طراحی الگوی شایستگی‌های تخصصی و ارائه دوره‌های آموزشی رؤسای دانشکده‌ها: مطالعه موردی دانشگاه تهران
محورهای موضوعی : شایستگی های مورد نیاز رهبران منابع انسانی
علی بزرگی امیری
1
(مهندسی صنایع، دانشکده مهندسی صنایع، پردیس دانشکده های فنی، دانشگاه تهران، تهران، ایران)
زهرا احتشام
2
(مدیریت آموزش عالی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران)
ایمان شکر
3
(مهندسی صنایع، دانشکده مهندسی صنایع، پردیس دانشکده های فنی، دانشگاه تهران، تهران، ایران)
کلید واژه: شایستگی, شایستگی¬های تخصصی, دوره آموزشی, رئیس دانشکده, دانشگاه تهران,
چکیده مقاله :
پژوهش حاضر با هدف طراحی الگوی شایستگی‌های تخصصی رؤسای دانشکده‌های دانشگاه تهران و ارائه دوره‌های آموزشی مبتنی بر آن انجام شده است. رویکرد پژوهش کیفی و از دو روش تحلیل محتوا و مرور نظام مند استفاده شده است. ابتدا با کدگذاری کیفی شرح وظایف رؤسای دانشکده های دانشگاه تهران، شایستگی های مربوطه استخراج شدند؛ سپس با مرور نظام‌مند مطالعات پیشین شایستگی های به دست آمده تکمیل و اصلاح شدند. درنهایت اعتبار یافته های پژوهش با روش تحلیل و بازبینی نخبگان و همکاران مورد تأیید قرار گرفت. بر اساس یافته های پژوهش، الگوی سه لایه شایستگی های تخصصی رؤسای دانشکده ها شامل 9 شایستگی تخصصی و 17 زیرشایستگی در قالب سه دسته بندی کلّی است. این دسته بندی ها شامل شایستگی های ارتباطی و حمایتی (توانایی نمایندگی مؤثر و دفاع از دانشکده و توانایی برقراری تعامل مؤثر)، شایستگی های آموزشی، پژوهشی و تخصصی (رهبری و مقبولیت علمی، توانمندی ارائه خدمات تخصصی دانشکده به جامعه، توانمندی ارتقاء فرآیندهای یاددهی- یادگیری دانشکده، توانایی ارتقاء فرآیندهای پژوهشی دانشکده و آگاهی از سیاست ها، قوانین و برنامه های مربوط به دانشکده) و شایستگی های مدیریت سرمایه انسانی (توانایی ارتقاء برنامه های کارکنان و دانشجویان دانشکده و توانایی جذب و توسعه مؤثر اعضای هیأت علمی دانشکده) می باشد. همچنین بر پایه الگوی شایستگی‌های تخصصی طراحی شده و با استفاده از نظر خبرگان به منظور توسعه و ارتقاء شایستگی‌های رؤسای دانشکده‌ها، عناوین دوره های آموزشی به همراه سرفصل‌های آموزشی شان پیشنهاد شدهاند.
The purpose of this research is to develop specialized competencies for dean of faculties of University of Tehran. Also, their counterpart training courses and that of details are provided by which the university is able to empower dean effectively. The methodology is qualitative by which content analysis and systematic review are adapted. Job descriptions of the deans are coded qualitatively through which competencies are extracted. Afterwards, extracted competencies are modified by systematic review and Meta-synthesis methods. Finally, the results are validated by expert opinions. The proposed model categorized as 9 competencies including 17 sub categories. Competencies are presented in the form of communication and support, education and research, and human resource management. The communication and support competency includes factors such as ability to effectively represent and defend the faculty and ability to interact effectively. Educational and research competency consists of leadership and scientific credibility, ability to provide services to the society, ability to improve teaching-learning processes in the faculty, and ability to enhance faculty research processes and mindfulness of faculty policies, rules and programs. Moreover, human resource management competency includes ability to promote programs related to staff and students, and ability to recruit and develop faculty members effectively. Finally, to improve deans performances based on the competency model, training courses are provided. Notably, results are compatible with other universities and they may utilizes the results well enough.
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