خلاصة:
تعیین مولفه های تدریس در دانشگاه برند از جمله مهمترین ماموریت های پایه دانشگاه برند تلقی می گردد. پژوهش حاضر با هدف شناسایی مولفه های تدریس در دانشگاه های برند سازماندهی شده است. بدین منظور از روش تحقیق کیفی پدیدارشناسی استفاده به عمل آمد. بر مبنای روش فوق، نمونهگیری به صورت هدفمند و فرایند جمعآوری اطلاعات با استفاده از مصاحبه نیمهساختارمند صورت پذیرفت. نمونه پژوهش با استفاده از روش نمونه گیری هدفمند و شامل 32 تن از خبرگان دانشگاه صنعتی شریف می باشند. دادههای حاصل در سطوح کدگذاری باز و محوری مورد تحلیل واقع شد. نظر به تحلیل صورت گرفته، نه مقوله یا استراتژی اصلی در دو دسته مولفه های اصلی و حمایتی به عنوان مهمترین مولفه های تدریس در دانشگاه برند پیشنهاد شده اند. استراتژی های طرح و توسعه محتوای برنامه درسی، کارآمدسازی سیستم ارائه آموزشی و درسی دانشگاه، کارآمدسازی سیستم ارزیابی دانشگاه و توسعه برنامه ریزی منابع انسانی اساتید دانشگاه به عنوان مولفه های اصلی و استراتژی های سیاستگذاری، تقویت نظام مدیریت آموزش، اتخاذ رویکرد آینده محوری، توسعه کار آفرینی، توسعه برنامه های آموزش آزاد و طرح و توسعه زیرساخت های اطلاعاتی به عنوان ابعاد پشتیبان تدریس در دانشگاه برند محسوب می شود. ضمن آنکه این مولفه ها هر یک متشکل از میان مقوله ها و خرده مقوله های متعدد و دارای تعریف خاص متناسب با بیانات مشارکتکنندگان میباشد. بنابراین لازم است، مدیران دانشگاه، زمینه های لازم برای توسعه مولفه های تدریس در دانشگاه برند را در نظر و برنامه ریزی های مقتضی بعمل آید
Identification of Teaching Components in Brand Universities (Case Study Sharif University of Technology)A. Keshavarz zadeh, K. Gholami* , N. Azizi 1. Ph.D. Student, Higher Education Development Planning, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. keshavarz.ali66@gmail.com2. Associate professor of Educational Planning University of Kurdistan. Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. khalil.gholami@gmail.com 3. Professor of Educational Planning. . Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. E-mail: nematollah.azizi@gmail.com.AbstractIdentifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.Keywords: Components, Teaching, University, Brand, Sharif Industry.Identification of Teaching Components in Brand Universities (Case Study Sharif University of Technology)A. Keshavarz zadeh, K. Gholami* , N. Azizi 1. Ph.D. Student, Higher Education Development Planning, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. keshavarz.ali66@gmail.com2. Associate professor of Educational Planning University of Kurdistan. Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. khalil.gholami@gmail.com 3. Professor of Educational Planning. . Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. E-mail: nematollah.azizi@gmail.com.AbstractIdentifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.Keywords: Components, Teaching, University, Brand, Sharif Industry.Identification of Teaching Components in Brand Universities (Case Study Sharif University of Technology)A. Keshavarz zadeh, K. Gholami* , N. Azizi 1. Ph.D. Student, Higher Education Development Planning, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. keshavarz.ali66@gmail.com2. Associate professor of Educational Planning University of Kurdistan. Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. khalil.gholami@gmail.com 3. Professor of Educational Planning. . Department of Educational Sciences, Faculty of Humanities and Social Sciences, Kurdistan University. E-mail: nematollah.azizi@gmail.com.AbstractIdentifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.Keywords: Components, Teaching, University, Brand, Sharif Industry.Identifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered a
ملخص الجهاز:
بر پايه اين اهميت ، دانشگاه ها، توسعه برند خود را به عنوان اولويت خود قرار داده اند (٢٠١٢ ,Tas and Ergin) بسياري از محققان از ايده ورود برندسازي به عرصه آموزش عالي با توجه به همه اهميت ها و ضروريات آن حمايت کرده و در تحقيقات خود اين مهم را به اثبات نظري و تجربي رسانده اند ;٢٠١٨ ,Mampaey ;٢٠١٧ ,Ismail ;Rahimian, 2018; Kidouzi and Mohammad Hosseini, 2017; Shekari, 2016; ٢٠١٧ ,ghobayee).
نظر به مقوله بنديهاي صورت گرفته از يافته هاي مصاحبه ، نه مقوله اصلي يا استراتژي اصلي براي تدريس در دانشگاه برند پيشنهادشده که شامل ؛ بازبيني در رويکرد سياست گذاري، تقويت نظام مديريت آموزش ، طرح و توسعه محتواي برنامه درسي ، کارآمد سازي سيستم ارائه آموزشي و درسي دانشگاه ، کارآمد سازي سيستم ارزيابي دانشگاه ، اتخاذ رويکرد آينده محوري ، توسعه برنامه ريزي منابع انساني اساتيد دانشگاه ، توسعه کارآفريني، توسعه برنامه هاي آموزش آزاد و طرح و توسعه زيرساخت هاي اطلاعاتي به عنوان مهم ترين مؤلفه هاي تدريس در دانشگاه برند پيشنهادشده اند.
بعضي از اظهارنظرهاي مهم مشارکت کنندگان : مشارکت کننده شماره ١٤: به اعتقاد من دانشگاه صنعتي شريف به عنوان يک نماد آموزش عالي موفق بايد در نظر داشته باشد براي طرح و توسعه برند دانشگاهي خود ميبايست ، در اساس و اولويت سياست علمي خود را مبتني بر نيازهاي شرايط فعلي و آينده کشور طراحي نمايد.
Based on the results of the research, first grade elementary teachers with creative approaches in providing education and teaching using cyberspace during the outbreak of coronavirus create interest, enthusiasm to learn and more motivation for students to gain experience.