‫‪The Islamic University of Gaza‬‬ ‫ﺍﻟﺠـﺎﻤﻌــــﺔ ﺍﻹﺴـﻼﻤﻴــــﺔ ﺒﻐـــﺯﺓ‬

‫‪Deanship of Research and Graduate Studies‬‬

‫ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤـﺙ ﺍﻟﻌﻠﻤـﻲ ﻭﺍﻟﺩﺭﺍﺴـﺎﺕ ﺍﻟﻌﻠﻴـﺎ‬
‫‪Faculty of Education‬‬
‫‪Master of Educational Principles -‬‬ ‫ﻜـﻠﻴــــــــﺔ ﺍﻟﺘﺭﺒﻴــــــــــﺔ‬
‫‪Educational Administration‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﺃﺼﻭل ﺘﺭﺒﻴﺔ‪ -‬ﺇﺩﺍﺭﺓ ﺘﺭﺒــﻭﻴــﺔ‬
‫ﺩﺭﺟﺔ ﻣﻤﺎﺭﺳﺔ ﺍﻟﺠﺎﻣﻌﺔ ﺍﻻﺳﻼﻣﻴﺔ ﺑﻐﺰﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻮﺍﻫﺐ ﺍﻟﻤؤﺳﺴﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺠﻮﺩﺓ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬‬
‫ﺍﻟﻤﺨﺮﺟﺎﺕ‬
‫ﺍﻟﺤﻼﻕ‪ ،‬ﺳﻤﻴﺔ ﺧﺎﻟﺪ ﻋﺒﺪﺍﻟﺮؤﻭﻑ‬ ‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬

‫ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬ ‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‪:‬ﺩﺭﺠﺔ‬

‫ﺍﻟﺪﺟﻨﻲ‪ ،‬ﺇﻳﺎﺩ ﻋﻠﻲ ﻳﺤﻴﻴ)ﻤﺸﺮﻑ(‬ ‫ﻣؤﻟﻔﻴﻦ ﺁﺧﺮﻳﻦ‪:‬‬
‫‪2019‬‬

‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‬

‫ﻏﺰﺓ‬ ‫ﻣﻮﻗﻊ‪:‬‬
‫‪1 - 139‬‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬
‫‪The Degree Practice of the Islamic University‬‬
‫‪1027173‬‬ ‫ﺭﻗﻢ ‪in Gaza:MD‬‬
‫‪to Manage Institutional Talent‬‬ ‫‪and its‬‬
‫ﺭﺳﺎﺋﻞ ﺟﺎﻣﻌﻴﺔ‬ ‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‪:‬‬
‫‪Relation to the Quality of Outputs‬‬
‫‪Arabic‬‬ ‫ﺍﻟﻠﻐﺔ‪:‬‬
‫ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ‬ ‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬
‫ﺍﻟﺠﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ )ﻏﺰﺓ(‬ ‫ﺍﻟﺠﺎﻣﻌﺔ‪:‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‪:‬‬
‫ﺇِﻋﺩ‪‬ﺍﺩ‪ ‬ﺍﻟﺒ‪‬ﺎﺤ‪‬ﺜﹶﺔ‬ ‫ﻓﻠﺴﻄﻴﻦ‬ ‫ﺍﻟﺪﻭﻟﺔ‪:‬‬
‫ﺴﻤﻴﺔ ﺨﺎﻟﺩ ﻋﺒﺩ ﺍﻟﺭﺅﻭﻑ ﺍﻟﺤﻼﻕ‬
‫‪Dissertations‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﻤﻮﺍﻫﺐ‪ ،‬ﺍﻟﺠﻮﺩﺓ‪ ،‬ﺟﻮﺩﺓ ﺍﻟﻤﺨﺮﺟﺎﺕ‪ ،‬ﺍﻟﻤﻮﺍﻫﺐ ﺍﻟﻤؤﺳﺴﻴﺔ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ‬ ‫ﻣﻮﺍﺿﻴﻊ‪:‬‬
‫‪http://search.mandumah.com/Record/1027173‬‬ ‫ﺭﺍﺑﻂ‪:‬‬

‫ﺇِﺸﺭ‪‬ﺍﻑﹸ ﺍﻟﺩ‪‬ﻜﺘﹸﻭﺭ‬
‫ﺇﻴﺎﺩ ﻋﻠﻲ ﺍﻟﺩﺠﻨﻲ‬

‫ﻗﺩﻤﺕ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﺍﺴﺘﻜﻤﺎﻻﹰ ﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬

‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺭﺒﻭﻴﺔ– ﻗﺴﻡ ﺃﺼﻭل ﺍﻟﺘﺭﺒﻴﺔ ﻤﻥ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺍﻹٍﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‬

‫© ‪ 2021‬ﺩﺍﺭ ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬

‫ﺸﻭﺍل ‪1440/‬ﻫـ ‪ -‬ﻴﻭﻨﻴﻭ‪2019 /‬ﻡ‬
‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‪ .‬ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‪ ،‬ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺩﺍﺭ‬
‫ﺍﻟﻤﻨﻈﻮﻣﺔ‪.‬‬
‫‪The Islamic University of Gaza‬‬ ‫ﺍﻟﺠـﺎﻤﻌــــﺔ ﺍﻹﺴـﻼﻤﻴــــﺔ ﺒﻐـــﺯﺓ‬
‫‪Deanship of Research and Graduate Studies‬‬
‫ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤـﺙ ﺍﻟﻌﻠﻤـﻲ ﻭﺍﻟﺩﺭﺍﺴـﺎﺕ ﺍﻟﻌﻠﻴـﺎ‬
‫‪Faculty of Education‬‬
‫‪Master of Educational Principles -‬‬ ‫ﻜـﻠﻴــــــــﺔ ﺍﻟﺘﺭﺒﻴــــــــــﺔ‬
‫‪Educational Administration‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﺃﺼﻭل ﺘﺭﺒﻴﺔ‪ -‬ﺇﺩﺍﺭﺓ ﺘﺭﺒــﻭﻴــﺔ‬

‫ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬

‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‬
‫‪The Degree Practice of the Islamic University in Gaza‬‬
‫‪to Manage Institutional Talent and its‬‬
‫‪Relation to the Quality of Outputs‬‬

‫ﺇِﻋﺩ‪‬ﺍﺩ‪ ‬ﺍﻟﺒ‪‬ﺎﺤ‪‬ﺜﹶﺔ‬
‫ﺴﻤﻴﺔ ﺨﺎﻟﺩ ﻋﺒﺩ ﺍﻟﺭﺅﻭﻑ ﺍﻟﺤﻼﻕ‬

‫ﺇِﺸﺭ‪‬ﺍﻑﹸ ﺍﻟﺩ‪‬ﻜﺘﹸﻭﺭ‬
‫ﺇﻴﺎﺩ ﻋﻠﻲ ﺍﻟﺩﺠﻨﻲ‬

‫ﻗﺩﻤﺕ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﺍﺴﺘﻜﻤﺎﻻﹰ ﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬

‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺭﺒﻭﻴﺔ– ﻗﺴﻡ ﺃﺼﻭل ﺍﻟﺘﺭﺒﻴﺔ ﻤﻥ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺍﻹٍﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‬

‫ﺸﻭﺍل ‪1440/‬ﻫـ ‪ -‬ﻴﻭﻨﻴﻭ‪2019 /‬ﻡ‬

 ‫ﺇﻗــﺭﺍﺭ‬

‫ﺃﻨﺎ ﺍﻟﻤﻭﻗﻌﺔ ﺃﺩﻨﺎﻩ ﻤﻘﺩﻤﺔ ﺍﻟﺭﺴﺎﻟﺔ ﺍﻟﺘﻲ ﺘﺤﻤل ﺍﻟﻌﻨﻭﺍﻥ‬

‫ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬

‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‬
The Degree Practice of the Islamic University in Gaza
to Manage Institutional Talent and its
Relation to the Quality of Outputs

‫ ﺒﺎﺴﺘﺜﻨﺎﺀ ﻤﺎ ﺘﻤﺕ ﺍﻹﺸﺎﺭﺓ‬،‫ﺃﻗﺭ ﺒﺄﻥ ﻤﺎ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻴﻪ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﺇﻨﻤﺎ ﻫﻭ ﻨﺘﺎﺝ ﺠﻬﺩﻱ ﺍﻟﺨﺎﺹ‬

‫ ﻭﺃﻥ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﻜﻜل ﺃﻭ ﺃﻱ ﺠﺯﺀ ﻤﻨﻬﺎ ﻟﻡ ﻴﻘﺩﻡ ﻤﻥ ﻗﺒل ﺍﻵﺨﺭﻴﻥ ﻟﻨﻴل ﺩﺭﺠﺔ‬،‫ﺇﻟﻴﻪ ﺤﻴﺜﻤﺎ ﻭﺭﺩ‬

.‫ﺃﻭ ﻟﻘﺏ ﻋﻠﻤﻲ ﺃﻭ ﺒﺤﺜﻲ ﻟﺩﻯ ﺃﻱ ﻤﺅﺴﺴﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺒﺤﺜﻴﺔ ﺃﺨﺭﻯ‬

Declaration
I understand the nature of plagiarism, and I am aware of the University’s policy
on this.

The work provided in this thesis, unless otherwise referenced, is the

researcher's own work, and has not been submitted by others elsewhere for any
other degree or qualification.

Student's name: ‫ﺴﻤﻴﺔ ﺨﺎﻟﺩ ﺍﻟﺤﻼﻕ‬ :‫ﺍﺴﻡ ﺍﻟﻁﺎﻟﺒﺔ‬

Signature: :‫ﺍﻟﺘﻭﻗﻴﻊ‬
Date: 2019/04/23 :‫ﺍﻟﺘﺎﺭﻴﺦ‬

‫ﺃ‬
 ‫ﻤﻠﺨﺹ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻻﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‪ ،‬ﻭﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ‪،‬‬
‫ﻭﻗﺎﻤﺕ ﺒﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﺎﻨﺔ ﺘﺤﺘﻭﻱ )‪ (58‬ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﻤﺤﻭﺭﻴﻥ‪ ،‬ﻴﺘﻀﻤﻥ ﺍﻟﻤﺤﻭﺭ ﺍﻷﻭل )‪(32‬‬
‫ﻓﻘﺭﺓ ﻤﺘﻌﻠﻘﺔ ﺒﺈﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺃﺭﺒﻌﺔ ﻤﺠﺎﻻﺕ )ﺍﻟﺘﺨﻁﻴﻁ–ﺍﻟﺘﺤﻔﻴﺯ–ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﺍﻟﺘﻁﻭﻴﺭ–ﺇﺩﺍﺭﺓ ﻭﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ(‪ ،‬ﻭﻴﺘﻀﻤﻥ ﺍﻟﻤﺤﻭﺭ ﺍﻟﺜﺎﻨﻲ )‪ (26‬ﻓﻘﺭﺓ ﻤﺘﻌﻠﻘﺔ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‬
‫ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﺠﺎﻻﺕ )ﺠﻭﺩﺓ ﺍﻟﺨﺭﻴﺠﻴﻥ–ﺠﻭﺩﺓ ﺍﻟﻤﺅﻟﻔﺎﺕ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ–ﺠﻭﺩﺓ ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ‬
‫ﺍﻟﻤﺠﺘﻤﻊ(‪ ،‬ﻭﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻭﺍﻟﺒﺎﻟﻎ‬
‫ﻋﺩﺩﻫﻡ)‪ (271‬ﻋﻀﻭﺍﹰ‪ ،‬ﻭﺘﻡ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻟﻤﻌﺎﻟﺠﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪.(SPSS‬‬
‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺃﺒﺭﺯ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﺍﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ .1‬ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﺒﻠﻎ ﻭﺯﻨﻬﺎ ﺍﻟﻨﺴﺒﻲ‬
‫)‪ (%62.13‬ﺒﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ .2‬ﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻟﺩﻯ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ )‪ (%63.12‬ﺒﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ .3‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ) ‪ ( a £ 0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺘﻘﺩﻴﺭ ﻋﻴﻨﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﺘﻌﺯﻯ ﺇﻟﻰ ﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﻭﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ ﻓﻲ ﺤﻴﻥ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ‬
‫ﻟﺼﺎﻟﺢ ﻤﻥ ﺴﻨﻭﺍﺕ ﺨﺩﻤﺘﻬﻡ ﺃﻜﺜﺭ ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ‪.‬‬
‫‪ .4‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ) ‪ ( a £ 0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺘﻘﺩﻴﺭ ﻋﻴﻨﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻟﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺭﺘﺒﺔ ﺒﺩﺭﺠﺔ ﺃﺴﺘﺎﺫ‬
‫ﻭﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ ﻟﺼﺎﻟﺢ ﺍﻟﺘﺨﺼﺹ ﻋﻠﻭﻡ ﺍﻨﺴﺎﻨﻴﺔ ﻭﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ﻟﺼﺎﻟﺢ ﻤﻥ ﺴﻨﻭﺍﺕ‬
‫ﺨﺩﻤﺘﻬﻡ ﺃﻜﺜﺭ ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ‪.‬‬
‫‪ .5‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻟﻤﺨﺭﺠﺎﺕ‪.‬‬
‫ﺃﻫﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ‪:‬‬
‫‪ .1‬ﺘﻭﻅﻴﻑ ﺍﻟﺒﻴﺌﺔ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ ﺍﻟﺩﺍﻋﻤﺔ ﻟﺘﻁﺒﻴﻕ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﻤﻥ ﺘﻭﻓﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﺴﺘﺜﻤﺎﺭﻫﺎ‪ ،‬ﻭﻭﻀﻊ ﺁﻟﻴﺎﺕ ﻤﻤﻨﻬﺠﺔ ﻟﻠﺘﺤﻘﻕ ﻤﻥ‬
‫ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻤﻥ ﻗﺒل ﺇﺩﺍﺭﺓ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫‪ .2‬ﻭﻀﻊ ﺩﻟﻴل ﻟﻠﺭﻗﺎﺒﺔ ﻭﺍﻟﺘﻘﻴﻴﻡ ﻴﺘﻡ ﺍﻟﻌﻤل ﻤﻥ ﺨﻼﻟﻪ ﻀﺒﻁ ﺘﻨﻔﻴﺫ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻨﺘﺎﺌﺠﻬﺎ ﻜﻤﺩﺨﻼﺕ ﻓﻲ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‪.‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ _ ﺍﻟﺠﻭﺩﺓ _ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‬

‫ﺕ‬
 Abstract
This study aims at identifying the degree to which the Islamic University of Gaza
practices institutional talent management and its relation to the quality of outputs. To
achieve the objectives of the study, the researcher used the analytical descriptive
approach, and designed a questionnaire containing (58) questions divided into two
sections. The first section consists of (32) questions relevant to institutional talent
management, divided into four areas (planning, motivation, training and development,
performance management and evaluation). The second section consists of (26) questions
pertaining to the quality of outputs, and divided into three areas (quality of graduates -
quality of publications and scientific research - quality of community service programs).
The population of the study consisted of (271) faculty members at the Islamic University
of Gaza. The data were analyzed by using the Statistical Package for the Social Sciences
(SPSS).
The most important findings of the study:
1. The degree to which the Islamic University of Gaza practices institutional talent
management is an average degree with a relative weight of (62.13%).
2. The quality of the outputs at the Islamic University of Gaza is also average with a
relative weight of (63.12%).
3. There are no statistically significant differences at the level of significance (α≤0.05)
between the mean scores of the study sample for the degree of the to which the
Islamic University of Gaza practices institutional talent management attributable to
the variables ‘academic rank’ and ‘specialization’, while there are differences
attributable to the variable ‘years of service’ in favor of those whose years of service
are more than 10 years.
4. There are statistically significant differences at the level of significance (α≤0.05)
between the mean scores of the study sample for the degree to which the Islamic
University of Gaza practices the level of outputs’ quality attributable to the variable
‘academic rank’ in favor of ‘professor’, and the variable ‘specialization’ in favor of
‘human sciences’, and the variable ‘years of service’ in favor of those whose years of
service are more than 10 years.
5. There is a statistically significant positive correlation between the degree to which the
Islamic University of Gaza practices institutional talent management and the level of
outputs’ quality.
The most important recommendations of the study:
1. Employing the supporting environment and information infrastructure to implement
the strategies of institutional talent management through providing information and
training on its investment, and developing systematic mechanisms to verify the
quality of outputs by the university administration.
2. Establishing a control and evaluation manual to control the implementation of
institutional talent management strategies and the manner of using its findings as
inputs to raise the quality of outputs.
Keywords: Talent Management - Quality - Outputs’ Quality

‫ﺙ‬
 ‫ﺍﻗﺘﺒﺎﺱ‬

‫ْ‬ ‫َ ُ‬ ‫َ َْ ِ ََ ْ ُ‬ ‫ْ‬ ‫ََ َ‬

‫ْ ِأ ِ ﴾‬ ‫ِ‬ ‫ِ ِ إِ‬ ‫﴿و‬

‫ا‬ ‫قا‬
‫]ھود‪[88 :‬‬

‫ﺝ‬
 ‫ﺍﻹﻫــﺩﺍﺀ‬

‫‪ ³‬ﺇﻟﻰ ﺍﻟﺭﺤﻤﺔ ﺍﻟﻤﻬﺩﺍﺓ‪ ،‬ﻭﺍﻟﺴﺭﺍﺝ ﺍﻟﻤﻨﻴﺭ‪ ،‬ﺴﻴﺩ ﺍﻟﺨﻠﻕ‪ ،‬ﻤﻌﻠﻡ ﺍﻟﺒﺸﺭﻴﺔ ﻤﺤﻤﺩ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ‬

‫‪ ³‬ﺇﻟﻰ ﻤﻥ ﻋﻠﻤﻨﻲ ﺍﻟﻌﻁﺎﺀ ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ‪ ..‬ﻭﺍﻟﺩﻱ ﺍﻟﺤﺒﻴﺏ‬

‫‪ ³‬ﺇﻟﻰ ﺭﻤﺯ ﺍﻟﺘﻀﺤﻴﺔ ﻭﺍﻟﻌﻁﺎﺀ ‪ ..‬ﺃﻤﻲ ﺍﻟﺤﺒﻴﺒﺔ‬

‫‪ ³‬ﺇﻟﻰ ﺭﻓﻴﻕ ﺩﺭﺒﻲ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﻴﺎﺓ ‪ ..‬ﺯﻭﺠﻲ ﺍﻟﻌﺯﻴﺯ‬

‫‪ ³‬ﺇﻟﻰ ﺨﻴﺭ ﺍﻟﺭﻓﻘﺎﺀ ﻭﺍﻟﺴﻨﺩ‪ ،‬ﺇﻟﻰ ﻤﻥ ﺘﻘﺎﺴﻤﺕ ﻤﻌﻬﻡ ﻜل ﺍﻟﺼﻌﺎﺏ‪ ،‬ﻨﻌﻡ ﺍﻟﺴﻨﺩ ﻭﺨﻴﺭ ﺍﻟﺭﻓﻘﺎﺀ ﺇﺨﻭﺘﻲ‬
‫ﻭﺃﺨﻭﺍﺘﻲ‬

‫‪ ³‬ﺇﻟﻰ ﻜل ﻤﻥ ﻴﻌﺠﺯ ﺍﻟﻘﻠﻡ ﻋﻥ ﻭﺼﻑ ﺠﻤﺎل ﺨﻠﻘﻬﻡ ﺍﻟﻜﺭﻴﻡ ‪ ..‬ﺼﺩﻴﻘﺎﺘﻲ ﺍﻟﻌﺯﻴﺯﺍﺕ‬

‫‪ ³‬ﺇﻟﻰ ﻤﻥ ﻟﻪ ﺍﻟﻔﻀل ﺒﺈﺭﺸﺎﺩﻨﺎ ﺇﻟﻰ ﻁﺭﻴﻕ ﺍﻟﻌﻠﻡ ﻭﺍﻟﻤﻌﺭﻓﺔ‪ ،‬ﺍﻟﺫﻴﻥ ﺒﺫﻟﻭﺍ ﻜل ﺠﻬﺩ ﻭﻋﻁﺎﺀ ﻟﻜﻲ ﻨﺼل‬
‫ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﻠﺤﻅﺔ ‪ ..‬ﺃﺴﺎﺘﺫﺘﻲ ﺍﻟﻜﺭﺍﻡ‬

‫‪ ³‬ﺇﻟﻰ ﻜل ﻤﻥ ﺴﺎﻋﺩﻨﻲ ﻓﻲ ﺇﺨﺭﺍﺝ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺼﻭﺭﺘﻪ‪.‬‬

‫ﺇﱃ ﻫﺆﻻﺀ ﲨﻴﻌﺎ‪ ،‬ﺃﻫﺪﻱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺡ‬
 ‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‬

‫َ ْ‬ ‫ََْ ْ َ ََ ََ‬ ‫َ ّ َْ ْ َ ْ َْ ُ َ ََْ َ‬

‫َو ٰ َوا ِ َ ي َوأن‬ ‫ِ‬ ‫ا‬ ‫ِ‬ ‫ﺍﻨﻁﻼﻗﹰﺎ ﻤﻥ ﻗﻭﻟﻪ ﺘﻌﺎﻟﻰ‪) :‬ر ِ‬
‫ب أوزِ ِ أن أ‬
‫َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫َ ْ َ َ َ ً َْ َ ُ ََْ ْ َ ْ‬
‫ِ ِ ( ]ﺍﻟﻨﻤل‪[19 :‬‬ ‫ه وأد ِ ِ ِ ِ ِ ِ دِك ا‬ ‫ِ‬ ‫أ‬
‫ﺒﺩﺍﻴﺔ ﺃﺸﻜﺭ ﺍﷲ ﻋﺯ ﻭﺠل ﻭﺃﺜﻨﻲ ﻋﻠﻴﻪ ﺒﻤﺎ ﻫﻭ ﺃﻫل ﻟﻪ‪ ،‬ﻭﺃﺤﻤﺩﻩ ﺴﺒﺤﺎﻨﻪ ﻭﺘﻌﺎﻟﻰ ﺍﻟﺫﻱ ﻤﻥ‪‬‬
‫ﻋﻠﻲ‪ ‬ﺒﺈﺘﻤﺎﻡ ﻫﺫﺍ ﺍﻟﻌﻤل ﺍﻟﻤﺘﻭﺍﻀﻊ‪.‬‬
‫ﻭﺇﻨﻪ ﻟﻴﻁﻴﺏ ﻟﻲ ﻭﻴﺸﺭﻓﻨﻲ ﺃﻥ ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ ﺍﻟﺠﺯﻴل ﻭﺍﻟﻌﺭﻓﺎﻥ ﺒﺎﻟﺠﻤﻴل ﺇﻟﻰ ﻤﺸﺭﻓﻲ‬
‫ﺃﺴﺘﺎﺫﻱ ﺍﻟﺩﻜﺘﻭﺭ‪ /‬ﺇﻴﺎﺩ ﻋﻠﻲ ﺍﻟﺩﺠﻨﻲ )ﺤﻔﻅﻪ ﺍﷲ( ﺍﻟﺫﻱ ﺘﻔﻀل ﺒﻘﺒﻭل ﺍﻻﺸﺭﺍﻑ ﻋﻠﻰ ﺭﺴﺎﻟﺘﻲ‪،‬‬
‫ﻭﻋﻠﻰ ﺠﻬﺩﻩ ﺍﻟﻜﺒﻴﺭ ﻭﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻜﺜﻴﺭﺓ ﺍﻟﺘﻲ ﻤﻨﺤﻨﻲ ﺇﻴﺎﻫﺎ ﺨﻼل ﻓﺘﺭﺓ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻓﻠﻪ ﻤﻨﻲ ﻜل ﺍﻟﺸﻜﺭ ﻭﺍﻟﺘﻘﺩﻴﺭ‪.‬‬
‫ﻜﻤﺎ ﺃﺘﻭﺠﻪ ﺒﺨﺎﻟﺹ ﺍﻟﺸﻜﺭ ﻭﺍﻻﻤﺘﻨﺎﻥ ﻟﻸﺴﺘﺎﺫﻴﻥ ﺍﻟﻔﺎﻀﻠﻴﻥ‪ ،‬ﻋﻀﻭﻱ ﻟﺠﻨﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ ﻜل ﻤﻥ‪:‬‬
‫ﻤﻨﺎﻗﺸﺎﹰ ﺩﺍﺨﻠﻴﺎﹰ‬ ‫ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ‪ /‬ﻤﺤﻤﻭﺩ ﺨﻠﻴل ﺃﺒﻭﺩﻑ‬
‫ﻤﻨﺎﻗﺸﺎﹰ ﺨﺎﺭﺠﻴﺎﹰ‬ ‫ﻭﺍﻟﺩﻜﺘﻭﺭ ﺍﻟﻔﺎﻀل‪ /‬ﻋﻤﺎﺩ ﺃﻤﻴﻥ ﺍﻟﺤﺩﻴﺩﻱ‬
‫ﻭﺫﻟﻙ ﻟﺘﻔﻀﻠﻬﻤﺎ ﺒﻘﺒﻭل ﻤﻨﺎﻗﺸﺔ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ‪ ،‬ﻓﻜﻠﻲ ﺜﻘﺔ ﺒﺄﻥ ﻤﻼﺤﻅﺎﺘﻬﻤﺎ ﺍﻟﺴﺩﻴﺩﺓ ﺤﻭل ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺴﻴﻜﻭﻥ ﻟﻬﺎ ﺒﺎﻟﻎ ﺍﻷﺜﺭ ﻓﻲ ﺍﺨﺭﺍﺝ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺄﻓﻀل ﺼﻭﺭﺓ‪.‬‬
‫ﻜﻤﺎ ﺃﺘﻘﺩﻡ ﺒﻌﻅﻴﻡ ﺍﻟﺸﻜﺭ ﻟﻸﺴﺎﺘﺫﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻟﻤﺎ ﺒﺫﻟﻭﻩ ﻤﻥ ﺠﻬﺩ ﻓﻲ ﺘﺤﻜﻴﻡ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻜﻤﺎ ﻭﺃﻗﺩﻡ ﺸﻜﺭﻱ ﻭﺘﻘﺩﻴﺭﻱ ﺍﻟﺨﺎﻟﺹ ﻟﻜل ﻤﻥ ﺴﺎﻫﻡ ﻓﻲ ﺇﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻌﻠﻬﺎ ﺘﺭﻯ ﺍﻟﻨﱡﻭﺭ‪.‬‬

‫ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺴﻤﻴﺔ ﺨﺎﻟﺩ ﺍﻟﺤﻼﻕ‬

‫ﺥ‬
 ‫ﻓﻬﺭﺱ ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬
‫ﺇﻗــﺭﺍﺭ ‪ ...........................................................................................‬ﺃ‬

‫ﻨﺘﻴﺠﺔ ﺍﻟﺤﻜﻡ ‪ ......................................................................................‬ﺏ‬

‫ﻤﻠﺨﺹ ﺍﻟﺩﺭﺍﺴﺔ ‪ ..................................................................................‬ﺕ‬

‫‪ ....................................................................................... Abstract‬ﺙ‬

‫ﺍﻗﺘﺒﺎﺱ‪ .............................................................................................‬ﺝ‬

‫ﺍﻹﻫــﺩﺍﺀ ‪ ........................................................................................‬ﺡ‬

‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ ‪ .......................................................................................‬ﺥ‬

‫ﻓﻬﺭﺱ ﺍﻟﻤﺤﺘﻭﻴﺎﺕ ‪ ..................................................................................‬ﺩ‬

‫ﻓﻬﺭﺱ ﺍﻟﺠﺩﺍﻭل ‪ ....................................................................................‬ﺯ‬

‫ﻓﻬﺭﺱ ﺍﻷﺸﻜﺎل ‪ ...................................................................................‬ﺵ‬

‫ﻓﻬﺭﺱ ﺍﻟﻤﻼﺤﻕ ‪ ..................................................................................‬ﺹ‬

‫ﺍﻟﻔﺼل ﺍﻷﻭل ﺍﻹﻁﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺩﺭﺍﺴﺔ ‪1 .................................................................‬‬

‫ﻤﻘﺩﻤﺔ ‪2 .............................................................................................‬‬

‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﺴﺌﻠﺘﻬﺎ ‪4 ...........................................................................‬‬

‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪5 ..................................................................................‬‬

‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ‪6 ....................................................................................‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ‪6 .....................................................................................‬‬

‫ﺤﺩﻭﺩ ﺍﻟﺩﺭﺍﺴﺔ ‪7 .....................................................................................‬‬

‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪7 ...............................................................................‬‬

‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻨﻲ ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ ‪9 .............................................................‬‬

‫ﺍﻟﻤﺒﺤﺙ ﺍﻷﻭل‪ :‬ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ‪10 ........................................................‬‬

‫ﺃ‪ .‬ﻤﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ‪10 ..........................................................................‬‬

‫ﺏ‪ .‬ﺃﻫﻤﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ‪12 ..............................................................‬‬

‫ﺝ‪ .‬ﺃﻫﺩﺍﻑ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ‪13 .............................................................‬‬

‫ﺩ‬
‫ﺩ‪ .‬ﻤﺠﺎﻻﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ‪15 .............................................................‬‬

‫ﻫـ‪ .‬ﺘﺼﻨﻴﻑ ﺍﻟﻤﻭﺍﻫﺏ ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ ‪19 ...........................................................‬‬

‫ﻭ‪ .‬ﻭﺍﻗﻊ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ‪20 ....................................................‬‬

‫ﺍﻟﻤﺒﺤﺙ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‪24 ................................................................‬‬

‫ﺘﻤﻬﻴﺩ ‪24 ............................................................................................‬‬

‫ﺃ‪ .‬ﻤﻔﻬﻭﻡ ﺍﻟﺠﻭﺩﺓ ‪24 .................................................................................‬‬

‫ﺏ‪ .‬ﻤﻔﻬﻭﻡ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ‪25 ................................................‬‬

‫ﺝ‪ .‬ﺩﻭﺍﻋﻲ ﺍﻷﺨﺫ ﺒﻨﻅﺎﻡ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ‪26 ...................................‬‬

‫ﺩ‪ .‬ﻤﺅﺸﺭﺍﺕ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ‪27 ....................................‬‬

‫ﻫـ‪ .‬ﺠﻭﺩﺓ ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ‪29 .................................................................‬‬

‫ﻭ‪ .‬ﺠﻭﺩﺓ ﺍﻟﻤﺅﻟﻔﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪29 ....................................................... :‬‬

‫ﺯ‪ .‬ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪30 .........................................................................‬‬

‫ﺡ‪ .‬ﻓﻭﺍﺌﺩ ﻭﺃﻫﺩﺍﻑ ﺘﻁﺒﻴﻕ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ‪30 .........................................‬‬

‫ﻁ‪ .‬ﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ‪31 ..................................................................... :‬‬

‫ﻱ‪ .‬ﻤﻔﻬﻭﻡ ﻨﻅﺎﻡ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ‪31 ....................................................................‬‬

‫ﻙ‪ .‬ﺨﺼﺎﺌﺹ ﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ‪33 ........................................................... :‬‬

‫ل‪ .‬ﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻕ ﻨﻅﺎﻡ ﺍﻟﺠﻭﺩﺓ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪35 ...........................................‬‬

‫ﻡ‪ .‬ﻤﻌﻭﻗﺎﺕ ﺘﻁﺒﻴﻕ ﺍﻟﺠﻭﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ‪35 ......................................................‬‬

‫ﻥ‪ .‬ﺍﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ‪37 .................................................‬‬

‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻟﺙ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪39 ................................................................‬‬

‫ﺍﻟﻤﺤﻭﺭ ﺍﻷﻭل‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺈﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ‪40 ....................................‬‬

‫ﺍﻟﻤﺤﻭﺭ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ‪47 ............................................‬‬

‫ﺍﻟﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪55 ...................................................................‬‬

‫ﺃﻭﺠﻪ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪57 .............................................................‬‬

‫ﻤﺎ ﺘﻤﻴﺯﺕ ﺒﻪ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪57 ............................................. :‬‬

‫ﺫ‬
‫ﺍﻟﻔﺼل ﺍﻟﺭﺍﺒﻊ ﻤﻨﻬﺠﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‪-‬ﺍﻟﻁﺭﻴﻘﺔ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ‪58 ............................................‬‬

‫ﻤﻨﻬﺞ ﺍﻟﺩﺍﺭﺴﺔ ‪59 ...................................................................................‬‬

‫ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ‪60 ..................................................................................‬‬

‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ‪60 ....................................................................................‬‬

‫ﺍﻟﻔﺼل ﺍﻟﺨﺎﻤﺱ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ‪74 .........................................................‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ‪105 ...................................................................................‬‬

‫ﻤﻠﺨﺹ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺎﺕ ‪108 ........................................................................‬‬

‫ﺘﻭﺼﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪110 ...............................................................................‬‬

‫ﻤﻘﺘﺭﺤﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪113 ..............................................................................‬‬

‫ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ ‪114 .............................................................................‬‬

‫ﺃﻭﻻﹰ‪ :‬ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ ‪115 ..........................................................................‬‬

‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻟﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‪123 .........................................................................:‬‬

‫ﺍﻟﻤﻼﺤﻕ ‪125 ........................................................................................‬‬

‫ﺭ‬
 ‫ﻓﻬﺭﺱ ﺍﻟﺠﺩﺍﻭل‬

‫ﺠﺩﻭل )‪ :(4.1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻟﺭﺘﺒﺔ ﺍﻻﻜﺎﺩﻴﻤﻴﺔ ‪61 ................................‬‬

‫ﺠﺩﻭل )‪ :(4.2‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻟﺘﺨﺼﺹ ‪61 ......................................‬‬

‫ﺠﺩﻭل )‪ :(4.3‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ‪62 ..................................‬‬

‫ﺠﺩﻭل )‪ :(4.4‬ﺩﺭﺠﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻻﺴﺘﺒﺎﻨﺔ ‪64 ...........................................‬‬

‫ﺠﺩﻭل )‪ :(4.5‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻤﺠﺎل "ﺍﻟﺘﺨﻁﻴﻁ" ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺠﺎل ‪65 ..‬‬

‫ﺠﺩﻭل )‪ :(4.6‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻤﺠﺎل "ﺍﻟﺘﺤﻔﻴﺯ" ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺠﺎل ‪66 ..‬‬

‫ﺠﺩﻭل )‪ :(4.7‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻤﺠﺎل "ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ" ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻤﺠﺎل ‪66 ..........................................................................................‬‬

‫ﺠﺩﻭل )‪ :(4.8‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻤﺠﺎل "ﺇﺩﺍﺭﺓ ﻭﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ" ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻤﺠﺎل ‪67 ..........................................................................................‬‬

‫ﺠﺩﻭل )‪ :(4.9‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻤﺠﺎل "ﺠﻭﺩﺓ ﺍﻟﺨﺭﻴﺠﻴﻥ" ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻤﺠﺎل ‪68 ..........................................................................................‬‬

‫ﺠﺩﻭل )‪ :(4.10‬ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻤﺠﺎل "ﺠﻭﺩﺓ ﺍﻟﻤﺅﻟﻔﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ" ﻭﺍﻟﺩﺭﺠﺔ‬
‫ﺍﻟﻜﻠﻴﺔ ‪69 ............................................................................................‬‬

‫ﺠﺩﻭل )‪ :(4.11‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻤﺠﺎل "ﺠﻭﺩﺓ ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ" ﻭﺍﻟﺩﺭﺠﺔ‬
‫ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺠﺎل ‪70 ....................................................................................‬‬

‫ﺠﺩﻭل )‪ :(4.12‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻔﻘﺭﺍﺕ‬
‫ﻟﻼﺴﺘﺒﺎﻨﺔ ‪71 ........................................................................................‬‬

‫ﺠﺩﻭل )‪ :(4.13‬ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )ﻁﺭﻴﻘﺔ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ( ‪72 .........................................‬‬

‫ﺠﺩﻭل )‪ :(4.14‬ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )ﻁﺭﻴﻘﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ( ‪73 .............................................‬‬

‫ﺠﺩﻭل )‪ :(5.1‬ﺍﻟﻤﺤﻙ ﺍﻟﻤﻌﺘﻤﺩ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ‪75 .......................................................‬‬

‫ﻤﺤﻭﺭ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬ ‫ﺠﺩﻭل )‪ :(5.2‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻤﺠﺎﻻﺕ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ‪76 ........................................................................................‬‬

‫ﺯ‬
‫ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻔﻘﺭﺍﺕ ﻤﺠﺎل‬ ‫ﺠﺩﻭل )‪ :(5.3‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ‬
‫ﺍﻟﺘﺨﻁﻴﻁ ‪77 .........................................................................................‬‬

‫ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻔﻘﺭﺍﺕ ﻤﺠﺎل‬ ‫ﺠﺩﻭل )‪ :(5.4‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ‬
‫ﺍﻟﺘﺤﻔﻴﺯ ‪79 ..........................................................................................‬‬

‫ﻟﻔﻘﺭﺍﺕ ﻤﺠﺎل‬ ‫ﺠﺩﻭل )‪ :(5.5‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﺭﺘﻴﺏ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ ‪81 ...............................................................................‬‬

‫ﺠﺩﻭل )‪ :(5.6‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻔﻘﺭﺍﺕ ﻤﺠﺎل ﺇﺩﺍﺭﺓ‬
‫ﻭﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ‪83 .....................................................................................‬‬

‫ﺠﺩﻭل )‪ (5.7‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻷﻭﺯﺍﻥ ﺍﻟﻨﺴﺒﻴﺔ ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﻤﺤﻭﺭ ﺠﻭﺩﺓ‬
‫ﺍﻟﻤﺨﺭﺠﺎﺕ ‪85 ......................................................................................‬‬

‫ﺠﺩﻭل )‪ :(5.8‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻔﻘﺭﺍﺕ ﻤﺠﺎل ﺠﻭﺩﺓ‬
‫ﺍﻟﺨﺭﻴﺠﻴﻥ ‪86 .......................................................................................‬‬

‫ﺠﺩﻭل )‪ :(5.9‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻔﻘﺭﺍﺕ ﺠﻭﺩﺓ ﺍﻟﻤﺅﻟﻔﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﺤﺙ‬
‫ﺍﻟﻌﻠﻤﻲ ‪89 ...........................................................................................‬‬

‫ﺠﺩﻭل )‪ :(5.10‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﺭﺘﻴﺏ ﻟﻔﻘﺭﺍﺕ ﺠﻭﺩﺓ ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ ‪92‬‬

‫ﺠﺩﻭل )‪ :(5.11‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺤﺎﺩﻱ – ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪94 ..................................‬‬

‫ﺠﺩﻭل )‪ :(5.12‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺤﺎﺩﻱ – ﺍﻟﺘﺨﺼﺹ ‪95 ........................................‬‬

‫ﺠﺩﻭل )‪ :(5.13‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺤﺎﺩﻱ – ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ‪97 ...................................‬‬

‫ﺠﺩﻭل )‪ :(5.14‬ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ‪ Scheffe‬ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﻤﺘﻌﺩﺩﺓ‪-‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ‪98 ......................‬‬

‫ﺠﺩﻭل )‪ :(5.15‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺤﺎﺩﻱ – ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪99 ..................................‬‬

‫ﺠﺩﻭل )‪ :(5.16‬ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ‪ Scheffe‬ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﻤﺘﻌﺩﺩﺓ‪-‬ﺍﻟﺭﺘﺒﺔ ﺍﻻﻜﺎﺩﻴﻤﻴﺔ ‪99 ....................‬‬

‫ﺠﺩﻭل )‪ :(5.17‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺤﺎﺩﻱ – ﺍﻟﺘﺨﺼﺹ ‪100 .......................................‬‬

‫ﺠﺩﻭل )‪ :(5.18‬ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ‪ Scheffe‬ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﻤﺘﻌﺩﺩﺓ‪-‬ﺍﻟﺘﺨﺼﺹ ‪101 .........................‬‬

‫ﺠﺩﻭل )‪ :(5.19‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺤﺎﺩﻱ – ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ‪102 ..................................‬‬

‫ﺠﺩﻭل )‪ :(5.20‬ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ‪ Scheffe‬ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﻤﺘﻌﺩﺩﺓ‪-‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ‪102 .....................‬‬

‫ﺠﺩﻭل )‪ :(5.21‬ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻤﺴﺘﻭﻯ‬
‫ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ‪103 ...............................................................................‬‬

‫ﺱ‬
 ‫ﻓﻬﺭﺱ ﺍﻷﺸﻜﺎل‬

‫ﺸﻜل )‪ :(2.1‬ﻤﻜﻭﻨﺎﺕ ﺍﻟﻨﻅﺎﻡ‪32 .....................................................................‬‬

‫ﺵ‬
 ‫ﻓﻬﺭﺱ ﺍﻟﻤﻼﺤﻕ‬

‫ﻤﻠﺤﻕ )‪ :(1‬ﺍﻻﺴﺘﺒﺎﻨﺔ ﻟﻠﺘﺤﻜﻴﻡ‪126 ....................................................................‬‬

‫ﻤﻠﺤﻕ )‪ :(2‬ﻗﺎﺌﻤﺔ ﺒﺄﺴﻤﺎﺀ ﺍﻟﻤﺤﻜﻤﻴﻥ ‪132 ............................................................‬‬

‫ﻤﻠﺤﻕ )‪ :(3‬ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﻌﺩ ﺍﻟﺘﺤﻜﻴﻡ ‪133 ...............................................................‬‬

‫ﻤﻠﺤﻕ )‪ :(4‬ﻜﺘﺎﺏ ﻤﻬﻤﺔ ﺘﺴﻬﻴل ﺍﻟﺒﺎﺠﺙ ‪139 ..........................................................‬‬

‫ﺹ‬
 ‫ﺍﻟﻔﺼل ﺍﻷﻭل‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺩﺭﺍﺴﺔ‬
 ‫ﺍﻟﻔﺼل ﺍﻷﻭل‪:‬‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺩﺭﺍﺴﺔ‬
‫ﻤﻘﺩﻤﺔ‬
‫ﻴﻤﺜل ﺍﻟﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﺃﻫﻡ ﻤﺩﺨﻼﺕ ﺍﻟﻨﻅﻡ ﺍﻹﻨﺘﺎﺠﻴﺔ‪ ،‬ﻭﺃﻋﻅﻡ ﺍﻟﻘﻭﻯ ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺘﺤﺩﻴﺩ‬
‫ﻫﻭﻴﺔ ﺍﻟﻤﺅﺴﺴﺔ ﻭﺭﺴﻡ ﻤﻌﺎﻟﻤﻬﺎ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻓﺎﻟﻤﺅﺴﺴﺎﺕ ﺘﺘﻤﻴﺯ ﺒﻤﺎ ﻟﺩﻴﻬﺎ ﻤﻥ ﻋﻨﺎﺼﺭ ﺒﺸﺭﻴﺔ ﺘﺩﻓﻊ‬
‫ﺒﺎﻟﻤﺅﺴﺴﺔ ﻟﻠﺤﺎﻕ ﺒﺭﻜﺏ ﺍﻟﺘﻘﺩﻡ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻓﻲ ﻋﺎﻟﻡﹴ ﻴﺘﻤﻴﺯ ﺒﺴﺭﻋﺔ ﺍﻹﻴﻘﺎﻉ‪ ،‬ﻭﻟﻁﺎﻟﻤﺎ ﻜﺎﻨﺕ‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﺃﻫﻡ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻹﻨﺘﺎﺠﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺘﹸﻌﻨﻰ ﺒﺼﻨﺎﻋﺔ ﺍﻹﻨﺴﺎﻥ ﻭﺇﻨﺘﺎﺝ ﻤﻌﺭﻓﺘﻪ‬
‫ﻭﺭﻗﻴﻪ ﻭﺘﺤﻀﺭﻩ‪ ،‬ﻭﺇﻋﺩﺍﺩﻩ ﺇﻋﺩﺍﺩﺍﹰ ﺴﻠﻴﻤﺎﹰ ﻟﻠﻤﺴﺘﻘﺒل‪.‬‬

‫ﻭﺘﻌﺩ ﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ﻤﻥ ﺃﻫﻡ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻲ ﺘﺴﻬﻡ ﻓﻲ ﺘﺸﻜﻴل‬
‫ﺍﻹﻨﺴﺎﻥ ﻭﺇﻋﺩﺍﺩﻩ ﻟﻴﻜﻭﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﻟﻤﺴﺎﻫﻤﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺒﻨﺎﺀ ﻤﺴﺘﻘﺒل ﺃﻤﺘﻪ‪ ،‬ﺤﻴﺙ ﺘﺴﻌﻲ ﻫﺫﻩ‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺇﻟﻰ ﺇﺤﺩﺍﺙ ﺍﻟﺘﻐﻴﻴﺭ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺘﺤﻭل ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﻭﺘﻁﻭﺭﻫﺎ ﻟﺒﻨﺎﺀ ﺤﻀﺎﺭﺘﻬﺎ‪ ،‬ﺴﻴﻤﺎ‬
‫ﻭﺃﻨﻬﺎ ﺘﻤﺘﻠﻙ ﺘﻨﻭﻋﺎ ﻓﻲ ﺭﺃﺱ ﺍﻟﻤﺎل ﺍﻟﻔﻜﺭﻱ ﺍﻟﻤﺅﻫل ﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﻐﻴﻴﺭ ﺍﻟﻤﺴﺘﺩﺍﻡ‪.‬‬

‫ﻓﺎﻟﻘﻴﺎﺩﺓ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻫﻲ ﺍﻟﻤﺴﺌﻭﻟﺔ ﻋﻥ ﻗﻴﺎﺩﺓ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺒﻔﺎﻋﻠﻴﺔ‪ ،‬ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ‬
‫ﻨﻭﻋﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻟﻤﻭﺍﻜﺒﺔ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﺍﻟﻤﻌﺎﺼﺭﺓ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﺍﻟﻤﺴﺅﻭﻟﺔ ﺍﻷﻭﻟﻰ ﻋﻥ ﺘﺤﻘﻴﻕ‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﺠﺎﻤﻌﻴﺔ ﺍﻟﻤﻨﺸﻭﺩﺓ‪ ،‬ﻭﺍﻟﺘﻲ ﻤﻥ ﻤﻬﺎﻤﻬﺎ ﺍﻟﺘﺨﻁﻴﻁ ﻭﺍﻟﺘﻨﻅﻴﻡ ﻭﺍﻟﺘﻨﺴﻴﻕ ﻭﺍﻟﻤﺘﺎﺒﻌﺔ‪ ،‬ﻭﺍﻟﺘﻘﻭﻴﻡ‬
‫ﻤﻥ ﺃﺠل ﺍﻟﻤﺼﻠﺤﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﻤﺅﺴﺴﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻨﺸﻭﺩﺓ )ﺍﻟﺼﻭﺍﻟﺤﻲ‪2011،‬ﻡ‪ ،‬ﺹ‪.(3‬‬

‫ﻭﺘﻌﻤل ﺍﻟﺠﺎﻤﻌﺎﺕ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﻗﺩﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ﻭﻓﻘﺎ ﻹﻤﻜﺎﻨﺎﺘﻬﻡ ﻟﺘﺤﻘﻴﻕ ﺍﻻﺴﺘﺜﻤﺎﺭ‬
‫ﺍﻷﻤﺜل ﻟﻬﺎ‪ ،‬ﻜﻤﺎ ﺘﺭﻜﺯ ﻋﻠﻰ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﻓﻲ ﺃﺩﺍﺌﻬﻡ ﻭﺘﻤﻜﻨﻬﻡ ﻤﻥ ﺸﻐل ﻤﻨﺎﺼﺏ ﻤﺘﻨﻭﻋﺔ‪ ،‬ﻭﺘﺯﻴﺩ ﻤﻥ‬
‫ﻗﺩﺭﺍﺘﻬﻡ ﻤﻥ ﺨﻼل ﺍﺒﺘﻌﺎﺜﻬﻡ ﻭﺘﺩﺭﻴﺒﻬﻡ‪ ،‬ﻜﻤﺎ ﺘﻌﻤل ﺠﺎﻫﺩﺓ ﻋﻠﻰ ﺘﺤﻔﻴﺯﻫﻡ ﻭﺍﻻﺤﺘﻔﺎﻅ ﺒﻬﻡ‪.‬‬

‫ﻓﺎﻟﻤﻭﻫﺒﺔ ﺃﺼﺒﺤﺕ ﺴﻠﻌﺔ ﻤﻬﻤﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻟﺘﻤﻴﺯ ﻷﻱ ﻤﺅﺴﺴﺔ‪ ،‬ﺒﻤﺎ ﻓﻴﻬﺎ ﺍﻟﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﻷﻥ ﺫﻟﻙ ﻴﺠﻌل ﻤﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﻭﺍﻫﺏ ﻭﺇﺩﺍﺭﺘﻬﺎ ﺒﺸﻜل ﻓﻌﺎل ﺃﺤﺩ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺤﺎﺴﻤﺔ ﻓﻲ‬
‫ﻨﺠﺎﺡ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺯﻴﺎﺩﺓ ﻗﺩﺭﺘﻬﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻓﺎﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﻭﺘﻭﻅﻴﻑ‬
‫ﺃﺩﻭﺍﺕ ﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﻫﺏ ﻓﻲ ﺃﻤﺎﻜﻨﻬﺎ ﺍﻟﺼﺤﻴﺤﺔ ﺘﺯﻭﺩ ﺍﻟﻤﺩﺍﺭﺱ ﺒﻔﺭﺹ ﺭﺍﺌﻌﺔ ﻟﻠﺤﺼﻭل‬
‫ﻋﻠﻰ ﺍﻷﺼﻭل ﺍﻟﻔﻜﺭﻴﺔ ﺍﻟﺘﻲ ﻫﻲ ﺒﺤﺎﺠﺔ ﻟﻬﺎ ﻭﺘﺅﺩﻱ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻗﻴﻤﺔ ﺍﻟﻤﺩﺭﺴﺔ ﻜﻜل ﻭﺍﻟﻤﺤﺎﻓﻅﺔ‬
‫ﻋﻠﻰ ﻤﻜﺎﻨﺘﻬﺎ ﺍﻟﻤﺭﻤﻭﻗﺔ ﻓﻲ ﺍﻷﻭﺴﺎﻁ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ )ﻫﻼل‪2011 ،‬ﻡ‪ ،‬ﺹ‪.(49‬‬

‫ﻭﺇﻥ ﺍﻨﻁﻼﻕ ﻤﻔﻬﻭﻡ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﻭﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺸﻜل ﻜﺒﻴﺭ ﺒﻤﺎ ﺴﻤﻲ ﺒﺤﺭﺏ ﺍﻟﻤﻭﺍﻫﺏ‪،‬‬
‫ﻭﺍﻟﺘﻲ ﺍﺸﺘﻌﻠﺕ ﺒﻴﻥ ﺍﻟﺸﺭﻜﺎﺕ ﺍﻟﺘﺠﺎﺭﻴﺔ ﺍﻟﻜﺒﺭﻯ ﻜﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﻨﺎﻓﺴﺔ ﺍﻟﺸﺩﻴﺩﺓ ﻓﻲ ﺍﺠﺘﺫﺍﺏ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﺃﺼﺤﺎﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﺤﻔﺎﻅ ﻋﻠﻴﻬﻡ‪ ،‬ﻭﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻷﻤﺜل ﻟﻠﻤﻭﺍﺭﺩ‬

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‫ﺍﻟﺒﺸﺭﻴﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻟﺘﻤﻴﺯ‪ ،‬ﻭﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺅﺴﺴﻲ‪ ،‬ﻭﻭﻀﻊ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻤﺎﻡ‬
‫ﻭﺍﻗﻊ ﺠﺩﻴﺩ ﻴﺴﺘﺠﻴﺏ ﻓﻴﻪ ﻟﻤﻁﺎﻟﺏ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‪ ،‬ﻤﻤﺎ ﻴﺴﺘﻠﺯﻡ ﻭﺠﻭﺩ ﻤﻌﻠﻤﻴﻥ ﻭﻤﻭﻅﻔﻴﻥ ﻭﻗﺎﺩﺓ‬
‫ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺘﻔﻌﻴل ﻭﺘﺸﻐﻴل ﻁﺎﻗﺎﺘﻪ‪ ،‬ﻭﺍﺴﺘﺜﻤﺎﺭ ﻤﻭﺍﺭﺩﻩ ﻭﺘﻁﻭﻴﺭﻩ ﺒﺎﺴﺘﻤﺭﺍﺭ‪ ،‬ﻟﻴﺴﺘﻁﻴﻊ ﺃﺩﺍﺀ ﺃﺩﻭﺍﺭﻩ‬
‫ﺍﻟﺘﻲ ﻴﺘﻭﻗﻌﻬﺎ ﻤﻨﻪ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺃﻓﺭﺍﺩﻩ‪ ،‬ﺒﻜل ﻤﻬﺎﺭﺓ ﻭﺇﺘﻘﺎﻥ)ﺃﺤﻤﺩ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.(38‬‬

‫ﻭﺍﻟﺘﻭﺠﻪ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻪ ﻤﺎ ﻴﺒﺭﺭﻩ‪ ،‬ﺤﻴﺙ ﺇﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺭ‬

‫ﻤﻥ ﺍﻟﺸﻭﺍﻫﺩ ﺍﻟﺘﻲ ﺘﻤﻜﻥ ﺍﻟﻤﺅﺴﺴﺔ ﻤﻥ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺒﻴﺌﺔ ﺍﻟﺘﻨﺎﻓﺱ ﺍﻟﻤﺘﺴﻤﺔ ﺒﺴﺭﻋﺔ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺘﻭﻓﻴﺭ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻴﺘﻤﻴﺯﻭﻥ ﺒﺎﻟﻜﻔﺎﺀﺓ ﻟﻘﻴﺎﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻟﺘﻁﻭﻴﺭ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ )ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ‪،‬‬
‫‪2007‬ﻡ‪ ،‬ﺹ‪.(2‬‬

‫ﻭﺘﺸﻴﺭ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺃﻥ ﺍﻻﺴﺘﺜﻤﺎﺭ ﺍﻟﻔﻌﺎل ﻟﻠﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻴﺠﻌل ﻫﺫﻩ ﺍﻟﻤﺅﺴﺴﺎﺕ‬
‫ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻨﺎﻓﺱ‪ ،‬ﻭﻴﺘﺠﺴﺩ ﻫﺫﺍ ﺍﻻﺴﺘﺜﻤﺎﺭ ﻓﻲ ﺃﻓﻀل ﺼﻭﺭﺓ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‪ ،‬ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﻌﺼﺭ ﺍﻟﺫﻱ ﻴﺘﺴﻡ ﺒﺎﻟﺘﻐﻴﻴﺭ ﺍﻟﻤﺴﺘﻤﺭ‪ ،‬ﺃﺼﺒﺤﺕ ﺍﻟﻤﻭﻫﺒﺔ ﺭﺃﺱ ﻤﺎل ﺒﺸﺭﻱ ﻋﺎﻟﻲ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﺍﻷﻤﺭ‬
‫ﺍﻟﺫﻱ ﻴﺠﻌل ﻤﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﻭﺤﺴﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﻭﺍﻜﺘﺸﺎﻑ ﻤﻭﺍﻫﺒﻬﻡ ﻭﺘﻨﻤﻴﺘﻬﺎ ﻤﻥ‬
‫ﺍﻷﻭﻟﻭﻴﺎﺕ )ﺍﻟﺤﻤﻴﺩﻱ ﻭﺍﻟﻁﻴﺏ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.(2‬‬

‫ﻓﺎﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻴﻨﻌﻜﺱ ﺍﻴﺠﺎﺒﺎﹰ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﺍﻷﺩﺍﺀ ﻟﻠﻜﺎﺩﺭ ﺍﻟﺒﺸﺭﻱ ﺍﻟﻤﻭﺠﻭﺩ ﻤﻤﺎ ﻴﺴﺎﻫﻡ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻲ ﺘﺠﻭﻴﺩ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻟﻠﻤﺅﺴﺴﺔ‪.‬‬

‫ﻭﻴﻌﺩ ﺘﺤﺴﻴﻥ ﺠﻭﺩﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ﻫﺩﻓﺎﹰ ﻤﻬﻤﺎﹰ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﹰ ﻟﻜل ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺘﻲ ﺘﺘﻁﻠﻊ ﺇﻟﻰ‬
‫ﺘﺤﻘﻴﻕ ﺍﻟﺭﻴﺎﺩﺓ ﻭﺍﻟﺘﻤﻴﺯ‪ ،‬ﻭﺫﻟﻙ ﻻﻥ ﺍﻟﺘﺤﺩﻱ ﺍﻟﻜﺒﻴﺭ ﺍﻟﺫﻱ ﻴﻭﺍﺠﻬﻬﺎ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺤﺎﻀﺭ ﻭﻓﻲ‬
‫ﺍﻟﻤﺴﺘﻘﺒل ﻟﻡ ﻴﻌﺩ ﻴﺘﻤﺜل ﻓﻲ ﻤﺩﻯ ﻗﺩﺭﺘﻬﺎ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻟﺘﻌﻠﻴﻡ ﻟﻜل ﺍﻟﺭﺍﻏﺒﻴﻥ ﻓﻲ ﺍﻻﻟﺘﺤﺎﻕ ﺒﺒﺭﺍﻤﺠﻬﺎ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻟﻜﻥ ﻴﺘﻤﺜل ﻓﻲ ﻤﺩﻯ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺨﺩﻤﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺒﺠﻭﺩﺓ ﻋﺎﻟﻴﺔ ﺘﺤﻘﻕ ﻤﻭﺍﺼﻔﺎﺕ‬
‫ﺍﻟﺨﺭﻴﺞ ﺍﻟﻤﺘﻤﻴﺯ ﺍﻟﺫﻱ ﻴﻠﺒﻲ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺴﻭﻕ ﺍﻟﻌﻤل ﻭﻴﺴﻬﻡ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬
‫ﺩﻓﻊ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻰ ﺘﺒﻨﻲ ﻨﻅﻡ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﻟﻀﻤﺎﻥ ﺠﻭﺩﺓ ﺒﺭﺍﻤﺠﻬﺎ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ‬
‫ﻤﺨﺭﺠﺎﺘﻬﺎ)ﻤﺤﻤﺩ‪2012،‬ﻡ‪ ،‬ﺹ‪.(191‬‬

‫ﻭﻴﻌﺩ ﺠﻭﻫﺭ ﺍﻟﺠﻭﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺠﺎﻤﻌﻲ ﻫﻭ ﺘﺭﺠﻤﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻭﺘﻭﻗﻌﺎﺕ ﻤﺴﺘﺨﺩﻤﻲ‬

‫ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﻭﻫﻡ ﺨﺭﻴﺠﻭ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻜﻤﺨﺭﺠﺎﺕ ﻟﻨﻅﺎﻡ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﻜل ﻜﻠﻴﺔ ﺇﻟﻰ ﺨﺼﺎﺌﺹ‬
‫ﻭﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﺨﺭﻴﺞ ﺘﻜﻭﻥ ﺃﺴﺎﺴﺎﹰ ﻟﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﻤﺴﺘﻤﺭ ﻟﻬﺎ‪،‬‬
‫ﻭﻋﻠﻰ ﺫﻟﻙ ﻓﺈﻥ ﺘﻘﻴﻴﻡ ﻨﺎﺘﺞ ﻨﻅﺎﻡ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻟﻴﺱ ﻤﻌﻘﻭﺩﺍﹰ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻭﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺱ ﺒﻬﺎﻓﺤﺴﺏ؛ ﺒل ﻫﻭ ﻤﻌﻘﻭﺩ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﻋﻠﻰ ﻤﺴﺘﺨﺩﻤﻲ ﺍﻟﻌﻤﺎﻟﺔ ﻓﻲ ﺴﻭﻕ ﺍﻟﻌﻤل‪،‬‬
‫ﻓﻬﺅﻻﺀ ﻫﻡ ﺍﻟﻤﻘﻴ‪‬ﻤﻭﻥ ﺍﻟﺤﻘﻴﻘﻴﻭﻥ ﻤﻥ ﻤﻨﻅﻭﺭ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ )ﺒﺩﻭﻱ‪2010،‬ﻡ‪ ،‬ﺹ‪.(331‬‬

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‫ﻭﺘﺘﻌﺩﺩ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺘﻲ ﻴﻨﺒﻐﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻬﺎ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﻤﻴﺯﺓ ﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﺠﺎﻤﻌﺔ‪ ،‬ﻭﻤﻥ‬
‫ﺃﺒﺭﺯﻫﺎ ﺘﻠﻙ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺘﻲ ﺘﻌﺯﺯ ﻤﻥ ﻤﻜﺎﻨﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭ ﺤﺼﻭﻟﻬﺎ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﺘﻘﺩﻤﺔ ﻓﻲ‬
‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻟﻠﺠﺎﻤﻌﺎﺕ‪ ،‬ﻭﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺘﻲ ﺘﺘﻁﻠﻊ ﻟﺘﺤﻘﻴﻕ ﻤﺴﺘﻭﻯ ﻤﺘﻘﺩﻡ ﻓﻲ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ‬
‫ﺍﻟﻌﺎﻟﻤﻴﺔ ﻴﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﺃﻥ ﺘﻬﺘﻡ ﺒﺘﺠﻭﻴﺩ ﻤﺨﺭﺠﺎﺘﻬﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻤﻨﻬﺎ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺠﻭﺩﺓ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺠﻭﺩﺓ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﻤﻘﺩﻤﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻫﺘﻤﺎﻤﻬﺎ ﺒﺠﻭﺩﺓ ﺍﻟﻜﺘﺏ ﻭﺍﻟﻤﺅﻟﻔﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬

‫ﻭﻗﺩ ﺃﻭﺼﻰ ﺍﻟﻤﺅﺘﻤﺭ ﻭﺍﻟﻤﻌﺭﺽ ﺍﻟﺩﻭﻟﻲ ﺍﻷﻭل ﻟﻠﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺫﻱ ﻨﻅﻤﺘﻪ ﺠﺎﻤﻌﺔ‬
‫ﺍﻷﻤﻴﺭﺓ ﻨﻭﺭﺓ ﺒﺎﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﺒﺈﻨﺸﺎﺀ ﺇﺩﺍﺭﺍﺕ ﻟﻠﻤﻭﺍﻫﺏ ﺒﺎﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻭﻀﻊ‬
‫ﺃﺴﺱ ﻭﻤﻌﺎﻴﻴﺭ ﻟﻬﺎ ﺒﺎﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ‪ ،‬ﻤﻥ ﺨﻼل ﺒﻨﺎﺀ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺨﺎﺼﺔ ﺒﺈﺩﺍﺭﺓ‬
‫ﺍﻟﻤﻭﺍﻫﺏ ﺘﺸﻤل ﺍﻻﺴﺘﻘﻁﺎﺏ ﻭﺍﻻﺴﺘﺒﻘﺎﺀ ﻭﺍﻻﺴﺘﺤﻼل ﻭﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻷﻤﺜل ﻟﺘﻤﻴﺯ ﺍﻟﻤﺅﺴﺴﺎﺕ‬
‫ﻭﺭﻓﻌﺘﻬﺎ‪.‬‬

‫ﻭﻤﻥ ﺨﻼل ﻤﺎ ﺴﺒﻕ ﺘﻭﻟﹼﺩﺕ ﻓﻜﺭﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﻯ ﺍﻟﺒﺎﺤﺜﺔ ﻷﻫﻤﻴﺔ ﻭﺠﻭﺩ ﺇﺩﺍﺭﺓ ﺠﺎﻤﻌﺔ ﺘﻨﻘل‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺇﻟﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺘﻘﺩﻤﺔ ﻤﻥ ﺨﻼل ﻤﻤﺎﺭﺴﺘﻪ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﻟﺘﺼﺒﺢ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﺫﺍﺕ ﺸﺄﻥ ﻜﺒﻴﺭ ﻭﺘﺘﻤﻴﺯ ﺒﺄﺩﺍﺌﻬﺎ‪ ،‬ﻓﺘﻜﻭﻥ ﺠﺎﻤﻌﺔ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﻤﻭﺍﻜﺒﺔ ﺍﻟﺘﻁﻭﺭ‪ ،‬ﻭﻤﺘﻘﺒﻠﺔ ﻟﻠﺘﻐﻴﻴﺭ‪ ،‬ﺘﻬﺘﻡ‬
‫ﺒﺎﻟﻤﻭﺍﻫﺏ ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻤﺘﺎﺤﺔ ﻟﺩﻴﻬﺎ‪.‬‬

‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﺴﺌﻠﺘﻬﺎ‬

‫ﺘﺴﻬﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺒﺠﻬﻭﺩﻫﺎ ﻭﺃﺴﺎﻟﻴﺒﻬﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﺴﻬﺎﻤﺎﹰ ﻜﺒﻴﺭﺍﹰ ﻓﻲ ﺍﻟﻌﻨﺎﻴﺔ ﺒﺎﻟﻤﻭﺍﻫﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﻭﺘﻭﺠﻴﻪ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺇﻟﻰ ﺃﻓﻀل ﻁﺭﻕ ﺍﻟﻌﻤل ﻭﺃﺴﺎﻟﻴﺒﻪ‪ ،‬ﻭﺭﻓﻊ ﻤﻌﻨﻭﻴﺎﺘﻬﻡ‪ ،‬ﻭﺩﻓﻌﻬﻡ ﻟﺯﻴﺎﺩﺓ‬
‫ﺍﻹﻨﺘﺎﺝ ﺃﻭ ﺍﻟﻌﻤل ﺍﻟﻤﺜﻤﺭ ﻭﺘﺤﺴﻴﻨﻪ‪ ،‬ﻜﻤﺎ ﺘﺴﻬﻡ ﻓﻲ ﺘﻤﺎﺴﻜﻬﻡ ﻭﺘﺭﺍﺒﻁﻬﻡ‪ ،‬ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ ﻭﻏﺎﻴﺎﺘﻬﺎ‬
‫)ﺍﻷﻏﺎ‪2011،‬ﻡ‪ ،‬ﺹ‪.(21‬‬

‫ﻓﺤﺎﺠﺔ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻷﻨﻭﺍﻉ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻟﻤﻭﺍﻫﺏ ﻤﻥ ﺃﺠل ﺘﻨﻤﻴﺔ ﺍﻟﻌﻤل ﻓﻲ ﻅل ﺍﺘﺠﺎﻫﺎﺕ‬

‫ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﻨﺎﻓﺱ ﺍﻟﻘﺎﺌﻡ ﺒﻴﻥ ﺍﻟﻤﺅﺴﺴﺎﺕ‪ ،‬ﺤﻴﺙ ﺇﻥ ﺘﻤﻴﺯ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻴﺭﺘﺒﻁ ﺒﻭﺠﻭﺩ ﻜﻔﺎﺀﺍﺕ ﺫﺍﺕ‬
‫ﻤﻭﺍﻫﺏ ﺒﺎﺭﺯﺓ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺘﻁﻭﻴﺭﻫﺎ‪ ،‬ﺘﺴﻌﻰ ﺍﻟﻤﺅﺴﺴﺔ ﻻﺴﺘﺜﻤﺎﺭﻫﻡ ﺒﺎﻋﺘﺒﺎﺭﻫﻡ ﺃﻭﻟﻭﻴﺔ ﻤﻥ‬
‫ﺃﻭﻟﻭﻴﺎﺘﻬﺎ )ﺼﺎﻟﺢ ﻭﻤﺤﺴﻭﺏ‪2008 ،‬ﻡ‪ ،‬ﺹ‪.(13‬‬

‫ﻭﻗﺩ ﺃﻭﻀﺤﺕ ﺩﺭﺍﺴﺔ ﺃﺒﻭ ﺴﺤﻠﻭﺏ )‪2016‬ﻡ( ﺃﻥ ﻫﻨﺎﻙ ﻀﻌﻑ ﻓﻲ ﺘﺤﻔﻴﺯ ﺍﻟﻤﻭﺍﻫﺏ‬
‫ﻭﺘﻁﻭﻴﺭﻫﻡ‪ ،‬ﻭﻀﻌﻑ ﻓﻲ ﺇﺩﺭﺍﻙ ﻭﻓﻬﻡ ﺍﻟﻨﻅﺎﻡ ﺍﻟﻤﺘﻜﺎﻤل ﻹﺩﺍﺭﺓ ﺍﻟﻭﺍﻫﺏ ﻟﺩﻯ ﻤﺅﺴﺴﺎﺕ ﺍﻟﺠﻬﺎﺯ‬
‫ﺍﻟﺤﻜﻭﻤﻲ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‪ ،‬ﻜﻤﺎ ﺒﻴﻨﺕ ﺩﺭﺍﺴﺔ ﺼﻴﺎﻡ )‪2013‬ﻡ( ﺃﻥ ﻫﻨﺎﻙ ﻏﻤﻭﻀﺎﹰ ﻓﻲ ﻤﻔﻬﻭﻡ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﺒﺸﺭﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﻭﺴﻁﻰ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‪،‬‬
‫ﻭﺨﺼﻭﺼﺎﹰ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻌﻤﻠﻴﺎﺕ ﻫﺫﺍ ﺍﻟﻨﻅﺎﻡ‪ ،‬ﺤﻴﺙ ﺘﺘﻭﻓﺭ ﺒﻌﺽ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻬﺫﺍ ﺍﻟﻨﻅﺎﻡ‪.‬‬

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‫ﻭﻤﻥ ﻤﻨﻁﻠﻕ ﺃﻫﻤﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﻨﻬﻭﺽ ﺒﺎﻷﻓﻜﺎﺭ ﺍﻹﺒﺩﺍﻋﻴﺔ‬
‫ﺍﻟﺘﻲ ﺘﻔﻀﻲ ﻹﻨﺸﺎﺀ ﻤﺸﺎﺭﻴﻊ ﻭﺃﻓﻜﺎﺭ ﻤﺒﺩﻋﺔ‪ ،‬ﻭﻓﻲ ﻀﻭﺀ ﺤﺭﺹ ﺍﻟﺒﺎﺤﺜﺔ ﻟﺩﺭﺍﺴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺴﻌﻰ ﻟﻔﺘﺢ ﺍﻵﻓﺎﻕ ﻭﺘﻬﻴﺌﺔ ﺍﻷﺭﺽ ﺍﻟﺨﺼﺒﺔ‪ ،‬ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﻼﺌﻡ ﻟﺘﻘﺩﻴﻡ ﻤﺎ ﻟﺩﻯ‬
‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻟﻠﻭﺼﻭل ﻟﻠﺘﻤﻴﺯ‪ ،‬ﻭﺘﺠﻭﻴﺩ ﺍﻟﻤﺨﺭﺝ ﻤﻥ ﻗ‪‬ﺒل ﺇﺩﺍﺭﺓ ﺤﻜﻴﻤﺔ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻹﺒﺩﺍﻉ‪ ،‬ﻭﻤﻤﺎ‬
‫ﺴﺒﻕ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬

‫‪ .1‬ﻤﺎ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ؟‬

‫‪ .2‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (α≤0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ‬
‫ﺘﻘﺩﻴﺭ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﺍﻟﺘﺨﺼﺹ‪ ،‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ(؟‬

‫‪ .3‬ﻤﺎ ﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻟﺩﻯ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺱ؟‬

‫‪ .4‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪ a £ 0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺘﻘﺩﻴﺭ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪،‬‬
‫ﺍﻟﺘﺨﺼﺹ‪ ،‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ(؟‬

‫‪ .5‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ؟‬

‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ .1‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (α≤0.05‬ﺒﻴﻥ ﻤﺘﻭﺴـﻁ ﺩﺭﺠـﺎﺕ‬
‫ﺘﻘﺩﻴﺭ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌـﺔ ﺍﻹﺴـﻼﻤﻴﺔ ﺒﻐـﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫـﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺘﺒﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ )ﺃﺴﺘﺎﺫ ﻤﺴﺎﻋﺩ‪ ،‬ﺃﺴﺘﺎﺫ ﻤﺸﺎﺭﻙ‪ ،‬ﺃﺴﺘﺎﺫ(‪.‬‬

‫‪ .2‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (α≤0.05‬ﺒﻴﻥ ﻤﺘﻭﺴـﻁ ﺩﺭﺠـﺎﺕ‬
‫ﺘﻘﺩﻴﺭ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌـﺔ ﺍﻹﺴـﻼﻤﻴﺔ ﺒﻐـﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫـﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ )ﻜﻠﻴﺎﺕ ﻋﻠﻤﻴﺔ‪ ،‬ﻜﻠﻴﺎﺕ ﺃﺩﺒﻴﺔ(‪.‬‬

‫‪ .3‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (α≤0.05‬ﺒﻴﻥ ﻤﺘﻭﺴـﻁ ﺩﺭﺠـﺎﺕ‬
‫ﺘﻘﺩﻴﺭ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌـﺔ ﺍﻹﺴـﻼﻤﻴﺔ ﺒﻐـﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫـﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ )ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‪ ،‬ﻤﻥ ‪ 5‬ﺇﻟـﻰ ﺃﻗـل ﻤـﻥ ‪10‬‬
‫ﺴﻨﻭﺍﺕ‪ 10 ،‬ﺴﻨﻭﺍﺕ ﻓﺄﻜﺜﺭ(‪.‬‬

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‫‪ .4‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (α≤0.05‬ﺒﻴﻥ ﺩﺭﺠـﺔ ﻤﻤﺎﺭﺴـﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻤﻥ ﻭﺠﻬـﺔ‬
‫ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬

‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻋﺩﺓ ﺃﻫﺩﺍﻑ ﻴﻤﻜﻥ ﺇﺒﺭﺍﺯﻫﺎ ﻜﺎﻵﺘﻲ‪:‬‬

‫‪ .1‬ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻤﻥ ﻭﺠﻬـﺔ‬
‫ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬

‫‪ .2‬ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﻤﺩﻯ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟـﺔ )‪ (α≤0.05‬ﺒـﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴـﻼﻤﻴﺔ ﺒﻐـﺯﺓ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺭﺘﺒـﺔ ﺍﻷﻜﺎﺩﻴﻤﻴـﺔ‪ ،‬ﺍﻟﺘﺨﺼـﺹ‪،‬‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ(‪.‬‬

‫‪ .3‬ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻟﺩﻯ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬

‫‪ .4‬ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﻤﺩﻯ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟـﺔ )‪ (α≤0.05‬ﺒـﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴـﻼﻤﻴﺔ ﺒﻐـﺯﺓ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺭﺘﺒـﺔ ﺍﻷﻜﺎﺩﻴﻤﻴـﺔ‪ ،‬ﺍﻟﺘﺨﺼـﺹ‪،‬‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ(‪.‬‬

‫‪ .5‬ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﻤﺩﻯ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴـﻼﻤﻴﺔ ﺒﻐـﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫـﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﻜﺘﺴﺏ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ ﻜﻭﻨﻬﺎ ﺘﻨﺎﻭﻟﺕ ﻨﻤﻁ ﺠﺩﻴﺩ ﻤﻥ ﺃﻨﻤﺎﻁ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻫﻭ‬
‫ﻨﻤﻁ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﺒﺸﻜل ﻋﺎﻡ ﻭﻟﺩﻯ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﺸﻜل ﺨﺎﺹ‪ ،‬ﻭﻓﻲ ﻀﻭﺀ‬
‫ﺫﻟﻙ ﻴﻤﻜﻥ ﺇﺒﺭﺍﺯ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ‬

‫ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺘﻔﻴﺩ ﻤﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬

‫ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻤﻥ ﺨﻼل ﺘﻭﻀﻴﺢ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺤﻭل ﻨﺤﻭ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺤﺩﻴﺜﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ‬
‫ﻭﺘﻁﻭﻴﺭ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺭﻱ ﻭﺘﺠﻭﻴﺩ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺒﺭﺍﻤﺞ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ‬

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‫ﻭﻗﺴﻡ ﺍﻟﺠﻭﺩﺓ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺒﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ‪ ،‬ﻤﻥ ﺨﻼل ﺇﻴﻀﺎﺡ ﺴﺒل ﺘﻌﺯﻴﺯ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‬
‫ﺍﻟﻤﺅﺴﺴﻴﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺴﻴﺴﺘﻔﻴﺩ ﻤﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ‪ ،‬ﻟﻤﺎ‬
‫ﺴﺘﻀﻴﻔﻪ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‪.‬‬

‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‬

‫ﺴﺘﺴﺎﻫﻡ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻤﻥ ﺨﻼل‬

‫ﺘﻌﺯﻴﺯ ﻤﺒﺩﺃ ﺍﻻﺴﺘﻔﺎﺩﺓ ﺍﻟﻘﺼﻭﻯ ﻤﻥ ﺍﻟﻁﺎﻗﺎﺕ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﻤﻥ ﺃﺠل ﺘﻌﺯﻴﺯ‬
‫ﻤﻜﺎﻨﺔ ﺍﻟﻤﺅﺴﺴﺔ ﺒﻴﻥ ﺃﻭﺴﺎﻁ ﻨﻅﻴﺭﺍﺘﻬﺎ ﻭﺘﺤﺴﻴﻥ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻟﻤﺎ ﻟﺫﻟﻙ ﻤﻥ ﺩﻭﺭ ﻓﻲ‬
‫ﺘﻌﺯﻴﺯ ﺍﻟﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺒﻨﺎﺀ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻟﺩﻯ ﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﻜﻤﺎ ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ‬
‫ﻜﻭﻨﻬﺎ ﺘﺴﻌﻰ ﻟﻠﺘﻌﺭﻑ ﺇﻟﻰ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻟﺩﻯ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‬
‫ﻭﺍﺴﻬﺎﻤﻬﺎ ﻓﻲ ﺘﺤﺴﻴﻥ ﻭﺘﺠﻭﻴﺩ ﺍﻟﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﺤﺩﻭﺩ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﺘﻤﺜل ﺤﺩﻭﺩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﻟﺠﻭﺍﻨﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺤﺩ ﺍﻟﻤﻭﻀﻭﻉ‪ :‬ﺍﻗﺘﺼﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐـﺯﺓ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ ﻭﻓﻘﺎﹰ ﻟﻸﺒﻌﺎﺩ ﺍﻟﺘﺎﻟﻴﺔ )ﺍﻟﺘﺨﻁﻴﻁ‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁـﻭﻴﺭ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﻭﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ( ﻭﻋﻼﻗﺘﻬﺎ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻭﻓﻘﺎﹰ ﻟﻸﺒﻌﺎﺩ ﺍﻟﺘﺎﻟﻴﺔ )ﺠﻭﺩﺓ ﺍﻟﺨﺭﻴﺠﻴﻥ‪ ،‬ﺠﻭﺩﺓ ﺍﻟﻤﺅﻟﻔﺎﺕ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺠﻭﺩﺓ ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ(‪.‬‬

‫ﺍﻟﺤﺩ ﺍﻟﺒﺸﺭﻱ‪ :‬ﺍﺸﺘﻤﻠﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‪.‬‬

‫ﺍﻟﺤﺩ ﺍﻟﻤﻜﺎﻨﻲ‪ :‬ﺘﻡ ﺇﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬

‫ﺍﻟﺤﺩ ﺍﻟﺯﻤﺎﻨﻲ‪ :‬ﺘﻡ ﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﺜﺎﻨﻲ ﻤﻥ ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴـﻲ ‪-2018‬‬
‫‪2019‬ﻡ‪.‬‬

‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫× ﺍﻟﻤﻭﺍﻫﺏ‪ :‬ﺃﻭﻟﺌﻙ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﻤﻜﻨﻬﻡ ﺃﻥ ﻴﻭﺠﺩﻭﺍ ﻓﺎﺭﻗﺎﹰ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻤﻨﻅﻤﺔ ﺇﻤﺎ ﻋﻥ ﻁﺭﻴـﻕ‬
‫ﻤﺴﺎﻫﻤﺘﻬﻡ ﻭﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻓﻲ ﺫﻟﻙ ﺍﻷﺩﺍﺀ‪ ،‬ﺃﻭ ﻋﻥ ﻁﺭﻴﻕ ﺘﺤﻘﻴﻘﻬﻡ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻷﺩﺍﺀ‬
‫ﻭﻋﻠﻰ ﺍﻟﻤﺩﻯ ﺍﻟﺒﻌﻴﺩ )‪.(Armstrong, 2009, P.24‬‬

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‫× ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ‪ :‬ﻋﻤﻠﻴﺔ ﺩﻴﻨﺎﻤﻴﻜﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ ﺘﻤﻜﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻤﻥ ﺘﺤﺩﻴﺩ ﻭﺍﺴﺘﻘﻁﺎﺏ ﻭﺘﻁـﻭﻴﺭ‬
‫ﺍﻟﻤﻭﻫﺒﺔ ﺍﻟﺘﻲ ﺘﺤﺘﺎﺠﻬﺎ ﻟﻤﻘﺎﺒﻠﺔ ﺃﻫﺩﺍﻓﻬﺎ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ )ﺍﻟﺯﺒﻴﺩﻱ ﻭﻋﺒﺎﺱ‪2015،‬ﻡ‪ ،‬ﺹ‪.(29‬‬

‫× ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ‪ :‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻭﺍﻟﺘﻲ ﺘﻌﻨﻰ ﺒﺎﻤﺘﻼﻙ‬
‫ﻭﺍﺴﺘﺩﺍﻤﺔ ﻭﺘﺤﻔﻴﺯ ﻭﺘﻁﻭﻴﺭ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻤﻭﻫﻭﺒﻴﻥ ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬
‫)‪.(Horvathova, 2011, P.32‬‬

‫× ﺍﻟﺘﻌﺭﻴﻑ ﺍﻹﺠﺭﺍﺌﻲ ﻟﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴـﻴﺔ‪:‬‬
‫ﻫﻲ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﻥ ﺨﻼل ﺍﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺃﻋﻀـﺎﺀ ﻫﻴﺌـﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺈﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﻫﺏ ﺍﻟﻤﺅﺴﺴﻴﺔ‬
‫ﻓﻲ ﻤﺠﺎﻻﺕ )ﺍﻟﺘﺨﻁﻴﻁ‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ‪ ،‬ﺇﺩﺍﺭﺓ ﻭﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ( ﻭﺍﻟﺘﻲ ﺼـﻤﻤﺕ‬
‫ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ‪.‬‬

‫× ﺍﻟﺠﻭﺩﺓ‪ :‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺼﻔﺎﺕ ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺘﻲ ﻴﺘﻤﻴﺯ ﺒﻬﺎ ﺍﻟﻤﻨﺘﺞ ﺃﻭ ﺍﻟﺨﺩﻤﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺅﺩﻱ‬
‫ﺇﻟﻰ ﺘﻠﺒﻴﺔ ﺤﺎﺠﺎﺕ ﺍﻟﻤﺴﺘﻬﻠﻜﻴﻥ ﻭﺍﻟﻌﻤﻼﺀ ﻋﻠﻰ ﺤﺩ ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻟﺘﺼﻤﻴﻡ ﺃﻭ ﺍﻟﺘﺼـﻨﻴﻊ ﺃﻭ‬
‫ﻗﺩﺭ ﺍﻟﻤﻨﺘﺞ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪ ،‬ﻓﻲ ﺴﺒﻴل ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺇﺭﻀﺎﺀﻫﻡ )ﺤﺴﻭﻨﺔ‪2014 ،‬ﻡ‪ ،‬ﺹ‪.(15‬‬

‫× ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‪ :‬ﻋﺒﺎﺭﺍﺕ ﺘﺼﻑ ﺍﻟﻨﺎﺘﺞ ﺍﻟﻨﻬﺎﺌﻲ ﻟﻠﺨﺩﻤﺎﺕ ﺍﻟﺘﻲ ﺘﻘﺩﻤﻬﺎ ﺍﻟﻤﺅﺴﺴـﺔ‪ ،‬ﻗﺎﺌﻤـﺔ‬
‫ﻋﻠﻰ ﺍﻻﺭﺘﻘﺎﺀ ﺒﺎﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻹﻨﺘﺎﺠﻲ ﻟﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺠﻤﻴﻊ ﺍﻟﻤﻨﺘﻔﻌـﻴﻥ ﻤـﻥ ﺍﻟﻤﺅﺴﺴـﺔ‬
‫)ﺃﺒﻭ ﺴﺎﻟﻡ‪2016،‬ﻡ‪ ،‬ﺹ‪.(8‬‬

‫× ﺍﻟﺠﻭﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪ :‬ﺃﻨﻬﺎ ﻤﺠﻤﻭﻋﺔ ﺍﻟﻤﻌﺎﻴﻴﺭ ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺘﻲ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﺘﻭﻓﺭ ﻓـﻲ ﺠﻤﻴـﻊ‬
‫ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺴﻭﺍﺀ ﻤﻨﻬﺎ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺩﺨﻼﺕ ﺃﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺃﻭ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻭﺍﻟﺘﻲ‬
‫ﺘﻠﺒﻲ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻤﺘﻁﻠﺒﺎﺘﻪ ﻭﺭﻏﺒﺎﺕ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻭﺤﺎﺠﺎﺘﻬﻡ ﻭﺘﺤﻘﻴﻕ ﺘﻠﻙ ﺍﻟﻤﻌﺎﻴﻴﺭ ﻤﻥ‬
‫ﺨﻼل ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻔﻌﺎل ﻟﺠﻤﻴﻊ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﺒﺸﺭﻴﺔ )ﺃﺒﻭ ﺴﺎﻟﻡ‪2016،‬ﻡ‪ ،‬ﺹ‪.(7‬‬

‫× ﺍﻟﺘﻌﺭﻴﻑ ﺍﻹﺠﺭﺍﺌﻲ ﻟﻤﺴﺘﻭﻯ ﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ‪ :‬ﻫﻲ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺫﻱ ﺴﻴﺘﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻪ ﻤﻥ‬
‫ﺨﻼل ﺍﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺒﻐﺯﺓ‬
‫ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺠﻭﺩﺓ ﺍﻟﻤﺨﺭﺠﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺠﻭﺩﺓ ﺍﻟﺨﺭﻴﺠﻴﻥ ﻭﻨﺘـﺎﺌﺞ ﺍﻟﺒﺤـﻭﺙ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺠﻭﺩﺓ ﺍﻟﺨﺩﻤﺎﺕ ﺍﻟﻤﻘﺩﻤﺔ ﻟﻠﻤﺠﺘﻤﻊ ﻭﺍﻟﺘﻲ ﺼﻤﻤﺕ ﺨﺼﻴﺼﺎﹰ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ‪.‬‬

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 ‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻨﻲ‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ‬

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