علوم تربیتی

ادراک و تجربه زیسته اعضای هیأت علمی دانشگاه فردوسی مشهد از آزادی آکادمیک

10.22055/edus.2024.47003.3608
دوره 33، شماره 1
فروردین 1405
صفحه 1-18
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

فاطمه احمدی 1
رضوان حسین قلی زاده 2
مجتبی بذرافشان مقدم 2

1 دانشجوی کارشناسی ارشد مدیریت آموزشی، گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد.

2 دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد. ایران.

چکیده
هدف اصلی این پژوهش مطالعه توصیف تجارب زیسته اعضای هیأت علمی دانشگاه فردوسی مشهد از آزادی آکادمیک می­باشد. برای دستیابی به این هدف، از روش پژوهش کیفی، از نوع پدیدارشناسی توصیفی بهره گرفته­شد. کلیه اعضای هیأت علمی دانشگاه فردوسی مشهد نمونه مورد مطالعه را تشکیل دادند که 18 نفر به عنوان پژوهیده‌ها و با روش نمونه‌گیری هدفمند انتخاب شدند. جهت گردآوری داده­های موردنیاز از مصاحبه نیمه­ساخت­یافته و برای تحلیل داده­های حاصل از مصاحبه­ها از روش تحلیل استراوس و کوربین استفاده شد. همچنین برای اعتباربخشی یافته­ها از ملاک­های چهارگانه لینکلن و گوبا استفاده شد. بر اساس یافته­های این پژوهش، پنج مضمون اصلی آزادی آموزشی، آزادی پژوهشی، آزادی فردی، آزادی فرهنگی و آزادی سازمانی به عنوان تجربه اعضای هیأت علمی دانشگاه فردوسی مشهد از آزادی آکادمیک استخراج شد. در مضمون آزادی آموزشی و پژوهشی نتایج به دست آمده ناظر بر تجربه متفاوت اعضای هیأت علمی از آزادی و محدودیت در این دو مضمون می­باشد. مقوله­های مربوط به فرد و ادراک اعضای هیأت علمی از آزادی آکادمیک ذیل مضمون آزادی فردی قرار گرفتند. همچنین مضمون آزادی فرهنگی بیانگر پیوند بین فرهنگ اجتماعی، سیاسی و جامعه با آزادی آکادمیک می­باشد و در پایان مضمون آزادی سازمانی به مقوله­های مرتبط با سازمان و ساختار دانشگاه اشاره می­کند.

کلیدواژه‌ها

آزادی آکادمیک
اعضای هیأت علمی
تجربه زیسته
دانشگاه

عنوان مقاله English

The lived experience of faculty members of academic freedom at Ferdowsi University of Mashhad

نویسندگان English

Fatemeh Ahmadi 1
Rezvan Hosseingholizadeh 2
Mojtaba Bazrafshan Moghadam 2
1 Master's student in Educational Adinistration, Department of Educational Adinistration and Human Resources Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran.
2 Associate Professor, Department of Educational Adinistration and Human Resources Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad. Iran.
چکیده English

This study aimed to describe faculty members lived experiences of academic freedom at Ferdowsi University of Mashhad and to identify the major dimensions shaping these experiences. A qualitative descriptive phenomenological approach was employed. The participants were 18 faculty members selected purposively from different academic disciplines and academic ranks. Data were collected through in-depth semi-structured interviews conducted until data saturation was reached. The interview data were analyzed using Strauss and Corbin’s coding procedures, and the trustworthiness of the findings was assessed based on Lincoln and Guba’s criteria of credibility, dependability, confirmability, and transferability. The analysis identified five main themes: educational freedom, research freedom, individual freedom, cultural freedom, and organizational freedom. Educational freedom reflected participants’ experiences of autonomy and restriction in selecting teaching methods, organizing course content, managing classroom activities, and making educational decisions. Research freedom concerned opportunities and constraints related to choosing research topics, conducting and publishing research, obtaining financial support, and complying with institutional evaluation requirements. Individual freedom represented faculty members’ personal understandings of academic freedom and the influence of professional experience and individual characteristics. Cultural freedom highlighted the effects of social and political conditions, organizational culture, interpersonal relationships, and freedom of expression. Organizational freedom encompassed university autonomy, centralized governance, institutional regulations, promotion policies, job security, and disciplinary differences. Overall, academic freedom emerged as a multidimensional and context-dependent phenomenon shaped by individual, disciplinary, cultural, and organizational conditions. Strengthening university autonomy, revising restrictive policies, and fostering scholarly dialogue may contribute to a more supportive environment for academic freedom

کلیدواژه‌ها English

  • academic freedom
  • faculty members
  • lived experience
  • university
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