بررسی ابعاد کارراهه شغلی در اعضای هیئت علمی (مورد مطالعه: دانشگاه ارومیه)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دوره دکتری مدیریت آموزش عالی گروه علوم تربیتی دانشکده ادبیات و علوم انسانی دانشگاه ارومیه، ارومیه، ایران

2 دانشیار رشته مدیریت آموزشی گروه علوم تربیتی دانشکده ادبیات و علوم انسانی دانشگاه ارومیه، ارومیه، ایران

3 استاد رشته مدیریت آموزشی گروه علوم تربیتی دانشکده ادبیات و علوم انسانی دانشگاه ارومیه، ارومیه، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی ابعاد کارراهه شغلی در اعضای هیئت علمی دانشگاه ارومیه انجام گرفت.
روش پژوهش:  این مطالعه توصیفی و از نوع همبستگی است و جامعه آماری شامل تمامی اعضای هیئت علمی شاغل تمام‌وقت در دانشگاه ارومیه بوده است. بر اساس آخرین آمار و اطلاعات موجود در دانشگاه ارومیه در سال تحصیلی 1399-1398 درمجموع تعداد 537  عضو هیئت علمی تمام‌وقت در این دانشگاه مشغول به کار بودند. حجم کل نمونه بر اساس روش نمونه‌گیری طبقه‌ای نسبتی و با استفاده از فرمول کوکران، 230 نفر تعیین شد. به‌منظور گرد‌آوری داده‌ها از پرسشنامه محقق‌ساخته کارراهه شغلی اعضای هیئت علمی بهره گرفته شد. این پرسشنامه شامل 90 سؤال بود که 15 بعد کارراهه شغلی اعضای هیئت علمی را مورد سنجش قرار می‌داد. پایایی این پرسشنامه هم در این پژوهش مورد بررسی و سنجش قرار گرفت که  مقادیر ضریب آلفای کرونباخ کل پرسشنامه 86/. به دست آمد. برای تحلیل آماری از آزمون‌های تی تک‌نمونه‌ای و فریدمن استفاده شد.
یافته‌ها: یافته‌های پژوهش نشان داد که هرکدام از ابعاد کارراهه شغلی در میان اعضای هیئت علمی دانشگاه ارومیه از اهمیت بالایی برخوردار است و می‌توان گفت دارای وضعیت مناسبی است. از بین این 15 بعد، متغیرهای پژوهش، دانش سازمانی، ارتباط با اجتماع، نگرش مثبت با میانگین(98/4) مناسب‌ترین وضعیت را دارا هستند. همچنین ارتباط با صنعت با میانگین (90/4) در رتبه پایینی قرار داشت. برای بررسی پرسش دوم درباره اولویت‌بندی ابعاد کارراهه 
شغلی از آزمون فریدمن استفاده شد. یافته‌ها نشان داد که ابعاد تعامل و همکاری دارای بیشترین اهمیت هستند. همچنین ارتباط با صنعت کمترین میانگین را دارد.
نتیجه‌گیری: براساس یافته‌های پژوهش می‌توان گفت کارراهه شغلی و داشتن کارراهه شغلی برای اعضای هیئت علمی مهم و ضروری است و اینکه با توجه به این ابعاد پیشنهادهایی در جهت ارتقا و مقام و منزلت اعضای هیئت علمی ارائه شده است.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the Dimensions of Career path in Faculty Members ( the case of study: Urmia University)

نویسندگان [English]

  • mohamad fatahi 1
  • hassan galavandi 2
  • mohammad hassani 3
1 PhD Student in Higher Education Management, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
2 Associate Professor of Educational Management, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
3 Professor of Educational Management, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
چکیده [English]

Objective: The purpose of this study was to investigate the dimensions of career path among the faculty members of Urmia University.
Methods: . This is a descriptive and correlational study, and the statistical population included all of the full-time faculty members of Urmia University. According to the latest statistics and available information at Urmia University in the academic year of 1398-1399, a total of 537 full-time faculty members were working at this university. The total sample size was 230, that was determined by proportional stratified sampling method using Cochran formula. In order to collect data, a researcher-made career path questionnaire was used. The questionnaire consisted of 90 questions that assessed 15 aspects of the career path of faculty members. The reliability of this questionnaire was also evaluated in this study, and the Cronbach's alpha coefficient of the whole questionnaire was 86/.  One-sample t-test and Friedman tests were used for statistical analysis.
Results: The results showed that each of the dimensions of career path are of great importance to the faculty members of Urmia University, and it can be said that they are in a good status.  among these 15 dimensions, research variables, organizational knowledge, relations with community, and positive attitude with an average of ( 4.98) are in the most suitable condition. Furthermore, the relationship with industry was in a low rank with an average of (4.90). The Friedman test was used to examine the second question regarding the prioritization of career path. The results showed that the dimensions of interaction and cooperation are the most important ones. Moreover, the connection with industry has the lowest average.
Conclusion: Based on the research findings, it can be said that career path and having a career path are important and necessary for faculty members, and with regarding to these dimensions, some suggestions were provided for the promotion and status of faculty members.

کلیدواژه‌ها [English]

  • Keywords: Faculty members
  • Career Path
  • Interaction and collaboration
Abbaspour, A. (2011). Advanced Human Resource Management (Approaches, Processes and Functions), Tehran: Samat Publications, Sixth Edition.
Ahmadi Sharif, M, Zakeri, A,. & Safarzadeh, H. (2011). Advanced Human Resource Management (Concepts, Theories and Applications), Tehran: Tarbiat Dabir Shahid Rajaei University Press, First Edition.
Alterman T, Grosch J, Chen X, Chrislip D, Petersen M, Krieg Jr E, et al. (2008).  Examining associations between job characteristics and health: linking data from the Occupational Information Network (O* NET) to two US national health surveys. Journal of occupational and environmental medicine, 50(12):1401-13.
Anakwe, P. U., Hall, C. J., Schore, M. S. (2000), Knowledge Related Skills and Effective Career Management, International Journal of Management. Vol. 21, No. 7, Pp. 164-183.
Barclay, B. W., Chapman, Jared R., Brown, Bruce, L. (2013). Underlying Factor Structure of  Schein's Career Anchor Model. Journal of Career Assessment, Vol 21, No 3. Pp. 430-451.
Baruch, Y. (2004), Managing Careers: Theory and Practice, FT Prentice-Hall, Harlow.
Beck, J. A. (2004). Career anchors, organizational commitment, and job plateaus: An analysis of hotel executive operating committee members' career development. MA Dissertation, Purdue University.
Career Design Guide for Faculty Members of Ferdowsi University of Mashhad (2018). Vice Chancellor for Education, Ferdowsi University of Mashhad, Second Edition.
Chiu, C.; HsinGinn, H; Chung, L. and Siao, S (2007). A study of career anchors and characteristic preferences of IS students, Journal of Compute Information Systems, 47 (3), 24-33.
Danziger, N; Moore, D. and Valancy, R (2008). The construct validity of Schein's career anchors orientationinventory, Career Development Internationa l,. 3 (1), 7-19.
Dessler, G. (2007). Human resource management l0th edition. Florida International University, Prentice- hall. Inc.
Diaz, M.J.F., & Santaolalla, R.C. (2010). Faculty attitudes and training  needs to respond the new European.
Dolan Shimon L. Schuler Randall S. (2009). Human Resources and Human Resources Management, translated by Mohammad Saebi and Ali Tusi, Tehran: Higher Education Institute of Management and Planning.
Ebrahimi, H., Qomi, F,. Seyedrezaee, Z. (2016).  Workforce planning and anchors of career path, the fourth national conference and the second international conference on accounting and management with new applied and research approaches.
Francis, D. (2013). Employee Progress Management, translated by Dr. Hassan Darvish, Mina Khalili and Majid Nodeh Farahani, Tehran: Mahkameh Publications, First Edition.
Gandolfo, A. (1997). Identifying lurking alligators: An essay on the ethical dimensions of faculty development. Innovative Higher Education, 22(2), 135-150.
Ghalavandi, H. Soltanzadeh, V. Alizadeh, M. (2013). Study of job support of faculty members of Urmia University and its relationship with organizational commitment, Quarterly Journal of Educational Measurement and Evaluation Studies, Fourth Year, No. 5, Spring 2014, pp. 11-31.
Hassani, M. (2015). Providing a structural model for evaluating the core competencies of faculty members of Urmia University: Application of hierarchical analysis process, Quarterly Journal of Job and Organizational Counseling, Volume 6, Number 18, 75-55.
Hoon Tan, H. and ChooQuek, B (2001). An exploratory study on the career anchors of educators in Singapore, The Journal of Psychology135 (5), 527-545.
Hovgard, A. & Hansen, E. (2007). Innovativeness in the global forest products industry: exploring new insights Canadian Journal of Forest Research, 37 (8), 1324-1335.
Jan Ali Zadeh Choobasti, H.  Farzaneh, S.  Gholami A.  (2013). Correlation between quality of life and scientific productivity of faculty members. Journal of Youth Sociological Studies.4 (12), 56-31.
Kniveton, B. H (2004). Managerial career anchors in a changing business environment, Journal of European Industrial Training, 28 (7), 564-573.
Laursen, S., & Rocque, B. (2009). Faculty development for institutionalchange: Lessons from an advance project. The Magazine of Higher Learning,41(2).
Management Research and Ideas.
Meyer, J.P. Paunonen, S.V. Gellatly, I.R. Goffin, R.D. & Jackson, D.N. (2004) "Organizational Commitment and Job Performance: It’s the Nature of the Commitment that Counts"
Mohabat, H. Fathivajargah, K. Jeafari, P. (2019). Identifying the Model and Codifying the Competencies of the Faculty Members of Iranian Universities and Higher Education Institutions: A Qualitative Study, Quarterly Journal of Human Resources Education and Development, Year 6, No. 21, 91-67.
Najafi H, Maleki H, Farmahini Farhani M, Jafari Harandi R. (2000). Evaluation of Professional Ethics Dimensions of faculty members› teaching from the viewpoint of students at Shahed University School of Medicine. J Med Edu Dev. 2017;9: 93-102.
Nourshahi, N.  Faraskhah, M.  (2011). Quality of work life of faculty members based on their lived experience, Iranian Higher Education Association Quarterly, Fourth Year, No. 2.
Pratt, M. G. & Foreman, P. O, Classifying managerial responses to multiple organizational identities. Academy of Management Review, 25 (1), 18-42.
Qalavandi, H. (2010). Analysis of quality of work life relationships, career anchors and organizational performance perspectives of faculty members of Tabriz, Urmia and Ardabil universities, unpublished doctoral dissertation, University of Isfahan.
Qiuyan, T., & Qin, H. (2009). Analysis on the competency model of thelecturers in the application oriented university. Retrieved from www.seiofbluemountain.com.
Ragan, L. C., Bigatel, P. M., Dillon, J. M (٢٠١٢). from Research to Practice: Towards an Integrated and Comprehensive Faculty Development Program. Journal of  Asynchronous Learning Networks. ١٦ (٥):٧١- ٨٦.
Ramakrishna, H. V. and Potosky, D (2003). Conceptualization and exploration of composite career anchors: an analysis of information system personnel, Human Resource Development Quarterly, 14 (2), 199-215.
Sadeghi, Fathollah; Hosseini, Seyyed Mahmoud; Rezvanfar, Ahmad;  harifzadeh,Abolghasem and Meridad Sadat, Pegah (٢٠٠٩). Investigating the Influential Structureson the Professional Development of the Faculty of Agriculture, Iranian Journal of Economic Research and Development, ٤٠ (٤): ٧٧-٦٩.
Salimi, Q. Elham, H. and Fahimeh, K. (2016). Qualifications of faculty members to fulfill the mission of the university, reflection on the perceptions and expectations of doctoral students. Two Quarterly Journal of Innovation and Value Creation, Vol 7: 103-85.
Sangari, N. (2017). Development of a model of core competencies of faculty members of Islamic University (case study of Al-Zahra University), Management in Islamic University 13, Year 6, No. 1.
Schein, E. H (1996). Career anchors revisited Implications for career development in the 21 century, Academy of Management Executive,, 10 (40), 80-88.
Seyedjavadin, R. hasangholipour, T. rahnavard, j. taab, M. (2013). The concept of scientific authority in the higher education system, Quarterly Journal of Research in Educational Systems.
Shahbandarzadeh, H.  &  Hahi Hosseini, E. (2011).  A study of employees' perceptions as the main assets of the organization and evaluating their progress by the developed example of Shine, Second Executive Management Conference, July, 2011, pp. 10-1.
Skolink, M.L. (1998). Higher education in the 21st century, perspective on an emerging body of literature. Futures, 30(7), 635-650.
Somaya, D. & Williamson, I. O. (2008). Rethinking the War for Talent, MIT`s, Journal of Management Research and Ideas.
Stritter, F. T., Bland, C. D., Youngblood, P. L (١٩٩١). Determining Essential Faculty Competencies. Teaching.
Tremblay Michel ,Thierry wils and laura wils (2014). Revisting The career anchor model : A proposition and an Empirical investigation of a new model of career values structure.ISSN 0034 - 379X (813 -838),Academy Of Management Meeting.
Wangyi, D. (2006). The structure dimensions of the competency of the college teachers. Exploration of the Higher Education, (4), 89-92.
Zahedi, S.  Bazargan, A. (2013). Opinions of faculty members on the needs of their professional development and methods of meeting the needs, Quarterly Journal of Research and Planning in Higher Education, No. 67, pp. 89-69.