سبك شناسي راهنمايي تحصيلي در دوره دكتري

Doctoral Supervision Stylistics

راهنمايي تحصيلي دوره دكتري نقش مهمي در موفقيت اين دوره دانشگاهي دارد. اساتيد راهنما در ارائه راهنمايي تحصيلي شيوه ها، سلايق و باورهاي مختلفي دارند. مطالعه اين ويژگي ها و انسجام بخشي آن ها در چارچوب هايي نظري )سبك هاي راهنمايي تحصيلي( رويكردي است كه مي تواند زمينه ساز پديد آوردن فهمي عميق تر از پديده راهنمايي و همچنين ساخت ابزارهايي براي شناسايي و ارزيابي وضعيت راهنمايي تحصيلي دوره دكتري باشد. بر همين اساس در اين پژوهش با استفاده از روش مرور روايتي، ادبيات حوزه آموزش عالي در منابع داخلي ) 25 مقاله( و خارجي ) 58 مقاله( مورد بررسي و تحليل قرار گرفت و 6 سبك شناسي براي راهنمايي تحصيلي دوره دكتري شناسايي شد كه عبارتند از سبك شناسي اندرسون، گور، گاتفيلد، مينهارد و همكاران، مورفي و همكاران، و ويلكيناس. اين سبك شناسي ها در مقاله توصيف شده و يك مقايسه كلي نيز ميان آن ها صورت گرفته است. بررسي اين سبك شناسي ها نشان داد كه ابعاد تربيتي و اخلاقي راهنمايي تحصيلي و همچنين تفاوت هاي موجود ميان راهنمايي گروه هاي تحصيلي مختلف، مهم ترين موضوعات مغفول در اين سبك شناسي ها مي باشد. به علاوه مشخص شد كه عمده ي تمركز اين سبك شناسي ها بر يكي از اهداف دوره دكتري )پرورش پژوهشگران( بوده و مي توان ارائه سبك شناسي هايي با تمركز بر هدف مهم ديگر دوره دكتري (توليد علم) را نيز پيشنهاد نمود.

Introduction The doctoral program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one of the most important of which is supervision. Supervisors have different methods, tastes and beliefs in providing supervision. The study of these characteristics and their integration in the theoretical frameworks (academic supervision styles) is an approach that can pave the way for a deeper understanding of the supervisory phenomenon as well as build tools for identifying and evaluating doctoral supervision status. Method In this study, using the method of narrative review, the literature in the field of higher education in internal resources (25 articles) and external (58 articles) was examined and analyzed. Results 6 stylistics were identified for doctoral supervision, which are stylistics: Anderson, Gurr, Gatfield, Mainhard et al., Murphy et al., and Vilkinas. These stylistics are described in the article and a general comparison is made between them. Discuss The study of these stylistics showed that the educational and moral dimensions of academic supervision, as well as the differences between the guidance of different educational groups, are the most important issues neglected in these stylistics. In addition, it was found that the main focus of these stylistics is on one of the goals of the doctoral course (educating researchers) and it can be suggested to provide stylistics focusing on another important goal of the doctoral course (science production). It should be noted that stylistic studies due to the practical approach as well as conceptual coherence, can help to improve the status of doctoral guidance, because contemplation of different styles of academic supervision and attention to their various dimensions by supervisors can by creating knowledge of different angles of academic supervision will lead to improving the quality of this process.