واكاوي مولفه هاي مسئوليت پذيري اجتماعي گروه هاي آموزشي(علوم انساني) مطالعه موردي: دانشگاه اصفهان

The purpose of this research was to explore the components of social responsibility of educational groups in the humanities (Case Study: University of Isfahan). This applied research was conducted using an exploratory mixed-methods approach. The qualitative participants included experts in the field of the study, an‎d 15 of them were selec‎ted using purposive sampling. The quantitative population consisted of all faculty members of the humanities departments at the University of Isfahan. The sample size in the quantitative phase was determined using the Morgan table, an‎d 155 faculty members were selec‎ted through stratified proportional sampling. The data were collected using semi-structured interviews an‎d a researcher-made questionnaire. The validity of the interview questions an‎d the questionnaire was assessed through content validity, an‎d the reliability of the questionnaire was estimated using Cronbachʹs alpha coefficient. The findings from the interviews were analyzed using thematic content analysis, while the data from the questionnaire were analyzed using appropriate descriptive an‎d inferential statistical methods with SPSS software. The qualitative results revealed that the components of social responsibility of educational groups in the intra-university dimension include six main dimensions an‎d 40 indicators: (general responsibility with 12 indicators, scientific responsibility with 3 indicators, educational responsibility with 12 indicators, ethical responsibility with 7 indicators, technological an‎d innovative responsibility with 3 indicators, an‎d structural transformation responsibility with 3 indicators). The components of social responsibility in the extra-university dimension include five main dimensions an‎d 20 indicators: (general responsibility with 9 indicators, scientific responsibility with 2 indicators, ethical responsibility with 3 indicators, technological an‎d innovative responsibility with 2 indicators, an‎d structural transformation responsibility with 4 indicators). After the interviews an‎d analysis, the validity of the components was confirmed with the interviewees. The quantitative findings showed that the current status of educational groups, in terms of social responsibility, was eva‎luated above average in the intra-university dimension an‎d below average in the extra-university dimension.

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