پيش آيندها و پس آيندهاي خط مشي بازاري در آموزش عالي ايران

The Antecedents and Consequences of Market-Based Higher Education Policy in Iran

ﺗﻮﺳﻌﻪ ﺑﺎزاري آﻣﻮزش ﻋﺎﻟﯽ، ﺧﻂ ﻣﺸﯽ دﺳﺘﮕﺎه راﻫﺒﺮي و ﻣﺪﯾﺮﯾﺘﯽ وزارت ﻋﻠﻮم، ﺗﺤﻘﯿﻘﺎت و ﻓﻨﺎوري ﺑﻮده ﭼﺮا ﮐﻪ اﻓﺰاﯾﺶ روزاﻓﺰون ﻫﺰﯾﻨﻪ ﻫﺎي آﻣﻮزش ﻋﺎﻟﯽ، دوﻟﺖ را ﺑﻪ ﺳﻤﺖ و ﺳﻮي دﺧﺎﻟﺖ ﺑﺎزار آزاد ﺗﺸﻮﯾﻖ ﮐﺮده و اﻓﺰاﯾﺶ روزاﻓﺰون ﺗﻌﺪاد داﻧﺸﮕﺎه ﻫﺎ و ﻣﺮاﮐﺰ آﻣﻮزش ﻋﺎﻟﯽ و روﻧﺪ رو ﺑﻪ اﻓﺰاﯾﺶ ﺗﻌﺪاد داﻧﺸﺠﻮﯾﺎن دوره ﻫﺎي ﮐﺎرﺷﻨﺎﺳﯽ، ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ و دﮐﺘﺮي ﻧﯿﺰ ﺷﺎﻫﺪي ﺑﺮ اﯾﻦ ﻣﺪﻋﺎﺳﺖ. در راﺳﺘﺎي ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﮐﻪ واﮐﺎوي ﭘﯿﺶ آﯾﻨﺪﻫﺎ و ﭘﺲ آﯾﻨﺪﻫﺎي ﺷﮑﻞ ﮔﯿﺮي و ﺗﺪاوم ﺧﻂ ﻣﺸﯽ ﺗﻮﺳﻌﻪ ﺑﺎزاري آﻣﻮزش ﻋﺎﻟﯽ در اﯾﺮان ﺑﻮده، در ﻓﺎﺻﻠﻪ ﺳﺎل ﻫﺎي 1395 ﺗﺎ 1397 و در ﻧﻈﺎم آﻣﻮزش ﻋﺎﻟﯽ ﺷﻬﺮﻫﺎي ﺗﻬﺮان و اﺻﻔﻬﺎن، ﻣﺼﺎﺣﺒﻪ ﻫﺎي ﻋﻤﯿﻖ و ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ از ﺧﺒﺮﮔﺎن ﻋﻠﻤﯽ و ﻋﻤﻠﯽ ﮐﻪ ﺑﺎ ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪه ﺑﻮدﻧﺪ اﻧﺠﺎم ﮔﺮﻓﺖ و ﻧﻬﺎﯾﺘﺎً ﺑﺎ ﺗﺤﻠﯿﻞ ﻣﺼﺎﺣﺒﻪ ﻫﺎ از ﻃﺮﯾﻖ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﻗﺮاردادي، ﻫﻔﺖ ﭘﯿﺶ آﯾﻨﺪ ﺧﺎﺳﺘﮕﺎه ﻫﺎ، ﻋﻮاﻣﻞ ﺳﺎﺧﺘﺎري-ﺧﻂ ﻣﺸﯽ اي، ﻋﻮاﻣﻞ زﻣﯿﻨﻪ اي-ﻓﺮﻫﻨﮕﯽ، ﻋﻮاﻣﻞ ﺣﺮﻓﻪ اي-ﺗﺨﺼﺼﯽ، ﻋﻮاﻣﻞ ﻓﻠﺴﻔﯽ-وﺟﻮدي، ﻋﻮاﻣﻞ اﻗﺘﺼﺎدي-ﺑﺎزاري و ﻋﻮاﻣﻞ ﻣﺎﻟﯽ-ﺑﻮدﺟﻪ اي و ﻫﻤﭽﻨﯿﻦ ﭼﻬﺎر ﭘﺲ آﯾﻨﺪ ﮐﻢ ﺟﺎﻧﯽ داﻧﺸﮕﺎه، ﻣﺸﮑﻼت اﺟﺘﻤﺎﻋﯽ، ﻣﺸﮑﻼت ﮐﺎرﮐﺮدي و آﺛﺎر و ﺗﺒﻌﺎت ﻣﺜﺒﺘﻪ، اﺳﺘﺨﺮاج ﺷﺪﻧﺪ ﮐﻪ ﺑﺎ روش ﻫﺎي اﻋﺘﺒﺎرﯾﺎﺑﯽ ﮐﯿﻔﯽ، ﺻﺤﺖ اﻋﺘﺒﺎر آﻧﻬﺎ ﺗﺄﯾﯿﺪ ﺷﺪ.

The market-based higher education development policy has been an alternative policy for the Ministry of Science, Research, and Technology because of the university budget constraints. The increasing number of universities and higher education centers in the country and the increasing number of undergraduate and postgraduate students are evidence of this. With regard to the purpose of this study which analyzes the antecedents and consequences of the formation of the market-based higher education policy in Iran, deep and semi-structured interviews were conducted by scientific and practical experts in the Higher education system of the cities of Tehran and Isfahan between 2016-2018, and finally, seven antecedents: the origins, structural-political factors, background-cultural factors, professional-specialized factors, philosophical-existential factors, economic-market factors, financial-budgetary factors; and four consequences: deficiency in the academy, social problems, functional problems, and positive effects were extracted and named. Then their validity was confirmed through qualitative methods of credibility. The results of this research can provide guidelines for the leaders, policy-makers, and managers of the country's higher education and help to develop theoretical knowledge in the field of higher education policy-making.