طراحي و اعتباريابي الگوي آسيب‌شناسي فرايند سياست‌پژوهي در آموزش عالي ايران

Designing and Validation of Pathology Model of Iranian Higher Education Policy Research Process

هدف اصلي پژوهش حاضر، طراحي و اعتباريابي الگوي آسيب‌شناسي فرايند سياست‌پژوهي در نظام آموزش عالي ايران بود. در راستاي تحقق اين هدف، از روش تركيبي اكتشافي بهره گرفته شد. فرايند پژوهش حاضر، در طي دو مرحله كيفي و كمي انجام گرفته است. ابتدا، پس از مرور ادبيات، فهرستي از موانع و آسيب‌هاي فرايند سياست‌پژوهي، تهيه گرديد. سپس در بخش كيفي پژوهش، با انجام مصاحبه‌هاي عميق نيمه‌ساختارمند با 15 نفر از سياست‌گذاران، سياست‌پژوهان و خبرگان علمي و متعاقباً تحليل محتواي مصاحبه‌هاي انجام گرفته، ليستي از عوامل آسيب‌زاي فرايند كنوني سياست‌پژوهي در آموزش عالي ايران، تدوين شد. در ادامه، ليست مذكور با موارد شناسايي شده در ادبيات موضوع، تركيب گرديد و با استفاده از تكنيك دلفي به تاييد مشاركت‌كنندگان پژوهش رسيد. در نهايت 93 مولفه فرعي در قالب 12 مولفه اصلي و پنج بعد، شناسايي شد. بر اساس يافته‌هاي بخش كيفي پژوهش، پرسش‌نامه بخش كمي، طراحي و اجرا شد. پايايي پرسش‌نامه مذكور، 889/0 به دست آمد. جامعه آماري پژوهش در بخش كمي، شامل سياست‌پژوهان آموزش عالي اعم از وابسته و غير وابسته به وزارت علوم، همچنين سياست‌گذاران و تصميم‌گيران آموزش عالي در حوزه ستادي وزارت علوم و خبرگان علمي بوده است كه تعداد 203 نفر از آنها پرسش‌نامه پژوهش را تكميل كردند. براي بررسي سوالات پژوهش از تحليل عاملي تاييدي استفاده شد. نتايج تحليل عاملي تاييدي درباره ابعاد پنج‌گانه الگو، بدين شرح بوده است: بعد زمينه‌اي 26 مولفه، بعد ساختاري 11 مولفه، بعد كاركردي (سياست-گذاران) 23 مولفه، بعد كاركردي (سياست‌پژوهان) 23 مولفه و بعد ارتباطي 10 مولفه.

Introduction According to many experts and scholars of higher education, nowadays the most important factor of inefficiency of higher education policymaking in Iran is nonconformity of policies and decisions with scientific, theoretical and research basics. Policy research is defined as a research process, focused on providing policy options and referred to the practice of policymakers and can contribute to reasonable and rational policymaking in the field of higher education. Method the main aim of this research was designing and validation of pathology model of Iranian higher education policy research process. For this purpose mixed exploratory approach was used. Process of this research has been conducted in quantitative and qualitative phases. In qualitative phase through semi-structured interviews with 15 policy makers, policy researchers and scientific experts and subsequently content analysis of interviews, a list of the current damaging factors of policy research process in Iranian higher education was adopted. Then, mentioned list is confirmed by participants through Delphi technique (binomial test). Based on the findings of qualitative phase of research, quantitative questionnaire was designed and conducted. Statistical population of quantitative phase were higher education policy researchers and decision-makers including those affiliated to the Ministry of Science, Research and Technology (as institute for social and cultural studies, institute for research and planning in higher education, center for international scientific studies and collaboration and etc.), those not affiliated to the Ministry (as national research institute for science policy, Islamic parliament research center, supreme council of cultural revolution), higher education policy-makers and scientific experts. 203 questionnaires were completed by them. Confirmatory factor analysis was used to examine research questions. Results During the present research process, 93 sub-components were identified in the form of 12 main components and 5 dimensions: 26 components for contextual and environmental dimension, 11 components for structural dimension, 23 components for functional dimension (higher education policy makers), 23 components for functional dimension (higher education policy researchers) and 10 components for communicational and interactional dimension. Discussion In order to reduce the damage of current policy research process of Iranian higher education, some solutions can be considered, including: reforming the system of evaluation and promotion of higher education policy-researchers, need-based establishment of policy-research structures, prioritizing policy-making needs in higher education, more participation of policy-makers in policy research process, Balanced distribution of power between policy-makers and policy-researchers. nsion.