توانمندسازی مدیران آموزشی دانشگاه های علوم پزشکی: تحلیل محتوای متون

نوع مقاله : پژوهشی (Original Research)

نویسندگان

1 دانشجوی دکتری آموزش پزشکی ، دانشگاه علوم پزشکی اصفهان ، شبکه بهداشت و درمان شهرستان فریدونکنار، دانشگاه علوم پزشکی مازندران ، ساری ، ایران

2 استادیار دانشگاه علوم پزشکی اصفهان، گروه آموزش پزشکی، گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.

چکیده

مقدمه : توانمندسازی، کلید اثربخشی مدیران و سازمان است که از بین انواع توانمندسازی، "ﺗﻮاﻧﻤﻨﺪﺳﺎزیﭘﻮﻳﺎ" ﻧﻘﺶ راهبردی در ﺳﺎزﻣﺎن ﻫﺎ اﻳﻔﺎ می کند. بر این اساس توانمندسازی مدیران نیز باید با در نظر گرفتن پویایی نقش مدیران طراحی گردد. بویژه در مورد سازمان هایی همچون دانشگاه علوم پزشکی که بر طبق راهبردهای آموزشی، توانمندسازی در آموزش عالی، عاملی مهم در رویکرد بهبود و بازسازی مؤسسات آموزشی است. بر اساس این ضرورت پژوهش حاضر با هدف شناسایی مؤلفه های توانمندسازی پویا در مدیران آموزشی دانشگاه های علوم پزشکی صورت گرفت.
روش بررسی: این مطالعه به صورت مروری با رویکرد کیفی انجام شد. جامعه آماری پژوهش حاضر شامل مقالات مرتبط با کلید واژه های توانمندی های پویا و توانمندسازی پویا به زبان انگلیسی و فارسی بود که در فاصله زمانی سال های 2020 تا2000، در قالب مقالات مروری، تحقیقی اصیل در بانک های اطلاعاتی الکترونیکی منتشر شده بودند. بر طبق جستجوهای پژوهشگر و بعد از بررسی تناسب آنها با کلیدواژها ، 10 مدل، 10 مقاله مروری، 10 مقاله پژوهشی و 10 تعریف از کتاب های مرتبط مورد تحلیل محتوا به روش مرسوم قرار گرفت.
نتایج: یافته های پژوهش حاضر نشان داد که مؤلفه های توانمندسازی پویا در مدیران در قالب 12 طبقه و 22 زیرطبقه جمع بندی می شود که از 64 کد اصلی و 226 کد باز استخراج شدند. دوازده طبقه توانمندسازی پویا شامل: مهارت ها و توانمندی ها، منابع انسانی، توانمندی های مدیریتی، رهبری، ساختاری، اجرایی، فرایندی، فرایندهای پویا، آموزشی، ارتباطی، عملکردی و ارزیابی بودند. شدند.
نتیجه گیری: بر اساس یافته های پژوهش می توان به یک جمع بندی مفهومی در مورد مؤلفه های تشکیل دهنده برنامه توانمندسازی پویا مدیران رسید که از طریق تدوین مدل آن بر روی مدیران دانشگاه های علوم پزشکی ایران می توان به طراحی مدل توانمندسازی پویا برای مدیران آموزش علوم پزشکی دست یافت.

کلیدواژه‌ها

عنوان مقاله [English]

Empowerment of educational administrators of medical universities: content analysis of texts

نویسندگان [English]

  • Mehdi Bagheri 1
  • shahram Shayan 2
  • Fariba Jokar 2
1 PhD Student in Medical Education, Isfahan University of Medical Sciences, Fereydunkenar Health Network, Mazandaran University of Medical Sciences, Sari, Iran
2 Assistant professor, Department of Medical Education, EDC, Isfahan University of Medical Sciences, Isfahan, Iran
چکیده [English]

Introduction: Empowerment is the key to the effectiveness of the managers and the organizations, of which “Dynamic Empowerment” assumes a strategic role in the organizations. Evidence shows that managers have a significant role in the dynamics of organizations.Particularly, among different approaches to empowerment, no studies have been reported concerning the dynamic empowerment of university managers and the elements of dynamic empowerment. Considering this requirement, the study was performed to identify the components of dynamic empowerment among educational managers of medical universities using content analysis.
Method: The study was a review with a qualitative approach, since qualitative method based on conventional content analysis was used to analyze the content of texts and papers related to dynamic capabilities and empowerment. The population was papers related to the keywords of dynamic capabilities and empowerment in English and Persian, published during 2000-2020 as review and original research papers in electronic databases “Pub med”, scholar “Google”, “Sage.org”, “Science Direct”, “Magiran” and “SID.ir”.After studying their fit with the two keywords “empowerment and dynamic capabilities,” 10 models, 10 review papers, 10 research papers, and 10 definitions of the related books underwent content analysis using the conventional approach. Content analysis in MAXQDA20 software was used to analyze the texts.
Results: The results indicated that dynamic empowerment components among managers are summed up in 12 categories and 22 subcategories, which were extracted from 64 main and 226 open codes. Twelve dynamic empowerment categories were skills and capabilities, human resources, managerial capabilities, leadership, structural, executive, procedural, dynamic processes, educational, communicative, operational, and evaluation.
Conclusion: According to these results, one can reach a conceptual conclusion on the components of the dynamic empowerment program of managers, by compiling whose model on the managers of Iranian universities of medical sciences; one can design a dynamic empowerment model for university education managers.

کلیدواژه‌ها [English]

  • Dynamic empowerment
  • dynamic capabilities
  • university managers
  • qualitative method of content analysis

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طب و تزکیه
دوره 29، شماره 2
تیر 1399
صفحه 128-142

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