ﻃﺮاﺣﯽ ﻣﺪل ﮐﯿﻔﯽ ﺳﺮﻣﺎﯾﻪ ﻓﮑﺮي ﺑﺎ روﯾﮑﺮد ﯾﺎدﮔﯿﺮي ﺳﺎزﻣﺎﻧﯽ در آﻣﻮزش و ﭘﺮورش

Designing a Qualitative Model of Intellectual Capital based on the Organizational Learning Approach in Education

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﺪوﯾﻦ ﻣﺪل ﮐﯿﻔﯽ ﺳﺮﻣﺎﯾﻪ ﻓﮑﺮي ﺑﺎ روﯾﮑﺮد ﯾﺎدﮔﯿﺮي ﺳﺎزﻣﺎﻧﯽ در اداره ﮐﻞ آﻣﻮزش و ﭘﺮورش اﺳﺘﺎن ﺧﺮاﺳﺎن رﺿﻮ ي و ﻧﻮاﺣﯽ ﻫﻔﺘﮕﺎﻧﻪ آﻣﻮزش و ﭘﺮورش ﺷﻬﺮﺳﺘﺎن ﻣﺸﻬﺪ اﻧﺠﺎم ﺷﺪ. ﺗﺤﻘﯿﻖ از ﻣﻨﻈﺮ ﻫﺪف، ﮐﺎرﺑﺮدي و ﺗﻮﺳﻌﻪ اي اﺳﺖ. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: ﭘﮋوﻫﺶ، از ﻣﻨﻈﺮ روش، آﻣﯿﺨﺘﻪ)ﮐﻤﯽ- ﮐﯿﻔﯽ(اﺳﺖ و از ﻟﺤﺎظ ﺷﯿﻮه ﮔﺮدآوري داده ﻫﺎ، ﺗﻮﺻﯿﻔﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺗﺤﻘﯿﻖ، ﺧﺒﺮﮔﺎن داﻧﺸﮕﺎﻫﯽ و ﺣﺮﻓﻪ اي آﻣﻮزش و ﭘﺮورش ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ ﮔﯿﺮي از ﺟﺎﻣﻌﻪ آﻣﺎري ﺑﻪ ﺻﻮرت ﻫﺪﻓﻤﻨﺪ اﻧﺠﺎم ﺷﺪ ﮐﻪ در ﻣﺠﻤﻮع 25 ﻧﻔﺮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﭘﺲ از ﺗﻌﺮﯾﻒ ﻣﻮﺿﻮع و اﻧﺠﺎم ﻣﻄﺎﻟﻌﺎت اﮐﺘﺸﺎﻓﯽ و ﮐﺘﺎﺑﺨﺎﻧﻪ اي، ﻓﻬﺮﺳﺘﯽ از ﮔﺰاره ﻫﺎ ﭘﯿﺮاﻣﻮن اﺑﻌﺎد و ﻣﺆﻟﻔﻪ ﻫﺎي ﻣﺘﻐﯿﺮﻫﺎي ﺗﺤﻘﯿﻖ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺪ و ﭘﺲ از اﺧﺬ ﻧﻈﺮات اﺻﻼﺣﯽ ﮐﯿﻔﯽ و ﮐﻤﯽ ﺑﻪ ﻟﺤﺎظ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ ﺑﻪ ﺗﺄﯾﯿﺪ ﺧﺒﺮﮔﺎن داﻧﺸﮕﺎﻫﯽ و ﺣﺮﻓﻪ اي رﺳﯿﺪ و در ﻗﺎﻟﺐ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﭘﺲ از ﺗﻌﯿﯿﻦ و ﺗﺄﯾﯿﺪ ﭘﺎﯾﺎﯾﯽ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ در اﺧﺘﯿﺎر اﻋﻀﺎي دﻟﻔﯽ ﻗﺮار ﮔﺮﻓﺖ. داده ﻫﺎي ﺣﺎﺻﻞ از ﺗﺤﻘﯿﻖ ﺑﺮاﺳﺎس روش ﻫﺎي آﻣﺎري ﻣﺮﺑﻮط و ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار )Spss22 ( ﺗﺤﻠﯿﻞ ﺷﺪ و اﺑﻌﺎد و ﻣﺆﻟﻔﻪ ﻫﺎي ﺗﺤﻘﯿﻖ ﺑﺎ ﺿﺮﯾﺐ ﺗﻮاﻓﻖ ﮐﻨﺪال )0/723( ﺑﻪ اﺟﻤﺎع ﺧﺒﺮﮔﺎن رﺳﯿﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﺑﺮاﺳﺎس ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ، اﺑﻌﺎد و ﻣﺆﻟﻔﻪ ﻫﺎي ﺳﺮﻣﺎﯾﻪ ﻓﮑﺮي در4 ﺑﻌﺪ و21 ﻣﺆﻟﻔﻪ و اﺑﻌﺎد و ﻣﺆﻟﻔﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي ﺳﺎزﻣﺎﻧﯽ در3 ﺑﻌﺪ و12 ﻣﺆﻟﻔﻪ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺪ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮي: ﻧﻬﺎﯾﺘﺎً ﺗﻨﺎﺳﺐ ﻣﺪل ﺑﺎ ﻧﻈﺮ ﺧﺒﺮﮔﺎن ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن t ﺗﮏ ﻧﻤﻮﻧﻪ اي ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ.

This study aimed to develop a qualitative model of intellectual capital based on the organizational learning approach in the General Department of Education of Khorasan Razavi Province and the seven districts of the Mashhad Education Department. It was applied-developmental in terms of purpose, mixed (quantitative-qualitative) in terms. research methodology: This study method and descriptive in terms of data collection. The statistical population consisted of academic and professional education experts, of whom 25 people were selected using the purposive sampling. After defining the subject and conducting library and exploratory studies, a list of the propositions concerning the dimensions and components of the research variables was provided and after receiving the qualitative and quantitative corrective comments, it was confirmed by academic and professional education experts. After determining and confirming the reliability using the Cronbach's alpha coefficient, it was distributed to the Delphi members in the form of a researcher-developed questionnaire. Data were analyzed by the statistical procedures and (SPSS 22) and experts reached a consensus about research dimensions and research components using the Kendall's coefficient of concordance (0.723). Findings: The results showed there were four dimensions and 21 components of intellectual capital and there were three dimensions and 12 components of organizational learning. Conclusion: Finally, the appropriateness of the model was confirmed by the experts using one sample t-test.