ساختار عاملي پرسشنامه فساد آكادميك در آموزش عالي ايران

The Factor Analysis of the Academic Corruption Questionnaire in Iranian Higher Education

ﻫﺪف از اﺟﺮاي اﯾﻦ ﭘﮋوﻫﺶ، ﺗﻌﯿﯿﻦ ﻋﺎﻣﻞﻫﺎي ﭘﺮﺳﺸﻨﺎﻣﻪ ﻓﺴﺎد آﮐﺎدﻣﯿﮏ در آﻣﻮزش ﻋﺎﻟﯽ در ﻣﯿﺎن ﺻﺎﺣﺐﻧﻈﺮان و اﺳﺘﺎدان ﺑﻮد. اﯾﻦ ﭘﮋوﻫﺶ در ﻣﯿﺎن اﻋﻀﺎي ﻫﯿﺌﺖ ﻋﻠﻤﯽ داﻧﺸﮕﺎه ﺗﻬﺮان داﻧﺸﮑﺪهﻫﺎي ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و ﻋﻠﻮم ﭘﺎﯾﻪ(، داﻧﺸﮕﺎه ﻋﻼﻣﻪ )داﻧﺸﮑﺪهﻫﺎي روانﺷﻨﺎﺳﯽ و ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ(، داﻧﺸﮕﺎه ﺻﻨﻌﺘﯽ اﻣﯿﺮﮐﺒﯿﺮ )داﻧﺸﮑﺪهﻫﺎي ﻣﻬﻨﺪﺳﯽ ﺑﺮق و ﻣﻬﻨﺪﺳﯽ ﭘﺰﺷﮑﯽ(، داﻧﺸﮕﺎه ﺳﻤﻨﺎن )داﻧﺸﮑﺪهﻫﺎي ﻋﻠﻮم اﻧﺴﺎﻧﯽ و روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ(، داﻧﺸﮕﺎه ﮐﺮدﺳﺘﺎن داﻧﺸﮑﺪهﻫﺎي ﻋﻠﻮم اﻧﺴﺎﻧﯽ و ﻋﻠﻮم ﭘﺎﯾﻪ(، اﻧﺠﺎم ﮔﺮﻓﺖ. روش ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﻫﻤﺒﺴﺘﮕﯽ از ﻧﻮع ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺑﻮد، ﺑﺮاي اﺟﺮاي ﭘﮋوﻫﺶ ﺗﻌﺪاد 200 ﻋﻀﻮ ﻫﯿﺌﺖ ﻋﻠﻤﯽ داﻧﺸﮑﺪهﻫﺎ ﺑﺎ روش ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻓﺴﺎد آﮐﺎدﻣﯿﮏ را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺑﻪ روش ﺗﺤﻠﯿﻞ ﻣﺆﻟﻔﻪﻫﺎي اﺻﻠﯽ و ﭼﺮﺧﺶ ﻣﺘﻌﺎﻣﺪ )وارﯾﻤﺎﮐﺲ(، ﭼﻬﺎر ﻋﺎﻣﻞ آﻣﻮزﺷﯽ، ﭘﮋوﻫﺸﯽ، ارﺗﺒﺎﻃﯽ، اداري ﻣﺪﯾﺮﯾﺘﯽ را ﻧﺸﺎن داد. ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﮐﻞ ﻣﻘﯿﺎس 0/88. و ﺑﺮاي ﻋﺎﻣﻞﻫﺎي ﭼﻬﺎرﮔﺎﻧﻪ ﺑﻪ ﺗﺮﺗﯿﺐ 0/82 و 0/72 ،0/89 ،0/79 ﻣﺤﺎﺳﺒﻪ ﺷﺪ. ﺑﻪﻋﻼوه، ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي ﺑﺎ اﺳﺘﻔﺎده از ﺷﺎﺧﺺﻫﺎي ﺑﺮازش در ﭼﻬﺎر ﻋﺎﻣﻞ ﺗﺄﯾﯿﺪ ﺷﺪه اﺳﺖ. درﻧﻬﺎﯾﺖ از اﯾﻦ ﻣﻘﯿﺎس ﻓﺴﺎد آﮐﺎدﻣﯿﮏ ﻣﯽﺗﻮان ﺑﻪﻋﻨﻮان اﺑﺰاري روا و ﭘﺎﯾﺎ در اﻧﺪازهﮔﯿﺮي ﻓﺴﺎد آﮐﺎدﻣﯿﮏ ﺟﺎﻣﻌﻪ آﻣﻮزش ﻋﺎﻟﯽ اﺳﺘﻔﺎده ﮐﺮد

The purpose of this study was to determine the factors of academic corruption questionnaire in higher education based on experts and professors’ views. To achieve the purpose, the present researcher(s) conducted correlational research method through factor analysis. The research population was all the faculty members of the University of Tehran (Faculty of Educational Sciences and Basic Sciences), Allameh Tabataba’i University (Faculty of Psychology and Educational Sciences - Social Sciences), Amirkabir University (Electrical Engineering and Medical Engineering), Semnan University (Faculty of Humanities and Educational Psychology), University of Kurdistan (Faculty of Humanities and Basic Sciences). A total of 200 professors were selected based on stratified random sampling method. Factor analysis by principal component analysis and orthogonal rotation (varimax) was conducted and the analysis showed 4 dimensions including educational, research, communication and administrative-managerial factors. A total Cronbach's alpha coefficient was 0.88. an‎d for other factors were calculated as 0.82 and 0.79, 0.89, 0.72, respectively. In addition, confirmatory factor analysis using fit indices in 4 factors has been confirmed. Finally, this scale of academic corruption can be used as a valid and reliable tool in measuring the academic corruption of the higher education community.