Razi Journal of Medical Sciences

fa تأثیر مربیگری (کوچینگ) با رویکرد دانشگاه‌های نسل چهارم بر بالندگی اعضای هیات علمی دانشگاه‌های علوم پزشکی کلان منطقه یک The Effect of Coaching (Coaching) with the Approach of Fourth Generation Universities on the Growth of Faculty Members of Large Universities of Medical Sciences in Region One روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: سازمان‌های امروزی آگاهی بیش‌تری نسبت به فشار رقابتی داشته و به تبع آن سازمان‌های موفق و پویا در تلاشند با تدوین و بکارگیری استراتژی‌های آموزشی و کسب و کار همچون مربیگری به نتایج کارآمدتری نایل آیند، لذا هدف پژوهش حاضر، بررسی تأثیر مربی گری (کوچینگ) با رویکرد دانشگاه‌های نسل چهارم بر بالندگی اعضای هیات علمی دانشگاه‌های علوم پزشکی کلان منطقه یک بود. روش کار: پژوهش حاضر در سال 1400 با رویکرد کیفی و کمی انجام شد. جامعه آماری در بخش کیفی به تعداد 17 نفر با استفاده از روش نمونه گیری هدفمند و در بخش کمی به تعداد 121 نفر با روش نمونه گیری تصادفی طبقه‌ای انتخاب شدند. جهت جمع آوری داده‌ها ازپرسشنامه‌ محقق ساخته کوچینگ با رویکرد توسعه دانشگاه‌های نسل چهارم و پرسشنامه بالندگی اعضای هیات علمی قرونه و همکاران استفاده شد. جهت تجزیه و تحلیل داده‌‌ها از آزمون‌‌های تحلیل عاملی تاییدی و معادلات ساختاری استفاده شد. یافته‌ها: به دلیل اینکه مقدار آماره تی (624/46) در خارج بازه (58/2 و 58/2-) قرار دارد، لذا می‌توان نتیجه گرفت که تاثیر کوچینگ بر بالندگی اعضای هیات علمی در دانشگاه علوم پزشکی کلان منطقه یک بارویکرد توسعه دانشگاه‌های نسل چهارم مثبت و معنادار می‌باشد. نتیجه‌گیری: به طور کلی می‌توان بیان کرد که استفاده از کوچینگ در فرآیندهای آموزشی و پژوهشی می‌تواند به تقویت توانمندی‌ها و توسعه حرفه‌ای اعضای هیئت علمی کمک کند و آن‌ها را برای پاسخگویی به نیازهای متغیر و پیچیده دانشگاه‌های نسل جدید آماده سازد. این یافته‌ها می‌تواند به عنوان مبنایی برای سیاست‌گذاری‌های آتی در دانشگاه‌های علوم پزشکی و سایر مراکز آموزش عالی مورد استفاده قرار گیرد.</div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">Background & Aims: Today, the maximum utilization of human capital has become inevitable for organizations due to reasons such as the rapid development of various technologies, increasing competition, demand for increased production, and reduced costs. Coaching is aimed at improving a person's self-motivation for effective work. Coaching is an interactive relationship that helps people identify, guide, and achieve their personal and professional goals faster than they are able to do on their own. The coaching process is a process in which a person, in the role of a coach, helps other people, while also investing in the development of their own competencies. Coaching is a powerful tool for leaders and organizations, thanks to which people can grow and develop in different fields. Coaching is a pragmatic approach that focuses on the client and goals. Organizational coaching provides a valuable platform for individual development. Today's organizations are more aware of competitive pressure, and as a result, successful and dynamic organizations are trying to achieve more efficient results by formulating and applying educational and business strategies such as coaching, so the purpose of this research is to investigate the effect of coaching with The approach of the fourth generation universities was on the growth of the academic staff members of the large universities of medical sciences in the first region. Methods: The current research was conducted in 2022 with a qualitative and quantitative approach. The statistical population of 17 people in the qualitative part was selected using the purposeful sampling method. In the quantitative part, the number of 121 people was selected using the stratified random sampling method. In order to collect data, a questionnaire made by a Kuching researcher with the approach of developing fourth-generation universities and the growth questionnaire of academic staff members by Ghoroneh and colleagues were used. Confirmatory factor analysis and structural equation tests were used to analyze the data. Results: Because the value of T-statistic (46.624) is outside the range (2.58 and -2.58), it can be concluded that the effect of coaching on the growth of academic staff members in the University of Medical Sciences is one of development productivity. Fourth-generation universities are positive and meaningful. According to graphs 1 and 2 and the results of path analysis in Table 2, between the exogenous dependent variable (coaching) and the endogenous dependent variable (growth of faculty members), based on the path coefficients, there is a factor loading of 0.893. Also, because the t-value (46.624) is outside the range (2.58 and -2.58), the effect of coaching on the growth of faculty members is significant at the level of 0.99. Looking at the t-statistic values of the components of both variables, we find that this relationship is also significant between all the components of the variables. Among the variable components of coaching, the highest value of the t statistic belongs to the "organizational requirements" dimension with a value of 51.743, and the lowest value is related to the "coach's personality trait" dimension with a value of 16.082. Among the variable dimensions of faculty members' growth, it should be said that the highest value of t statistic is related to the dimension of educational growth with a value of 45.324, and the lowest value is related to the dimension of individual growth with a value of 20.263 and the values of all components are outside the range (58.58). 2 and 58/2) are located, therefore, it can be concluded that the effect of coaching on the growth of academic staff members in the University of Medical Sciences in the Greater Region is a positive and meaningful development of the fourth generation universities. Conclusion: In general, it can be stated that coaching in educational and research processes can help strengthen the capabilities and professional development of faculty members and prepare them to respond to the changing and complex needs of new-generation universities. These findings can be used as a basis for future policies in universities of medical sciences and other higher education centers. Through coaching, faculty members can continue their professional growth continuously and purposefully and play a role as key elements in the evolution and development of fourth-generation universities. Also, fourth-generation universities seek to train individuals with multifaceted skills and abilities that go beyond conventional teaching and research. Coaching can help create a supportive and constructive atmosphere for faculty members in which they can engage in innovative and entrepreneurial activities with more confidence. The conclusion is that the use of coaching in educational and research processes can help strengthen the capabilities and professional development of faculty members and prepare them to respond to the changing and complex needs of new generation universities. These findings can be used as a basis for future policies in universities of medical sciences and other higher education centers. Coaching not only helps identify weaknesses but also encourages members to find practical solutions to overcome them. One of the reasons why coaching is so successful in developing faculty members is that this process addresses each member's individual issues individually, rather than offering one-size-fits-all solutions. Coaching provides an open and safe space where faculty members can talk honestly about their challenges and opportunities and receive targeted feedback and guidance. Also, coaching helps develop soft skills such as time management, leadership, effective communication, and problem-solving abilities. These skills are essential for success in fourth-generation universities, as these universities emphasize innovation and responsiveness to society's needs. </td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> مربیگری, نسل چهارم, بالندگی اعضای هیات علمی, دانشگاه علوم پزشکی Coaching, Furth Generation, Growth of Faculty Members, University of Medical Sciences 427 436 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8190-1&slc_lang=fa&sid=1 Masoumeh Babazadeh معصومه بابازاده 3900319475328460083477 3900319475328460083477 No PhD student in Higher Education Management, Sari Barch, Islamic Azad University, Sari, Iran دانشجوی دکتری مدیریت آموزش عالی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران. Farshideh Zameni فرشیده ضامنی F_zameni@yahoo.com 3900319475328460083478 3900319475328460083478 Yes Associate Professor, Department of Educational Sciences, Sari Barch, Islamic Azad University, Sari, Iran دانشیار، گروه علوم تربیتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران Saeid Saffarian Hamedani سعید صفاریان همدانی 3900319475328460083479 3900319475328460083479 No Assistant Professor, Department of Educational Management, Sari Barch, Islamic Azad University, Sari, Iran. استادیار، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.