إدارة انهيار السياق وعلاقته بالهوية المهنية لدى أعضاء هيئة التدريس بالجامعات فى ضوء نظرية إدارة خصوصية الاتصالات(CPM) theory | ||||
مجلة البحوث الإعلامية | ||||
Volume 70, Issue 3, April 2024, Page 3101-3150 | ||||
Document Type: المقالة الأصلية | ||||
DOI: 10.21608/jsb.2024.271500.1704 | ||||
View on SCiNiTO | ||||
Author | ||||
انتصار سالم | ||||
قسم الاعلام التربوى كلية التربية النوعية جامعة الزقازيق | ||||
Abstract | ||||
تقدم الدراسة تمييزًا مفاهيميًا للتكيف مع السياق واستعادة السياق، وطرح استراتيجيات لكيفية تعامل المستخدمين مع الواقع الاجتماعي والتقني لانهيار السياق؛ لتشمل استراتيجيات التكيف المختلفة، مع تحديد بعض المتغيرات في الدراسة للمساعدة على تحديد استراتيجيات إدارة انهيار السياق، من خلال إعادة بناء الحدود السياقية على الأبعاد النفسية والعلائقية والمكانية والزمانية، باختبار العوامل الفردية، متمثلة في (تقليل الجهد، والوعي الذاتي، ومخاوف الخصوصية)، وعوامل الجمهور، متمثلة في (عدم تجانس الجمهور، ونشاط الجمهور)؛ اعتمادًا على نظرية إدارة خصوصية الاتصالات، التي تتفق مع الإطار النظري والمنهجي لإدارة انهيار السياق، وطرحت الدراسة تصورًا للتكامل النظري والمنهجي لإدارة انهيار السياق، وإدارة خصوصية الاتصالات في نطاق دراسات وسائل التواصل الاجتماعي؛ كخطوة جديدة في البحوث النوعية (الكيفية) في البيئة الرقمية، كما تضيف الدراسة عامل الهوية المهنية عاملًا جوهريًا في التكوين الثقافي والاجتماعي لأعضاء هيئة التدريس بالجامعات، لاستكشاف العلاقة الارتباطية بين المتغيرات المتشابكة للدراسة (إدارة انهيار السياق- الهوية المهنية- إدارة خصوصية الاتصالات)، من خلال التحليل الكيفي لبيانات المقابلات المتعمقة مع (30 عضو هيئة تدريس) من مستخدمي وسائل التواصل الاجتماعي في الجامعات المصرية، وتضيف الدراسة بُعدًا منهجيًا لإثراء البحوث النوعية (الكيفية) في الدراسات العربية في مجال دراسات البيئة الرقمية، لدراسة دوافع وسلوكيات المستخدمين الاتصالية في إطار تكاملي لمنهجية البحوث الكيفية (المنهجية الإثنوغرافية/ تحليل البيانات اعتمادًا على المنهجية المرتكزة/ مزج طريقة المقابلات المتعمقة مع استحداث طريقة الرجوع للخلف). | ||||
Keywords | ||||
انهيار السياق; وسائل التواصل الاجتماعي; الهوية المهنية; أعضاء هيئة التدريس بالجامعات; نظرية إدارة خصوصية الاتصالات | ||||
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