نوع مقاله: مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری رشته برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.
2 استاد، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
3 دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران،
چکیده
هدف پژوهش حاضر، طراحی مدل برنامه درسی مبتنی بر خلاقیت در دانشگاه سازمانی بوده است. روش پژوهش حاضر، روش تحلیل محتوای کیفی با رویکرد استقرایی بوده است. جامعة آماری پژوهش متشکل از سه گروه متخصصان دانشگاهی، کارشناسان و مدیران سازمانی و اسناد بود. برای انتخاب نمونه از روش نمونه‌گیری هدفمند استفاده شد. ابزار پژوهش مصاحبه نیمه ساختاریافته و تحلیل اسناد بود. روایی محتوایی مصاحبه با استفاده از نظر متخصصین تعلیم و تربیت به دست آمد. برای بررسی اعتبار، داده‌ها طی فرایند کدگذاری نام‌گذاری، مقوله‌بندی و تحلیل گردید و اعتباریابی یافته‌ها با استفاده از سه روش بازبینی توسط مصاحبه‌شوندگان، سه‌سوسازی و مرور همتا تأیید گردید. نتایج نشان داد که مدل برنامه درسی مبتنی بر خلاقیت دارای سه مفروضه بافت سازمانی، فضا و جو یادگیری و حل مسئله خلاق و پنج مؤلفه هدف، فعالیت یادگیری، سازمان‌دهی، روش تدریس و ارزشیابی است. درمجموع این یافته‌ها می‌تواند برای طراحی دوره‌های آموزشی مبتنی بر پرورش تفکر خلاق کارکنان در سازمان‌ها مورد استفاده قرار گیرد.
کلیدواژه‌ها
عنوان مقاله [English]
Designing a creative based curriculum model in corporate university
نویسندگان [English]
- Morteza Shabani 1
- Hasan Maleki 2
- Abbas Abbaspur 3
- Esmail Sadipur 3
1 PhD candidate in Curriculum- faculty of psychology and education, Allameh Tabatabai University, Tehran, Iran
2 Professor- Faculty of psychology and education- Allameh Tabatabai University, Tehran, Iran
3 Associate Professor- Faculty of psychology and education- Allameh Tabatabai University, Tehran, Iran
چکیده [English]
This research was conducted with the aim of designing a creative based curriculum model in corporate university with inductive approach. Population consisted of 3 groups of education experts, training, HR and R&D experts and managers and documents which were selected by availability sampling method. Data obtained by semi-structured interviews and analysis of documents. Data coding was done using open coding and the results lead to identifying, naming, and categorizing. Three methods were used to validate the findings including review by the interviewees, triangulation, and peer review. Results showed that the creative based curriculum model have three assumptions involving organizational context, learning atmosphere and creative problem solving and also five componentsgoal, learning experience, organization, teaching method and evaluation.
کلیدواژه‌ها [English]
- Creativity
- corporate university
- curriculum model
Afshar Kohan, Z,. Maleki, H,. Mehr Mohammadi, M,. Mohajer, Y,. &Ziaee Mehr, A,. (2016). Mathematics: Moving from Humor to Creativity. Journal of Theory & Practice in Curriculum, 8(4):Pp. 27-50. [Persian].
Akker, J. J., Kuiper, W., & Hameyer, U. (2003). Curriculum landscapes and trends. Dordrecht: Kluwer Academic Publishers.
Allen, M. (2007). The Next Generation of Corporate University Handbook. New York: Rotledge.
Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. (2008). Torrance Test of Creative Thinking: The question of its construct validity. Thinking Skills and Creativity, 3(1), 53-58.
Chung, N., & Ro, G. S. (2004). The Effect of Problem-Solving Instruction on Children's
Creativity and Self-Efficacy in the Teaching of the Practical Arts Subject. Journal of Technology Studies, 30(2): Pp. 116-122.
Delavar, A. (2009). Theoretical and practical foundations in humanities and social sciences. Tehran: Rosh Publisher. [Persian].
Fathi Vajargah, K. (2007). Curriculum Planning. Tehran: Iran Zamin. [Persian].
Hayashi, A. M. (2013). The inside and outside view of innovation. MIT Sloan Management Review, 54(3): Pp. 39-51.
Hooman, H.A. (2014). Handbook of Qualitative Research. Tehran: Samt. [Persian]
Hoseinzadeh, M., Hasankhani, H., & Rahmani, F. (2015). Ethics in Qualitative Researches: a Concept Analysis using Rodgers’ Evolutionary Method. Medical Ethics journal, 9 (32): Pp. 11-43. [Persian].
Karimi, S,. Nasr, A,. & Sharif, M,. (2016). University challenges in compiling of the suitable content with comperencies of lifelong learner. Research in Curriculum Planning 23(2):Pp. 14-26. [Persian].
Karimi, S., & Nasr Esfahani, A. R. (2013). Methods of interview data analysis. Journal of Research, 2(1): 71-94. [Persian].
Kaufman, C. J., & Sternberg, J. R. (2010). The Cambridge Handbook of Creativity. London: Cambridge University Press.
Lamezdin, E., & Lamezdin, M. (2007). Creative Problem Solving. Tehran: Arkan Danesh. [Persian].
Mazboohi, S,. Sharafi, M,. &Moghaddam, M,. (2012). Entrepreneurship education curriculum: objectives, content, teaching, methods and evaluation. Quarterly journal of innovation and creativity in human sciences, 3(1): Pp. 97-130. [Persian].
Meng, J. L. (2001). The study of creativity of engineering curriculum of department of technology education in college. In International Conference on Engineering Education, Oslo, Norway. P 6D8-8.
Naghsh, S,. Foroughi Abari,. & Shafiepour Motlagh, F. (2015). Presenting a model in order to determine the relationship between the educational infatuation, creativity, and achievement with educational self-actualization based on mediation of educational seriousness. Reseach in Curriculum Planning, 21(2): 134-144. [Persian].
Progler, J. (2010). Curriculum reform in the corporate university: From the disciplines to transferrable skills. Social Systems Studies, 21 (5): Pp. 95-113.
Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and researchers. California: Sage.
Seif, A.A. (2008). Educational psychology. Tehran: Doran publisher. [Persian].
Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. New York, NY: Springer Netherlands.
Shafi Poor Motlagh, F,. & Rasti Barzaki, M. (2016). Presenting a model for determining the relationship between the responded educational planning and perceived evaluation of class on the basis of Mediation of Academic involvement. Research in Curriculum Planning. 23(13): Pp. 64-78. [Persian].
Simonton, D. K. (2004). Creativity in science: Chance, logic, genius, and zeitgeist. London: Cambridge University Press.
Taba, H. (1962). Curriculum Development: Theory and practice. New York: Harcourt, Brace&World.
Tyler. R.W. (1949). Basic principles of curriculum and instruction. Chicago,IL:university of Chicago press.
Veisi, S,. Imani, S,. Kordnoghabi, R,. Farhadi, M,. & Behrooz,. B.The study of the effect of inductively teaching biology on the creativity of the students. Research in Curriculum Planning.,2(16): 14-23. [Persian].
Yousefzadeh, M. (2010). Providing curriculum thinking skills model (creative thinking and critical thinking). Journal of Education, 23(6): Pp. 1-19. [Persian].
