شناسایی مداخله‌های رفتاری تلنگر پایه در مراحل آموزشی و پژوهشی دانشجویان دوره دکتری مدیریت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه رهبری و سرمایه انسانی، دانشکدگان مدیریت، دانشگاه تهران، تهران. ایران.

2 دانشجوی دکتری، دانشکده مدیریت دولتی و علوم سازمانی، دانشکدگان مدیریت، دانشگاه تهران، تهران

چکیده
با توجه به ماهیت خاص رشته مدیریت و از سوی دیگر رشد چشمگیر پذیرش دانشجو در مقطع دکتری این رشته، سطح کیفی فرآیندهای آموزش و یادگیری در این دوره به‌شدت تحت تأثیر قرارگرفته و تحقق اهداف اصلی این دوره را با چالش روبرو کرده است. اگرچه دلایل مختلفی باعث این ناکارآمدی شده است، اما بدون شک یکی از دلایل اصلی، نبود نظام رفتاری مناسب برای تحقق اهداف یادگیری است. این مقاله با فرض پذیرش ضرورت تعامل با وضعیت موجود، از طریق مصاحبه نیمه‌‌ساختاریافته با 15 نفر از دانش‌‌آموختگان و دانشجویان مقطع دکتری مدیریت تلاش شده است تا امکان به‌کارگیری مداخلات و تلنگرهای رفتاری در فرایند یادگیری دانشجویان دکتری به‌عنوان یک ابزار کم‌هزینه و زودبازده برای ارتقای یادگیری در مراحل مصاحبه، دوره آموزشگری، دوره پژوهش‌گری و دفاع از رساله دکتری پیشنهاد شود. تجزیه‌وتحلیل داده‌های گردآوری‌شده با تکنیک تحلیل مضمون و کدگذاری آن‌ها با نرم‌افزار MAXQDA نشان می‌دهد که تلنگرها می‌توانند برای ارتقای یادگیری در مقطع دکتری مؤثر باشند. بر اساس مطالعات نظری و پژوهش میدانی 281 مضمون پایه استخراج گردید که در قالب 19 مضمون سازمان‌یافته و 7 مضمون فراگیر با توجه به نظر خبرگان احصاء و نتایج تأییدشده جهت تطابق با کاربردهای تلنگری در اختیار خبرگان حوزه مداخلات رفتاری قرار گرفت. تلنگرهای پیش‌فرض، شفاف‌کننده، اطلاع‌ساز، جهت‌دهنده، تعهدآفرین، آگاهی‌دهنده (هشداردهنده)، بازخور، ظرفیت‌ساز‌، هویت‌ساز، رضایت‌بخشی، مشوق، آینده‌نگر، فرصت‌ساز، دیجیتال، جرأت‌آفرین، مدیریت ریسک، معکوس، محک‌زننده، تعدیل‌کننده توقعات ازجمله تلنگرهای پیشنهادی در حوزه تسهیل گری فرایندهای یادگیری در مقطع دکتری مدیریت هستند.

براساس مطالعات نظری و پژوهش میدانی 281 مضون پایه استخراج گردید که در قالب 19 مضون سازمان‌یافته و 7 مضمون فراگیر باتوجه به نظر خبرگان احصاء و نتایج تأییدشده جهت تطابق با کاربردهای تلنگری در اختیار خبرگان حوزه مداخلات رفتاری قرار گرفت.تلنگرهای پیش‌فرض، شفاف‌کننده، اطلاع‌ساز، جهت‌دهنده، تعهدآفرین، آگاهی‌دهنده(هشداردهنده)، بازخور، ظرفیت‌ساز‌، هویت‌ساز، رضایت‌بخشی، مشوق، آینده‌نگر، فرصت‌ساز، دیجیتال، جرأت‌آفرین، مدیریت‌ریسک، معکوس، محک‌زننده، تعدیل‌کننده توقعات ازجمله تلنگرهای پیشنهادی در حوزه تسهیلگری فرایندهای یادگیری در مقطع دکتری مدیریت هستند.

کلیدواژه‌ها


عنوان مقاله English

Identifying Behavioral Nudges in the Educational and Research Phases of Doctoral Management Students

نویسندگان English

Seyed Kamal Vaezi 1
Leila Mirza Abolalhassan Khan Ilchi 2
1 Associate Professor, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, Tehran, Tehran, Iran
2 Ph.D. student, Faculty of Public Administration and Organizational Sciences, College of Management, University of Tehran, Tehran, Iran
چکیده English

Given the unique nature of management studies and the significant increase in doctoral admissions in this field, the quality of teaching and learning processes in these programs has been severely impacted, posing challenges to achieving the primary objectives of doctoral education. Although various factors contribute to this inefficiency, one key reason is undoubtedly the lack of an appropriate behavioral framework to achieve learning objectives. This article assumes the necessity of engaging with the current state of doctoral education and explores the potential for implementing behavioral interventions, or "nudges," as a cost-effective and quick-return tool for enhancing learning processes in the stages of interviews, training, research, and dissertation defense. Data collected through semi-structured interviews with 15 graduates and current doctoral candidates in management were analyzed using thematic analysis, with coding performed using MAXQDA software. The findings indicate that nudges can significantly improve learning outcomes at the doctoral level. Based on theoretical studies and field research, 281 foundational themes were extracted, which were organized into 19 structured themes and 7 overarching themes, validated by experts to ensure alignment with practical applications of nudges in behavioral interventions. Proposed nudges include preemptive nudges, clarifying nudges, informative nudges, directional nudges, commitment-inducing nudges, awareness-raising (warning) nudges, feedback-oriented nudges, capacity-building nudges, identity-forming nudges, satisfaction-enhancing nudges, motivational nudges, future-oriented nudges, opportunity-creating nudges, digital nudges, courage-inducing nudges, risk-managing nudges, reverse-thinking nudges, evaluative nudges, and expectation-modifying nudges. These are suggested as effective tools for facilitating learning processes in management doctoral programs.

Data collected through semi-structured interviews with 15 graduates and current doctoral candidates in management were analyzed using thematic analysis, with coding performed using MAXQDA software. The findings indicate that nudges can significantly improve learning outcomes at the doctoral level. Based on theoretical studies and field research, 281 foundational themes were extracted, which were organized into 19 structured themes and 7 overarching themes, validated by experts to ensure alignment with practical applications of nudges in behavioral interventions.
Proposed nudges include preemptive nudges, clarifying nudges, informative nudges, directional nudges, commitment-inducing nudges, awareness-raising (warning) nudges, feedback-oriented nudges, capacity-building nudges, identity-forming nudges, satisfaction-enhancing nudges, motivational nudges, future-oriented nudges, opportunity-creating nudges, digital nudges, courage-inducing nudges, risk-managing nudges, reverse-thinking nudges, evaluative nudges, and expectation-modifying nudges. These are suggested as effective tools for facilitating learning processes in management doctoral programs.

کلیدواژه‌ها English

Higher education
Behavioral Nudges
Enhancing Learning
Behavioral Economics
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