الگوی متناقض نمای شکوفایی در مجامع دانشگاهی: گذر از نمایش دانایی به دانایی با رویکرد داده بنیاد

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه مدیریت منابع انسانی، دانشگاه امین، تهران، ایران

چکیده
مفهوم شکوفایی به‌عنوان موضوعی جدید در رفتار، موردتوجه بسیاری از محققان قرار گرفته است. یکی از مباحث بسیار مهمی که در موفقیت سازمان‌ها دخیل است، شکوفایی افراد است. این تحقیق با توجه به اهمیت موضوع، به دنبال فهم جریان شکوفایی در مجامع دانشگاهی کشور است. در این پژوهش، فلسفه پژوهش تفسیری، رویکرد پژوهش استقرایی، راهبرد پژوهش نظریه داده بنیاد انتخاب شده و روش گردآوری داده‌ها، مصاحبه نیمه ساختاریافته است. بدین منظور از جامعه پژوهشی که شامل اساتید شکوفا در دانشگاه دولتی کشور بودند، نمونه‌گیری نظری صورت گرفت و از این طریق با 22 نفر از اساتید شکوفا مصاحبه انجام شده است. نتایج پژوهش نشان می‌دهد که جریان شکوفایی در مجامع دانشگاهی کشور، دانانمایی و تظاهر به علم است، که عواملی مانند جابجایی نظام افتخارات و شرافت علمی، عادت زدگی علمی، نقدناپذیری و نداشتن حس تحول‌خواهی و تغییرپذیری بر روی آن تأثیرگذار بوده و راهبردهای سبک رهبری غیر دموکراتیک و ارزیابی‌های اداری فعالیت‌های علمی حاکم است. در مجامع دانشگاهی کشور عوامل زمینه‌ای فرهنگ اداری، تعاملات و ارتباطات رانت محور، ضعف نظام مدیریت دانش و سامانه‌های اطلاعاتی و ناتوانی در حل مسئله تأثیرگذار است. فضای حاکم در مجامع دانشگاهی کشور منجر به پیامدهای نفاق سازمانی در بین افراد علمی، فرصت‌طلبی در پوشش علم و دانش و رخوت و کسالت علمی شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Paradoxical pattern of Thriving in Academic Institution: The show of knowledge rather than knowledge with Grounded Theory

نویسندگان English

Mahdi Alizadeh
Masoud Shariati
Department of Human Resource Management, Faculty of Organizational Resource Management, Amin University, Tehran, Iran
چکیده English

The concept of thriving, as an emerging topic in behavioral studies, has attracted considerable scholarly attention. One of the key factors contributing to organizational success is the thriving of individuals. Given the importance of this issue, this research seeks to understand the dynamic of thriving within the country’s academic institutions. This study adopts an interpretive philosophy, an inductive research approach, and a Grounded Theory strategy, with semi-structured interviews used for data collection. Accordingly, theoretical sampling was conducted among the research population, consisting of thriving professors at a major public university, and 22 interviews were carried out. The findings indicate that the dominant pattern of thriving in academic institutions manifests as the display of knowledge rather than genuine knowledge. This paradoxical pattern is influenced by factors such as the distortion of the scientific honors system, scientific habituation, resistance to criticism, and a lack of transformational and change-oriented mindset. In addition, non-democratic leadership styles and administrative, performance-based evaluations of scientific activities serve as the prevailing strategies within these institutions. The broader context of academic centers is further shaped by underlying conditions such as bureaucratic administrative culture, rent-seeking interactions and communication, weaknesses in knowledge management and information systems, and an overall inability to address problems effectively. Consequently, the prevailing atmosphere in academic institutions has led to outcomes such as organizational hypocrisy among academic staff, opportunistic behaviors disguised as scientific contribution, and a state of scientific apathy and stagnation.

کلیدواژه‌ها English

Distortion of the scientific honors system
Organizational hypocrisy
Display of knowledge
Academic institutions
Thriving
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