استخراج و دستهبندی مؤلفههای دانشگاه هوشمند بهمنظور ارائه یک چارچوب مفهومی (یک مطالعه فراترکیب) | ||
| علوم و فنون مدیریت اطلاعات | ||
| مقاله 4، دوره 8، شماره 4، دی 1401، صفحه 75-112 اصل مقاله (4.03 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22091/stim.2021.6873.1571 | ||
| نویسنده | ||
| احمد کیخا* | ||
| دانشجوی دکتری اقتصاد و مدیریت مالی آموزش عالی، گروه مدیریت و برنامهریزی آموزشی، دانشکدۀ روانشناسی و علومتربیتی، دانشگاه تهران، تهران، ایران. | ||
| چکیده | ||
| هدف: هدف پژوهش حاضر استخراج و دستهبندی مؤلفههای دانشگاه هوشمند بهمنظور ارائه یک چارچوب مفهومی است. روش: پژوهش کیفی حاضر با استفاده از راهبرد فراترکیب تدوین شده است. در این راستا، کلیدواژههای تخصصی پژوهش شامل دانشگاه هوشمند، آموزشعالی هوشمند، دانشگاه دیجیتال و آموزشعالی دیجیتال در پایگاههای معتبر علمی Science Direct، Springer، Wiley Online Library، ERIC، Sage Journals، Emerald در بازه زمانی (2010 - 2020) جستجو شدند. از میان 75 مقاله به دست آمده در نهایت 25 مقاله به تحلیل نهایی راه یافت. در راستای دستیابی به هدف پژوهش، سه پرسش مؤلفههای اصلی چارچوب مفهومی دانشگاه هوشمند کداماند؟ چه عواملی سبب به وجود آمدن شرایط پیچیده و پیدایش دانشگاه هوشمند شده است؟ عوامل زمینهای برای استقرار دانشگاه هوشمند کداماند؟ طرحریزی شد. یافتهها: براساس نتایج حاصل، مؤلفههای دانشگاه هوشمند شامل: پداگوژی هوشمند (آموزش هوشمند، یادگیری هوشمند، ارزیابی هوشمند)؛ پژوهش هوشمند (هوشمندسازی پژوهش، ظرفیتسازی پژوهش)، کارآفرینی هوشمند دانشگاهی (تعامل مستمر با صنعت، خدمات مشاوره و شغلی)؛ حکمرانی هوشمند (حکمرانی خوب بر مبنای هوشمندسازی، رهبری هوشمند آموزشعالی)؛ مدیریت نوین هوشمند (مدیریت هوشمند آموزشعالی، مدیریت هوشمند در دانشگاه)؛ پردیس هوشمند (کلاس هوشمند، هوشمندسازی محیط، پایداری سبز و هوشمند پردیس، معماری هوشمند در پردیس)؛ فناوریهای هوشمند (فنی-آماری، فناوریهای سطح بالا، قوانین و مقررات هوشمند)؛ ظرفیتسازی هوشمند (توسعه زیرساختهای سخت و فناورانه)؛ مالیه هوشمند (سازوکارهای تأمین و تخصیص منابع مالی، مدیریت مالی هوشمند) و نیروی انسانی هوشمند (اعضای هیأت علمی هوشمند، دانشجویان هوشمند، کارکنان هوشمند و مدیریت منابع انسانی هوشمند) است. در پاسخ به پرسش دوم، عوامل سهگانه؛ زمینههای فرهنگی (تغییر در فرهنگ دانشگاهی و فرادانشگاهی)؛ زمینههای تشویقی- نگرشی (زمینه تشویقی، زمینه نگرشی)؛ زمینههای رقابتی (تشدید رقابت داخل و خارج از آموزشعالی) و عوامل دوگانه؛ تکثیر دگرگونیهای فناورانه (توسعه فناورهای غیرآموزشی، توسعه فناوریهای آموزشی)، پیدایش تحولات زیستی (تحولات زیستی، تحولات دانشگاهی) بر دانشگاه هوشمند اثرگذار بودند. همچنین علاوه بر شبکه مضامین، چارچوب مفهومی سه بُعدی دانشگاه هوشمند نیز ترسیم شده است. نتیجهگیری: با توجه به تحولات پیش آمده در حوزههای فناوری و تغییر ساختار و ماهیت الگوهای گذشته دانشگاهی و حرکت به سمت دانشگاههای هوشمند در کنار وقوع رخدادهای ناشناختهای همچون اپیدمی کووید-19، بازگشت به شیوههای گذشته دانشگاهی را دشوار ساخته است. لیکن، برای همسویی با این تحولات خواه و ناخواه نظامهای آموزش عالی برای بقاء و کنشگری در شرایط پویا، به سمت هوشمندسازی پیش رفتهاند. براساس مولفههای دهگانه شناسایی شده در این پژوهش، سیاستگذاران آموزشعالی و مدیران دانشگاهها میتوانند با توجه به این مولفه استراتژیها و برنامههایی را برای هوشمندسازی دانشگاهها تدوین و پیادهسازی کنند. | ||
| کلیدواژهها | ||
| دانشگاه هوشمند؛ هوشمندسازی آموزشعالی؛ دانشگاههای نسل جدید؛ پردیس هوشمند؛ پاندمی کووید-19؛ آموزش هوشمند؛ پژوهش هوشمند | ||
| عنوان مقاله [English] | ||
| Extraction and Classification of Smart University Components to Provide a Conceptual Framework: A Meta-Synthesis Study | ||
| نویسندگان [English] | ||
| َAhmad Keykha | ||
| PhD. Student, Economics and Finance Management of Higher Education, Department of Educational Administration and Planning, Faculty of Psychology and Education, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Objectives: This research aims to extract and categorize the components of an intelligent university to provide a conceptual framework. Methods: The current qualitative research was developed using a meta-composite strategy. Therefore, the specialized keywords of the research, Smart university, smart higher education, digital university, digital higher education in reliable scientific bases, Science Direct, Springer, Wiley Online Library, ERIC, Sage Journals, and Emerald were searched in the time frame (2010 - 2020). Among the 75 articles obtained, 25 made it to the final analysis. In order to achieve the goal of the research, three questions were designed: What are the main components in the conceptual framework of a smart university? What factors have caused the emergence of complex conditions and the emergence of a smart university? What are the underlying factors for establishing a smart university? Results: The findings in identifying the components of a smart university include: smart pedagogy (smart teaching, smart learning, smart assessment); Smart research (intelligence of research, capacity building of research), smart academic entrepreneurship (continuous interaction with industry, consulting and career services); Smart governance (good governance based on intelligentization, intelligent leadership of higher education); Smart modern management (smart management of higher education, smart management in universities); Smart campus (smart class, smart environment, green and smart sustainability of the campus, smart architecture in the campus); Smart technologies (technical-statistical, high-level technologies, smart rules and regulations); Smart capacity building (development of hard and technological infrastructure); Smart finance (mechanisms for providing and allocating financial resources, smart financial management) and smart human resources (smart faculty members, smart students, smart employees and smart human resources management). In response to the second question, three factors; cultural contexts (change in academic and extra-academic culture); motivational-attitudinal fields (motivational field, attitudinal field); competitive fields (intensification of competition inside and outside higher education), and dual factors; The proliferation of technological transformations (the development of non-educational technologies, the development of educational technologies), the emergence of biological changes (biological changes, academic changes) had an effect on the smart-university. Then, in addition to the theme network, the three-dimensional conceptual framework of the smart university is also drawn. Conclusions: All in all, due to the developments in the fields of technology and the change in the structure and nature of past academic models, and the move towards smart universities, along with the occurrence of unknown events such as the Covid-19 epidemic, it has made it difficult to return to the past academic practices. However, in order to align with these developments, willingly or unwillingly, higher education systems have moved towards intelligentization for survival and activism in dynamic conditions. Based on the ten components identified in this research, higher education policymakers and university managers can formulate and implement strategies and programs for making universities smarter according to this component. | ||
| کلیدواژهها [English] | ||
| Smart University, Intelligentization of Higher Education, New Generation of University, Smart Campus, Covid-19 Pandemic | ||
| مراجع | ||
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