پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 953 |
| تعداد مقالات | 7,828 |
| تعداد مشاهده مقاله | 13,067,494 |
| تعداد دریافت فایل اصل مقاله | 9,242,104 |
بررسی مؤلفه های اثر گذار بر ارتقاء علمی زنان هیأت علمی در آموزش عالی ایران | ||
| مطالعات اجتماعی روان شناختی زنان | ||
| مقاله 2، دوره 21، شماره 3 - شماره پیاپی 76، مهر 1402، صفحه 33-57 اصل مقاله (1.17 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jwsps.2023.39645.2590 | ||
| نویسندگان | ||
| یزدان ابراهیمی* 1؛ زهرا چاووشی2 | ||
| 1استادیار گروه مدیریت آموزش عالی، مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران. (نویسنده مسئول) yebrahimi@irphe.ir | ||
| 2دانشجوی دکترای مدیریت آموزش عالی، دانشگاه خوارزمی، تهران، ایران. z.chavoshi@gmail.com | ||
| چکیده | ||
| برخلاف گسترش سریع آموزش عالی در ایران و ایجاد فرصت‌های بیشتر آموزشی برای زنان و حضور بیشتر آنان در تحصیلات تکمیلی، نرخ مشارکت زنان و رشد آنان در مسیر شغلی دانشگاهی همچنان با متوسط کشورهای توسعه یافته فاصله بسیار دارد. از جمله نرخ نیل به مرتبه استادی به‌عنوان بالاترین رتبه علمی دانشگاهی بسیار پایین است. بر این اساس، پژوهش حاضر با هدف بررسی عوامل تأثیرگذار بر حضور زنان هیأت علمی در سطوح بالای دانشگاهی در یک نمونه آماری شامل 406 نفر از کل اعضای هیأت علمی زن شاغل در دانشگاه‌های دولتی وابسته به وزارت علوم و تحقیقات و فناوری در سال 1400 با روش توصیفی-پیمایشی انجام شده است. شیوه نمونه‌گیری تصادفی ساده است. برای تحلیل داده‌ها از رویکرد الگوسازی معادلات ساختاری توسط نرم افزارهایAMOS22 و SPSS22استفاده شده است. یافته‌ها از تأیید چهار فرضیه مطرح حکایت داشت، به این شرح که از منظر زنان اعضای هیأت علمی به ترتیب «عوامل فرهنگی و قوانین حاکم بر دانشگاه»، «عوامل علمی و آموزشی»، «عوامل فردی و شخصیتی» و «عوامل خانوادگی» بیشترین اثر را بر پایین بودن ارتقا آنان در دانشگاه داشته‌اند. | ||
| کلیدواژه‌ها | ||
| آموزش عالی؛ ارتقاء شغلی؛ اعضای هیأت علمی زن؛ جنسیت | ||
| عنوان مقاله [English] | ||
| investigating of effective barriers to promotion of faculty women in Iranian universities | ||
| نویسندگان [English] | ||
| yazdan Ebrahimi1؛ Zahra Chavoshi2 | ||
| 1Assistant Professor, Department of Economic Higher Education, Institute for Research and Planning in Higher Education, Tehran, Iran. yebrahimi@irphe.ir. (Corresponding Author) | ||
| 2PHD Student of Higher Education Management, Kharazmi University, Tehran, Iran. z.chavoshi@gmail.com | ||
| چکیده [English] | ||
| The women's participation rate in the position of a professor, such as their participation rate in the Iranian economy, is very low. The presence of women in postgraduate education has increased due to the rapid expansion of higher education, creating opportunities for them in Iran. However, the rate of women's participation and their promotion on a university career path is still lower than the average in developed countries. The purpose of this study is to investigate the barriers affecting the presence of women faculty at high academic levels. The research method of the study is descriptive and survey-type. The statistical sample includes 406 women faculty members working in public universities affiliated with the Ministry of Science, Research, and Technology in 1400. The sampling method is Simple Random. In the present study, the structural equation modeling approach was used by AMOS22 and SPSS22 software to analyze the data. Based on the findings, four hypotheses were confirmed. The results show that women faculty believe that "cultural factors and laws governing the university," "scientific and educational factors," "individual and personality factors," and "family factors" had the greatest effect on their low promotion in the university, respectively. Keywords Higher Education, Faculty Women, Promotion Introduction Women and men, utilizing the facilities and opportunities provided by higher education in Iran, acquire various knowledge and skills, making them ready to contribute to society (Zahedi, 2021). The low presence of women in higher education suggests that their representation has been neglected or deemed less important than that of men. Studies indicate that the position of women in Iranian universities is similar to the situation of women in universities in other less developed parts of the world (Mahdavi, Latifi, 2009). Over the past few decades, although the presence of women in social and educational activities has significantly grown, they haven't played a significant role in economic activities, and their participation rate in economic activities is low. According to international statistics, in 2019, the labor force participation rate of women over 15 years was low (about 17.5%) compared to the participation rate of men over 15 years old (71.5%). Over the past few decades, nearly half of all students have been women[1]. However, the role of women in economic activities remains low. Of all the faculty members of the Ministry of Science (Assistant Professor, Associate Professor, Professor), 17.9% are women, and 81% are men, with 4.7% of women and 15.1% of men achieving the rank of professor. Finally, this article examines the views of female faculty members to what extent gender is a factor influencing their scientific promotion and identifies the components affecting the scientific progress of female faculty in Iranian public universities. Methodology The research method employed in this study is descriptive and survey-based. A questionnaire, designed by the researchers, was utilized to collect data. This article presents and explores the factor structure of indicators related to the promotion of female faculty members in higher education. The statistical population of the study included 4,995 female faculty members in universities affiliated with the Ministry of Science, Research, and Technology. A total of 406 questionnaires were collected based on the Cochran formula. Subsequently, the indicators of the promotion of female faculty members were structurally analyzed. To achieve this, confirmatory factor analysis (CFA) was conducted, accompanied by reliability analysis based on the internal consistency of indicators using the Cronbach alpha test. The study employed a 41-item questionnaire, consisting of 9 questions assessing women's personality traits and 32 questions evaluating the impact of barriers on the promotion of women. Findings The hypothesis of this study aimed to explore the impact of four barriers on the promotion of female faculty members, and this hypothesis was confirmed. The results suggest that four primary factors significantly influence the promotion of female faculty in higher education. These factors were categorized as "Cultural factors and academic rules," "Science and Education," "Individual and Personality," and "Family." During the confirmatory factor analysis stage, the obtained factor structure model underwent testing using the structural equation modeling method (Amos). The results from confirmatory factor analysis reveal that these factors exhibit a negative factor load on the promotion of female faculty members. Result This study investigates the perspectives of female faculty members from public universities regarding the impact of gender on scientific promotion. The study formulated four hypotheses. The first hypothesis explores the influence of cultural factors and academic rules in universities on the slow progression of female faculty members to higher academic positions. Consequently, disparities in culture and regulations diminish the representation of women at the higher levels of associate professors and professors. The second hypothesis confirms that the index of scientific and educational factors affects the promotion of female faculty members. According to the viewpoint of female faculty members, women are scientifically equivalent to men, but they face unequal access to opportunities. The third hypothesis reveals that individual and personality factors impede the promotion of female faculty members. The results indicate that women may lack access to higher levels of academia due to lower self-confidence and less motivation to progress compared to men. Furthermore, the fourth hypothesis posits that women, as mothers and wives, bear responsibilities that can impede their progress. However, the results demonstrate that family factors are the least significant among the three other factors. The findings indicate that female faculty members consider the external environment more crucial than internal and family-related issues. | ||
| کلیدواژه‌ها [English] | ||
| Higher Education, Faculty Women, promotion, gender | ||
| مراجع | ||
|
ابراهیم‌پور، حبیب.، مکبری، امیرحسین.، ریواز، داوود و روشن دل اربطانی، طاهر. (1390). رسانه و سقف شیشهای: تعیین نقش تلویزیون در ارتقاء زنان به سطوح مدیریتی جامعه. مدیریت دولتی، 6(6)، 18-1. براتعلی، مریم،. یوسفی، علیرضا و میرشاه‌جعفری، سید‌ابراهیم. (1389). زنان، اشتغال و تحصیلات آموزش عالی. انجمن آموزش عالی ایران، 3(2)، 101-79. پازارگادی، مهرنوش. (1390). زنان در عرصه آموزش عالی. اندیشه‌های راهبردی زن و خانواده، تهران: دبیرخانه نشست اندیشه‌های راهبردی. تقی‌زاده، هوشنگ.، سلطانی، غلامرضا و شکری، عبدالرضا. (1391). شناسایی موانع ارتقای زنان به پستهای مدیریتی (مطالعه موردی). زن و مطالعات خانواده، 5(17)، 50-33. توتونچیان، ایرج و عیوضلو، حسین. (1379). کاربرد نظریۀ عدالت اقتصادی در نظام اسلامی توزیع ثروت و درآمد. تحقیقات اقتصادی، 35(2)، 132-97. جواهری، فاطمه و داریاپور، زهرا. (1387). مشکلات شغلی زنان عضو هیأت علمی دانشگاه. پژوهش زنان، 6(2)، 106-79. حسینی‌لرگانی، مریم. (1385). بررسی مشارکت زنان هیأت علمی در سمت‌های مدیریت دانشگاهی، موانع و چالشها. تهران: مؤسسه پژوهش و برنامه‌ریزی آموزش عالی. خان‌افضلی، جمعه. (1383). نظریه عدالت رالز؛ عدالت‌خواهی یا عدالت ستیزی. معرفت، 79، 54-50. زاهدی، شمس‌السادات. (1400). بررسی و رصد تغییرات حاصله در جایگاه شغلی زنان دانشگاهی طی یک دوره 30 ساله «یافته‌های یک پژوهش طولی از 1370 تا 1400». توسعه علوم انسانی، 2(4)، 19-1. شادی‌طلب، ژاله و ابراهیم‌پور، سمانه. (1396). بازگویی تجربیات زنان در ارتقا به مرتبه استادی در دانشگاه‌های ایران. رفاه اجتماعی، 17(66)، 105-53. شفیعی، سمیه‌سادات و پورباقر، زهرا. (1393). زنان و شاخصهای توسعه در ایران و ترکیه. برنامه‌ریزی رفاه و توسعه اجتماعی. 5(21)، 125-111. عبادی، جعفر و صالحی، محمد‌جواد. (1389). اثر نابرابری سرمایه انسانی در زنان و مردان بر امید به زندگی. پژوهش و برنامه‌ریزی در آموزش عالی، 16(2)، 98-81. فراستخواه، مقصود. (1383). زنان، آموزش عالی و بازار کار. پژوهش زنان، 2(1)، 163-147. فضائلی، امیر‌عباس و علیزاده هنجنی، محمد حسین. (1385). عدالت در بخش سلامت از دیدگاه مکاتب اخلاقی. رفاه اجتماعی، 5(20)، 26-11. قاسمی، وحید. (1392). الگوسازی معادله ساختاری در پژوهشهای اجتماعی. تهران: انتشارات جامعه‌شناسان، چاپ دوم. قلیپور، آرین.، لبافی، سمیه و جلال‌پور، مهدیه. (1391). چالشهای زنان در ورود به شبکههای علمی مردانه در محیطهای دانشگاهی. زن در توسعه و سیاست، 10(2)، 63-43. کتابی، محمود.، یزدخواستی، بهجت و فرخی‌راستایی، زهرا. (1382). توانمندسازی زنان برای مشارکت در توسعه. پژوهش زنان، 3(7)، 30-5. معدن‌دارآرانی، عباس و سرکارآنی، محمدرضا. (1388). آموزش و توسعه- مباحث نوین در اقتصاد آموزش. تهران: نشر نی، چاپ اول. مکنون، رضا. (1383). دانشگاه توسعه پایدار و چالشها. مقاله در دایره المعارف آموزش عالی. جلد اول. تهران: بنیاد دانشنامۀ بزرگ فارسی. موثقی، سید‌احمد. (1383). توسعه: سیر تحول مفهومی و نظری. سیاست، 63، 252-223. مهدوی، سید‌محمد‌صادق و لطیفی، روح‌انگیز. (1388). بررسی جامعه‌شناختی ارتقاء علمی زنان هیأت علمی دانشگاه آزاد اسلامی واحد تهران مرکزی و شناخت موانع و مشکلات آن‌ها. پژوهش‌نامه علوم اجتماعی، 3(3)، 22-7. مهرگان، نادر.، موسائی، میثم و رضائی، روح‌الله. (1389). تحولات اشتغال زنان در ایران با استفاده از تحلیل انتقال- سهم. رفاه اجتماعی، 11(40)، 105-93. میرغفوری، سید‌حبیب‌الله. (1385). شناسایی و رتبه‌بندی عاملهای مؤثر در گماشته نشدن زنان به پستهای مدیریتی در سازمانهای دولتی استان یزد. مطالعات‌زنان، 4(1)، 122-101. نصرت‌طلب‌حقی، آیدا. (1399). نقش توسعه زنان در توسعه جامعه (با رویکرد خانوادههای ایرانی). پیشرفتهای نوین در روان‌شناسی، علوم‌تربیتی و آموزش‌و‌پرورش، 3(28)، 61-42. Alika, I. J. & Aibieyi, S. (2014). Human capital: Definitions, approaches and management dynamics. Journal of Business Administration and Education, 5, 55-78. Baratali, M., Yosefi, A. & Mir Shah Jafari, S. E. (2010). Women, employment and higher education. Iranian Higher Education, 3(2), 79-101. (In Persian) Ebadi, J. & Salehi, M. J. (2011). The impact of female and male human capital inequality on life expectancy at birth. Quarterly Journal of Research and Planning in Higher Education, 16(2), 81-98. (In Persian) Ebrahimpour, H., Mokabberi, A. H., Riva, D. & Roshandel Arbatani, T. (2011). The media and glass ceiling: Explanation of television impact on the women promotion to the managerial levels. Journal of Public Administration, 6(6), 1-18. (In Persian) Farasatkhah, M. (2004). Women, higher education and the labor market. Woman in Development and Politics, 2(1), 147-163. (In Persian) Fazaeli, A. A. & Alizadeh Hanjani, M. H. (2006). Justice on health in terms of major ethical theories. Social Welfare Quarterly, 5(20), 11-26. (In Persian) Ghasemi, V. (2013). Structural equation modeling using Amos graphics. Tehran: Sociologists Publishing, 2th edition. (In Persian) Gholipour, A., Labafi, S. & Jalalpour, M. (2012). Women’s challenges to enter into male networks in academic environments. Woman in Development & Politics, 10(2), 43-63. (In Persian) Gosepath, S. (2007). Equality. The Stanford Encyclopedia of Philosophy. Harford, J. (2018). The perspectives of women professors on the professoriate: A missing piece in the narrative on gender equality in the university. Education Sciences, 8(2), 1-16. Hosseinilergani, M. (2006). Investigating the participation of academic faculty women in university management positions, obstacles and challenges. Tehran: Higher Education Research and Planning Institute. (In Persian) Javaheri, F. & Dariapour, Z. (2008). Occupational problems facing female university faculty members. Women in Development and Politics, 6(2), 79-106. (In Persian) Jones, K., Arta A., Longman, K. A. & Remke, R. (2018). Perspectives on women’s higher education leadership from around the world. Lancaster University Management School UK. Ketabi, M., Yazd Khasti, B. & Farokhi Rastabi, Z. (2003). Empowering women to participate in development. Women in Development and Politics. 1(7), 5-30. (In Persian) Khan Afzali, F. (2004). Rawls' theory of justice; Seeking justice or anti-justice. Knowledge, 79, 54-50. (In Persian) Kholis, N. (2017). Barriers to women’s career advancement in indonesian academia: A qualitative empirical study. Advances in Social Science, Education and Humanities Research (ASSEHR). Berlin: Atlantis Press. Maadandar Arani, A. & Sarkarani, M. R. (2009). Education and development. Ney Publishing. 1th edition. (In Persian) Maheshwari, G. & Nayak, R. (2020). Women leadership in Vietnamese higher education institutions: An exploratory study on barriers and enablers for career enhancement. Educational Management Administration & Leadership, XX(X), 1-18. Mahdavi, S. M. S. & Latifi, R. (2009). Sociological study of the scientific promotion of women in the faculty of Islamic Azad University, Central Tehran Branch and the recognition of their obstacles and problems. Research Paper of Social Sciences, 3(3), 7-22. (In Persian) Maknon, R. (2004). University of sustainable development and challenges. Encyclopedia of Higher Education. Vol 1. Tehran: The great Prsian Encyclopedia Foundation. (In Persian) Mehregan, N., Musai, M. & Rezaei, R. (2011). Trends of female employment in Iran: A study using Shift-Share analysis. Social Welfare Quarterly, 11(40), 93-105. (In Persian) Mirghafouri, S. H. A. (2006). Ranking the Barriers of women's promotion to managerial positions: A case study of Yazd Province's public sector. Womens Studies, 4(1), 101-122. (In Persian) Movasaghi, A. (2004). Theoretical and Conceptual transformation of "Development". Journal of Law & Political Science, 63, 223-252. (In Persian) Nosrat Talab Haghi, A. (2020). The role of women's development in the development of society (the role of Iranian families). Journal of Recent Advances in Psychology, Educational Sciences and Education, 3(28), 42-61. (In Persian) Nunnally, J. C. (1967). Psychometric theory. New York: McGraw Hill. Parker, P. (2015). The historical role of women in higher education. Administrative Issues Journal, 5(1), 3-14. Pazargadi, M. (2011). Women in higher education. Strategic Thoughts of Women and Family, Tehran: Strategic Thoughts Meeting Secretariat. (In Persian) Shadi Talab, J. & Ebrahimpour, J. (2017). Narrative of womens experiences in promotion to professorship at universities of Iran. Social Welfare Quarterly, 17(66), 53-106. (In Persian) Shafiee, S. & Porbagher, Z. (2014). Discussing women and human development indicators in Iran and Turkey. Social Development and Welfare Planning, 5(21), 111-125. (In Persian) Sharma, R. R., Chawla, S. & Karam, C. M. (2021). Global gender gap index: World economic forum perspective. In: Handbook on Diversity and Inclusion Indices. Edward Elgar Publishing Ltd., Cheltenham, pp. 150-163. Taghizadeh, H., Soltani Fasqandis, G. & Shokri, A. H. (2012). Identifying barriers to women's promotion to managerial positions (A case study). Women and Family Studies, 5(17), 33-50. (In Persian) Tutunchian, I. & Ayvazlou, H. (2000). Application of the theory of economic justice for wealth and income distribution under an Islamic system. Economic Research, 35(2), 97-132. (In Persian) Winchester, H. P. & Browning, L. (2015). Gender equality in academia: A critical reflection. Journal of Higher Education Policy and Management, 37(3), 269-281. Winchester, H., Chesterman, C., Lorenzo, S. & Browning, L. (2005). Academic women’s promotion in Australian Universities. Employee Relations, 28(6), 505-522. Zahedi, S. (2021). A longitudinal research about women situation in university in a three decades period, 1991 to 2021. Journal of Human Sciences Development, 2(4), 1-19. (In Persian) | ||
|
آمار تعداد مشاهده مقاله: 186 تعداد دریافت فایل اصل مقاله: 163 |
||