نوع مقاله : مقاله علمی -پژوهشی ( ویژه نامه)
نویسنده
عضو هیأت علمی
چکیده
کیفیت آموزش مهندسی بحث‌انگیز شده است. نوعی فراموشی نسبت به روایت‌های اصیل علم‌ورزی بر نظام آموزش عالی ما سایه انداخته است. نیاز به داستان کیفیت داریم. این مطالعه کوششی برای فهم حافظه‌های جمعی منتهی به تولید مکرر کیفیت در دوره‌های رشد و پویایی آموزش مهندسی در کشورمان است. مطالعه مبتنی بر رهیافت زمینه‌کاوی تاریخیِ «کیفیتِ تجربه‌شدۀ آموزش مهندسی» است. مورد دانشکده فنی دانشگاه تهران انتخاب شده است. رویکرد روش‌شناسی تلفیقی به صورت بررسی اسنادی، مراجعه به خبرگان و مطلعان کلیدی و تحلیل محتوای کیفی روایت‌ها و اسناد و متون و منابع به کار رفته است. با استادان و مدیرانی که تجربۀ درخور توجهی از تحصیلات در رشته‌های مختلف فنی- مهندسی دانشگاه تهران را داشتند، تا 21 نفر بر مبنای چارچوب نمونۀ هدفمندی در حد اشباع داده‌ها و اشباع نظری گفتگوهای عمیق کیفی به عمل آمده است. این یافته با بهره‌گیری از چارچوب سیپ به دست آمد که کانون کیفیت آموزش مهندسی طی دوره رشد و شکوفایی، تجربه نافذ علم‌آموزی بود. وجوه زمینه‌ای دغدغۀ کیفیت آموزش مهندسی، اعم از برون‌دانشگاهی و درون‌دانشگاهی شناسایی شد. نهاده‌ها، فرایندها و ستانده‌ها به دست آمد.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
QUALITY CONCERNS IN ENGINEERING EDUCATION IN IRAN A HISTORICAL CONTEXTUALIZING EMPHASIZED ON UNDERSTANDING THE LOGIC OF QUALITY IN THIS TYPE OF EDUCATION
نویسنده [English]
- maghsood Farasatkhah
چکیده [English]
The quality of engineering education has become problematic. A kind of forgetting about the authentic narratives of learning the science has cast a shadow on our higher education system. We need a quality story. This study is an attempt to understand the collective memories leading to the repeated production of quality in the periods of growth and dynamism of engineering education in our country. The case of University College of Engineering, University of Tehran has been selected. An integrated methodological approach has been used in the form of documentary analysis, experts and key informant’ in-depth qualitative interviews and qualitative content analysis of narratives, documents, texts, and sources. Interviews were conducted with faculty members and managers who had significant experience of studying in various technical-engineering fields of Tehran University. Up to 21 participants based on the purposive sample frame to the extent of data saturation and theoretical saturation have been carried out. By using the »CIPP«framework, it was found that the core concept of engineering education quality during the period of grouth and flourishing was the penetrating experience in science learning. The dimensions of external and internal contexts of concern about the quality engineering education was found. Inputs, processes and outputs were identified.
کلیدواژه‌ها [English]
- Experienced quality
- engineering education
- technical faculty
- University of Tehran
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