شناسایی و اعتبارسنجی نشانگان و ابعاد هشیاری سازمانی در آموزش عالی

پژوهش نامه مدیریت تحول

مقاله 3، دوره 7، پائیز و زمستان1394 - شماره پیاپی 14، اسفند 1394، صفحه 75-103   

نوع مقاله: مقالات

شناسه دیجیتال (DOI): 10.22067/pmt.v7i14.48749

نویسندگان

اعظم پهلوان صادق^* ؛ بیژن عبدالهی؛ عبدالرحیم نوه ابراهیم؛ حسن رضا زین آبادی

دانشگاه خوارزمی

چکیده

این پژوهش با هدف شناسایی و اعتبارسنجی نشانگان و ابعاد هشیاریِ سازمانی، در آموزش عالی انجام گرفت. پژوهش حاضر از نظر هدف، کاربردی و از نظر روش، پژوهشی آمیخته از نوع اکتشافی متوالی، ابتدا کیفی و بعد کمّی است. جامعه پژوهش در بخش کیفی، خبرگان هیئت‌علمی دانشکده های مدیریت دانشگاه های دولتی تهران بود؛ تعداد نمونه، ۱۴ خبره علم مدیریت با روش نمونه گیری گلوله برفی معین شد و به‌صورت مصاحبۀ نیمه ساختاریافته اجرا شد. جامعه بخش کمّی پژوهش، کلیۀ اعضای هیئت‌علمی گروه های آموزشی مختلف مدیریت از دانشکده های مدیریت دانشگاه های دولتی تهران بود؛ تعداد نمونه، ۲۲۶ عضو هیئت‌علمی با روش نمونه گیری خوشه ای دومرحله ای و به‌صورت هدفمند و در دسترس تعیین و با ابزار محقق ساخته هشیاری سازمانی در سال ۹۴-۱۳۹۳، اجرا شد. روایی و پایایی پرسشنامۀ هشیاری سازمانی، مطلوب بود. برای تحلیل متون ادبی و مصاحبه ها جهت تدوین شاخص های هشیاری در بخش کیفی، از روش کدگذاری باز استفاده شد. روش های تحلیل آماری بخش کمّی، تحلیل عاملی اکتشافی و تأییدی و برازش الگو بود. یافته ها نشان داد: هشیاری سازمانی شامل ابعاد سرعت عمل و چابکی، انعطاف پذیری، پاسخگویی، یادگیری مشروط و توسعه شناخت، اعتماد و گشاده رویی است. نتایج بیانگر ضرورت تشویق اعضا به نوآوری و خلاقیت، آموختن مهارت ها و دانش تازه، پذیرش پدیده تغییر، توجه به انعطاف پذیری، تشویق خطرپذیری، بهبود آموزش و خدمات و توجه به پیامدهای بسیار مهم ایجاد هشیاری در سازمان است.

کلیدواژه‌ها

هشیاری سازمانی؛ آموزش عالی؛ سازمان هشیار؛ ابعاد هشیاری سازمانی؛ دانشگاه هشیار

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