تدوين و اعتباريابي مدل سنجش بهره وري در دانشگاه فرهنگيان

Developing and Validating the Model for the Measurement of Productivity at Farhangian University

هدف پژوهش كاربردي توسعه اي حاضر تدوين و اعتباريابي مدل سنجش بهره وري در دانشگاه فرهنگيان بوده كه ماهيت آن اكتشافي و گردآوري داده ها در آن آميخته مي باشد. در فاز كيفي پژوهش، به روش نمونه گيري گلوله برفي، 15 مصاحبه با اعضاي هيأت علمي دانشگاه تا رسيدن به اشباع نظري صورت گرفت كه در مصاحبه ي نهم اين مهم محقق شد. پس از انجام مصاحبه ها و بررسي تحقيقات پيشين، شاخص هاي مرتبط با سنجش بهره وري به روش تحليل محتوا (142) و مصاحبه با خبرگان (34) شناسايي و در نهايت با روش دلفي 138 شاخص در حوزه هاي «طرح، برنامه و توسعه منابع»، «آموزش»، «پژوهش و فناوري» و «دانشجويي، فرهنگي و اجتماعي» تأييد شد و بر اساس آن پرسشنامه اي تنظيم و جهت اعتباريابي مدل بين نمونه آماري توزيع شد. در فاز كمي، براي اعتباريابي، از مدل معادلات ساختاري استفاده شد؛ بدين ترتيب كه به طور تصادفي 274 پرسشنامه طبق يافته هاي بخش كيفي در اختيار مديران، معاونان و اعضاي هيأت علمي دانشگاه - فرهنگيان قرار گرفت و 221 پرسشنامه عودت داده شده، ملاك تحليل آماري براي رتبه بندي و برازش مدل سنجش بهره وري شدند. روايي محتوايي پرسشنامه ها توسط افراد خبره، روايي سازه توسط تحليل عاملي و پايايي پرسشنامه با آزمون آلفاي كرونباخ، 0/70 محاسبه و همگي مورد تأييد قرار گرفتند. نتايج پژوهش نشان داد كه تمامي شاخص هاي شناسايي شده در مدل سنجش بهره وري، تأييد و مدل از برازش مناسبي برخوردار است.

Introduction This study seeks to develop and validate the productivity model in Farhangian University (Teacher Training University) and the purpose of productivity is to maximize the use of resources, manpower, facilities and to reduce production costs and expand markets and increase employment. Method The present study is conducted within an exploratory framework with regard to the data collection, and regarding to the purpose, it is considered applied-developmental. In the qualitative phase, in order to develop and validate the productivity measurement model in Farhangian University (Teacher Training University), the participating team includes academic and organizational experts (n=50), who are selected by a non-probability (purposive) manner and the snowball method. The participating team consisted of academic experts in the fields of public administration, business management, educational management and educational sciences, as well as organizational experts including the directors of Farhangian University campuses (Teacher Training University). Fifteen interviews were conducted with university faculty members until theoretical saturation was reached. To rank and fit the productivity measurement model, a questionnaire consistent with the findings of the quality department was sent to the managers, deputies and faculty members of Farhangian University (Teacher Training University) at random. The content validity of the questionnaire was calculated by experts, the construct validity by factor analysis and the reliability of the questionnaire were calculated by Cronbach's alpha-test of 0.70 and all were confirmed. Out of 274 questionnaires distributed, 221 complete questionnaires were returned which were used as the basis for statistical analysis. Result After conducting interviews and reviewing previous researches, indicators related to productivity measurement by content analysis method (142) and interviews with experts (34) were identified and finally by Delphi method 138 indicators in the areas of "design, planning and resource development" "Education", "Research and Technology" and "Student, Cultural and Social " fields were approved. In the quantitative phase, the structural equation model was used for validation. Discussion Considering that all productivity measurement indicators in Farhangian University (Teacher Training University) have been approved using confirmatory factor analysis in each field, the indicators in the field of research and technology with a path coefficient of 0.977 have a value of t, higher than 1.96. an‎d this can explain that 95.4% of the productivity measurement which occupies the first rank. The index of the student, cultural and social field with a path coefficient of 0.947 have a value of t, higher than 1.96 which forms 89.7% of the productivity measurement and sits in the second rank. The indicators of the field of education with a path coefficient of 0.937 have a value of t, higher than 1.96 that is 87.9% of the productivity measurement and has the third rank. an‎d the coefficient of determination of design, planning and resource development with the path coefficient of 0.936 explains 87.7% of the productivity measurement and ranks fourth among other factors. After determining the productivity indicators, by choosing an appropriate method such as data envelopment analysis, it is possible to perform calculations related to productivity indicators and determine the factors affecting productivity changes.