شناسایی نیازهای دانشجویان کشاورزی در زمینه شایستگی‌های حرفه‌ای براساس مدل بوریج و رابطه آن با ساختار اجتماعی آموزش

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه بوعلی سینا

2 عضو هیات علمی/ دانشگاه بو علی سینا

3 علوم تربیتی- دانشگاه مازندران

چکیده

هجامعه آماری این پژوهش شامل دانشجویان سال آخر مقطع کارشناسی و دانشجویان مقطع تحصیلات تکمیلی در رشته‌های مختلف کشاورزی دانشگاه بوعلی سینا همدان و دانشگاه رازی کرمانشاه بودند (N=850). از این تعداد، 385 نفر به عنوان حجم نمونه با استفاده از فرمول کوکران و روش نمونه‌گیری طبقه‌ای متناسب انتخاب شدند. ابزار اصلی پژوهش پرسشنامه بود که سوالات آن در سه بخش شامل شایستگی‌های حرفه‌ای، ساختار اجتماعی آموزش، انگیزه تحصیلی طراحی شد. روایی سوالات پرسشنامه با استفاده از پانل متخصصان تایید و پایایی آن نیز از طریق آزمون آلفای کرونباخ محاسبه و به میزان 0.88 به دست آمد. نتایج تحقیق نشان داد که از دیدگاه دانشجویان کشاورزی از بین شایستگی‌های حرفه ای، 8 مولفه شامل -1 کسب مهارت‌های عملی، -2 مهارتهای زبان انگلیسی، -3 تجربه کار کشاورزی، -4 توانایی اجرا و انجام پروژه های مختلف کشاورزی، نتایج حاصل از تحلیل معادلات ساختاری نیز نشان دهنده اثر مستقیم شایستگی‌های حرفه‌ای بر دو متغیر انگیزه تحصیلی (0.78) و ساختار اجتماعی آموزش (0.63)، بوده که در سطح 0.001 مثبت و معنادار شد. نتایج همچنین نشان داد انگیزه تحصیلی اثر مستقیم بر روی ساختار اجتماعی آموزش با ضریب مسیر (0.82) داشته است.

چکیده تصویری

شناسایی نیازهای دانشجویان کشاورزی در زمینه شایستگی‌های حرفه‌ای براساس مدل بوریج و رابطه آن با ساختار اجتماعی آموزش

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Identifying the needs of agricultural students in the field of professional competencies based on the Borich's model and the relationship with the social structure of education

نویسندگان [English]

  • Masoud Samian 1
  • reza movahedi 2
  • ebrahim salehi omran 3
  • Heshmatollah Saadi 2
1 Bu Ali Sina Universty
2 Bu Ali sina university
3 university of Mazandaran
چکیده [English]

The statistical population of this study consisted of senior undergraduate and postgraduate students on different agricultural fields in both Bu Ali Sina university of Hamedan and Razi University of Kermanshah (N = 850). Of those students, 385 students were selected as sample size using Cochran's formula and simple random sampling method. The main instrument of the research was a questionnaire whose questions were designed in three sections: professional competencies, social structure of education, academic motivation. The validity of the questionnaire was calculated using a panel of experts and its reliability was calculated by Cronbach's alpha test and it was 0.88.
The results of the research showed that from the viewpoint of the agricultural students about professional competencies, 8 items need to be learned by the students and integrated into students' curriculum. These were: 1. Acquisition of practical skills, 2. English skills, 3. Agricultural experience, 4. Ability to implement and implement various agricultural projects, The results of structural equation analysis also show the direct effect of professional competencies on two variables of academic motivation (0.78) and social structure of education (0.63), and they were significant at the level of 0.001.

کلیدواژه‌ها [English]

  • Professional competencies
  • Borich's model
  • social structure of education
  • academic motivation
  • agricultural students

[1] Shakouri, A. (2010). Agricultural Development Policy in Iran. Tehran: Publication SAMT, third edition. (In Persian).

[2] Zolali, N., Khosravipour, B. and Zareh, A. (2015). The Challenges and Challenges of Agricultural Graduates' Employment from the Point of View of Executive Managers. Quarterly journal of agricultural management education, Vol 33, 73-83. (In Persian).

[3] Mohammadi, H. and Rouhani, H. (2015). Application of multiple probit model in the analysis of factors affecting the employment of agricultural applied agricultural graduates. Journal of Agricultural Economics and Development, 29(2): 116-125. (In Persian).

[4] Majidi, F. and Bijani, M. (2017). Spatial Distance of Agricultural and Natural Resources Education Centers from Main Educational Centers: Challenges and Strategies. Iranian Journal of Agricultural Extension and Education, 13(1): 1-15. (In Persian).

[5] Salehiomran, E., Izadi, S. and Faragi, Sh. (2016). Investigating the role of informal learning in developing key competencies in higher education and occupational environments, Research in curriculum planning. 13(2): 87-106. (In Persian).

[6] Momenei, H., Karimi, M. and Mashhadi, A. (2012). Study of the training of job-seeking skills needed in the labor market in the curriculum of baccalaureate accounting, civil engineering and food industry. Research in curriculum planning, 9(2): 61-72. (In Persian).

[7] Amin khandaghei, M., Jameh Bozorh, M. and Saedi Rezvani, M. (2012). Needs Assessment of Professional Qualifications of Students in Technical and Vocational Courses Based on the Bourich Model and the Coudrant Analysis Model. Two Quarterly Journal of Educational Planning, 1(2): 189-224. (In Persian).

[8] Asgari, H. (2010). Educational Needs Assessment for Workers in Hygiene Homes of Isfahan Healthcare Networks. Iranian Journal of Medical Education (Specialty Education Development), 10(5): 668-674. (In Persian).

[9] Shahbazi, A. and Alambeighi, A. (2006). Examining the competencies of agricultural graduates to enter labor markets in agriculture. Iranian Journal of Agricultural Extension and Education, 2(1): 15-24. (In Persian).

[10] Sabohi, F. (2001). Study and Analysis of the Causes of Unemployment among Graduates of Higher Education, Proceedings of the Seminar. Presentation of the Results of the Human Resource Specialist Need Assessment Plan, Tehran: Institute for Research and Planning of Higher Education, (In Persian).

[11] Zamani, Gh. (2001). Estimation of the required specialist force and pathology of employment of graduates of the agricultural sector of the country, Report of the research project on the needs assessment of the specialist human resources, Tehran: Institute for Research and Planning of Higher Education. (In Persian).

[12] Zamani, Gh. (2002). Application of Density Patterns: Estimation of the Specialist Force Required for the Private Agricultural Sector, Proceedings of the Seminar. Presentation of the Results of the Human Resource Force Need Assessment Plan, Tehran: Institute for Research and Planning for Higher Education

[13] Wals, A.E.J., & Bawden, R. (2000). Integrated sustainability into agricultural education: Dealing with complexity, uncertainty and diverging worldviews. Scotland, University of Aberdeen. Dealing with complexity, uncertainty and diverging worldviews. Gent: ICA.

[14] Patel, K.B., Maina, M, Hagmann, J., & Woomer, P.L. (2001). Curriculum development and transformation in rural development and natural resource management. Paper presented at the strategy workshop of the Rockefeller Foundation’s Bellagio Center, Italy.

[15] Sterling, S. (2001) Sustainable education: Re-visioning and change. UK: Green Books Ltd.

[16] Moran, L., & Myringer, B. (1999). Flexible learning and university change. In Harry, K. (Ed.), Higher education through open and distance learning: World review of distance education and open learning, PP. 57-71. New York: McGraw-Hill.

[17] Mulder, M. (2001). Competence development –some background thoughts. The Journal of Agricultural Education and Extension, 7(4), 147-158.

[18] Yeganeghi, A. (2010). The Role of Competency of Managers in Managing Effectiveness (Case Study in Qazvin Telecommunication Company). journal of Management and Development, Vol 5, 57-68. (In Persian).

[19] Pollard C, Stringer E, Cockayne D. Clinical education: A review of the literature nurse education in practice. Nurse Educ Pract, 2007;7(5):315-22.

[20] Arizi, H. (2005). Proposed plan, Organization for the Promotion and Innovation of Industries of Iran. (In Persian).

[21] Asgariazad, M. (2003). Selection and appointment and change of managers, organization of management and planning of the country. (In Persian).

[22] Borich, D. Garry. (1980). A needs assessment model for conducting follow-uostudies. journal of teacher education, 4(3): 39-42.

[23] Zarafshani, K., Agahi, H. and Khaledi, Kh. (2011). Educational needs assessment of women in Qomam village of Sonqor city (based on the Bourich model and Coudrant analysis). Woman in Development and Politics (Women's Research), 1(9): 165-183. (In Persian).

[24] Paikhasteh, P., Alam Beighi, A. and Batahei, S. (2017). Evaluation of competencies required for sustainable entrepreneurship development in agricultural education. Agricultural Research Management Research Quarterly, 40: 32-43. (In Persian).

[25] Salimi, Gh., Heiydari, A. and Keshavarzi, F. (2015). Competencies of faculty members to fulfill their academic mission, reflection on the perceptions and expectations of doctoral students, two innovation and value creation courses, 3(7). (In Persian).

[26] Misbah, Z. & Gulikers, J. & Maulana, R. and Mulder, M. (2015). Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia, Teaching and Teacher Education, 50: 79-89.

[27] Katrien Koenen, A. & Dochy, D. and Berghmans, I. (2015). A phenomenographic analysis of the implementation of competencebased education in higher education. Teaching and Teacher Education, 50: 1-12.

[28] Khalifi, A. and Nasimifar, H. (2014). A study of emotional intelligence components as predictors of entrepreneurship in students of Shahid Chamran University. Journal of Novel Applied Sciences, 3 (1), 1- 4.

[29] Kiffer, S., & Tchibozo, G (2013). Developing the Teaching Competences of Novice Faculty Members: A Review of International Literature, Policy Futures in Education, 11 (3): 277-289.

[30] Ghaneirad, M. and Ebrahimabadi, h. (2010). The Effect of Social Education Structure on Students' Performance. Quarterly of Iranian Higher Education Association, 2(4): 1-27. (In Persian).

[31] Pezeshkirad, Gh. (2008). Evaluation of professional training needs of agricultural coaches in agricultural education centers of Mazandaran and Golestan provinces using the Bourij model. Quarterly Journal of Iranian Agricultural Economics and Development, 1(29): 55-62. (In Persian).