Human Information Interaction
تعامل انسان و اطلاعات
Human Information Interaction
Literature & Humanities
http://hii.khu.ac.ir
1
admin
2423-7418
2423-7418
doi
fa
jalali
1401
10
1
gregorian
2023
1
1
9
4
online
1
fulltext
fa
پیشرانها و بازدارندههای گرایش دانشجویان دکتری علم اطلاعات و دانششناسی ایران به مطالعه
Drivers and inhabitants of Iranian knowledge and information science PhD students towards study
تخصصي
Special
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">زمینه و هدف: </span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">بررسی عوامل پیشران و بازدارنده</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"><span style="font-style:normal"></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">ی موثر بر گرایش دانشجویان دکتری علم اطلاعات و دانششناسی به مطالعه هدف این پژوهش است.</span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">روش پژوهش</span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">: این پژوهش با رویکرد کیفی و با استفاده از روش تحلیلمحتوا انجام شده است. ابزار گردآوری دادهها مصاحبه عمیق نیمهساختاریافته بوده است. مصاحبهها از طریق مراجعه حضوری، تماس تلفنی، پست الکترونیکی، ارسال و دریافت فایل صوتی و گفتوگو در شبکهی اجتماعی واتساپ انجام شده است. دانشجویان دکتری علم اطلاعات و دانش</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"><span style="font-style:normal"></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">شناسی دانشگاههای دولتی، پیام</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"><span style="font-style:normal"></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">نور و آزاد اسلامی جامعه پژوهش را تشکیل میدهند که با استفاده از نمونهگیری هدفمند، تعداد ۳۳ نفر بهعنوان نمونه پژوهش انتخاب شدند. </span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">نتایج: </span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">چهار عامل «استاد»، «اجبار»، «ارتقاء» و «علاقه» به عنوان عوامل پیشران مطالعه در بین دانشجویان دکتری بودهاند و هفت عامل «استاد»، «خانواده»، «مشکلات دسترسی»، «آینده مبهم»، «مشکلات و ضعف</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"><span style="font-style:normal"></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">های نظام آموزشی»، «رشد روحیه بی</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"><span style="font-style:normal"></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">نیازی از مطالعه» و «عدم مشارکت در تدریس» به عنوان عوامل بازدارنده شناسایی شده</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"><span style="font-style:normal"></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="font-style:normal">اند.</span></span></span></span></span></span></span></span></span></span></span><br>
<b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">نتیجهگیری</span></span></span></b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">: عوامل پیشران و عوامل بازدارنده از مطالعه، بسیار درهم</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">تنیده بوده و به</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">هم مرتبط هستند. برخی از این عوامل بر برخی دیگر تأثیر می</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">گذارند و به نوعی علتومعلول یک</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">دیگرند. برای تقویت عوامل مؤثر و کاهش عوامل بازدارنده به مطالعه، تلاش بیشتر اساتید و برنامه</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">ریزان درسی در سطح کلان، کتابخانهها و کتابداران، سیاستمداران، و تلاش و برنامهریزی بیشتر خود دانشجویان دکتری را میطلبد. لازم است تا نظام تعلیم و تربیت و نظام آموزش در دانشگاه</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">ها از نظام تک</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">متنی و متکلموحده بودن خارج شود. تا تغییرات بنیادی در روشهای تدریس و محتوای درسی در نظام آموزشی به وجود نیاید، دانشجویان کمتر به مطالعه و پژوهش روی میآورند</span></span></span></div>
<span style="font-size:13pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span style="font-size:10.0pt"><span style="font-style:normal">Introduction: </span></span></b><span style="font-size:10.0pt"><span style="font-style:normal">A thorough understanding of the drivers and inhabitants to the study can provide the basis for effective planning to improve the study. The aim of this study was to investigate the driving and inhibitory factors affecting the tendency of Iranian knowledge and information science PhD students towards study.</span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span style="font-size:10.0pt"><span style="font-style:normal">Methods: </span></span></b><span style="font-size:10.0pt"><span style="font-style:normal">This research was conducted with a qualitative approach and using content analysis method. The data collection tool was an in-depth semi-structured interview. The interviews were conducted through face-to-face visits, telephone calls, e-mails, sending and receiving audio files and conversations on social media. PhD students in knowledge and information science at state universities, Payame-Nour Universities, and Islamic Azad Universities form the research community, and 33 people were selected as the research sample using targeted sampling.</span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span style="font-size:10.0pt"><span style="font-style:normal">Results: </span></span></b><span style="font-size:10.0pt"><span style="font-style:normal">The results show that four factors of "professor", "compulsion", "personal promotion" and "interest" were the driving factors among doctoral students and seven factors were "professor", "family". "Access problems", "ambiguous future", "problems and weaknesses of the educational system", "growth of the spirit of need to study" and "non-participation in teaching" have been identified as deterrents factors.</span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span style="font-size:10.0pt"><span style="font-style:normal">Conclusion: </span></span></b><span style="font-size:10.0pt"><span style="font-style:normal">The drivers and inhabitants of the study are very intertwined and interrelated. Some of these factors affect others and are in some way the cause and effect of each other. To strengthen effective factors and reduce barriers to study, it requires more effort from professors and programmers at the macro level, libraries and librarians, politicians, and more effort and planning from doctoral students themselves. It is necessary for the education system and the education system in universities to get out of the monolithic system and to be the speaker of unity. In this way, students are less likely to study and research until there are fundamental changes in teaching methods and curriculum content in the education system. For the first time, this study examines the most important factors and barriers to the advancement of PhD students in information science, and the results provide qualitative factors for the context of the research community. And it can be used in planning and policy making for the doctoral program of the field. Since no research has been done in this field so far, the present study can be considered as a new research in this field.</span></span></span></span></span></span><br>
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خواندن, دانشجویان دکتری, علم اطلاعات و دانششناسی, عوامل بازدارنده, عوامل پیشران, مطالعه
PhD students, inhabitant's factors, Drivers factors, study and reading, knowledge and information science
68
82
http://hii.khu.ac.ir/browse.php?a_code=A-10-166-2&slc_lang=fa&sid=1
Mohammad Reza
Shekari
محمدرضا
شکاری
shekari.scu@gmail.com
10031947532846004749
10031947532846004749
Yes
Public Library
گروه علم اطلاعات و دانششناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
Mohammad
Hassan Zadeh
محمد
حسن زاده
hasanzadeh@modares.ac.ir
10031947532846004750
10031947532846004750
No
University
گروه علم اطلاعات و دانششناسی، دانشگاه تربیت مدرس، تهران، ایران.