عصیان علیه دانشگاه: تحلیل کیفی تجربه سایه نویسی پایان نامه در ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
سایه نویسی صنعت زیرزمینی بین المللی است که در طی چند دهیه گذشته گسترش یافته است و تهدیدی جدی برای کیفیت و اعتبار دانشگاه ها در سرتاسر جهان محسوب می شود. در ایران نیز شاهد گسترش سایه نویسی و شکل گیری «بازار سیاه پایان نامه نویسی» هستیم؛ بااین حال، پژوهش های چندانی درباریه ماهیت و ویژگی های خاص سایه نویسی صورت نگرفته است. این پژوهش از نوع کاربردی است و با استفاده از روش تحلیل مضمون و انجام مصاحبیه نیمه ساختمند با 15 نفر از سایه نویسانی صورت گرفت که به طور مستقل، در ازای دریافت وجه برای مشتریانشان پایان نامه می نوشتند. بعد از تجزیه وتحلیل داده ها، شش مضمون اصلی «تقلا برای بقا»، «سرخوردگی تمام عیار»، «دانشگاه در چنبره فساد»، «عصیان علیه دانشگاه»، «تجربیه احساسی پارادوکسیکال»،و «تصور از سایه نویسی» به دست آمد. این مضامین بیانگر دلایل، انگیزه ها و تصورات سایه نویسان از سایه نویسی و بسترهای شکل گیری و گسترش این پدیده در نظام دانشگاهی ایران است. درنهایت پیشنهادهایی برای سیاست گذاری مناسب در این زمینه ارائه شده است.Rebellion against the University: A Qualitative Analysis of the Experience of Dissertation Ghostwriting in Iran
IntroductionGhostwriting has emerged as an international underground industry over the past few decades, posing a significant threat to the quality and reputation of universities worldwide. In Iran, this issue has become increasingly concerning, particularly in recent years. Ghostwriting often referred to as contract cheating represents a form of academic misconduct that undermines the integrity and standards of higher education, as well as the credibility of academic institutions. Generally, ghostwriting involves the access, purchase, exchange, or trade of written work, where the completion—either in whole or in part—is provided to a third party. Research on this topic in Iran is limited and even fewer studies have focused specifically on ghostwriters themselves. Consequently, the primary aim of this research was to investigate the motivations behind participation in ghostwriting, its consequences, and the mechanisms that facilitate its formation and proliferation. In other words, this study sought to fill a critical research gap by exploring the motivations of ghostwriters involved in the preparation and compilation of student theses, as well as the contextual factors contributing to the emergence of this phenomenon. Materials & MethodsThis study employed a qualitative approach, utilizing purposive sampling to select participants. The sample consisted of 15 graduate students from master's and doctoral programs at various universities and higher education institutions in the country, all of whom engaged in writing theses for clients in exchange for a fee. Most participants were unemployed and worked as lecturers at different universities. Data were collected through in-person and online semi-structured interviews, which were analyzed using thematic analysis. The interviewer aimed to conduct the interviews in a safe, comfortable, and quiet environment to ensure the collection of significant information without distractions. Interviews began with general questions before progressing to more specific and relevant inquiries to elicit critical information. To facilitate deeper understanding, exploratory questions, such as “Could you please elaborate?” and “Can you provide an example from your own experience?” were also included. Each interview lasted approximately 90 minutes. Discussion of Results & ConclusionThe analyzed data revealed several significant motivations for ghostwriting. According to the findings, the primary incentive for college graduates to write dissertations for others was financial gain, which offered an avenue for income and financial independence. Financial pressures and the inability to secure employment could drive individuals to make choices that, while not morally justifiable, appeared financially appealing. Additionally, most participants identified a lack of job opportunities as a key motivation for becoming ghostwriters. Unemployment, economic strain, and feelings of social frustration, along with mental and emotional exhaustion, uncertainty, and a bleak outlook on the future, were factors that could explain the graduates' inclination to engage in ghostwriting. The second motivation identified was a desire for revenge against the education system, which was perceived as having contributed to their adverse circumstances. Many ghostwriters attributed their plight to misguided decisions made by educational institutions, such as the push for massification. This sentiment had resulted in psychological traumas, including depression, isolation, and frustration among participants. The third motivation related to the market dynamics surrounding thesis writing, which encouraged both students and ghostwriters to participate. The findings also indicated that ghostwriters often concealed their identities, using pseudonyms. This created a paradox where they experienced both satisfaction and dissatisfaction with their work. While some viewed ghostwriting as a mission or duty that assisted students in graduating, for most, the primary drivers remained unemployment and financial necessity. Ultimately, the persistence and expansion of this phenomenon could be attributed to the commodification of the thesis. The proliferation of ghostwriting served the interests of both parties involved and the market that had emerged around it. The students were relieved of the pressure to complete their theses, while the unemployed graduates found a source of income through this practice.
تبلیغات
