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همایون آریا, شاهین, گلدسته, اکبر, زعفرانی, هانیه. (1404). آموزش عالی ناب: الگویی مبتنی بر مدیریت دانش خبرگان ستاد وزارت علوم تحقیقات و فناوری. پدافند الکترونیکی و سایبری, (), 62-88. doi: 10.47176/smok.2025.1927
شاهین همایون آریا; اکبر گلدسته; هانیه زعفرانی. "آموزش عالی ناب: الگویی مبتنی بر مدیریت دانش خبرگان ستاد وزارت علوم تحقیقات و فناوری". پدافند الکترونیکی و سایبری, , , 1404, 62-88. doi: 10.47176/smok.2025.1927
همایون آریا, شاهین, گلدسته, اکبر, زعفرانی, هانیه. (1404). 'آموزش عالی ناب: الگویی مبتنی بر مدیریت دانش خبرگان ستاد وزارت علوم تحقیقات و فناوری', پدافند الکترونیکی و سایبری, (), pp. 62-88. doi: 10.47176/smok.2025.1927
همایون آریا, شاهین, گلدسته, اکبر, زعفرانی, هانیه. آموزش عالی ناب: الگویی مبتنی بر مدیریت دانش خبرگان ستاد وزارت علوم تحقیقات و فناوری. پدافند الکترونیکی و سایبری, 1404; (): 62-88. doi: 10.47176/smok.2025.1927

آموزش عالی ناب: الگویی مبتنی بر مدیریت دانش خبرگان ستاد وزارت علوم تحقیقات و فناوری

مدیریت راهبردی دانش سازمانی
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 مهر 1404    اصل مقاله (1.43 M)
نوع مقاله: مقاله پژوهشی با اصالت
شناسه دیجیتال (DOI): 10.47176/smok.2025.1927
نویسندگان
شاهین همایون آریا* 1؛ اکبر گلدسته2؛ هانیه زعفرانی3
1استادیار، گروه آموزشی برنامه‌ریزی توسعه آموزش عالی، وزرات علوم، تحقیقات و فناوری، تهران، ایران
2استادیار، گروه آموزشی برنامه‌ریزی توسعه آموزش عالی، دانشکده علوم انسانی، دانشگاه علم و فرهنگ، تهران، ایران
3دانش‌آموخته کارشناسی ارشد، گروه آموزشی برنامه‌ریزی توسعه آموزش عالی، دانشکده علوم انسانی، دانشگاه علم و فرهنگ، تهران، ایران
چکیده
اهداف: تفکر ناب به عنوان یک رویکرد عملیاتی و بهبودمحور، از تفکر انتقادی بهره می‌گیرد تا بتواند با تحلیل عمیق، شناسایی ریشه‌ای مشکلات و ارزیابی مستمر فرایندها، زمینه حذف اتلاف‌ها و ارتقای ارزش را در نظام‌های آموزشی فراهم سازد. رویکرد ناب در آموزش عالی بر اصولی استوار است که هدف آن حذف اتلاف، افزایش بهره‌وری و بهبود مستمر فرایندها است. پیاده‌سازی موفقیت‌آمیز اصول ناب در دانشگاه‌ها می‌تواند فرایندهایی با کیفیت بالاتر، به موقع‌تر، کم‌هزینه‌تر و مؤثرتر را در اختیار ذینفعان دانشگاه قرار دهد این پژوهش درصدد آن است، به طراحی الگوی آموزش عالی ناب و اولویت‌بندی ابعاد آموزش‌عالی ناب از دیدگاه خبرگان حوزه ستادی وزارت علوم، تحقیقات و فناوری بپردازد.
روش‌ پژوهش: با توجه به هدف پژوهش، رویکرد کیفی (اکتشافی- تحلیلی) برای بررسی موضوع انتخاب شده است. جامعه آماری این پژوهش شامل تمامی خبرگان حوزه ستاد وزارت علوم، تحقیقات و فناوری که دارای تحصیلات مرتبط با حوزه آموزش و نیز سابقه کار اجرایی و مدیریتی در ستاد وزارت متبوع را داشته‌اند می‌باشد. در این پژوهش از روش نمونه‌گیری هدفمند استفاده شده است. تعداد نمونه‌ها بر اساس اصول اشباع نظری 12 خبره حوزه ستادی بودند. ابزار گردآوری اطلاعات مصاحبه نیمه‌ساختاریافته بوده است. برای ارزیابی پایایی مصاحبه‌ها، روش پایایی بازآزمون و روش پایایی توافق بین دو کدگذار به کار گرفته شده است. ضریب توافق بین دو کد گذار 84% محاسبه شده است. برای تحلیل داده‌های حاصل از مصاحبه‌های نیمه‌ساختاریافته تمرکز بر روش اشتراوس - کوربین بوده و از تکنیک تحلیل مضمون(تم) استفاده شده که با ایجاد ارتباطی بر مبنای طرح پرسش و انجام مقایسه مداوم صورت گرفته و نرم‌افزار انویوو (NVivo) بکار گرفته شده است.
یافته‌های پژوهش: یافته‌ها نشان می‌دهد الگوی آموزش عالی ناب دارای پنج مؤلفه: 1. مدیریتی شامل نظارت کیفی، تعامل دانشگاه و جامعه، تصمیم گیری مستقلانه، نیازمحور کردن خدمات، مدیریت و رهبری دانشگاه، 2. ساختاری شامل اصلاح ساختاری دانشگاه، آمایش آموزش عالی و اصلاح آیین‌نامه‌های ارتقاء اعضای هیات علمی، حاکمیت نگرش و تفکر ناب و کاهش وابستگی به دولت، 3. منابع انسانی شامل جذب، توسعه و توانمندسازی، توانمندی‌های تخصصی و ویژگی‌های فردی و شخصیتی، 4. مالی - اقتصادی شامل تأمین منابع مالی و تقویت ارتباط با صنعت و 5. زیرساختی - فناوری شامل توسعه زیرساخت‌ها و استفاده از فناوری‌های نوین و تحول آفرین می‌باشد.
نتیجه‌گیری: مولفه منابع انسانی با 49 کد، ساختاری با 35 کد، مدیریتی با 24 کد، زیرساختی - فناوری با 19 کد و مالی – اقتصادی با 12 کد استخراجی به ترتیب دارای بیشتری اهمیت و اولویت بوده‌اند. تحلیل یافته نشان می‌دهد منابع انسانی با توجه به نقشی که می‌تواند در اجرای آیین‌نامه، دستورالعمل‌ و دست‌یابی به اهداف اسناد بالادستی داشته باشند از اهمیت بیشتری نسبت به سایر مؤلفه‌ها برخوردار است.
اصالت/ارزش: این پژوهش با ارائه مدل آموزش عالی ناب از دیدگاه خبرگان ستادی وزارت علوم، تحقیقات و فناوری بستر لازم برای بومی‌سازی مدل‌های نظری بین‌المللی به منظور پیاده‌سازی اصول و رویکردهای آموزش عالی ناب در دانشگاه‌های کشور را فراهم ساخته و به شکاف میان سیاست‌گذاری کلان و اجرای عملیاتی کمک می‌کند.
کلیدواژه‌ها
"آموزش عالی ناب"؛ "بهره وری"؛ "تفکر انتقادی"؛ "تفکر ناب"؛ "رویکرد ناب"؛ "مدیریت دانش"
عنوان مقاله [English]
Lean Higher Education: A Model Based On Knowledge Management Experts From The Ministry Of Science, Research And Technology Headquarters
نویسندگان [English]
Shahin Homayoun Arya1؛ Akbar Goldasteh2؛ Hanieh Zaferani3
1Assistant Professor, Department of Higher Education Development Planning, Ministry of Science, Research and Technology, Tehran, Iran
2Assistant Professor, Department of Higher Education Development Planning, Faculty of Humanities, University of Science and Culture, Tehran, Iran
3Master's Degree Graduate, Department of Higher Education Development Planning, Faculty of Humanities, University of Science and Culture, Tehran, Iran
چکیده [English]
Background/Objectives: Over the past few decades, lean thinking has emerged as a method for optimizing and continuously improving organizations, ensuring their sustainable development when successfully implemented. While rooted in Taiichi Ohno’s lean philosophy within Toyota’s automotive industry, lean principles are now gaining traction in educational institutions and universities as a strategy for continuous improvement. Universities and higher education centers, facing shifts from traditional paradigms, grapple with numerous challenges, including: inconsistent or delayed implementation of appropriate academic actions, evolving stakeholder needs and expectations (and a corresponding lack of responsiveness), industry demands and declining output quality, flawed understanding of university processes, technological advancements, changing university processes over time, rising costs of university outputs, insufficient government funding, and persistent pressure from society, employers, students, and other stakeholders (Cudney et al., 2020; Cox et al., 2020). Consequently, universities require staff familiar with lean approaches (Bumjaid et al., 2019) who can transform challenges into opportunities through continuous process improvement and the pursuit of excellence (Sfakianaki et al., 2019).Given the advantages of lean thinking in higher education, its adoption in universities is crucial. A key initial step is developing a lean higher education model and assessing its alignment with the core dimensions of the university as a learning and knowledge-driven organization (Balzer, 2020). While characteristics and components of a lean model have been identified in some universities, this model has not been designed and developed from the perspective of experts in the central headquarters of the Ministry of Science, Research, and Technology. This ministry is responsible for policymaking, planning, oversight, and evaluation of university affairs and should provide the necessary platform for universities to become “lean.” Understanding the perspectives of managers and experts at the Ministry headquarters is therefore very important and influential. By accessing a model from the perspective of these headquarters experts, it can be compared with past studies conducted “in the field” (at universities), and similarities and differences can be identified from the viewpoint of headquarters and field personnel. It’s also important to recognize that becoming lean in organizations, especially in universities as educational and research institutions, requires organizational changes, including changes in structures and work processes, perspectives, culture, the style of leadership support, and, ultimately, the development of information and communication technology. Of course, these changes should be focused on a continuous improvement approach (NaranjiSani et al., 2017). Lean thinking, as an operational and improvement-oriented approach, utilizes critical thinking to provide the basis for eliminating waste and enhancing value in educational systems through in-depth analysis, identifying the root causes of problems, and continuously evaluating processes. A literature review revealed limited research on developing lean higher education models in Iran. Therefore, given the importance of the lean approach and the numerous benefits of implementing this method in higher education, this research aims to answer the question: What is the lean higher education model, and what is the prioritization of lean higher education dimensions from the perspective of experts in the central headquarters of the Ministry of Science, Research, and Technology?
Research Methods: This research aims to present a model for lean higher education from the perspective of experts in the central headquarters of the Ministry of Science, Research, and Technology. To achieve this goal, detailed qualitative data is required. Therefore, a qualitative approach was chosen for the study. This study also falls under the category of exploratory-analytical methods. The statistical population of this research includes all experts in the headquarters of the Ministry of Science, Research, and Technology who have educational backgrounds related to education, especially higher education, and also have executive and managerial experience in the headquarters of the Ministry. Purposive sampling was used in this research. Experts were selected for interviews who have experience in teaching and training in the field of lean management, as well as executive and managerial experience in higher education and human resource management at the university and ministry levels. The number of samples in the qualitative phase was determined based on the principles of theoretical saturation. Based on this principle, theoretical data saturation was achieved by conducting interviews with 12 experts in the central and executive areas. In this study, semi-structured interviews consisting of five questions were used to identify the components of lean higher education and develop a suitable model for lean higher education. The analysis of the data obtained from the semi-structured interviews focused on the Strauss-Corbin method, which was performed by establishing a connection based on questioning and continuous comparison. In axial coding, the variety of extracted codes indicates the type of relationships. For example, to compare one category with another, the question might be asked: Is category “A” a consequence of the strategies for category “B”? When the data confirmed the question, the relationship between the two categories was determined and could be converted into a proposition, thus the coding process was formed. After ensuring that no new code could be extracted from the experts’ responses and the coding process led to the repetition of results, the stage of theoretical saturation and coding cessation occurred.
Research Findings: Through the coding process, components related to lean higher education in public universities were identified, and its conceptual model was developed. According to the results of thematic analysis of interviews with key stakeholders, experts, and key experts, the proposed model for the implementation of lean higher education in the Ministry of Science, Research, and Technology has been schematically drawn. The findings obtained in the target community showed that five components – structural, managerial, human resources, financial-economic, and infrastructural-technological – are the most important factors of the lean higher education model from the perspective of experts and managers of the Ministry of Science, Research, and Technology. The managerial dimension includes five components: quality monitoring, university-community interaction, independent decision-making, needs-based services, and university management and leadership. The structural dimension includes four components: structural reform of the university, higher education planning and reform of faculty promotion regulations, governance of lean attitude and thinking, and reduced dependence on the government. The human resources dimension includes three components: recruitment, development and empowerment, specialized capabilities, and individual and personality characteristics. The financial-economic dimension includes two components: securing financial resources and strengthening links with industry. Finally, the infrastructural-technological dimension includes two components: infrastructure development and the use of innovative and transformative technologies. To analyze the data obtained from semi-structured interviews, the focus was on the Strauss-Corbin method and the theme analysis technique was used, which was done by creating a connection based on the question design and making continuous comparisons, and NVivo software was used.
Conclusion: The human resources component, with 49 codes, the structural component, with 35 codes, the managerial component, with 24 codes, the infrastructural-technological component, with 19 codes, and finally the financial-economic component, with 12 extracted codes, were the most important and prioritized, respectively. The findings of the structural dimension are consistent with the results of the research of (Ijtihad & et al., 2007) and QureshiKhorasgani, 2016), and clearly show that the inappropriate structure in the higher education system can cause tension and conflict in the organization and prevent the initiative and creativity that is necessary for an academic organization. The findings of the managerial dimension are in line with the results of studies (Emiliani, 2015), which show that components such as the spirit of cooperation with employees and problem-solving skills are key factors in the lean university. Also, the results of research (Hajkhazimeh & et al., 2019; Jafari & et al., 2007; Akbari & et al., 2020) emphasize that the use of participatory management, empowerment and meritocracy is directly consistent with the components of the role model and participatory management. The findings of the human resources dimension are consistent with the results of the research of (Kucheryavenko & et al., 2019; Cano & et al., 2020; Moore & et al., 2007) and show the importance of the budget and financial and economic resources components in the readiness to implement the components of the lean higher education system. Finally, in the infrastructural-technological dimension, the analysis of the findings shows that the use of advanced technologies such as artificial intelligence can have significant effects on the lean transformation of the higher education system. In other words, considering the influence of technology in society and its impact on the structure of infrastructure, the higher education system and its related processes have faced structural changes, alignment with these changes seems necessary in the current situation.
Originality/Value: By presenting the lean higher education model from the perspective of experts from the Ministry of Science, Research and Technology, this research provides the necessary platform for localizing international theoretical models in order to implement the principles and approaches of lean higher education in the country's universities, and helps bridge the gap between macro policymaking and operational implementation.
کلیدواژه‌ها [English]
"Lean higher education", " process improvement", " Critical thinking", " lean thinking", " lean approach", " knowledge management"
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