شناسایی عوامل موثر بر مدرک¬گرایی در نظام آموزش عالی ایران

چکیده مقاله :

هدف این پژوهش شناسایی عوامل مؤثر بر مدرک¬گرایی در نظام آموزش عالی کشور است. روش پژوهش مورد¬استفاده روش تحلیل محتوای کیفی از نوع تحلیل محتوای مقوله¬ای و از نظر هدف در حیطه پژوهش¬های کاربردی طبقه¬بندی می¬شود. جامعه آماری پژوهش شامل مقالات پژوهشی مرتبط با مدرک¬گرایی در حوزه آموزش عالی کشور است. تعداد 15 مقاله داخلی در دوره زمانی 20ساله مربوط به سالهای 1380 تا 1400، با استفاده از روش نمونه¬گیری هدفمند انتخاب شدند. پس از انتخاب مقالات پژوهشی به منظور تحلیل داده های حاصل از تحلیل اسناد پژوهشی از کد¬گذاری باز، کد¬گذاری محوری و کدگذاری انتخابی استفاده شد، در مرحله اول (کد¬گذاری باز) تعداد 330 مفهوم شناسایی شد. در مرحله دوم تمام مفاهیم شناسایی¬شده در 24 مؤلفه کلی¬تر طبقه¬بندی شدند و در نهایت در 3 مقوله اصلی شامل شرایط سیاسی و ساختاری (6 مؤلفه)، محیط علمی و آموزشی کشور (10 مؤلفه) و شرایط اجتماعی و فرهنگی (8 مؤلفه) طبقه¬بندی شدند. نتایج نشان داد که پدیده مدرک‌گرایی محصول عوامل فراوانی است که در بروز و ظهور آن دخالت دارند. بخشی از آن عوامل ریشه در نظام آموزشی و محیط علمی کشور و همچنین ساختار و کارکرد دانشگاه و شیوه¬هاي مدیریت دانشگاه دارد. بخشی در نظام ساختاری و سیاسی ریشه دارد و ناشی از کژ¬کارکردی نهادهای متولی و دولتی است. بخشی دیگر، ریشه در نظام اجتماعی و فرهنگی دارد. ارزش‌های اجتماعی و باورهای جامعه و همچنین فرهنگ‌های موجود در کشور سبب می‌شود تا افراد پیش‌زمینه‌های ذهنی خاصی در زمینۀ ادامه تحصیل داشته باشند و به مدرک¬گرایی گرایش پیدا کنند.

چکیده انگلیسی :

The purpose of this research was to identify the factors influencing degree orientation in the country's higher education. The research method is the qualitative content analysis method of the document analysis type, and it is classified in the field of applied research. The statistical population of the research included research articles related to degree orientation in the country's higher education. The number of 15 articles in the 20-year period from 1380 to 1400 was selected using the purposeful sampling method. After selecting the research articles, in order to analyze the qualitative data obtained from the analysis of the research documents, open coding and axial coding and selective encoding were used. In the first stage 330 concepts were identified. In the second stage, all the identified concepts were classified into 24 more general components and finally the factors affecting degree orientation in the higher education system can be divided into 3 main categories of political and structural conditions (6 components), the country's scientific and educational environment (10 components) and social and cultural conditions (8 components) were classified. Some of those factors are rooted in the educational system and the scientific environment of the country, as well as the structure and function of the university and the management methods of the university. One part is rooted in the structural and political system and is caused by the functional bias of the trustee and government institutions, and the other part is rooted in the social and cultural system.

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