پژوهش مدیریت آموزش کشاورزی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

عامل‌های اثرگذار بر توسعه‌ی آموزش عالی پایدار از دیدگاه دانشجویان دانشکده‌ی کشاورزی دانشگاه بوعلی سینا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه بوعلی سینا، همدان، ایران.

2 دکتری آموزش کشاورزی، گروه ترویج و آموزش کشاورزی، دانشگاه علوم کشاورزی و منابع طبیعی خوزستان، اهواز، ایران.

3 استادیار گروه ترویج و آموزش کشاورزی، پردیس کشاورزی و منابع طبیعی، دانشگاه رازی، کرمانشاه، ایران.

4 دانشیار گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه بوعلی سینا، همدان، ایران.

چکیده

دانشگاه‌ها در قبال افزایش سطح آگاهی‌ها، دانش، مهارت‌ها و ارزش‌های مورد نیاز دانشجویان و جامعه برای ایجاد آینده‌ای پایدار مسئول هستند. با این وجود، تلفیق توسعه‌ی پایدار در آموزش عالی هنوز در گام‌های ابتدایی خود ‌مانده و با چالش‌های بسیاری روبه‌روست. از این‌رو، شناسایی عامل‌های اثرگذار بر آموزش توسعه‌ی پایدار در ساختار دانشگاهی به منظور چیره شدن بر این چالش‌ها ضرورتی انکارناپذیر است. از 1810 تن جامعه‌ی آماری، شمار 182 دانشجو به عنوان نمونه‌ی آماری با استفاده از فرمول کوکران و روش نمونه‌گیری طبقه‌ای با انتساب متناسب (جنس و مقطع تحصیلی) انتخاب شدند. ابزار گرد‌آوری داده‌ها، پرسشنامه‌ای محقق ساخته بود که روایی آن با نظر متخصصان موضوعیِ دارای اثر پژوهشیِ مرتبط با آموزش عالی پایدار و پایایی آن با محاسبه‌ی ضریب تتای ترتیبی (91/0 – 83/0 =θ) تأیید شد. داده‌ها در محیط نرم‌افزارهای SPSSWin20 و R پردازش شدند. یافته‌های آمار توصیفی (تحلیل عاملی تشخیصی) نشان دادند که عامل‌های اثرگذار بر توسعه‌ی آموزش عالی پایدار در هفت عامل تعهد مدیریت دانشگاه، داشتن دانش در زمینه‌ی آموزش عالی پایدار، آموزش‌‌های پایداری‌محور، همکاری و مشارکت، نگرش نسبت به پایداری، حمایت مدیریت و زیرساخت‌ها، و فرهنگ دانشگاهی شناسایی شدند. برونداد رگرسیون ترتیبی گویای آن بود که عامل‌های شناسایی شده در مجموع 1/52 درصد از احتمال واریانس آموزش توسعه‌ی پایدار را تبیین می‌کنند (521/0 =R2 ناگلکرک).

کلیدواژه‌ها

عنوان مقاله [English]

Factors Affecting on Outspread of Sustainable Higher Education from Viewpoints of Students (Case Study: College of Agriculture Sciences, Bu-Ali Sina University)

نویسندگان [English]

  • yaser mohammadi 1
  • feizullah Monavvarifard 2
  • laleh salehi 3
  • reza movahedi 4

1 Assistant professor of agriculture extension & education department, College of agriculture, Bu-Ali Sina University, Hamedan, Iran.

2 Ph.D of Agricultural Education, Agricultural Sciences and Natural Resources University of Khouzestan, Ahvaz, Iran.

3 Assistant professor of agriculture extension & education department, college of agricultural and natural resources, Razi University, Kermanshah, Iran.

4 Associate professor of agriculture extension & education department, college of agriculture, Bu-Ali Sina University, Hamedan, Iran.

چکیده [English]

Universities have a moral responsibility for increasing social awareness, knowledge, skills, and values to creating a sustainable future. However, integration sustainable development issues in higher education structure remains in its early stages and faces many challenges. Therefore, identify factors that affecting on outspread of sustainable higher education are an undeniable fact to achieve to sustainable higher education and overcoming challenges facing the university to achieve sustainability. From 1810 individual of statistical population, 189 students were selected as sample using stratified random sampling (based on gender and degree). A researcher-made questionnaire was the main tool for collecting research data which experts confirmed its validity, and its reliability confirmed by calculating the ordinal theta (θ = 0.83 – 0.91). Data were analyzed using SPSSWin20 and R software. The findings of exploratory factor analysis revealed that seven factors include commitment to sustainability, knowledge, education for sustainability, cooperation and participation, attitude towards sustainability, support from top-managers of university and infrastructures, and organizational culture affecting on university’s activities to achieve to sustainable higher education. Results of ordinal regression indicated that the identified factors are good predictor for outspread of sustainable higher education and in total explained about 52.1% of variances of Sustainable higher education.

کلیدواژه‌ها [English]

  • Sustainable Higher Education
  • Commitment of Universities’ Managers to the Sustainable Development
  • Education for Sustainable Development
  • Attitude toward Sustainability
مراجع
پای خسته، پ.، علم بیگی، ا.، و بطحائی، س. س. (1396). بررسی شایستگی‌های مورد نیاز توسعه‌ی کارآفرینی پایدار در آموزش عالی کشاورزی. فصل‌نامه‌ی مدیریت آموزش کشاورزی، شماره 40، صص: 43-32.
حمزه رباطی، م.، مهاجران، ب.، سید عباس زاده، م. م.، جاودانی، ح.، و بذرافشان مقدم، م. (1397). تحلیل آموزش پایدار بر اساس مدل AHP در آموزش عالی: پژوهش ترکیبی. فصل‌نامه‌ی آموزش محیط زیست و توسعه‌ی پایدار، سال هفتم، شماره اول، صص: 36-19.
راد، س. ا.، فقیهی، ع.، ناطقی، ف.، و معینی کیا، م. (1395). طراحی چارچوبی برای شناسایی و دسته‌بندی مؤلفه‌های آموزش عالی پایدار در ایران. فصل‌نامه‌ی آموزش محیط زیست و توسعه‌ی پایدار، سال ششم، شماره‌ی اول، صص: 40-29.
 
Adams, R., Jeanrenaud, S., Bessant, J., Denyer, D., & Overy, P. (2016). Sustainability‐oriented innovation: a systematic review. International Journal of Management Reviews, 18 (2), 180-205.
Adams, R., Martin, S., & Boom, K. (2018). University culture and sustainability: Designing and implementing an enabling framework. Journal of Cleaner Production, 171, 434-445.
Al-Naqbi, A. K., & Alshannag, Q. (2018). The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students. International Journal of Sustainability in Higher Education, 19 (3), 566-588.
Bamberg, S., & Schmidt, P. (2003). Incentives, morality, or habit? Predicting students’ car use for university routes with the models of Ajzen, Schwartz, and Triandis. Environment and behavior, 35 (2), 264-285.
Barth, M., & Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective. Journal of Cleaner Production, 26, 28-36.
Beaman, L., & Dillon, A. (2012). Do household definitions matter in survey design? Results from a randomized survey experiment in Mali. Journal of Development Economics, 98 (1), 124-135.
Bekessy, S. A., Samson, K., & Clarkson, R. E. (2007). The failure of non-binding declarations to achieve university sustainability: A need for accountability. International Journal of Sustainability in Higher Education, 8 (3), 301-316.
Beringer, A., & Adomßent, M. (2008). Sustainable university research and development: inspecting sustainability in higher education research. Environmental Education Research, 14 (6), 607-623.
Blake, J., & Sterling, S. (2011). Tensions and transitions: effecting change towards sustainability at a mainstream university through staff living and learning at an alternative, civil society college. Environmental Education Research, 17 (1), 125-144.
Boer, P. (2013). Assessing sustainability and social responsibility in higher education assessment frameworks explained. In Sustainability Assessment Tools in Higher Education Institutions (pp. 121-137). Springer, Cham.
Boff, L. (2017). Sustentabilidade: o que é-o que não é. Editora Vozes Limitada.
Brumagim, A. L., & Cann, C. W. (2012). A framework for teaching social and environmental sustainability to undergraduate business majors. Journal of Education for Business, 87 (5), 303-308.
Calder, W., & Clugston, R. M. (2003). International efforts to promote higher education for sustainable development. Planning for higher education, 31 (3), 30-44.
Ceulemans, K., Molderez, I., & Van Liedekerke, L. (2015). Sustainability reporting in higher education: a comprehensive review of the recent literature and paths for further research. Journal of Cleaner Production, 106, 127-143.
Chambers, D. P. (2013). A discipline-based model for embedding sustainability in university curricula. In Sustainability Assessment Tools in Higher Education Institutions (pp. 309-321). Springer, Cham.
Christensen, P., Thrane, M., Herreborg Jørgensen, T., & Lehmann, M. (2009). Sustainable development: Assessing the gap between preaching and practice at Aalborg University. International Journal of Sustainability in Higher Education, 10 (1), 4-20.
Cloud, J., & Jackson, M. (2010). Education for a Sustainable Future: Benchmarks for Individual and Social Learning. Education, 2010.
Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 31 (3), 15-22.
Dagiliūtė, R., & Liobikienė, G. (2015). University contributions to environmental sustainability: challenges and opportunities from the Lithuanian case. Journal of Cleaner Production, 108, 891-899.
Desha, C. J., & Hargroves, K. C. (2010). Surveying the state of higher education in energy efficiency, in Australian engineering curriculum. Journal of Cleaner Production, 18 (7), 652-658.
Dobson, H. E., & Bland Tomkinson, C. (2012). Creating sustainable development change agents through problem-based learning: Designing appropriate student PBL projects. International Journal of Sustainability in Higher Education, 13 (3), 263-278.
Eisen, A., & Barlett, P. (2006). The Piedmont Project: Fostering faculty development toward sustainability. The Journal of Environmental Education, 38 (1), 25-36.
Erdoğan, N. (2009). Testing the new ecological paradigm scale: Turkish case. African Journal of Agricultural Research, 4 (10), 1023-1031.
Ferrer-Balas, D., Adachi, J., Banas, S., Davidson, C. I., Hoshikoshi, A., Mishra, A.,... & Ostwald, M. (2008). An international comparative analysis of sustainability transformation across seven universities. International Journal of Sustainability in Higher Education, 9 (3), 295-316.
Gómez, F. U., Sáez-Navarrete, C., Lioi, S. R., & Marzuca, V. I. (2015). Adaptable model for assessing sustainability in higher education. Journal of Cleaner Production, 107, 475-485.
Green, T. L. (2013). Teaching (un) sustainability? University sustainability commitments and student experiences of introductory economics. Ecological Economics, 94, 135-142.
Gudz, N. A. (2004). Implementing the sustainable development policy at the University of British Columbia: An analysis of the implications for organisational learning. International Journal of Sustainability in Higher Education, 5 (2), 156-168.
Hansla, A., Gamble, A., Juliusson, A., & Gärling, T. (2008). The relationships between awareness of consequences, environmental concern, and value orientations. Journal of environmental psychology, 28 (1), 1-9.
Hawcroft, L. J., & Milfont, T. L. (2010). The use (and abuse) of the new environmental paradigm scale over the last 30 years: A meta-analysis. Journal of Environmental psychology, 30 (2), 143-158.
Hoover, E., & Harder, M. K. (2015). What lies beneath the surface? The hidden complexities of organizational change for sustainability in higher education. Journal of Cleaner Production, 106, 175-188.
Jackson, T. (2009). Prosperity without growth?: The transition to a sustainable economy.
James, M., & Card, K. (2012). Factors contributing to institutions achieving environmental sustainability. International Journal of Sustainability in Higher Education, 13 (2), 166-176.
Jickling, B., & Wals, A. E. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40 (1), 1-21.
Koester, R. J., Eflin, J., & Vann, J. (2006). Greening of the campus: a whole-systems approach. Journal
Kuo, T. C., Tseng, M. L., Lin, C. H., Wang, R. W., & Lee, C. H. (2018). Identifying sustainable behavior of energy consumers as a driver of design solutions: The missing link in eco-design. Journal of Cleaner Production, 192, 486-495.
Kurland, N. B. (2011). Evolution of a campus sustainability network: a case study in organizational change. International Journal of Sustainability in Higher Education, 12 (4), 395-429.
Læssøe, J., Schnack, K., Breiting, S., Rolls, S., Feinstein, N., & Goh, K. C. (2009). Climate change and sustainable development: The response from education. A Cross-National Report, Denmark: International Alliance of Leading Education Institutes.
Leal Filho, W., Manolas, E., & Pace, P. (2015). The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16 (1), 112-129.
Lee, K. H., Barker, M., & Mouasher, A. (2013). Is it even espoused? An exploratory study of commitment to sustainability as evidenced in vision, mission, and graduate attribute statements in Australian universities. Journal of Cleaner Production, 48, 20-28.
Lozano, R. (2006). Incorporation and institutionalization of SD into universities: breaking through barriers to change. Journal of cleaner production, 14 (9-11), 787-796.
Lukman, R., & Glavič, P. (2007). What are the key elements of a sustainable university?. Clean Technologies and Environmental Policy, 9 (2), 103-114.
Mälkki, H., & Paatero, J. V. (2012). Promoting professional skills and holistic view in energy engineering education. In Proceedings of International Conference on Engineering Education.
Mälkki, H., Alanne, K., & Hirsto, L. (2015). A method to quantify the integration of renewable energy and sustainability in energy degree programmes: a Finnish case study. Journal of Cleaner Production, 106, 239-246.
Merck, J., & Beermann, M. (2015). The relevance of transdisciplinary teaching and learning for the successful integration of sustainability issues into higher education development. In Integrative approaches to sustainable development at university level (pp. 19-25). Springer, Cham.
Milutinović, S., & Nikolić, V. (2014). Rethinking higher education for sustainable development in Serbia: an assessment of Copernicus charter principles in current higher education practices. Journal of cleaner production, 62, 107-113.
Musti, S., Kortum, K., & Kockelman, K. M. (2011). Household energy use and travel: opportunities for behavioral change. Transportation Research Part D: Transport and Environment, 16 (1), 49-56.
Reypens, C., Lievens, A., & Blazevic, V. (2016). Leveraging value in multi-stakeholder innovation networks: A process framework for value co-creation and capture. Industrial Marketing Management, 56, 40-50.
Richter, T., & Schumacher, K. P. (2011). Who really cares about higher education for sustainable development?. Journal of Social Sciences, 7 (1), 24.
Shrivastava, P. (2010). Pedagogy of passion for sustainability. Academy of Management Learning & Education, 9 (3), 443-455.
Slimak, M. W., & Dietz, T. (2006). Personal values, beliefs, and ecological risk perception. Risk analysis, 26 (6), 1689-1705.
Thomas, I. (2009). Critical thinking, transformative learning, sustainable education, and problem-based learning in universities. Journal of Transformative Education, 7 (3), 245-264.
Too, L., & Bajracharya, B. (2015). Sustainable campus: engaging the community in sustainability. International Journal of Sustainability in Higher Education, 16 (1), 57-71.
UNESCO. (2011). Definition of ESD. Retrieved May 13, 2012, from http://www. unescobkk. org/ education/esd-unit/definition-of-esd/.
Vicente-Molina, M. A., Fernández-Sáinz, A., & Izagirre-Olaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behaviour: comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138.
Waas, T., Hugé, J., Ceulemans, K., Lambrechts, W., Vandenabeele, J., Lozano, R., & Wright, T. (2013). Sustainable Higher Education. Understanding and Moving Forward.
Wals, A. E. (2014). Sustainability in higher education in the context of the UN DESD: a review of learning and institutionalization processes. Journal of Cleaner Production, 62, 8-15.
Wright, T. S., & Wilton, H. (2012). Facilities management directors’ conceptualizations of sustainability in higher education. Journal of Cleaner Production, 31, 118-125.
Zsóka, Á., Szerényi, Z. M., Széchy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138.   
پژوهش مدیریت آموزش کشاورزی
دوره 11، شماره 48 - شماره پیاپی 48
خرداد 1398
صفحه 57-74
فایل ها
هم رسانی
ارجاع به این مقاله
آمار