موازنه پایدار میان عرضه و تقاضای آموزش عالی در گذر به پساتوده‌گرایی

نوع مقاله : مقاله علمی پژوهشی

نویسندگان

1 دکتری آموزش عالی از دانشگاه شهید بهشتی

2 دانشجوی دکتری مدیریت آموزش عالی در دانشگاه علامه طباطبایی

چکیده

 
آموزش عالی توده‌گرا بعنوان یک جریان جامعه شناختی فراگیر جهانی بر پایه نقش آفرینی دانشگاه‌ها در بهبود چشم انداز زندگی فردی و اجتماعی ظاهر گشت. کیفیت، اثربخشی و فایده مندی این جریان در ایران با وجود ایجاد و گسترش فرصت دسترسی و دستیابی افراد به آموزش عالی، محل بحث و تردیدهای جدی جامعه ایرانی است. مهم ترین جلوه این وضعیت در فزونی عرضه بر تقاضای آموزش عالی و شکل گیری پدیده مازاد ظرفیت پذیرش یا صندلی های خالی آشکار است که گذر به پساتوده گرایی را به یک ضرورت کلیدی برای آموزش عالی ایران تبدیل کرده است. با این وجود مشخص نیست توازن میان تقاضا و عرضه آموزش عالی در این گذر چگونه می تواند باشد. بنابراین در این مطالعه با توضیح زمینه نظری شکل گیری این پدیده به ایجاد مدلی برای برقرار شدن موازنه پایدار میان عرضه و تقاضای آموزش عالی در گذر به پساتوده‌گرایی پرداخته شد. این مدل که با روش نظریه داده بنیاد چامز و تحلیل و سنتز مارپیچی دیدگاه های 14 مشارکت کننده در تحقیق درک و ایجاد شد از یک منطق، مولفه‌های مرتبط و مکمل، و الزامات کلان تشیکل شده است. منطق این مدل، عقلانیت انتقادی است؛ به این معتی که لازم است گفتگوی انتقادی و سازگارشونده دانشگاه با جامعه و زیرسیستم های آن مبنای برآورد تقاضا و عرضه آموزش عالی باشد. با این عقلانیت، از طریق پنج مولفه شامل، آینده‌پژوهی رشته های علمی، آمایش آموزش عالی، روند یابی کمی و کیفی جمعیت شناختی، ایجاد شبکه ذی نفعان اجتماعی، و توانسنجی ظرفیت‌های‌علمی و تجیهزاتی دانشگاه است که در ارتباط با یکدیگر داده های لازم برای برآورد معتبر تقاضا و عرضه آموزش عالی به دست می آید. ضمن آنکه استقرار اثربخش این مدل در دانشگاه‌ها مستلزم اجتناب از تصدی گری دولت در آموزش عالی، تمرکز زدایی در برآورد تقاضا و عرضه آموزش عالی، شفافیت و پاسخگویی اجتماعی دانشگاه ها، و نظارت ساختاری مبتنی بر سیستم های اطلاعاتی می باشد. در نتیجه، برقراری موازنه بهینه و پایدار میان عرضه و تقاضای آموزش عالی، با نقش آفرینی خودتنظیم‌گر دانشگاه ها در بستر حمایت ساختارهای کلان آموزش عالی کشور ممکن می شود.  

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Stable balance between the supply and demand of higher education in the transition to post-mass : Providing a decision support model for university administrators in Iran

نویسندگان [English]

  • hamed kamali 1
  • Maedeh Thaghizadeh Tabarci 2
1 Researcher in governance of educational systems
2 PhD student in higher education management at Allameh Tabatabai University
چکیده [English]

Massification of higher education appeared as a universal sociological movement based on the role of universities in improving the prospects of individual and social life. The quality, effectiveness and usefulness of this trend in Iran, despite the creation and expansion of the opportunity for people to achieve higher education, is controversial in the Iran. The most important aspect of this situation is the doubt in the increase of supply over the demand for higher education and the existence of the capacity to accept excess or obvious empty seats. In this study, while explaining the theoretical background of the formation of this phenomenon, a model was created to establish a stable balance between the supply and demand of higher education in the transition to post mass. This model, which was created by the Chams Grounded Theory and spiral analysis and synthesis of the views of 14 higher education experts, is composed of a logic, related and complementary components, and macro requirements. The logic of this model is critical rationality; This means that it is necessary for the university's critical and adaptive dialogue with society and its subsystems to be the basis for estimating the demand and supply of higher education. With this rationality, through five components, it includes future research of scientific fields, land-use planning, quantitative and qualitative demographic trends, attracting the participation of social stakeholders, and evaluating the scientific and equipment capacities of the university. From these components, in relation to each other, the necessary data is obtained to estimate the demand and supply of higher education. The effective establishment of this model in universities requires avoiding ideological interventions in higher education, decentralization in determining student acceptance capacity, transparency and social accountability of universities, and structural monitoring based on information systems.

کلیدواژه‌ها [English]

  • Mass higher education
  • Post_mass higher education
  • University education
  • Vacancies seats
  • Student admission capacity
Altbach, P. G. (1992). “Higher education, democracy, and development: implications for newly industrialized countries”. Interchange, 23(1), pp. 143-163.
Altbach, P. G., Reisberg, L., and Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution. Brill.
Babbie, E. R. (2020). The practice of social research. Cengage learning.
Bagherikhah, Z., Arefi, M., and Jamali, E. (2011). “Situation analysis of student admission in Iranian higher education system from students, NOET's academicians and related educational officials' point of view”. Quarterly of Educational Measurement, 2(6), pp. 1-31. {In Persian}
Becker, G. S. (2009). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago press.
Booth, C., Bowie, S., Jordan, J., and Rippin, A. (2000). “The use of the case method in large and diverse undergraduate business programmes: problems and issues”. International Journal of Management Education, 1(1), pp. 62-75
Creswell, J., Goodchild, L., and Turner, P. (1996). “Integrated qualitative and quantitative research: Epistemology, history and designs. ” In: J. Smart. (Eds.), Higher education: Handbook of theory and research. Vol. XI. New York: Agathon Press.
Danaeifard, H,. Molavi, Z. (2021). “Faculty members 'mental patterns about the consequences of students' quantitative growth policy”. Public Policy, 6(1), pp. 115-132. {In Persian}
Dias, D. (2015). “Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena”. International Journal of Inclusive Education, 19(2), pp. 103-120.
Donnelly, N. (1998). “Berkeley Weighs Its Options for Preserving Student Diversity”. The Journal of Blacks in Higher Education, 19, pp. 29-32.
Eliman, A. A. (1991). “A decision support system for Univeristy admission policies”. European Journal of Operational Research, 50(2), pp. 140-156.
Faraji, S., Arasteh, H., Ibrahim's, A., Abdulahi, B. (2014). “Identifying the admission criteria for doctoral students: a qualitative study”. Quarterly Journal of Research and Planning in Higher Education, 21(3), pp. 71-97. {In Persian}
Fereidouni S. (2018). “Higher education expansion with emphasis on social impact: a grounded theory approach”. Journal of Research and Planning in Higher Education. 23 (4), pp. 69-96. {In Persian}
Fereidouni S., Rouhani S. (2019). “Higher education expansion policy in Iran and its impact on educational justice”. Journal of Research and Planning in Higher Education. 25 (2), pp.1-21. {In Persian}
Fereidouni, S., and Rashidi, Z. (2019). “Cultural consequences of higher education expansion in Iran”, Journal of Iran Futures Studies, 4(1), pp. 29-49. {In Persian}
Flick, U., von Kardoff, E., and Steinke, I. (Eds.). (2004). A companion to qualitative research. Sage.
Gharon, M. (2015). “Higher education expansion policies in recent years: capacity development or resource wastage?”. Journal of Management and Development Process. 88(2). {In Persian}
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. and Trow, M. (1994). The New Production of Knowledge. London: Sage.
Harman, G. (1994). “Student selection and admission to higher education: Policies and practices in the Asian region”. Higher Education, 27(3),pp. 313-339. {In Persian}
Hemmati, R., Ghasemi, V., and Mansourinezhad, E. (2020). “Higher Education and Economic Development: A Comparative Study of the Selected Countries of the World”. Journal of Applied Sociology, 31(3), pp. 75-96. {In Persian}
Islamic Council Research Center (2004). “Law of the Fourth Economic, Social and Cultural Development Plan of the Islamic Republic of Iran”. Tehran, Iran. {In Persian}
Islamic Council Research Center (2010). “Executive regulations of the law requiring the admission of eligible individuals to use the quota of veterans in universities and higher education institutions of the country”. Tehran, Iran. {In Persian}
Islamic Council Research Center (2010). Law of the Fourth Economic, Social and Cultural Development Plan of the Islamic Republic of Iran. Tehran: Management and Planning Organization of Iran. {In Persian}
Jones, C. (1998) Introduction to Economic Growth. New York: W. W. Norton and Company.
Kamali, H. (2022). “The Massification of Higher Education and the Challenge of Vacant Seats in Iran: A Phenomenological Study”. Journal of Science and Technology Policy, 15(1), pp. 23-36. {In Persian}
Kraak, A. (Ed.). (2000). Changing modes: New knowledge production and its implications for higher education in South Africa. HSRC Press.
Loury, L. D., and Garman, D. (1993). “Affirmative action in higher education”. The American Economic Review, 83(2), pp. 99-103.
Lucas, S. R. (2001). “Effectively maintained inequality: Education transitions, track mobility, and social background effects”. American journal of sociology, 106(6), pp. 1642-1690.
Manei, R., kamali, H. (2019). “Analysis of supply and demand gap in Iranian higher education”. Institute for Planning in Higher Education. {In Persian}
Mardiha, M., and Paknya, M. (2018). Elite University, Mass University. Tehran: Institute for Cultural and Social Studies. {In Persian}
McDonald, A. S., Newton, P. E., Whetton, C., and Benefield, P. (2001). Aptitude testing for university entrance: a literature review. Berkshire, UK: National Foundation for Educational Research.
Moghadaspour, S., DanaeeFard, H., Fani, A., and Khaefelahi, A. (2020). “The Antecedents and Consequences of Market-Based Higher Education Policy in Iran”. Journal of Science and Technology Policy, 12(1), pp. 55-72. [In Persian].
Mok, K. H., and Jiang, J. (2017). “Massification of higher education: Challenges for admissions and graduate employment in China”. In Managing international connectivity, diversity of learning and changing labour markets, pp. 219-243. Singapore: Springer.
Nelson, K., Creagh, T., and Clarke, J. (2012). “Social justice and equity issue in the higher education context”. Queensland University of Technology. Australian Government Office for Learning and Teaching, Queensland. 27p.
Petty, N. J., Thomson, O. P., and Stew, G. (2012). “Ready for a paradigm shift? Part 2: Introducing qualitative research methodologies and methods”. Manual therapy, 17(5), pp. 378-384.
Raz, Shahin. (2008). “Designing a model for determining student acceptance rates according to educational groups in Islamic Open University”. Researcher (Management), 5(12). pp. 46-41. [In Persian].
Riegol, A. M. (2003). “Validity and reliability tests in case study research: a literature review with hands‐on applications for each research phase”. Qualitative market research: An international journal.
Roshan, A. (2010). “Optimizing student admission capacity in Iran's public universities”. Research and Planning in Higher Education, 16(4 (58), pp. 97-115). [In Persian].
Scott, P. (1995). The Meanings of Mass Higher Education. Buckingham: The Society for Research into Higher Education and Open University Press.
Silverman, D.(2001) Interpreting Qualitative Data. 2 (ed) edn. London: Sage.
Skilbeck, M., and Connell, H. (2000). Access and equity in higher education: An international perspective on issues and strategies. A Report Prepared for the Higher Education Authority (HEA). Dublin: HEA.
Sohelsarv, M., Garibi, G., Karami, G,. Entezari, A. (2018). “The relationship between higher education development policies and social demand”. Journal of Welfare Planning and Social Development, 11(41), pp. 33-72. [In Persian].
Teichler, U., and Yağcı, Y. (2009). “Changing challenges of academic work: Concepts and observations”. Higher education, research and innovation: Changing dynamics, pp. 83-146.
Thomas, G. E., Alexander, K. L., and Eckland, B. K. (1979). “Access to higher education: The importance of race, sex, social class, and academic credentials”. The School Review, 87(2), pp. 133-156.
Tienda, M., Alon, S., and Niu, S. X. (2008). Affirmative Action and the Texas Top 10% Percent Admission law: Balancing Equity and Access in Higher Education. Princeton, NJ: Texas Higher Education Opportunity Project.
Toohey, S. (1999). Designing courses for higher education. McGraw-hill education (UK).
Trow, M. (2007). “Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since WWII”. In International handbook of higher education, pp. 243-280. Springer, Dordrecht.
Van de Werfhorst, H. G. (2009). “Credential inflation and educational strategies: A comparison of the United States and the Netherlands”. Research in Social Stratification and Mobility, 27(4), pp. 269-284.
Wang, G., and Shulruf, B. (2013). “Admission model and equity in higher education”. The Asia-Pacific Education Researcher, 22(1), pp. 111-117.
Wheelahan, L. (2010). Why knowledge matters in curriculum: A social realist argument. London: Routledge.
Williams, G., and Blackstone, T. (1983). “Response to Adversity: Higher Education in a Harsh Climate”. SRHE Monograph 53. Humanities Press, Atlantic Highlands, NJ 07716.