چکیده:
The discussion of social science paradigms in the field of higher education is expanding. The aim of this research is to collect empirical evidence on the status of paradigms in the knowledge related to the organization and management of higher education in Iran. In this study, an attempt has been made to answer these questions while examining the foundations and evolutionary trends of paradigms: What is the evolutionary trend of alternative paradigms among researchers of organization and management of higher education in Iran? And what are the examples of research in the form of alternative paradigms? A descriptive research method was used in this study. A total of 283 articles from the Higher Education Research and Planning Quarterly over a ten-year period were selected as the population, and 35 articles based on their content related to the field of organization, management, and leadership were analyzed using content analysis as a research sample. The findings show that more than 91 percent of the studies are based on the functionalist paradigm and less than 9 percent are in the form of the interpretive paradigm. The research areas at the institutional level, departmental or regional level, and national level were 57%, 32%, and 11%, respectively. Finally, the formats of four paradigms—functionalist, interpretive, critical, and postmodern—were discussed.
خلاصه ماشینی:
Research Paradigms in Studies Related to Organization and Management of the Higher 1 Education System: An Analysis of Articles from the Journal of Higher Education Research and Planning 2 Mohammad Amjad Zobardast Abstract The discussion of social science paradigms in the field of higher education is expanding.
0 Donaldson 7 feffer 5 Gioia, Pitre 4 Schultz Hatch 9 Martin 1 Tierney 7 Terenzini and Pascarella 9 Naturalistic inquiry 5 Constructivism 01 Post positivism 00 Lincoln Guba Research Paradigms in the Field of Higher Education Research Assumptions Functionalism in Higher Education The functionalist paradigm is based on the belief that reality (the social world in which we operate) is an objective phenomenon, consisting of provable facts and observable behaviors.
An interpretive paradigm includes the following assumptions: (1) organizations can best be understood through interpretations and methods of understanding individuals' meanings of organizational processes and actions; (2) the main concepts under investigation include politics, motivation, culture, symbols, values, communication, informal compromise, leadership, and beliefs; and (3) most likely, there is no ideal state of action as organizational effectiveness, and it depends on the context 0 Yin 7 Hartley 5 Birnbaum 4 Kezar 9 Carducci 1 Contreras 7 McGavin 9 Cohen March 5 governance 01 ambiguous and individuals' perspectives are different.
For example, one can refer to the studies of Kerr 1 (1963) "A Large University 2"; Mintzberg's 3 (1979) study on how higher education has a unique organizational structure (professional bureaucracy); Keller 4 (1983) focusing on the joining of large decision-making committees; and Schuster, Smith, Corak, and Yamada 5 (1994) regarding strategic management teams in the university complex field.
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