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الگوی استقرار نوآوری باز در آموزش و پرورش با رویکرد فراترکیب | ||
پژوهش های مدیریت عمومی | ||
دوره 14، شماره 52، شهریور 1400، صفحه 253-276 اصل مقاله (785.32 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22111/jmr.2020.31392.4755 | ||
نویسندگان | ||
مریم راشکی* 1؛ حبیب الله سالارزهی2؛ گلبهار پور انجنار3؛ فرحناز آهنگ4 | ||
1دکتری مدیریت رفتاری، دانشکده مدیریت و اقتصاد، دانشگاه سیستان و بلوچستان، زاهدان، ایران. | ||
2دانشیار مدیریت دولتی، عضو هیات علمی دانشکده مدیریت و اقتصاد، دانشگاه سیستان و بلوچستان، زاهدان، ایران. | ||
3دکتری مدیریت، دانشکده مدیریت و اقتصاد، دانشگاه سیستان و بلوچستان، زاهدان، ایران. | ||
4دانشجوی دکتری مدیریت، دانشکده مدیریت و اقتصاد، دانشگاه سیستان و بلوچستان، زاهدان، ایران. | ||
چکیده | ||
در کشورهای دانشمحور، بسیاری از دولتها از فعالیتهای آموزشی نوآورانه، با هدف افزایش قدرت رقابت آیندهی کشور حمایت میکنند و سیاستگذاریهای آموزشی و بالطبع مدارس، جهت نوآوربودن و ایفای نقش کارآمد خود، نیازمند تغییر و تحول در همهی ابعاد و عوامل درونسازمانی و برونسازمانی میباشند. هدف از این پژوهش طراحی الگوی استقرار نوآوری باز در سیستم آموزشی و پرورش میباشد. بر همین اساس، محققان با استفاده از روش فراترکیب، بازنگری دقیق و عمیقی را در موضوع انجام دادهاند و یافتههای پژوهشهای کیفی مرتبط را ترکیب کردهاند. از اینرو، 197 پژوهش منتشر شده پایگاههای داده و نشریههای داخلی (پایگاه مجلات تخصصی نور، پایگاه مرکز اطلاعات علمی جهاد دانشگاهی و پورتال جامع علوم انسانی) و خارجی ( science Direct ،Google Scholar و EBSCO) در زمینة نوآوری باز طی سالهای 1975- 2019 ارزیابی و در پایان 95 پژوهش انتخاب شد و ابعاد و کدهای مربوطه استخراج و میزان اهمیت و اولویت هریک با استفاده از آنتروپی شانون تعیین گردید. براساس نتایج تحقیق، به ترتیب مقولههای عوامل تسهیلکننده، فرهنگ داخلی، ساختار داخلی، نوآوری برنامه درسی و سیاستهای کلان به ترتیب از یک تا پنج اولویتبندی گردید. در پایان، پس از طی گامهای پژوهش، الگوی استقرار نوآوری باز در آموزش و پرورش به صورت سیستمی (ورودی، تغییر و خروجی) طراحی گردید و اهمیت نوآوری باز برای بخش آموزشی نشان داده شد. | ||
کلیدواژهها | ||
نوآوری؛ نوآوری باز؛ آموزش و پرورش؛ فراترکیب | ||
مراجع | ||
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