پژوهش در نظامهای آموزشی (Jun 2018)
Designing a Stakeholder-Oriented Pattern, Based On Good Governance for Improving the Quality of the Ministry Of Science, Research and Technology (MSRT)
Abstract
One of the components of Iran's higher education system is the Ministry of Science, Research and Technology (MSRT), which, as its management, plays a direct role in the overall quality of the country's higher education system. Good governance provides a model for MSRT to be able to effectively promote the quality of the field of science in the country. From the perspective of many scholars, the current system of higher education does not meet the huge demands of the higher education stakeholders (students, employers, government, and society). Therefore, the purpose of this study is to develop a good governance model in MSRT to meet the needs and expectations of stakeholders. In the present study, the grounded theory method and the systematic study of Strauss and Corbin have been used. According to the paradigmatic model of this research, in Iran, the most important causes of undesirable governance in MSRT are: 1. Intra-departmental factors, 2. External dimensions, 3. Factors of stakeholders, and 4. Lack of honor and dignity of science. Some policy proposals in this study include: reforming the law of MSRT in line with the requirements of the beneficiary, the belief in good governance and stakeholderism as a criterion for selecting the Minister MSRT, establishing strong institutions for prosecution, the release of internal and external stakeholders and expanding the spatial and semantic spaces and consultation among the higher education stakeholders. In the present study, the grounded theory method and the systematic study of Strauss and Corbin have been used. According to the paradigmatic model of this research, in Iran, the most important causes of undesirable governance in the Ministry of Science are: 1- Intra-departmental factors, 2- External dimensions, 3. Factors with stakeholder origins and 4. Lack of honor and dignity of science. In the end, proposals such as amending the Law of the Ministry of Science in accordance with the interests of the beneficiaries, the election of a competent and prudent minister to good governance and interest, the establishment of strong institutions for prosecution and follow-up of complaints, the freedom of stakeholder organizations inside and outside the university, and expansion Semantic spaces and the creation of think tanks and consultations between higher education stakeholders.
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