B ng 5.2 Th ng kê mô t các y u t trong PH (S phù h p c a tri th c chuy n giao) (S phù h p c a tri th c chuy n giao)
Y u t Mô t phát bi u
Giá tr trung
bình PH1 Tơi có th hi u đ c nh ng tri th c c a môn h c Y 3.8482 PH2 Tri th c c a môn h c Y b sung tri th c c a tôi trong công vi c 3.6601 PH3 Các tình hu ng th c t và kinh nghi m đ c gi ng viên X truy n
đ t phù h p v i th c ti n công vi c c a tơi 3.5182 PH4 Nói chung tơi có th th c hành nh ng tri th c và k n ng h c đ c
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B ng 5.2 cho th y các y u t thu c PH (S phù h p c a tri th c chuy n giao) đ u có giá tr trung bình l n h n đi m gi a c a thang đo (>3), nh ng v n khơng có giá tr trung bình nào l n h n 4. c i thi n đi u này, nhà tr ng và gi ng viên ti p t c đ i m i ch t l ng giáo trình, đ i m i ph ng pháp gi ng d y, c p nh t các tình hu ng c th đ gi i quy t v n đ trong th c t có liên quan đ n mơn h c.
C n thu h p kho ng cách gi a bên chuy n giao và phía ti p nh n b ng cách nhà nghiên c u (gi ng viên) ngoài vi c t o ra tri th c m i còn ph i dành s quan tâm, th i gian và s n l c đ ph bi n k t qu nghiên đ n v i ng i s d ng (h c viên).
Tri th c chuy n giao nên th hi n m t cách d hi u, phù h p v i nhu c u c a h c viên (Lloyd & ctg, 1997) và d dàng áp d ng vào th c t công vi c c a h .
i v i t ch c nghiên c u, c th :
Tr ng đ i h c, trung tâm nghiên c u c n th c hi n các chính sách u đãi và đ a ra các ngu n l c c n thi t (th i gian, kinh phí, vv) đ khuy n khích các gi ng viên, nhà nghiên c u tham gia vào ho t đ ng chuy n giao tri th c.
Theo Browne (2005); Barnard & ctg (2001) nh ng rào c n nh : th t c quan liêu, thi u s h tr và áp l c tiêu c c t các đ ng nghi p là nh ng tr ng i chính trong vi c chuy n giao tri th c. Do đó đi u quan tr ng c a t ch c là duy trì và phát huy v n hóa khuy n khích s h p tác và chia s thông tin, nâng cao hi u qu c a chuy n giao tri th c (Lloyd & ctg 1997). T o m t môi tr ng thu n l i đ các gi ng viên có th chuy n giao tri th c cho h c viên c a mình m t cách d dàng.
Ngồi ra tài chính, nhân l c, và các ngu n l c v t ch t c ng đ c coi là các nhân t quy t đ nh quan tr ng c a chuy n giao tri th c trong giáo d c (McPherson & Nunes 2002; Abdoulaye 2003; Powers 2003; Hemsley-Brown 2004). Các tr ng có ngu n l c d i dào s xây d ng đ c đ i ng gi ng viên ch t l ng cao giúp cho hi u qu c a chuy n giao tri th c đ c t t h n, ch t l ng h c viên đ c đào t o t t h n.
59
5.3 CÁC H N CH VÀ H NG NGHIÊN C U TI P THEO
C ng nh nh ng nghiên c u khác, nghiên c u này c ng có m t s h n ch nh t đ nh:
Tr c tiên, ph m vi nghiên c u này ch đ c th c hi n t i m t s tr ng đào t o th c s t i thành ph H Chí Minh nên kh n ng t ng qt hóa c a mơ hình nghiên c u không cao. Nghiên c u ti p theo có th m r ng t i t t c các tr ng có đào t o th c s. Th hai là, nghiên c u này s d ng m u theo ph ng pháp l y m u thu n ti n, phi xác xu t nên tính đ i di n c a m u ch a cao. Ba là, nghiên c u này ch xem xét các y u t đ ng c ngo i t i c a ng i h c và s phù h p c a tri th c chuy n giao. Trên th c t , ngoài các y u t trên thì cịn nhi u y u t khác nh n ng l c giao ti p, đ ng c c a gi ng viên, n ng l c gi ng viên… c ng có kh n ng tác đ ng đ n chuy n giao tri th c. Nghiên c u ti p theo nên m r ng đánh giá thêm các y u t khác nh m nâng cao kh n ng gi i thích c a mơ hình. B n là nghiên c u này s d ng mơ hình h i qui đ ki m đ nh m i quan h nhân qu c a các bi n đ c l p và bi n ph thu c. Mơ hình nghiên c u đã b qua nh h ng t ng quan gi a các bi n đ c l p nên k t qu nghiên c u ch a ph n ánh chính xác m i quan h gi a chúng. Các nghiên c u ti p theo có th xem xét l i các y u t này b ng cách s d ng mơ hình c u trúc tuy n tính (SEM).
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