طراحی مدل ارتقای کیفیت آموزشِ مهندسی؛ پژوهشی مبتنی بر روش داده بنیاد نظام ‏مند

نوع مقاله : مقاله علمی - پژوهشی

نویسنده

دانشگاه تهران

چکیده
پژوهش حاضر با هدف طراحی مدل ارتقای کیفیت آموزش مهندسی در ایران، با رویکرد کیفی و روش داده بنیاد انجام شد. داده‏ ها از طریق مصاحبه ‏های نیمه ساختاریافته با خبرگان موضوع گردآوری و با کدگذاری باز، محوری و انتخابی تحلیل شدند. پدیدۀ محوری شکاف نظام‏ مند میان وضع موجود و مطلوب کیفیت آموزش مهندسی شناسایی شد. شرایط علّی شامل بحران فلسفی و هویتی، شکاف دانشگاه با صنعت و بازار کار و ناکارآمدی روش‏ های آموزشی و ارزشیابی است. عوامل زمینه‏ ای عبارتند از ضعف مدیریت آموزشی، ضعف نظام آموزش عمومی، فرهنگ ناصحیح هدایت تحصیلی و نمره ‏گرایی. عوامل مداخله‏ گر نیز شامل چالش ‏های نظام آموزشی (کمبود بودجه و تجهیزات فرسوده)، چالش ‏های فرهنگی _ اجتماعی (مدرک ‏گرایی) و چالش‏ های مرتبط با استادان (روش‏ های تدریس نامناسب، ضعف پاداش و حجم بالای کاری) می ‏شود. راهبردهای شناسایی ‏شده عبارت‏ند از بازنگری در سیاست ‏های حاکمیتی، پیوند دانشگاه با صنعت، تحول در یاددهی _ یادگیری، تحول در محتوا و ارزشیابی و اصلاح نظام استعدادیابی و فرهنگ ‏سازی. پیامدهای اجرای این راهبردها به افزایش قابلیت اشتغال، تربیت مهندسان مسئله ‏گشا و تربیت انسان تمام ‏ساحتی منجر خواهد شد. نتایج نشان می‏ دهد ارتقای کیفیت آموزش مهندسی در ایران مسئله ‏ای نظام ‏مند و چندبعدی است که در فلسفه، سیاست‏ ها، ساختارها، فرهنگ و روش‏ های اجرایی گره‏ خورده و هرگونه اقدام جزیره‏ای و تک‏ بعدی به نتیجه مطلوب نمی‏ رسد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

DESIGNING A MODEL FOR ENHANCING THE QUALITY OF ENGINEERING EDUCATION: A SYSTEMATIC GROUNDED THEORY STUDY

نویسنده English

majid darabi
Tehran Un.
چکیده English

This study aims to design a model for enhancing the quality of engineering education in Iran. Employing a qualitative approach and utilizing the grounded theory method, the research collected data through semi-structured interviews with subject-matter experts. The data were subsequently analyzed through open, axial, and selective coding procedures. The core phenomenon identified was the systematic gap between the current and desired states of engineering education quality. The causal conditions underlying this gap include a philosophical and identity crisis, the pronounced disconnect between universities and industry/labor market demands, and the ineffectiveness of current teaching and evaluation methodologies. Contextual factors were found to comprise weaknesses in educational management, deficiencies in the general education system, a misguided academic guidance culture, and a pervasive grade-oriented approach. Intervening conditions encompass challenges inherent to the educational system (such as budget constraints and obsolete equipment), socio-cultural challenges (Notably credentialism), and faculty-related issues (including inappropriate teaching methods, inadequate reward systems, and excessive workloads). The strategic responses extracted from the data involve revising overarching governance policies, forging robust university-industry linkages, transforming teaching-learning processes, reforming curricular content and assessment frameworks, and enhancing talent identification mechanisms alongside broader cultural cultivation. The implementation of these strategies is projected to yield increased graduate employability, the development of problem-solving engineers, and the cultivation of well-rounded, multi-dimensional individuals. Ultimately, the findings demonstrate that improving engineering education quality in Iran constitutes a systematic and multi-dimensional challenge, deeply embedded within the nation’s philosophical underpinnings, policies, institutional structures, cultural norms, and executive practices. Consequently, any fragmented or one-dimensional remedial actions are unlikely to produce the desired outcomes.

کلیدواژه‌ها English

Engineering education, quality enhancement, grounded theory, paradigmatic model, university–industry collaboration
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