ارائه مدلی به منظور ارتقای شایستگی‌های حرفه‌ای مدرسان دانشگاه جامع علمی کاربردی مقالة

ارتقای دانش و شایستگی نیروی انسانی هر کشور مشروط به ارتقای دانش و شایستگی مدرسان دانشگاه است و عملکرد مدرس و مدیر دانشگاه نیز از کاربرد مجموعه‌ای بزرگ از مهارت‌ها و شایستگی‌ها نشات می‌گیرد. در همین راستا ارائه مدلی به منظور ارتقاء شایستگی‌های حرفه‌ای مدرسان دانشگاه جامع علمی– کاربردی در این پژوهش مد نظر قرار گرفته است. روش پژوهش به لحاظ هدف کاربردی و به لحاظ نحوه گردآوری اطلاعات از نوع کمی می‌باشد. از روش تحلیل استنباطی و توصیف داده‌ها و استفاده از تحلیل عاملی(اکتشافی و تاییدی)، برای تحلیل داده‌های پرسشنامه و ارائه نتایج استفاده شد.با توجه به تایید سوالات توسط خبرگان، روایی محتوای پرسشنامه مورد تایید قرار گرفته است.جامعه آماری به تعداد 54،000 نفر و حجم نمونه391 نفر از مدرسان دانشگاه جامع علمی– کاربردی کشور بود.برای محاسبه حجم نمونه از فرمول کوکران استفاده شدضریب آلفای کرونباخ پرسشنامه شایستگی‌های حرفه‌ای مدرسان 98% می باشد که ابزار استفاده شده از پایایی مطلوبی برخوردار است. تجزیه و تحلیل داده‌های جمع آوری شده، از طریق نرم‌افزار SPSS 16 و Smart PLS انجام شد. عوامل مورد آزمون عبارتند از: برنامه‌ریزی، رهبری، سازماندهی، مدیریت کلاس درس، انگیزش، خلاقیت و نوآوری، خودمدیریتی، سازگاری، ارتباطی، هماهنگی تعاملی. این عوامل ومولفه‌ها در پرسشنامه به ارزیابی گذاشته شد و با استفاده از تحلیل عاملی، بارهای عاملی را بررسی کرد. بارعاملی مولفه «هماهنگی تعاملی» کمتر از 0.3 بود، از مسیر تحلیل حذف و مولفه‌های باقی‌مانده، تحت عنوان مولفه‌های مدل شایستگی‌های حرفه‌ای مدرسان دانشگاه علمی- کاربردی مورد پذیرش قرار گرفت.

Abstract Extended abstract Abstract The researcher conducted this research with the aim of "presenting a model to develop the professional competencies of the instructors of UAST". This applied research is conducted with exploratory method. Inferential analysis method, data description and factor analysis were used to analyze the data and present the results. The statistical population of the study included 54,000 instructors of the University of Applied Science and Technology in different provinces of Iran, among them 391 instructors were selected as sample size, using Cochran formula. Cronbach's alpha coefficient of the instructors’ professional competence questionnaire was 98% and the instrument used had the desired reliability. Data analysis was performed using SPSS 16 and Smart PLS software. The studied factors include planning, leadership, organization, classroom management, motivation, creativity and innovation, self-management, adaptability, communication and interactive coordination. Then, the researcher evaluated these factors, dimensions and components in the questionnaire and analyzed their factor loadings using factor analysis. Since the factor loading of “interactive coordination” was less than 0.3, this component was excluded from the analysis. The remaining components were accepted as the dimensions and components of the professional competency model of instructors of UAST. Finally, the goodness of fit of the model was determined through using Smart PLS, X2 output. Introduction In today's world, competency-based education as a skill and innovation for better performance is highly regarded to overcome the existing barriers between the worlds of education and occupation and to align the needs of professional, vocational and higher education programs with the needs of labor market and social progress (Mulder, 2017). Therefore, Future university developments depend on the competencies, initiatives, policies, and programs of today's professional development of faculty members (Salimi, Heydari & Keshavarzi, 2015). Thus, the University of Applied Science and technology, as a leading university in the field of skill-based education, needs some initiatives to be taken. One of the most important initiatives is to develop the professional competencies of instructors. Instructors are considered as a significant and main part of education in UAST, and the goals of the country's higher education system cannot be achieved without having competent professors and instructors. Regarding the role of instructors as key factors in education, promoting the quality of students’ learning, research and skills, highly depends on professional competencies of instructors. Therefore, the researcher aims to "present a model to develop the professional competencies of UAST instructors." The secondary objectives of the research include identifying components and indicators of professional competency index; Prioritization and weighting the components and, finally, determining the goodness of fit of the model of professional competence of UAST instructors. Methodology This applied research is conducted with exploratory method. Factor analysis was used to analyze the data and present the results. The statistical population of this study included all instructors of the University of Applied Science and Technology. 391 instructors among 54000 were selected as sample size using Cochran formula. Library method and a researcher-made questionnaire were used for data collection. Cronbach's alpha coefficient of teachers' professional competency questionnaire was 98% which had the desired reliability. Descriptive and inferential analysis of the collected data was done using SPSS 16 and Smart PLS software. Research findings Factors, dimensions, and components of the model of professional competence of instructors of the University of Applied Science and Technology were obtained through reviewing the previously conducted studies. These factors include planning, leadership, organization, classroom management, motivation, creativity and innovation, self-management, adaptability, communication and interactive coordination. Then, the researcher evaluated these factors, dimensions and components and analyzed their factor loadings using factor analysis. Since the factor loading of "interactive coordination" was less than 0.3, this component was excluded from the analysis process. But other components had factor loadings above 0.3 and were not eliminated. The remaining components, with their indices, were accepted as the dimensions and components of the professional competency model of the instructors of UAST. Discussion and conclusion In this study, through identifying key dimensions, components and indicators, a desirable model of professional competence of UAST instructors was presented which can solve most of the stated challenges. It should be acknowledged that the results of the present research are aligned with the study of Zhang and Xiaohu, cited in Qin and Qiuyan (2009) "The competencies of faculty members in professional colleges”; a research conducted in United States, cited by Thorndike, Miner and Gusic (2011); a study by Pefianco (2009) in which he sought to achieve the competency standards of the 21st century; a study by Thorndike, Miner and Gusic (2011) in which they provided a model of organizational competencies for faculty members at the American University of Medical Sciences; a research by Blaskova and Ikovaa (2014) which analyzed the personal-professional characteristics of the faculty members of Zilina University; and a research by Blaskova, Blask, Matuskab and Szyrockac which investigated the competencies of the faculty members of the Czech and Polish universities. Also the other studies include the study of Robert et al., Wichitaam and Chavez cited in Hashemi et al. (2016); Zachari Smith cited in Hashemi et al. (2016); Salimi et al. (2015), Jafari et al.; cited in Sangari (2017); Farzaneh et al. (2015); Jalili and Niknam (2014); Nasiri and Abdolmaleki (2014), Hashemi et al. (2016), Chitsaz cited in Nazarzadeh Zare (2016). The results of the study conducted by Salimi, Heidari and Keshavarzi (2015) are in alignment with the results of the present research, however, the researcher has conducted a more comprehensive and precise study.

جعفـري و همکـاران بـه نقـل از سـنگري (٢٠١٧) در پژوهشي با عنوان "ارائه الگويي ساختاري براي رابطه خودکارامدي و شايستگيهاي اعضـاي هيات علمي با کيفيت تدريس آنان در دانشگاه آزاد اسلامي" با اسـتفاده از پرسشـنامه هـاي استاندارد موجود براي خودکارآمدي و کيفيت تـدريس و پرسشـنامه محقـق سـاخته بـراي شايستگي که فقط سه بعد تواناييهاي استاد، علاقه مندي بـه تـدريس و تجربـه تـدريس را مورد توجه قرار داده است ، به بررسي رابطه علي ميان متغيرها به روش مدل سازي معـادلات ساختاري پرداخته و نتيجه گرفته اند که خودکارامدي با ضريب ٣١ درصد و شايستگيهـا بـا ضريب ٣٦ درصد رابطه مثبت و معناداري با کيفيت تدريس دارنـد. در بعد کارکردي و مولفه هاي آن (برنامه ريزي ، رهبري ، سازماندهي )، نشـان داد ايـن بعـد از نظر تناسب با مفهوم ، کاملا مناسب بوده و درجه اهميت آن نيز متوسط به بالا ميباشد. در بعد فردي و مولفه هاي آن (انگيزه ، خلاقيت و نوآوري ، خودمديريتي ، استعداد، سازگاري )، نشان داد اين بعد از نظر تناسب با مفهوم ، کاملا مناسب بوده و درجه اهميت آن نيز متوسط به بالا ميباشد. يافته هاي پژوهش تعداد آزمودني در اين تحقيق شامل ٣٩١ نفر بوده است که ويژگيهاي جمعيت شناختي آنها به شرح جدول (١) ميباشد: جدول ١: داده هاي آماري توصيفي (به تصویر صفحه رجوع شود) در ادامه مدل تحليل عاملي شاخص هاي ارتقاي شايستگيهاي حرفه اي مدرسان دانشگاه جامع علمي - کاربردي را ملاحظه ميفرمائيد.