عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Context: Most experts look at the education, organizational climate dimensions as the most important source of educational innovation and innovation curriculum.
Goal: The purpose of this research was to study the relationship between organizational climate dimensions and the rate of curriculum innovation indicators at Isfahan University and Isfahan University of Medical Sciences.
Method: This study was applied one and the research method was descriptive – correlative (survey).
Statistical population included all faculty members at university of Isfahan and faculty members at Isfahan University of Medical Sciences. Some 106 faculty members at the University of Isfahan and some 124 faculty members at Isfahan University of Medical Sciences were chosen as statistical sample. Research instruments were questionnaire of organizational climate dimensions, designed by Gole (2008) and questionnaire of acceptance of curriculum innovation.
Findings: 1- There was positive and significant relation between organizational climate dimensions and rate curriculum innovation indicators. 2- There was positive and significant relation between organizational climate dimensions and rate curriculum innovation indicators goals, curriculum innovation content, curriculum innovation learning – teaching, and curriculum innovation evaluation. 3- There was a significant difference between averages of organizational climate dimensions climate in terms of university, college, tenure, academic trips grade of academic faculty members at university of Isfahan and faculty members at Isfahan University of Medical Sciences (p<0.05),4) .There was not a significant difference between averages of organizational dimensions climate with rate curriculum innovation indicators in terms of sex faculty members at university of Isfahan and faculty members at Isfahan University of Medical Sciences (p<0.05).
Conclusion: Educational planners and managers can implement appropriate administrative styles and approaches to facilitate further innovation indicators provide a curriculum for faculty.
حسینی خواه، علی (1387). بررسی نظریهی انتشار نوآوری در حوزه آموزش. فصلنامه نوآوریهای آموزشی، 26، 7: 178-151.
خسروی، رحمتالله؛ سجادی، سیدمهدی (1390). تحلیلی بر نظریة انتقادی تعلیم و تربیت و دلالتهای آن برای برنامه درسی. پژوهش در برنامه درسی، سال هشتم، دوره دوم، شماره4 (31):1-14.
شرفی، محمد. (1387). نوآوری در آموزش عالی (بر پایه مدل بالدریج). مجله تدبیر، 191.
ضرغامی، حمیدرضا؛ جعفری، مصطفی؛اخوان، پیمان (1391). بررسی رابطه بین خلاقیت و انگیزه افراد برای نوآوری در سازمانهای پژوهشی: مطالعه موردی در پژوهشکده پردازش هوشمند علائم. ابتکار و خلاقیت در علوم انسانی، بهار 1391، دوره 1، شماره 4: 37-63