ارائه الگويي ساختاري براي ارزيابي شايستگي هاي محوري اعضاي هيات علمي دانشگاه اروميه: كاربرد فرايند تحليل سلسله مراتبي

Developing a structural model for evaluation of faculty members Core Competencies in Urmia University (Using of Analytic Hierarchy Process

هدف اصلي پژوهش حاضر ارائه الگويي ساختاري براي ارزيابي شايستگي هاي اعضاي هيات علمي با استفاده از فرايند تحليل سلسله مراتبي بود. روش پژوهش توصيفي- پيمايشي بود. جامعه آماري پژوهش در مرحله اول، 331 نفر از دانشجويان دانشگاه اروميه در سال تحصيلي 92-1391 و در مرحله دوم 20 نفر از دانشجويان دكتري علوم تربيتي بودند. ابزارهاي پژوهش دو پرسشنامه محقق ساخته بودند كه روايي و پايايي آن ها بررسي و تاييد شد. جهت تجزيه و تحليل داده ها نيز از آزمون هاي ضريب همبستگي پيرسون، t تك نمونه اي، t مستقل، تحليل واريانس، تحليل عاملي تاييدي و تحليل سلسله مراتبي استفاده شد. يافته ها نشان دادند كه: 1- مدل چهاربعدي براي ارزيابي شايستگي هاي اعضاي هيات علمي از برازش خوبي برخوردار بود؛ 2- بعد شايستگي هاي پژوهشي داراي ميانگيني پايين تر و بعد شايستگي هاي مديريتي داراي ميانگيني بالاتر از ميانگين نظري بود؛ 3- بين دختران و پسران به جز در بعد شايستگي هاي آموزشي تفاوت معني داري مشاهده نگرديد؛ 4- در بين حوزه هاي سه گانه رياضي، علوم پايه و انساني، تنها در بعد شايستگي هاي پژوهشي اختلاف بين ميانگين هاي حوزه هاي سه گانه معني دار بود؛ 5- نتايج حاصل از مقايسه هاي زوجي نيز نشان داد كه شايستگي هاي ارتباطي براي اعضاي هيات علمي داراي اولويت ويژه اي است و پس از آن شايستگي هاي آموزشي، پژوهشي و مديريتي قرار داشتند.

Using an analytic hierarchy process, this paper intends to develop a structural model for evaluating faculty competencies. The research method was descriptive-survey. Population of the study, in the first phase, included 331 students of the Urmia University in 2012-2013 academic year and in the second phase 20 Phd students in education. Two questionnaires were developed by researcher and their validity and reliability were examined and then verified. Pearson correlation coefficient, one-sample and independent T tests, analysis of variance, the confirmatory factor analysis and hierarchical analysis were used to analyze data. The findings showed that: 1 - the four-dimensional models was of a good fit for evaluating faculty competencies; 2-Research competency dimension was lower than theoretical average, while managerial competency was higher than the said average; 3-There were no significant differences between girls and boys except in the competency dimension; 4- In the three areas of math, science and the humanities, there was a significant differences in the research competency dimension but the differences was not notable in other dimensions; 5- The results of paired comparisons showed that communicational competency have a particular priority for the faculty members and after that educational, research and managerial competencies got next places.