگيري و تجربه دانشجويان (٢٠٠٥ ,Wawrzynski &Umbach )، تعليم و تربيـت نيـروي انسـاني (٢٠٠٥ ,Omidian &Mehralizadeh, Sepasi ) و بهبـود وضـعيت علمـي و اخلاقي دانشگاه ها نقش اساسي دارند.
(Gholipour & Vaezi ,2020 شواهد مستند گوناگون ، حاکي از آن است که برخي از اعضاي هيات علمي ما حضور کمرنگي در مجامع بين المللي دارند (٢٠١٣ ,Azizi)، حضور فعال و مؤثري در دانشگاه ها ندارند، از ساعت تدريس خود ميکاهند، تعهد کافي به دانشگاه ندارند، براي توسعه فردي خود تلاشي نميکنند و از شيوه هاي نوين آموزشي بهره نميگيرند ( & Hasangholipour ٢٠١٩ ,Amiry).
برخي از تفاوت هاي اصلي شغل اعضاي هيأت علمي دانشگاه ها با معلمان ، عبارت است از: خلق دانش علاوه بر تعليم دانش ، پژوهش علمي و نظام مند به منظور حل مسائل علاوه بر آموزش ، آزادي عمل در تغيير زمان تدريس و طراحي طرح درس ( Dehghanpour Farashah, Pourezzat, Gholipour ٢٠٢٠, Vaezi &).
براي اشتياق کاري کارکنان و معلمان در سنجه هايي که تاکنون طراحي شده است همانند سنجه UWES (٢٠٠٦ ,Salanova &Schaufeli, Bakker ) و سنجه چند بعدي اشتياق معلم يا ETS (٢٠١٣ ,Durksen &Klassen, Yerdelen, ) ويژگيها و مصاديق رفتاري گوناگوني تعريف شده است .
بنابراين اين پژوهش با هدف اصلي، شناسايي ويژگيهاي استادان مشتاق و با به کارگيري ٢٦ مصاحبه نيمه ساختاريافته با اعضاي هيأت علمي دانشگاه هاي دولتي شهر تهران انجام شد.