تدوین و اعتبار یابی الگوی بازاریابی آموزشی در آموزش فنی و حرفه‌ای

نوع مقاله : پژوهشی (Original Research)

نویسندگان

1 دانشجوی دکترا، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار، ایران.

2 دانشیار، گروه مدیریت آموزشی،دانشگاه آزاد اسلامی واحد گرمسار، گرمسار ، ایران.

3 دانشیار، گروه مدیریت آموزشی،دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار، ایران.

4 استادیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.

چکیده

زمینه و هدف: هدف از مطالعه حاضر تدوین و اعتبار یابی الگوی بازاریابی آموزشی در آموزش فنی و حرفه‌ای بود.
روش بررسی: جهت دستیابی به هدف تحقیق از روش آمیخته متوالی استفاده شده است که شامل دو بخش کیفی و کمی است. اطلاعات و داده‌های لازم از مدیران و معاونین دانشگاه‌های علمی و کاربردی و مراکز فنی و حرفه‌ای شهر تهران جمع‌آوری گردیده و سپس الگوی بازاریابی آموزشی در آموزش فنی و حرفه‌ای اعتبارسنجی شده است. الگوی بازاریابی آموزشی در آموزش فنی و حرفه‌ای دارای 11 عامل اصلی عوامل فردی، عوامل ساختاری سازمان، بازاریابی خدمات، منابع مالی، خدمات و محصول آموزشی، رویه و سیاستهای آموزشی، فراگیر محوری و توجه به انتظارات، عوامل حقوقی و قانونی، همسویی سیاستهای بازاریابی و سازمان، عوامل اجتماعی و فرهنگی و پیامدها است که شامل 63 شاخص تشکیل دهنده آنها می باشد.
یافته‌ها: یافته های تحقیق نشان داد که ضرایب مسیر همه متغیرهای تحقیق در سطح 01/0 مثبت و معنادار است. اثر مستقیم عوامل فردی (41/0 =β)، عوامل ساختاری سازمان (53/0 =β)، بازاریابی خدمات (41/0 =β)، منابع مالی (50/0 =β)، خدمات و محصول آموزشی (48/0 =β)، رویه و سیاستهای آموزشی (45/0 =β)، فراگیر محوری و توجه به انتظارات (39/0 =β)، عوامل حقوقی و قانونی (45/0- =β)، همسویی سیاستهای بازاریابی و سازمان (35/0 =β)، عوامل اجتماعی و فرهنگی (46/0- =β) و پیامدها (45/0 =β) بر بازاریابی آموزشی در سطح (01/0>P) مثبت و معنادار است. براساس یافته های تحقیق میزان 99/0 از بازاریابی آموزشی توسط مدل پژوهش تبیین می‌شود.
نتیجه‌گیری: براساس محاسبه بارهای عاملی عوامل ساختاری سازمان (53/0) بیشتریت اثرگذاری را بر بازاریابی آموزشی در آموزش فنی و حرفه‌ای دارد و متغیرهای منابع مالی (50/0)، خدمات و محصول آموزشی (48/0) و رویه و سیاستهای آموزشی (45/0) در اولویتهای بعدی قرار می گیرند.

کلیدواژه‌ها

عنوان مقاله [English]

Compilation and validation of educational marketing model in technical and vocational education

نویسندگان [English]

  • neda haji ali akbari 1
  • Nader Soleimani 2
  • Hamid Shafizadeh 3
  • Seyed Mosa Tabatabaee 4
1 Ph.D. Student, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
2 2Associate Professor, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
3 Associate Professor, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
4 Assisstant professor, Departmant of cognitive scienses, faculty of psychology and education sciences, Semnan university, Semnan, Iran.
چکیده [English]

Background and objective: The purpose of this study was to develop and validate the marketing education model in technical and vocational education.
Methods and Materials: To achieve the research goal, a sequential mix has been used that includes two qualitative and quantitative parts. The information and data needed from the directors and deputies of scientific and applied universities and technical and professional centers of Tehran were gathered and then the marketing marketing model was validated in technical and professional education. The educational marketing model in technical and vocational education has 11 factors of individual factors, structural elements of organization, service marketing, financial resources, educational products and services, pivotal orientation and expectations, legal and legal factors, alignment of marketing policies And organization, social and cultural factors and outcomes, which includes 63 indicators of their constituents.
Results: The research findings showed that the path coefficients of all research variables were positive and significant at the level of 0.01. The direct effect of individual factors (β = 0.41), structural factors of organization (β = 0.53), service marketing (β = 0.41), financial resources (β = 0.50), educational services and products (48 / (Β = 0/45), educational policies and policies (β = 0.45), pivotal focus and attention to expectations (β = 0.39), legal and legal factors (β = 0.45), alignment of marketing policies and organization ( Β = 0.35), social and cultural factors (β = -0.46) and outcomes (β = 0.45) have positive and significant effects on educational marketing at the level (P <0.01).
Conclusion: Based on factor load calculations, structural factors of the organization (53/0) have the most effect on educational marketing in technical and vocational education, and the variables of financial resources (0.50), educational services and products (0.48), and educational policies and procedures (45 / 0) are in the next priority.

کلیدواژه‌ها [English]

  • marketing
  • educational marketing
  • technical and vocational

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طب و تزکیه
دوره 28، شماره 1
خرداد 1398
صفحه 37-64

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همرسانی

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