Vol.

17 (1) ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬

Journal homepage:

http://journals.sustech.edu/

‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﻨﺎﺥ ﻋﻤل ﻓﺭﻕ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﺍﻝﺠﺎﻤﻌﻲ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ‬

‫ﻋﺎﺒﺩﻱ ﻤﺤﻤﺩ ﺍﻝﺴﻌﻴﺩ‬

‫ ﺍﻝﺠﺯﺍﺌﺭ‬- ‫ﺠﺎﻤﻌﺔ ﺒﺎﺠﻲ – ﻤﺨﺘﺎﺭ ﻋﻨﺎﺒﺔ‬
: ‫ﺍﻝﻤﺴﺘﺨﻠﺹ‬
‫ ﻓﻲ ﺠﻌل‬،‫ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﺍﻴﺠﺎﺒﻲ‬،‫ﻴﻬﺩﻑ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺘﻘﺩﻴﻡ ﻓﻬﻡ ﺤﻴﻭﻱ ﻝﻠﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ‬
‫ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻨﺠﺎﺯ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻭﻁﻨﻲ‬،‫ﻤﻨﺎﺥ ﻋﻤل ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﻋﺎﻤﻼ ﺤﺎﺴﻤﺎ ﻓﻲ ﺘﺤﻘﻕ ﺍﻨﺘﺎﺠﺎﺕ ﺍﺒﺘﻜﺎﺭﻴﺔ‬
‫ ﺒﻌﺩ ﻤﺭﺍﺠﻌﺔ ﺍﻷﻁﺭ‬.(CNEPRU) ‫( ﻭﻤﺸﺎﺭﻴﻊ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﺘﻘﻴﻴﻡ ﻭﺒﺭﻤﺠﺔ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺠﺎﻤﻌﻴﺔ‬PNR) ‫ﻝﻠﺒﺤﺙ‬
‫ ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﻝﻌﻴﻨﺔ ﻏﻴﺭ ﻋﺸﻭﺍﺌﻴﺔ ﺸﻤﻠﺕ‬،‫ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻝﻘﺎﻨﻭﻨﻴﺔ ﻝﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ‬
ANDRU) ‫( ﻤﺸﺭﻭﻉ ﺘﻭﺠﻬﻬﺎ ﺍﻝﻭﻜﺎﻝﺘﺎﻥ ﺍﻝﻭﻁﻨﻴﺘﺎﻥ ﻝﺘﻁﻭﻴﺭ ﺍﻝﺒﺤﺙ ﺍﻝﺠﺎﻤﻌﻲ ﻭﺍﻝﺒﺤﺙ ﻓﻲ ﻤﺠﺎل ﺍﻝﺼﺤﺔ‬119)
،‫ ﻭﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻰ ﺍﺴﺘﻨﺘﺎﺝ ﻨﻤﻭﺫﺝ ﻤﻔﻬﻭﻤﻲ ﻝﻠﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ‬،(ANDRS‫ﻭ‬
‫ ﻭﻗﺎﺩ ﺍﻝﺘﺤﻠﻴل‬،‫ﻭﻗﺩ ﺴﺎﻫﻤﺕ ﻤﻨﺎﻗﺸﺔ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ ﻓﻲ ﺘﻘﺩﻴﻡ ﻓﻬﻡ ﺤﻴﻭﻱ ﻝﺘﻠﻙ ﺍﻝﻌﻭﺍﻤل‬
‫ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﻭﻝﻰ‬:‫ ﻴﺘﻜﻭﻥ ﻤﻥ ﺴﺒﻌﺔ ﻋﻭﺍﻤل ﺘﺠﺘﻤﻊ ﻓﻲ ﻓﺌﺘﻴﻥ ﺭﺌﻴﺴﻴﺘﻴﻥ‬،‫ﺇﻝﻰ ﺍﺴﺘﻨﺘﺎﺝ ﺃﻥ ﻫﺫﺍ ﺍﻝﻨﻤﻭﺫﺝ ﺍﻝﻤﻔﻬﻭﻤﻲ‬
‫ﺘﺘﻜﻭﻥ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺩﺍﺨﻠﻴﺔ ﺘﺘﺤﻜﻡ ﺒﻬﺎ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻤل ﻤﻥ ﺩﺍﺨل ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ؛ ﻭﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺘﺘﻜﻭﻥ ﻤﻥ‬
‫ ﻭﺘﺘﺄﺜﺭ ﺒﺎﻹﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﻤﻤﺎﺭﺴﺎﺕ‬،‫ ﻭﺘﺴﻴﻁﺭ ﻋﻠﻴﻬﺎ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻴﺘﺸﻜل ﻭﻴﻌﻤل ﻓﻴﻬﺎ ﺍﻝﻔﺭﻴﻕ‬،‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ‬
.‫ﺍﻝﺘﻲ ﺘﺴﺒﻕ ﺘﺸﻜﻴل ﺍﻝﻔﺭﻴﻕ ﻓﻲ ﺒﺩﺍﻴﺘﻪ‬

ABSTRACT:
The purpose of this research is to provide an understanding of the essential factors,
which can have a positive effect on the atmosphere of the work leading to production
of innovative products; at the end of the realization of the program of the national
project of research (PNR) and the program national (CNEPRU) committee for the
evaluations of the projects of university research. After reviewing the organizational
and legal statutory of research projects in Algeria, the study was conducted on a
random sample of 119 projects, derived by two national organizations of the
development of the university research, and the research in the field of the health.
Through using the factor analysis technique the research deduces a conceptual model
for essential factors, whereas the discussion of literature, which handles the
teamwork, contributes to the understanding of these factors. The analysis led to the
conclusion that this abstract model, consists of seven factors that can be grouped into
two main categories: the first group is established by the internal factors controlled by
the nature of the work within the research team; whereas the second group consists of
external factors controlled by the circumstances, which shaped the theme of works,

Volume 17(1) 2016 Journal of Economic Sciences

59 ISSN (Print):1858-6740 e-ISSN (Online):1858-6759
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫‪and is affected by the practices and the procedures that precede the formation of the‬‬
‫‪team at the beginning.‬‬

‫ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﻓﺭﻕ ﺍﻝﻌﻤل‪ ،‬ﺍﻻﺒﺘﻜﺎﺭ‪ ،‬ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ‪.‬‬

‫ﺍﻝﻤﻘﺩﻤﺔ‪:‬‬
‫ﻴﻤﺜل ﺍﻻﺒﺘﻜﺎﺭ ﻨﺸﺎﻁ ﹰﺎ ﻤﻌﻭﻝﻤ ﹰﺎ ﻭﺘﻨﺎﻓﺴﻴﹰﺎ‪ ،‬ﻴﺘﻤﻴﺯ ﺒﻬﺠﺭﺓ ﺍﻝﻜﻔﺎﺀﺍﺕ ﺇﻝﻰ ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺘﻲ ﺘﻭﻓﺭ ﺍﻝﻅﺭﻭﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻝﺒﻴﺌﺎﺕ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﻻﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻫﺏ ﺍﻷﻓﺭﺍﺩ ﻭﻁﺎﻗﺎﺘﻬﻡ ﺍﻝﻔﻜﺭﻴﺔ ﺍﻝﻜﺎﻤﻨﺔ ﻻﺒﺘﻜﺎﺭ ﺨﺩﻤﺎﺕ ﻭﻤﻨﺘﺠﺎﺕ‬
‫ﻭﺃﺴﺎﻝﻴﺏ ﻋﻤل ﺠﺩﻴﺩﺓ‪ ،‬ﻓﻌﻤﻠﻴﺔ ﺍﻻﺒﺘﻜﺎﺭ ﻴﺘﻡ ﺘﻌﺯﻴﺯﻫﺎ ﻤﻥ ﺨﻼل ﺍﻝﺘﻔﺎﻋل ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﺒﻴﺌﺔ‪.‬‬
‫ﺒﺎﻝﺘﺎﻝﻲ‪ ،‬ﺃﺼﺒﺢ ﺍﻝﻤﻭﺭﺩ ﺍﻝﺒﺸﺭﻱ ﺃﺤﺩ ﺍﻝﻌﻭﺍﻤل ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺩﻭﻝﻴﺔ ﺍﻝﺘﻲ ﻤﺤﻭﺭﻫﺎ ﻨﺸﺎﻁ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻭﻫﻜﺫﺍ‪ ،‬ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﺠﺯﺍﺌﺭ‪ ،‬ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻜﻭﻥ ﺍﻻﺒﺘﻜﺎﺭ ﻤﺭﻜﺯ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻨﻅﺎﻡ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ )‪ ،(SNR‬ﻭﺃﻥ ﻴﺸﻜل‬
‫ﺍﻝﻐﺎﻴﺔ ﺍﻷﻭﻝﻰ ﻷﻱ ﺠﻬﺩ ﺒﺤﺜﻲ ﻋﻠﻤﻲ ﻓﺭﺩﻱ ﺃﻭ ﺠﻤﺎﻋﻲ‪ .‬ﻭﻴﺭﺠﻊ ﺘﺭﻜﻴﺯ ﺍﻝﺴﻴﺎﺴﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻘﻨﻲ‬
‫ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻝﻠﻤﺭﺓ ﺍﻷﻭﻝﻰ ﺴﻨﺔ ‪ ،1998‬ﻝﻤﺎ ﺸﻜل ﻤﺤﻭﺭﹰﺍ ﻝﻠﻘﺎﻨﻭﻥ ﺍﻝﺘﻭﺠﻴﻬﻲ ﻭﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺨﻤﺎﺴﻲ ﺤﻭل ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﻝﻠﻔﺘﺭﺓ ‪.2002-1998‬‬
‫ﻴﻌﻜﺱ ﻗﺭﺍﺭ ﺇﺩﺭﺍﺝ ﻨﺸﺎﻁ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ‪ ،‬ﻓﻲ ﺇﻁﺎﺭ ﻗﺎﻨﻭﻥ ﺒﺭﻨﺎﻤﺞ‪ ،‬ﻝﻸﻫﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻭﻝﻴﻬﺎ‬
‫ﺍﻝﺩﻭﻝﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ‪ ،‬ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻝﻤﻌﺭﻓﺔ ﻜﺨﺎﻡ ﺃﺴﺎﺴﻲ ﻭﻤﻭﺭﺩ ﺍﺴﺘﺭﺍﺘﻴﺠﻲ ﺩﺍﺌﻡ ﻝﻸﻤﺔ‪،‬‬
‫ﻭﻴﻌﺒﺭ ﺃﻴﻀﹰﺎ ﻋﻥ ﺇﺭﺍﺩﺘﻬﺎ ﻓﻲ ﺒﻨﺎﺀ ﻨﻅﺎﻡ ﻭﻁﻨﻲ ﻝﻼﺒﺘﻜﺎﺭ ﻴﻘﻭﺩ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻝﻠﺒﻼﺩ‪.‬‬
‫ﺒﺎﻋﺘﺒﺎﺭ ﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻤﺤﻀﻨ ﹰﺎ ﻝﻠﻘﺩﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺒﺸﺭﻴﺔ ﺍﻝﻭﻁﻨﻴﺔ‪ .‬ﻭﺍﻨﻁﻼﻗ ﹰﺎ ﻤﻥ ﻫﺫﺍ‪ ،‬ﻓﺎﻥ ﺴﻴﺎﺴﺔ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻤﻨﺘﻬﺠﺔ ﻤﻨﺫ ﺴﻨﺔ ‪ 1998‬ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻜﺎﻤﻠﺔ ﻝﻸﺴﺎﺘﺫﺓ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻌﻰ ﺍﻝﻭﻁﻨﻲ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺫﻝﻙ ﺒﺈﺸﺭﺍﻙ ﺃﻜﺜﺭ ﻤﻥ )‪ (%60‬ﻤﻥ ﺍﻷﺴﺎﺘﺫﺓ‪ .‬ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ ﺘﻡ ﺍﻝﻘﻴﺎﻡ ﺒﻌﺩﺓ ﺃﻋﻤﺎل‪ ،‬ﻻﺴﻴﻤﺎ ﺇﻀﻔﺎﺀ‬
‫ﺍﻝﺼﻔﺔ ﺍﻝﺘﻌﺎﻗﺩﻴﺔ ﻋﻠﻰ ﻋﻼﻗﺔ ﻭﺯﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﻤﺅﺴﺴﺎﺕ‪ ،‬ﻭﻜﺫﺍ ﻋﻼﻗﺔ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺒﺎﻝﻤﺨﺎﺒﺭ‪،‬‬
‫ﻭﺫﻝﻙ ﺒﺘﺩﻋﻴﻡ ﻅﺭﻭﻑ ﻤﺨﺎﺒﺭ ﺍﻝﺒﺤﺙ ﻴﺠﻌﻠﻬﺎ ﺃﻜﺜﺭ ﻤﺭﻭﻨﺔ ﻭﺫﺍﺕ ﺨﺼﻭﺼﻴﺔ ﻓﻲ ﺍﻝﺘﺴﻴﻴﺭ‪ ،‬ﻤﻊ ﻭﻀﻊ ﻫﻴﺎﻜل ﻗﺎﻋﺩﻴﺔ‬
‫ﺨﺎﺼﺔ ﺘﺤﺕ ﺘﺼﺭﻓﻬﺎ ﻭﺨﻠﻕ ﺠﻤﻴﻊ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﻘﺎﻨﻭﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻤﺢ ﺒﻤﺴﺎﻫﻤﺔ ﺃﻜﺒﺭ ﻝﻠﻤﺴﺘﺨﺩﻤﻴﻥ ﻤﻥ‬
‫ﺍﻷﺴﺎﺘﺫﺓ ﻓﻲ ﻨﺸﺎﻁﺎﺕ ﺍﻝﺒﺤﺙ )ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﺭﺴﻤﻴﺔ ﻝﻠﺠﻤﻬﻭﺭﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ :2008،‬ﺹ‪ .(7‬ﻭﻭﻀﻊ ﺁﻝﻴﺎﺕ ﺘﻭﺜﻴﻕ‬
‫ﺍﻝﺼﻠﺔ ﻤﻊ ﺍﻝﻘﻁﺎﻉ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﺒﺎﺘﺨﺎﺫ ﺘﺩﺍﺒﻴﺭ ﺘﺤﻔﻴﺯﻴﺔ ﺨﺎﺼﺔ ﺒﺈﺒﺩﺍﻉ ﺍﻝﺒﺭﺍﺀﺍﺕ‪ ،‬ﻭﺘﺠﻨﻴﺩ ﻭﺘﺜﻤﻴﻥ ﺍﻝﻁﺎﻗﺎﺕ ﺍﻝﻭﻁﻨﻴﺔ‬
‫ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺨﺒﺭﺍﺕ ﻓﻲ ﺍﻝﻤﻴﺎﺩﻴﻥ ﺍﻷﺴﺎﺴﻴﺔ ﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻁﺭﻕ ﺼﻨﺎﻋﺔ ﺍﻝﻤﻨﺘﺠﺎﺕ ﻭﺍﻝﺘﺠﻬﻴﺯﺍﺕ‪.‬‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻝﺸﺄﻥ‪ ،‬ﻭﻓﻲ ﺇﻁﺎﺭ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺨﻤﺎﺴﻲ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ‪ ،2012-2008‬ﻭﺒﻬﺩﻑ‬
‫ﺘﻠﺒﻴﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻘﻁﺎﻉ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺘﻭﺴﻊ ﺍﻝﻨﻅﺎﻡ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ ﻓﻲ ﺍﻋﺘﻤﺎﺩ ﺃﺴﻠﻭﺏ ﺍﻝﻤﺸﺎﺭﻴﻊ‬
‫ﻭﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﺒﻊ ﺸﻜﻠﻴﻥ ﺃﺴﺎﺴﻴﻴﻥ ﻤﻥ ﺍﻝﻤﺸﺎﺭﻴﻊ ﻤﺨﺘﻠﻔﻴﻥ ﻤﻥ ﺤﻴﺙ ﺍﻝﺘﻨﻅﻴﻡ ﻭﺍﻝﺘﻘﻴﻴﻡ‪ ،‬ﺍﻝﺸﻜل ﺍﻷﻭل‬
‫ﻤﺸﺎﺭﻴﻊ ﺘﺘﺒﻊ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ )‪ ،(PNR‬ﻭﺍﻝﺸﻜل ﺍﻝﺜﺎﻨﻲ ﻤﺸﺎﺭﻴﻊ ﺘﺘﺒﻊ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﺒﺭﻤﺠﺔ ﻭﺘﻘﻴﻴﻡ‬
‫ﺍﻝﺒﺤﻭﺙ ﺍﻝﺠﺎﻤﻌﻴﺔ )‪.(CNEPRU‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﺇﻨﺸﺎﺀ ﻨﻅﺎﻡ ﻭﻁﻨﻲ ﻝﻼﺒﺘﻜﺎﺭ ﻋﻤﻠﻴﺔ ﺘﻁﻭﻴﺭﻴﺔ ﻤﻌﻘﺩﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻝﺘﺤﻠﻴﻼﺕ ﺍﻷﻭﻝﻴﺔ ﺘﺸﻴﺭ ﺇﻝﻰ ﺘﺤﻘﻕ‬
‫ﻨﺘﺎﺌﺞ ﻤﺘﻭﺍﻀﻌﺔ‪ ،‬ﻭﺃﻗل ﺒﻜﺜﻴﺭ ﻤﻤﺎ ﻫﻭ ﻤﺘﻭﻗﻊ‪ ،‬ﻓﻘﺩ ﺘﻡ ﺍﻨﺠﺎﺯ )‪ (2200‬ﺒﺤﺙ‪ ،‬ﻤﻥ ﺒﻴﻨﻬﺎ )‪ (300‬ﺒﺤﺙ ﻗﺎﺒﻠﺔ ﻝﻠﺘﺜﻤﻴﻥ‬
‫ﺒﻨﺴﺒﺔ )‪ ،(%13.63‬ﻭﺍﻝﺘﻲ ﺘﻡ ﻋﺭﻀﻬﺎ ﻓﻲ ﺍﻝﺼﺎﻝﻭﻥ ﺍﻝﻭﻁﻨﻲ ﻝﺘﺜﻤﻴﻥ ﺒﺭﺍﻤﺞ ﺍﻝﺒﺤﺙ ﺒﻭﻫﺭﺍﻥ ﻓﻲ ﻤﺎﻴﻭ ‪،2014‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪60‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺤﻴﺙ ﺫﻜﺭ ﻭﺯﻴﺭ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ "ﻤﺤﻤﺩ ﻤﺒﺎﺭﻜﻲ" ﻓﻲ ﺘﺼﺭﻴﺢ ﺇﺫﺍﻋﻲ ﻝﻭﻜﺎﻝﺔ ﺍﻷﻨﺒﺎﺀ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﺃﻥ ﻨﺤﻭ )‪(100‬‬
‫ﻤﺎﺌﺔ ﻤﺸﺭﻭﻉ ﺒﻨﺴﺒﺔ )‪ (%4.54‬ﻫﻲ ﻓﻲ ﻁﻭﺭ ﺍﻝﺘﺜﻤﻴﻥ‪ ،‬ﻝﺩﻯ ﺍﻝﻭﻜﺎﻝﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﺘﺜﻤﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻴﺘﻭﻗﻊ ﺒﻤﻭﺠﺏ‬
‫ﻫﺫﺍ ﺍﻝﺒﺭﻨﺎﻤﺞ‪ ،‬ﺇﺤﺩﺍﺙ )‪ (10‬ﻤﺅﺴﺴﺎﺕ ﺼﺎﻋﺩﺓ )‪) (Start-up‬ﻭﻜﺎﻝﺔ ﺍﻷﻨﺒﺎﺀ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪.(2014/09/29 :‬‬
‫ﻝﺫﻝﻙ‪ ،‬ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺫﻜﺭ‪ ،‬ﻓﺎﻨﻪ ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺴﺎﺅل ﺍﻝﺘﺎﻝﻲ‪ :‬ﻜﻴﻑ ﻴﻤﻜﻥ ﺒﻨﺎﺀ ﻤﻨﺎﺥ ﻋﻤل‬
‫ﻴﺴﺎﻋﺩ ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻋﻨﺩ ﺍﻨﺠﺎﺯ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﺍﻝﻭﻁﻨﻲ ﻤﻥ ﺼﻨﻑ )‪ (PNR‬ﻭ)‪(CNEPRU‬؟‬
‫ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺇﻥ ﺍﻝﻔﻬﻡ ﺍﻝﻤﺩﺭﻙ ﻝﻌﻤﻠﻴﺔ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻝﻲ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﻔﻜﻴﺭ ﺍﻝﺠﻤﺎﻋﻲ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ‪ ،‬ﻭﺃﻨﻪ ﻴﻤﻜﻥ ﺘﻌﺯﻴﺯﻩ ﻤﻥ‬
‫ﺨﻼل ﺍﻝﺘﻔﺎﻋل ﻭﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﺒﻴﺌﺔ‪ .‬ﺒﺫﻝﻙ‪ ،‬ﻓﺎﻻﺒﺘﻜﺎﺭ ﻫﻭ ﻨﺘﺎﺝ ﺘﻔﺎﻋﻼﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺒﺸﺭ‬
‫ﻭﺍﻝﻌﻭﺍﻤل‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻌﺯﻴﺯﻩ ﺒﺘﻐﻴﻴﺭ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﻌﻤل ﻓﻲ ﺸﺭﻭﻁﻬﺎ ﻭﺒﻁﺒﻴﻌﺔ ﺘﻨﻅﻴﻡ ﺍﻝﻌﻤل‪ .‬ﺒﺎﻝﺘﺎﻝﻲ‪ ،‬ﻴﺘﺤﻘﻕ‬
‫ﺍﻻﺒﺘﻜﺎﺭ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻤﻥ ﺨﻼل ﻤﺯﺝ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻘﺩﺭﺍﺕ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﻝﻴﺱ ﺒﺘﻭﻅﻴﻑ ﻤﻭﻫﺒﺔ‬
‫ﻝﻔﺭﺩ ﻭﺍﺤﺩ‪.‬‬
‫ﻤﻥ ﺫﻝﻙ‪ ،‬ﻴﻬﺩﻑ ﺍﻝﺒﺤﺙ ﻓﻲ ﺠﺎﻨﺒﻴﻪ ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺘﻁﺒﻴﻘﻲ ﺇﻝﻰ ﻫﺩﻓﻴﻥ ﺃﺴﺎﺴﻴﻴﻥ‪:‬‬
‫ﺍﻝﻬﺩﻑ ﺍﻷﻭل‪ :‬ﻴﺘﻤﺜل ﻓﻲ ﺍﻝﺴﻌﻲ ﺍﻝﻰ ﺘﺤﻠﻴل ﻭﻓﻬﻡ ﺩﻴﻨﺎﻤﻴﺎﺕ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ ﻭﻤﺭﺍﺠﻌﺔ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ‬
‫ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ‪ ،‬ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﺸﻑ ﻋﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﻨﺎﺠﺢ ﻝﻔﺭﻕ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻭﺃﻤﺎ ﺍﻝﻬﺩﻑ ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻷﻁﺭ ﺍﻝﻘﺎﻨﻭﻨﻴﺔ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻓﻲ ﺒﺭﻤﺠﺔ ﻭﺘﻘﻴﻴﻡ ﻭﺘﺜﻤﻴﻥ ﻤﺸﺎﺭﻴﻊ ﺍﻝﻨﻅﺎﻡ‬
‫ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ‪ ،‬ﻴﺘﻤﺜل ﻓﻲ ﻜﺸﻑ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺘﺸﻜﻴل ﻤﻨﺎﺥ ﻋﻤل ﻝﻔﺭﻕ ﺍﻝﺒﺤﺙ ﻴﺸﺠﻊ‬
‫ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺒﻨﺎﺀ ﻨﻤﻭﺫﺝ ﻤﻔﻬﻭﻤﻲ ﻝﺘﻠﻙ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﻨﺎﺠﺢ ﻝﻔﺭﻕ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﺴﺘﻤﺩ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﺨﺎﺼﺔ ﻭﺃﻨﻪ ﻴﺘﻨﺎﻭل ﺃﺤﺩ ﺃﻫﻡ ﺠﻬﻭﺩ ﺍﻝﺠﺯﺍﺌﺭ ﻓﻲ ﺘﺭﻗﻴﺔ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﺍﻝﺠﺎﻤﻌﻲ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ‪ ،‬ﺍﻝﺭﺍﻤﻴﺔ ﺇﻝﻰ ﺭﺩ ﺍﻻﻋﺘﺒﺎﺭ ﻝﻭﻅﻴﻔﺔ ﺍﻝﺒﺤﺙ ﺩﺍﺨل ﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ‬
‫ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﻌﻨﻴﺔ ﺒﺎﻝﺒﺤﺙ؛ ﻭﺘﺤﻔﻴﺯ ﻋﻤﻠﻴﺔ ﺘﺜﻤﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ؛ ﻭﺩﻋﻡ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻝﻠﺒﻼﺩ‪.‬‬
‫ﺘﺘﺄﺘﻰ ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺃﻨﻪ ﻴﻌﺩ ﺍﻝﻤﺤﺎﻭﻝﺔ ﺍﻷﻭﻝﻰ ﻤﻥ ﻨﻭﻋﻬﺎ‪ ،‬ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺒﺎﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﻘﻴﻴﻡ‪ ،‬ﺠﻬﻭﺩ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻭﻁﻨﻲ ﻓﻲ ﺇﻁﺎﺭ ﻤﺸﺎﺭﻴﻊ )‪ (PNR‬ﻭ)‪ (CNEPRU‬ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻀﺎﻝﻌﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ‬
‫ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﻤﻴﺎﺩﻴﻥ‪ .‬ﻭﻴﺴﻌﻰ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺘﻌﺒﺌﺔ ﺍﻷﺴﺭﺓ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻭﻫﻴﻜﻠﺘﻬﺎ ﻓﻲ ﺇﻁﺎﺭ ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ ﻭﻋﻠﻰ ﻓﺎﺌﺩﺓ‬
‫ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﺸﻜل ﻓﺭﻴﻕ‪ .‬ﻜﻤﺎ ﺒﻴﻥ ﺍﻝﺒﺤﺙ ﺃﻫﻤﻴﺔ ﺘﻨﻔﻴﺫ ﺍﻝﻤﺸﺎﺭﻴﻊ ﺍﻝﻭﻁﻨﻴﺔ ﻝﻠﺒﺤﺙ ﻭﺘﻭﺠﻴﻪ ﺍﻝﺒﺤﺙ ﺍﻝﺠﺎﻤﻌﻲ ﻨﺤﻭ‬
‫ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻹﻨﺘﺎﺝ ﺍﻝﻤﻌﺭﻓﻲ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺍﻝﺘﻜﻔل ﺒﺄﻫﻡ ﻤﺸﺎﻜل ﺍﻝﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ .‬ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﺍﻝﻰ ﺃﻥ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﺘﺩﻓﻊ ﺍﻝﻰ ﻀﺭﻭﺭﺓ ﺇﻋﺎﺩﺓ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻝﻁﺭﻕ ﺍﻝﻘﺩﻴﻤﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺒﺭﻤﺠﺔ ﻭﺘﻨﻅﻴﻡ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻭﻁﻨﻲ ﻭﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺘﻨﻅﻴﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻭﻁﻨﻲ ﻋﻠﻰ ﺃﺴﺎﺱ ﻓﺭﻕ ﻤﺩﺍﺭﺓ ﺫﺍﺘﻴﺎ ﻭﺘﻤﺘﺎﺯ ﺒﺘﻌﺩﺩ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﺘﻌﺎﻭﻥ‪،‬‬
‫ﻭﺘﻌﻤل ﻓﻲ ﺒﻴﺌﺔ ﺩﺍﻋﻤﺔ ﻝﻼﺒﺩﺍﻉ ﻴﻤﻜﻥ ﺃﻥ ﺘﻬﻴﺊ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﻼﺌﻤﺔ ﻝﺘﺤﻘﻕ ﺍﻻﺒﺘﻜﺎﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺒﺫﻝﻙ ﻴﻤﻜﻥ‬
‫ﻝﻠﺠﺯﺍﺌﺭ ﺘﻁﻭﻴﺭ ﻗﻭﺓ ﺒﺤﺜﻴﺔ ﺘﺘﺴﻡ ﺒﺎﻝﺩﺍﻓﻌﻴﺔ ﻭﺍﻻﻝﺘﺯﺍﻡ‪ .‬ﻜﻤﺎ ﺘﻅﻬﺭ ﺃﻫﻤﻴﺔ ﺍﻋﺘﻤﺎﺩ ﺒﻨﻴﺔ ﺍﻝﻔﺭﻴﻕ ﻓﻲ ﺘﺤﻘﻴﻕ ﻤﺯﻴﺩﺍ ﻤﻥ‬
‫ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ‪ :‬ﺍﻷﻫﺩﺍﻑ؛ ﺍﻝﻤﻬﻤﺎﺕ؛ ﺍﻻﺒﺘﻜﺎﺭ؛ ﻭﺍﻻﻝﺘﺯﺍﻡ‪.‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪61‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﻋﻠﻰ ﻀﻭﺀ ﻤﺎ ﺘﻘﺩﻡ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ ﻓﺭﻀﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﺭﺌﻴﺴﺔ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪ ":‬ﺘﻭﺠﺩ ﻋﻭﺍﻤل ﻜﺎﻤﻨﺔ ﻓﻲ ﻤﻨﺎﺥ‬
‫ﻋﻤل ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻴﻤﻜﻥ ﺃﻥ ﻴﺅﺩﻱ ﺘﻭﺍﻓﺭﻫﺎ ﺇﻝﻰ ﺘﺤﻘﻕ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﺸﺎﺭﻴﻊ )‪ (PNR‬ﻭ)‪."(CNEPRU‬‬
‫ﻤﻨﻬﺠﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬
‫ﻓﻲ ﺴﺒﻴل ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻤﺫﻜﻭﺭﺓ‪ ،‬ﺴﻴﺠﺭﻯ ﺍﻋﺘﻤﺎﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﻓﻲ ﻭﺼﻑ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺤﺼﺎﺀ ﺍﻻﺴﺘﺩﻻﻝﻲ )ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﺒﻁﺭﻴﻘﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ(‪ ،‬ﻓﻲ ﺍﺴﺘﺨﻼﺹ ﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﻜﺎﻤﻨﺔ ﻭﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ‪:‬‬
‫ﻴﻌﺭﻑ ﺍﻻﺒﺘﻜﺎﺭ ﻋﻠﻰ ﺃﻨﻪ "ﺘﺭﻜﻴﺏ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻤﺘﺒﺎﻴﻨﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻨﺴﻴﻘﻬﺎ ﺒﺄﺴﻠﻭﺏ ﻓﺭﻴﺩ ﻭﻤﻼﺌﻡ ﻝﺴﻴﺎﻕ ﺃﻭ ﻤﺴﺄﻝﺔ ﺃﻭ‬
‫ﻤﺸﻜﻠﺔ ﻤﺎ"‪ .‬ﻫﺫﺍ ﺍﻝﺘﻌﺭﻴﻑ ﻴﺘﻀﻤﻥ ﻤﻨﺎﺤﻲ ﺃﺴﺎﺴﻴﺔ ﻝﺘﺒﻨﻲ ﺍﻻﺒﺘﻜﺎﺭ ﺩﺍﺨل ﺠﻤﺎﻋﺎﺕ ﻭﻓﺭﻕ ﺍﻝﻌﻤل‪ ،‬ﺫﻝﻙ ﺃﻥ‪ ،‬ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻹﺒﺩﺍﻋﻴﺔ ﻫﻭ ﺍﻻﻤﺘﺩﺍﺩ ﺒﺎﻝﻔﻬﻡ ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﺭﻓﺔ ﻓﻲ ﻋﻤﻭﻤﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻝﻠﻌﻤﻠﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﺴﺘﺜﺎﺭ ﻋﻨﺩﻤﺎ ﻴﻨﺨﺭﻁ ﺍﻷﻓﺭﺍﺩ ﺒﺸﻜل ﺠﻤﺎﻋﻲ ﻓﻲ ﻤﻬﺎﻡ ﺘﺘﻁﻠﺏ ﺘﻭﻝﻴﺩﹰﺍ ﻤﻌﺭﻓﻴﹰﺎ ﻤﻌﺘﺎﺩﹰﺍ )ﺠﺎﺭﺩﻨﺭ‪ :2009 ،‬ﺹ‪.(357‬‬
‫ﻓﻀﻼ ﻋﻥ ﺫﻝﻙ‪ ،‬ﻗﺩ ﻴﻜﻭﻥ ﻝﻠﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ ﻨﻭﻋﺎﻥ ﻤﻥ ﺍﻷﻫﺩﺍﻑ‪ :‬ﺍﻝﺘﻨﺴﻴﻕ ﻭﺍﻻﺒﺘﻜﺎﺭ‪ ،‬ﻭﻗﺩ ﻴﺒﺩﻭ ﻫﺫﺍﻥ ﺍﻝﻬﺩﻓﺎﻥ‬
‫ﻤﺘﻨﺎﻓﺭﺍﻥ ﻝﻠﻭﻫﻠﺔ ﺍﻷﻭﻝﻰ‪ ،‬ﺇﻨﻤﺎ ﻴﻤﻜﻥ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺃﻥ ﻴﺠﺘﻤﻌﺎ ﻓﻲ ﺩﻭﺭﺓ ﻭﺍﺤﺩﺓ‪ .‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ ﺍﺴﺘﻨﺘﺞ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻝﻌﻤل ﺍﻹﺒﺩﺍﻋﻲ ﺃﻥ ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ‪ ،‬ﻫﻭ ﺇﻝﻰ ﺤﺩ ﺒﻌﻴﺩ‪ ،‬ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺠﻤﻊ ﺒﻴﻥ ﻋﻤﻠﻴﺎﺕ ﻭﻤﺴﺎﺭﺍﺕ‬
‫ﻤﺘﻨﺎﻗﻀﺔ‪ ،‬ﺫﻝﻙ ﺃﻥ ﻤﻨﻬﺠﻲ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻤﺘﻘﺎﺭﺏ ﻭﺍﻝﻤﺘﺒﺎﻋﺩ ﺸﺭﻁﺎﻥ ﻻﺯﻤﺎﻥ ﻝﻺﺒﺩﺍﻉ‪.‬‬
‫ﺍﻜﺘﺸﻑ ﺍﻝﻤﺩﺭﺒﻭﻥ ﻋﻠﻰ ﺍﻹﺒﺩﺍﻉ ﺃﻥ ﻋﻤل ﺍﻝﻔﺭﻴﻕ ﻫﻭ ﺃﺩﺍﺓ ﺍﺒﺘﻜﺎﺭ ﻤﺩﻫﺸﺔ‪ ،‬ﺴﻴﻤﺎ ﺃﻨﻪ ﻴﻤﻜﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ‬
‫ﻤﺨﺘﻠﻑ ﻤﺠﺎﻻﺕ ﻋﻤل ﺍﻝﻔﺭﻴﻕ‪ .‬ﻓﻭﺠﻭﺩ ﻓﺭﻴﻕ ﻝﻠﻌﻤل ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻁﺒﻴﻕ ﺃﺴﺎﻝﺏ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﺒﺸﻜل ﺠﻤﺎﻋﻲ‪،‬‬
‫ﻭﻏﺎﻝﺒﹰﺎ ﻤﺎ ﺘﻜﻭﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺠﺩﻴﺩﺓ ﻋﺒﺎﺭﺓ ﻋﻥ ﺘﺂﻝﻑ ﺒﻴﻥ ﻓﻜﺭﺘﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﻷﺸﺨﺎﺹ ﻤﺨﺘﻠﻔﻴﻥ ﻭﻤﻥ ﺨﻠﻔﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﺴﺘﻜﻭﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺠﻤﺎﻋﻴﺔ ﺍﻝﻤﺒﺩﻋﺔ ﺃﻓﻀل ﺒﻜﺜﻴﺭ ﻤﻥ ﺃﻴﺔ ﻨﺘﻴﺠﺔ ﻓﺭﺩﻴﺔ‪ ،‬ﻓﻜل ﻋﻀﻭ ﻴﻤﻠﻙ ﺨﻠﻔﻴﺔ ﻭﺨﺒﺭﺓ ﻭﻤﻌﺭﻓﺔ‬
‫ﻤﺤﺩﻭﺩﺓ‪ ،‬ﻭﻝﻜﻥ ﻤﻥ ﺨﻼل ﺍﻻﻨﻔﺘﺎﺡ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﻭﺘﺒﺎﺩل ﺍﻷﻓﻜﺎﺭ ﻴﺼﺒﺢ ﺃﻜﺜﺭ ﺇﺒﺩﺍﻋﺎ‪ ،‬ﻭﺍﻝﻜل ﻴﻔﻭﻕ ﺩﺍﺌﻤﺎ ﻤﺠﻤﻭﻉ‬
‫ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻫﺫﺍ ﻤﺎ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﺍﻝﺘﺩﺍﺅﺏ‪ .‬ﻴﺨﻠﻕ ﺍﻝﻔﺭﻴﻕ ﻤﻥ ﺨﻼل ﻓﻌل ﺍﻝﺘﺩﺍﺅﺏ ﺸﻴﺌ ﹰﺎ ﺠﺩﻴﺩﹰﺍ ﻴﻔﻭﻕ ﻨﺘﻴﺠﺔ ﺇﻀﺎﻓﺔ‬
‫ﺍﻝﻤﻭﺍﺭﺩ ﺍﻝﻔﺭﺩﻴﺔ‪ ،‬ﻭﺘﻜﻭﻥ ﺍﻝﻤﺤﺼﻠﺔ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻓﻜﺭﺓ ﻝﻡ ﻴﻜﻥ ﻴﻤﺘﻠﻜﻬﺎ ﺃﻱ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻔﺭﻴﻕ‪ .‬ﻝﻘﺩ ﻭﻝﺩﺕ ﻫﺫﻩ ﺍﻝﻔﻜﺭﺓ ﻤﻥ‬
‫ﻤﺴﺎﺭ ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ ﻋﻨﺩﻤﺎ ﺘﺠﺎﻭﺯ ﺠﻤﻊ ﻤﻭﺍﺭﺩ ﺍﻝﻔﺭﻴﻕ ﻤﺩﺨﻼﺕ ﺃﻓﺭﺍﺩﻩ‪ .‬ﻓﻔﻲ ﺍﻝﻌﻤل ﺍﻹﺒﺩﺍﻋﻲ‪ ،‬ﺘﺠﺘﻤﻊ‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻝﻭﺍﺤﺩﺓ ﻤﻊ ﺍﻷﺨﺭﻯ ﺒﻁﺭﻴﻘﺔ ﻓﺭﻴﺩﺓ ﻤﻥ ﻨﻭﻋﻬﺎ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻤﺜل ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺠﻭﻫﺭ ﺍﻝﻌﻤل ﺍﻝﺘﺩﺍﺅﺒﻲ ﻀﻤﻥ‬
‫ﻓﺭﻴﻕ‪ .‬ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﺃﻴﻀ ﹰﺎ ﺘﺴﻤﻴﺔ "ﺍﻝﻌﻤل ﺍﻹﺒﺩﺍﻋﻲ ﻀﻤﻥ ﻓﺭﻴﻕ )ﻨﻭﺭﻤﻲ‪ :2001،‬ﺹ‪.(9‬‬
‫ﻤﺎ ﻫﻲ ﻁﺒﻴﻌﺔ ﻓﺭﻕ ﺍﻝﻌﻤل ﻭﺃﺸﻜﺎﻝﻬﺎ ﺍﻷﺴﺎﺴﻴﺔ؟‬
‫ﺍﻝﻁﺒﻴﻌﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻔﺭﻕ ﺍﻝﻌﻤل‪ :‬ﻴﻌﺘﺒﺭ ﺍﻝﻔﺭﻴﻕ ﻤﻥ ﺃﺴﻤﻰ ﺃﺸﻜﺎل ﺍﻝﺘﻨﻅﻴﻡ ﻝﻠﺘﺠﻤﻊ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﻨﻘل‬
‫ﺍﻝﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺼﺭﺍﻉ ﻭﺍﻝﺘﻨﺎﻓﺱ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﺎﻭﻥ‪ .‬ﻤﻥ ﺫﻝﻙ‪ ،‬ﻴﻌﺘﺒﺭ ﺍﻝﺘﻌﺎﻭﻥ‬
‫ﺴﻤﺔ ﺃﺴﺎﺴﻴﺔ ﻝﻠﻌﻤل ﻀﻤﻥ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻭﻫﻭ ﻴﺘﻌﻠﻕ ﺒﺘﻌﺯﻴﺯ ﻗﺩﺭﺓ ﺍﻷﻋﻀﺎﺀ ﻋﻠﻰ ﺍﻝﺘﻔﻜﻴﺭ ﻭﺍﻝﺘﺼﺭﻑ ﺒﻁﺭﺍﺌﻕ ﺘﺩﺍﺅﺒﻴﺔ‪،‬‬
‫ﻭﺫﻝﻙ ﺒﺘﻌﺎﻭﻥ ﻜﺎﻤل ﻭﺒﺤﺱ ﻋﻤﻴﻕ ﺒﺎﻝﻭﺤﺩﺓ‪ .‬ﻜﻤﺎ ﺃﻥ ﻫﺫﺍ ﻻ ﻴﻌﻨﻰ‪ ،‬ﻋﺩﻡ ﺤﺩﻭﺙ ﻨﺯﺍﻉ ﺃﻭ ﺘﻨﺎﻓﺱ ﻓﻲ ﻓﺭﻕ ﺍﻝﻌﻤل‪،‬‬
‫ﻝﻜﻥ ﻴﺘﻭﺠﺏ ﺘﻭﻅﻴﻔﻬﺎ ﺒﺸﻜل ﺒﻨﺎﺀ ﻴﺨﺩﻡ ﻤﻬﻤﺔ ﺍﻝﻔﺭﻴﻕ‪.‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪62‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﻤﻤﺎ ﺴﺒﻕ‪ ،‬ﻴﻤﻜﻥ ﻭﺼﻑ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ﻋﻠﻰ ﺃﻨﻪ "ﺍﺴﺘﺨﺩﺍﻡ ﻝﻸﻓﺭﺍﺩ ﻓﻲ ﺸﻜل ﺘﻌﺎﻭﻨﻲ ﻷﺩﺍﺀ ﺍﻝﻌﻤل ﺒﺘﺤﺭﻴﻙ ﺍﻝﻤﻭﺍﻫﺏ‬
‫ﻭﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﻜﺎﻤﻨﺔ ﺍﻝﺘﻲ ﻴﻤﺘﻠﻜﻬﺎ ﺃﻭﻝﺌﻙ ﺍﻷﻓﺭﺍﺩ ﻝﺘﺤﻘﻴﻕ ﻏﺎﻴﺔ ﻤﺤﺩﺩﺓ‪ .‬ﻭﻴﺸﻜل ﻓﺭﻴﻕ ﺍﻝﻌﻤل ﻤﺠﻤﻭﻋﺔ ﻨﺸﻁﺔ ﻤﻥ‬
‫ﺍﻷﻓﺭﺍﺩ ﻤﻥ ﺫﻭﻱ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺘﻜﺎﻤﻠﺔ ﺘﺩﻓﻌﻬﻡ ﺍﻝﺤﺎﺠﺔ ﻝﻠﻌﻤل ﺴﻭﻴﺎ‪ ،‬ﻭﺘﺠﻤﻌﻬﻡ ﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺒﻠﻭﻍ ﻏﺎﻴﺔ ﻤﺸﺘﺭﻜﺔ‪،‬‬
‫ﻭﻴﺘﻘﻴﺩﻭﻥ ﺒﺄﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﻤﺤﺩﺩﺓ‪ .‬ﺤﻴﺙ ﺘﻠﻌﺏ ﺍﻝﺤﺎﺠﺔ ﻭﺍﻝﺭﻏﺒﺔ ﺩﻭﺭ ﻀﺒﻁ ﺇﻴﻘﺎﻉ ﺍﻝﻌﻤل ﺒﺭﻭﺡ ﺍﻝﻔﺭﻴﻕ ﻭﺍﻝﺘﻨﺴﻴﻕ‬
‫ﻭﺍﻝﺘﻨﺎﻏﻡ ﺩﺍﺨل ﺍﻝﻔﺭﻴﻕ‪ ،‬ﺤﻴﺙ ﺘﺤﻔﺯ ﺍﻝﺤﺎﺠﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻤﻨﺘﻅﻡ ﻭﺍﻝﻤﺴﺘﻤﺭ ﺒﻴﻥ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻭﺘﻜﻭﻥ ﺍﻝﺭﻏﺒﺔ ﺃﺴﺎﺱ‬
‫ﺍﻝﺘﺯﺍﻡ ﺍﻷﻋﻀﺎﺀ ﺒﺎﻨﺠﺎﺯ ﻤﻬﻤﺔ ﺍﻝﻔﺭﻴﻕ ﻭﺒﻠﻭﻍ ﻏﺎﻴﺘﻪ‪.‬‬
‫ﻴﺭﻯ ﻜﻭﺭ ﺃﻥ ﻓﺭﻴﻕ ﺍﻝﻌﻤل "ﻨﻅﺎﻡ ﺍﺠﺘﻤﺎﻋﻲ ﻭﺘﻘﻨﻲ ﻫﺎﺩﻑ ﻭﻤﻨﻔﺘﺢ ﻓﻲ ﺤﺎﻝﺔ ﺘﺠﺎﺫﺏ ﺒﻴﻥ ﺍﻝﺘﻐﻴﻴﺭ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ"‪.‬‬
‫ﻭﻴﺭﻯ ﺠﻭﻨﺴﻭﻥ )‪ (Johnson‬ﺒﺩﻭﺭﻩ "ﺃﻥ ﺍﻝﻔﺭﻴﻕ ﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻤﻨﻅﻤﺔ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ‪،‬‬
‫ﺒﻬﺩﻑ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ"‪ .‬ﻭﻴﻘﻭل ﻜﺎﺘﺯﻴﻨﺒﺎﻙ ﻭﺴﻤﻴﺙ )‪" (Smith & Cothezi‬ﺇﻥ ﺍﻝﻔﺭﻴﻕ ﻫﻭ ﻤﺠﻤﻭﻋﺔ‬
‫ﺼﻐﻴﺭﺓ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﻴﻠﺘﺯﻤﻭﻥ ﺒﺎﻝﻭﺼﻭل ﺇﻝﻰ ﻏﺎﻴﺔ ﻤﺸﺘﺭﻜﺔ‪ ،‬ﻭﺒﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻷﺩﺍﺀ ﻭﺒﺎﻋﺘﻤﺎﺩ ﻤﻘﺎﺭﺒﺔ ﻴﺠﻌﻠﻭﻥ‬
‫ﺃﻨﻔﺴﻬﻡ ﺒﻤﻭﺠﺒﻬﺎ ﻤﺴﺅﻭﻝﻴﻥ ﺒﺸﻜل ﻤﺘﺒﺎﺩل"‪ .‬ﻭﻴﻘﺼﺩ ﺒﺎﻷﺩﺍﺀ ﻋﻤﻭﻤ ﹰﺎ ﺍﻝﻐﺎﻴﺔ ﻤﻥ ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻌﺭﻴﻔﻪ‬
‫ﺒﺜﻼﺜﺔ ﻋﻨﺎﺼﺭ ﻫﻲ‪ :‬ﺍﻝﻘﺩﺭﺓ؛ ﺒﻴﺌﺔ ﺍﻝﻌﻤل؛ ﻭﺍﻝﺘﺤﻔﻴﺯ‪ .‬ﻭﻴﻨﻅﺭ ﻷﺩﺍﺀ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ﻜﺈﺤﺩﻯ ﻭﻅﺎﺌﻑ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻝﻘﺩﺭﺓ‪ ،‬ﻭﺍﻝﺘﺤﻔﻴﺯ ﻭﺒﻴﺌﺔ ﺍﻝﻌﻤل )ﻜﺎﺴﺘﻜﺎ‪ :2001،‬ﺹ ﺹ‪.(134-123‬‬
‫ﻓﻲ ﺍﻝﺘﻌﺎﺭﻴﻑ ﺍﻝﺘﻲ ﺃﻭﺭﺩﻨﺎﻫﺎ‪ ،‬ﻭﻓﻲ ﺘﻠﻙ ﺍﻝﺘﻲ ﻝﻡ ﻨﺫﻜﺭﻫﺎ ﻭﺍﻝﻤﺤﻔﻭﻅﺔ ﻓﻲ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺩﺒﻴﺎﺕ‪ ،‬ﻓﺎﻨﻪ ﻴﻤﻜﻥ‬
‫ﺍﺴﺘﺨﻼﺹ ﻤﻤﻴﺯﺍﺕ ﻓﺭﻕ ﺍﻝﻌﻤل ﺍﻝﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻷﺩﺍﺀ‪ ،‬ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﺍﻝﻜﻔﺎﺀﺍﺕ ﺍﻝﻤﺘﻜﺎﻤﻠﺔ ﻷﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ؛‬
‫‪ -‬ﺍﻝﺘﻔﺎﻋل ﻭﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺭﺘﻔﻊ؛‬
‫‪ -‬ﻨﻅﺎﻡ ﺍﻝﻘﻴﻡ ﻭﻤﻌﺎﻴﻴﺭ ﻝﻀﺒﻁ ﺍﻝﺴﻠﻭﻙ؛‬
‫‪ -‬ﺍﻝﺭﺅﻴﺔ ﻭﺍﻝﺘﻭﺠﻬﺎﺕ ﺍﻝﻤﺸﺘﺭﻜﺔ؛‬
‫‪ -‬ﻤﻨﺎﺥ ﻋﻤل ﻤﺤﻔﺯ ﻝﻼﺒﺘﻜﺎﺭ‪.‬‬
‫ﻓﺭﻕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﺄﺨﺫ ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﺼﻔﺎﺘﻬﺎ‪ ،‬ﻤﻥ ﻤﻤﻴﺯﺍﺕ ﻓﺭﻕ ﺍﻝﻌﻤل ﺫﺍﺘﻴﺔ ﺍﻹﺩﺍﺭﺓ ﺃﻭ ﺍﻝﺘﻭﺠﻴﻪ‪ ،‬ﻭﻫﻲ ﺫﻝﻙ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻔﺭﻴﻕ ﺍﻝﺫﻱ‬
‫ﻴﺩﻴﺭ ﻨﻔﺴﻪ ﺒﻨﻔﺴﻪ‪ ،‬ﻭﺍﻝﺫﻱ ﻴﺸﺎﺭ ﺇﻝﻴﻪ ﺒﺎﻝﻔﺭﻴﻕ ﻤﻔﻭﺽ ﺍﻝﺼﻼﺤﻴﺎﺕ‪ .‬ﺘﺘﻘﺎﻁﻊ ﻤﻬﺎﻡ ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﻤﻊ ﻤﻬﺎﻡ ﻓﺭﻕ ﺍﻝﻌﻤل‬
‫ﺍﻝﻤﺒﺩﻋﺔ‪ ،‬ﻭﺍﻝﻤﻌﻨﻴﺔ ﺒﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﺸﻜﻼﺕ ﻝﺠﻬﺔ ﻜﻭﻨﻬﺎ ﺘﻀﻊ ﻏﺎﻴﺎﺘﻬﺎ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﻭﺘﺤﺩﺩ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻝﺘﻌﺎﻤل‬
‫ﻤﻌﻬﺎ‪ .‬ﺇﻥ ﻤﺎ ﻴﻤﻴﺯ ﺒﻴﻥ ﻫﺫﻩ ﺍﻝﻔﺭﻕ ﻫﻭ ﺃﻨﻬﺎ ﺘﺘﺤﻤل ﻤﺴﺅﻭﻝﻴﺔ ﻨﺠﺎﺤﻬﺎ ﺒﺸﻜل ﺃﻜﺒﺭ‪ ،‬ﻓﻬﻲ ﺘﺴﺘﺨﺩﻡ ﺍﻝﻤﻭﺍﺭﺩ‪ ،‬ﻭﺘﺤﺩﺩ‬
‫ﻤﻴﺯﺍﻨﻴﺘﻬﺎ ﻭﺠﺩﺍﻭل ﺍﻝﺘﻨﺴﻴﻕ ﻓﻲ ﻤﺎ ﺒﻴﻨﻬﺎ‪ .‬ﻭﺍﻝﻭﺍﻗﻊ ﺃﻥ ﺍﺤﺘﻤﺎل ﺘﺤﻘﻴﻕ ﻨﺠﺎﺡ ﻜﺒﻴﺭ ﺃﻭ ﻓﺸل ﺫﺭﻴﻊ ﻭﺍﺭﺩﺍﻥ ﻓﻲ ﺃﺴﻠﻭﺏ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻝﺜﻭﺭﻱ ﻫﺫﺍ )ﻜﻭﻨﺘﻲ ﻭﻜﻠﻴﻨﺭ‪ :1997،‬ﺹ‪.(29‬‬
‫ﺇﻥ ﻤﺭﺍﺠﻌﺔ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ‪ ،‬ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﺸﻑ ﻋﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ‬
‫ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﻨﺎﺠﺢ ﻝﻔﺭﻕ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻴﻤﻜﻥ ﺫﻜﺭ ﺃﻫﻤﻬﺎ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ‪-‬ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﺍﻝﺸﺭﻜﺎﺀ ﺍﻻﻗﺘﺼﺎﺩﻴﻴﻥ– ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‪ :‬ﻴﻤﻜﻥ ﺘﻁﻭﻴﺭ ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﺒﺈﺸﺭﺍﻙ "ﻤﻨﺸﻁ ﺨﺎﺭﺠﻲ" ﻤﻥ‬
‫ﺨﻼل ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ ﻜﻴﺎﻨﺎﺕ ﺍﻗﺘﺼﺎﺩﻴﺔ –ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺘﻔﺎﻋل ﻤﻌﻬﺎ‪ ،‬ﻭﻴﻤﻜﻥ ﻭﺼﻑ ﻫﺫﻩ ﺍﻝﺨﺎﺼﻴﺔ ﺒﺎﻝﺘﺭﻜﻴﺯ ﺍﻝﻤﻭﺠﻪ‬
‫ﻨﺤﻭ ﺍﻝﺨﺎﺭﺝ ﻝﻔﺭﻕ ﺍﻝﻌﻤل‪ .‬ﻭﻴﺩﻋﻭ ﺴﻴﻨﺞ ﻫﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ "ﺒﺎﻝﺘﻔﻜﻴﺭ ﻀﻤﻥ ﺍﻝﻨﻅﺎﻡ"‪ ،‬ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻝﻤﻘﺎﺭﺒﺔ ﻭﺍﺤﺩﺓ ﻤﻥ‬
‫ﺃﻜﺜﺭ ﻤﻘﺎﺭﺒﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺤﺭﺠﹰﺎ ﻀﻤﻥ ﻋﻠﻭﻡ ﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺒﺘﻌﻠﻡ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻓﺠﻭﻫﺭ ﺍﻝﺘﻔﻜﻴﺭ ﻀﻤﻥ‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪63‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺍﻝﻨﻅﺎﻡ‪ ،‬ﻴﻜﻤﻥ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﻋﻭﻀ ﹰﺎ ﻋﻥ ﺍﻝﺴﻼﺴل ﺍﻝﻤﺴﺘﻘﻴﻤﺔ ﻝﻸﺴﺒﺎﺏ ﻭﺍﻝﻤﻔﺎﻋﻴل‪ ،‬ﻭﻤﻌﺎﻴﻨﺔ ﻤﺴﺎﺭ ﺍﻝﺘﻐﻴﻴﺭ‬
‫ﻼ ﻋﻭﻀ ﹰﺎ ﻋﻥ ﻤﺠﺭﺩ ﻤﻘﺘﻁﻔﺎﺕ ﻤﻨﻪ‪.‬‬
‫ﻜﺎﻤ ﹰ‬
‫ﺏ‪-‬ﺜﻘﺎﻓﺔ ﺍﻹﺒﺩﺍﻉ‪ :‬ﺘﻘﻭﻡ ﻓﺭﻕ ﺍﻝﻌﻤل ﻋﻠﻰ ﺜﻘﺎﻓﺔ ﺍﻝﻤﺠﻤﻭﻋﺔ‪ ،‬ﺍﻝﺘﻲ ﻴﻌﺘﺒﺭ ﻤﻥ ﺃﻫﻡ ﺍﻝﻘﻭﻯ ﺍﻝﻤﺤﺭﻜﺔ ﻓﻴﻬﺎ‪ :‬ﺍﻝﻭﻓﺎﻕ‬
‫ﺍﻝﻤﺸﺘﺭﻙ؛ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ؛ ﺍﻝﺘﻁﻠﻊ ﺍﻝﻰ ﺍﻻﺒﺩﺍﻉ‪ .‬ﻭﻴﻘﻭل ﻨﻭﻨﺎﻜﺎ ﻭﺘﺎﻜﻭﺸﻲ "ﺇﻥ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺘﺴﺎﻤﺤﺔ ﺇﺯﺍﺀ ﺤﺎﻻﺕ‬
‫ﺍﻝﻔﺸل ﻭﺍﻝﻬﻔﻭﺍﺕ‪ ،‬ﻭﺃﻥ ﻗﺩﺭﹰﺍ ﻤﻌﻴﻨ ﹰﺎ ﻤﻥ ﺍﻝﻔﻭﻀﻰ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻴﻤﻜﻥ ﻝﻪ ﺃﻥ ﻴﺤﺴﻥ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ"‪ .‬ﻭﺒﺎﻝﻁﺭﻴﻘﺔ ﻨﻔﺴﻬﺎ ﻴﺭﻯ‬
‫ﺴﻴﻨﺞ ﺃﻥ "ﺍﻝﻬﻔﻭﺓ" ﺤﺩﺜﹰﺎ ﻝﻡ ﻴﺘﺤﻭل ﺒﻌﺩ ﺇﻝﻰ ﻤﻨﻔﻌﺔ‪ .‬ﻭﻴﺭﻯ ﻜﺫﻝﻙ ﺃﻥ ﺍﻝﻔﺸل ﻫﻭ ﺩﻝﻴل ﻋﻠﻰ ﻭﺠﻭﺩ ﻫﻭﺓ ﺒﻴﻥ ﺍﻝﺭﺅﻴﺔ‬
‫ﻭﺍﻝﻭﺍﻗﻊ‪ .‬ﻫﺫﻩ ﺍﻝﻬﻭﺓ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺩﻴﻪ ﻫﻲ ﺩﻝﻴل ﻋﻠﻰ ﺍﻝﺘﻭﺘﺭ ﺍﻝﻤﺒﺩﻉ‪ ،‬ﻭﻫﻲ ﻭﺍﺤﺩﺓ ﻤﻥ ﻤﻴﺯﺍﺕ ﻓﺭﻕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺒﺤﺙ‪.‬‬
‫ﻤﺎ ﻫﻲ ﺍﻷﻁﺭ ﺍﻝﻘﺎﻨﻭﻨﻴﺔ ﻝﻔﺭﻕ ﺍﻝﺒﺤﺙ ﻭﻓﻘﺎ ﻝﻠﻘﺎﻨﻭﻥ ﺍﻝﺘﻭﺠﻴﻬﻲ ﺤﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ؟‬
‫ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﻤﻥ ﻤﻨﻅﻭﺭ ﺍﻝﻨﺹ ﺍﻝﻘﺎﻨﻭﻨﻲ‪ :‬ﺘﻌﺭﻑ ﺍﻝﻤﺎﺩﺓ ‪ 2‬ﻤﻥ ﺍﻝﻤﺭﺴﻭﻡ ﺍﻝﺘﻨﻔﻴﺫﻱ ﺭﻗﻡ ‪ 109-13‬ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ‬
‫ﺒﺄﻨﻬﺎ "ﺍﻝﻜﻴﺎﻥ ﺍﻝﺘﻨﻅﻴﻤﻲ ﺍﻝﻘﺎﻋﺩﻱ ﻻﻨﺠﺎﺯ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ‪ ،‬ﺘﺘﺸﻜل ﻤﻥ ﺜﻼﺜﺔ ﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﻷﻗل‪ ،‬ﻭﺘﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﻤﺴﺘﺨﺩﻤﻲ ﺩﻋﻡ ﺍﻝﺒﺤﺙ ﻭﺍﻝﻬﻴﺎﻜل ﻭﺍﻝﺘﺠﻬﻴﺯﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺎﺒﻌﺔ ﻝﻠﻤﺅﺴﺴﺔ ﺍﻝﺘﻲ ﺘﻨﺸﺄ ﺒﻬﺎ ﻭﺘﺩﻋﻰ ﻓﻲ ﺼﻠﺏ ﺍﻝﻨﺹ‪:‬‬
‫ﻤﺅﺴﺴﺔ ﺍﻹﻝﺤﺎﻕ" )ﺍﻝﻤﺭﺴﻭﻡ ﺭﻗﻡ ‪ :2013/03/17،109-13‬ﺹ‪ .(8‬ﻭﺘﺘﻴﺢ ﻫﺫﻩ ﺍﻝﻤﺎﺩﺓ ﺃﻥ ﺘﺴﺘﻌﻴﻥ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ‬
‫ﺒﺎﻝﻜﻔﺎﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﺘﻘﻨﻴﺔ ﻝﻤﺨﺘﻠﻑ ﻗﻁﺎﻋﺎﺕ ﺍﻝﻨﺸﺎﻁ‪ .‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﻭﻥ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﺨﺎﺼﺔ ﺒﻤﺅﺴﺴﺔ ﺃﻭ‬
‫ﻤﺨﺘﻠﻁﺔ ﺃﻭ ﺸﺭﻴﻜﺔ ﻋﻨﺩﻤﺎ ﺘﻨﺸﺄ ﻓﻲ ﺇﻁﺎﺭ ﺍﻝﺘﺒﺎﺩل ﻤﻊ ﺍﻝﻘﻁﺎﻉ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﺃﻭ ﻓﻲ ﺇﻁﺎﺭ ﺍﻝﺘﻌﺎﻭﻥ ﺍﻝﻌﻠﻤﻲ‬
‫ﺒﻴﻥ ﺍﻝﻤﺅﺴﺴﺎﺕ‪.‬‬
‫ﻭﻫﻜﺫﺍ‪ ،‬ﻴﺤﺩﺩ ﺫﻝﻙ ﺍﻝﻤﺭﺴﻭﻡ ‪-‬ﻓﻲ ﺍﻝﻤﺎﺩﺓ ‪ -4‬ﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﻲ ﺘﻜﻠﻑ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﺒﺎﻨﺠﺎﺯﻫﺎ ﻋﻠﻰ ﺍﻝﺨﺼﻭﺹ ﺒﻤﺎ ﻴﺄﺘﻲ‪:‬‬
‫‪ -‬ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻜﺘﺴﺎﺏ ﻤﻌﺎﺭﻑ ﻋﻠﻤﻴﺔ ﻭﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺠﺩﻴﺩﺓ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ؛‬
‫‪ -‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺘﻘﻨﻴﺎﺕ ﻭﻁﺭﻕ ﺍﻹﻨﺘﺎﺝ ﻭﻜﺫﺍ ﺍﻝﻤﻨﺘﺠﺎﺕ ﻭﺍﻝﻤﻤﺘﻠﻜﺎﺕ ﻭﺍﻝﺨﺩﻤﺎﺕ؛‬
‫‪ -‬ﺘﺭﻗﻴﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﻭﻨﺸﺭﻫﺎ؛‬
‫‪ -‬ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻝﺘﻜﻭﻴﻥ ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﺙ ﻭﻝﻔﺎﺌﺩﺘﻪ‪.‬‬
‫ﺘﺘﻀﻤﻥ ﺍﻝﻤﺅﺴﺴﺔ‪ ،‬ﻗﺼﺩ ﺘﻨﻔﻴﺫ ﺍﻝﻤﻬﺎﻡ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻨﺹ ﺍﻝﺫﻱ ﺃﻨﺸﺌﺕ ﺒﻤﻭﺠﺒﻪ‪ ،‬ﻤﺎ ﻴﺄﺘﻲ )ﺍﻝﻤﺭﺴﻭﻡ ﺭﻗﻡ ‪-99‬‬
‫‪ :1999/11/16،256‬ﺹ‪ :(8‬ﻓﺭﻕ ﺒﺤﺙ؛ ﺃﻗﺴﺎﻡ ﺒﺤﺙ؛ ﻭﻭﺤﺩﺍﺕ ﺒﺤﺙ‪ .‬ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﻫﻲ ﺍﻝﻬﻴﻜل ﺍﻝﻘﺎﻋﺩﻱ‬
‫ﺍﻝﻤﻜﻠﻑ ﺒﺘﻨﻔﻴﺫ ﻤﺸﺭﻭﻉ ﺒﺤﺙ ﺃﻭ ﺃﻜﺜﺭ ﻴﺩﺨل ﻓﻲ ﺇﻁﺎﺭ ﻤﻭﻀﻭﻉ ﺒﺤﺙ‪ .‬ﻭﺃﻤﺎ ﻗﺴﻡ ﺍﻝﺒﺤﺙ ﻴﻜﻠﻑ ﺒﺘﻨﻔﻴﺫ ﻤﺸﺎﺭﻴﻊ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﺘﻲ ﺘﺩﺨل ﻓﻲ ﺇﻁﺎﺭ ﻤﺤﻭﺭ ﺒﺤﺙ ﺃﻭ ﺃﻜﺜﺭ ﺘﻀﻁﻠﻊ ﺒﻬﺎ ﺍﻝﻤﺅﺴﺴﺔ‪ .‬ﻴﺘﻜﻭﻥ ﻗﺴﻡ ﺍﻝﺒﺤﺙ ﻤﻥ ﺃﺭﺒﻊ ﻓﺭﻕ ﺒﺤﺙ‬
‫ﻋﻠﻰ ﺍﻷﻗل‪ .‬ﻭﺘﻜﻠﻑ ﻭﺤﺩﺓ ﺍﻝﺒﺤﺙ‪ ،‬ﻋﻠﻰ ﺍﻝﺨﺼﻭﺹ ﺒﺘﻨﻔﻴﺫ ﻨﺸﺎﻁﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﻤﻴﺩﺍﻥ ﺒﺤﺙ ﺃﻭ ﺃﻜﺜﺭ‬
‫ﺘﻀﻁﻠﻊ ﺒﻬﺎ ﺍﻝﻤﺅﺴﺴﺔ‪.‬‬
‫ﺃ‪-‬ﻗﻭﺍﻋﺩ ﺇﻨﺸﺎﺀ ﻓﺭﻕ ﺍﻝﺒﺤﺙ‪ :‬ﻴﺘﻡ ﺇﻨﺸﺎﺀ ﻓﺭﻕ ﺒﺤﺙ ﺨﺎﺼﺔ ﻝﻠﺘﻜﻔل ﺒﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﺍﻝﻤﻨﺒﺜﻘﺔ ﻋﻥ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﻭﻁﻨﻴﺔ‬
‫ﻝﻠﺒﺤﺙ )‪ (PNR‬ﺤﺴﺏ ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﺎﻗﺼﺔ ﻻﻗﺘﺭﺍﺡ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﺍﻝﻭﻁﻨﻴﺔ ﺃﻭ ﺍﻝﻘﻁﺎﻋﻴﺔ ﺃﻭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﻤﺅﺴﺴﺔ ﺍﻹﻝﺤﺎﻕ‪ .‬ﻭﺘﻨﺸﺄ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻤﺨﺘﻠﻁﺔ ﻓﻲ ﺇﻁﺎﺭ ﺘﻨﻔﻴﺫ ﺒﺭﻨﺎﻤﺞ ﻤﺸﺘﺭﻙ ﺒﻴﻥ ﻤﺅﺴﺴﺘﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‪.‬‬
‫ﻤﻥ ﺃﺠل ﺘﺸﺠﻴﻊ ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻝﻘﻁﺎﻉ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻝﺘﻌﺎﻭﻥ ﺍﻝﻌﻠﻤﻲ ﺒﻴﻥ ﺍﻝﻤﺅﺴﺴﺎﺕ‪ ،‬ﻓﻘﺩ ﺘﻡ ﺇﻀﻔﺎﺀ ﺍﻝﻁﺎﺒﻊ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺘﻲ ﻋﻠﻰ ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻤﺨﺘﻠﻁﺔ ﺃﻭ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﺘﻲ ﻨﺹ ﻋﻠﻴﻬﺎ ﺍﻝﻘﺎﻨﻭﻥ ﺭﻗﻡ ‪ ،11-98‬ﻭﻴﻨﺒﻐﻲ ﺃﻥ ﻴﺘﺒﻊ ﻫﺫﺍ‬
‫ﺍﻹﺠﺭﺍﺀ ﺒﺈﺼﺩﺍﺭ ﻨﺹ ﺘﻨﻅﻴﻤﻲ ﻴﺤﺩﺩ ﺇﻨﺸﺎﺀﻫﺎ ﻭﻁﺭﻴﻘﺔ ﺴﻴﺭﻫﺎ ﺨﻼل ﺍﻝﻤﺨﻁﻁ ﺍﻝﺨﻤﺎﺴﻲ ‪2012 -2008‬‬
‫)ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﺭﺴﻤﻴﺔ‪ :2008/02/27،‬ﺹ ‪.(22‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪64‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺘﺨﻀﻊ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﻤﻥ ﺼﻨﻑ )‪ (CNEPRU‬ﻝﻠﻌﺩﻴﺩ ﻤﻥ ﺸﺭﻭﻁ ﺍﻝﻘﺒﻭل )ﺍﻝﻤﺭﺴﻭﻡ ﺭﻗﻡ ‪-13‬‬
‫‪ :2013/03/17،109‬ﺹ‪ ،(10‬ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﻋﺭﻀﻬﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ .1‬ﻴﺠﺏ ﺃﻥ ﺘﺘﻜﻭﻥ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﻤﻥ ﺜﻼﺜﺔ ﺃﻋﻀﺎﺀ ﻋﻠﻰ ﺍﻷﻗل‪ ،‬ﻤﻥ ﺒﻴﻨﻬﻡ ﺭﺌﻴﺱ ﺍﻝﻤﺸﺭﻭﻉ‪ ،‬ﻴﺒﻘﻰ ﺍﻝﺤﺩ ﺍﻷﻗﺼﻰ‬
‫ﻤﻔﺘﻭﺤﺎ؛‬
‫‪ .2‬ﺘﺤﺩﺩ ﻓﺘﺭﺓ ﺍﻝﻤﺸﺭﻭﻉ ﺒﺜﻼﺙ ﺴﻨﻭﺍﺕ‪ ،‬ﻤﻊ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻤﺩﻴﺩﻫﺎ ﻝﺴﻨﺔ ﻭﺍﺤﺩﺓ؛‬
‫‪ .3‬ﻴﺴﻠﻡ ﺭﺌﻴﺱ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻝﻠﻤﺸﺭﻭﻉ ﺍﻝﺤﺼﻴﻠﺔ ﺍﻝﺴﻨﻭﻴﺔ‪ ،‬ﻭﺒﺈﻤﻜﺎﻨﻪ ﺘﻘﺩﻴﻡ ﻤﺸﺭﻭﻉ ﺠﺩﻴﺩ؛‬
‫‪ .4‬ﺃﺴﺘﺎﺫ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺃﻭ ﺍﻷﺴﺘﺎﺫ ﺍﻝﻤﺤﺎﻀﺭ ﺍﻝﻤﺘﺭﺌﺱ ﻝﻤﺸﺭﻭﻉ ﺒﺤﺙ‪ ،‬ﻭﻻ ﻴﻤﻜﻨﻪ ﺃﻥ ﻴﺘﺭﺃﺱ ﻤﺸﺭﻭﻋﺎ ﺁﺨﺭ‬
‫ﺇﻻ ﻓﻲ ﺤﺎﻝﺔ ﺍﺴﺘﺜﻨﺎﺌﻴﺔ ﻤﺒﺭﺭﺓ‪ ،‬ﻜﻤﺎ ﻻ ﻴﻤﻜﻨﻪ ﺃﻥ ﻴﻜﻭﻥ ﻋﻀﻭﺍ ﻓﻲ ﻤﺸﺭﻭﻉ ﺁﺨﺭ‪.‬‬
‫‪ .5‬ﻴﺴﻴﺭ ﺍﻝﻤﺸﺭﻭﻉ ﺍﻷﺴﺘﺎﺫ ﺫﻭ ﺍﻝﺭﺘﺒﺔ ﺍﻷﻋﻠﻰ‪.‬‬
‫‪ .6‬ﻴﻤﻜﻥ ﻝﻠﻤﻜﻠﻑ ﺒﺎﻝﺩﺭﻭﺱ ﺃﻥ ﻴﺴﻴﺭ ﻤﺸﺭﻭﻉ ﺘﺤﺕ ﺃﺤﺩ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﺃﻥ ﻴﻜﻭﻥ ﻤﺘﺤﺼﻼ ﻋﻠﻰ ﺸﻬﺎﺩﺓ‬
‫ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ؛ ﺃﻭ ﻗﺩ ﻴﻜﻭﻥ ﺘﺭﺃﺱ ﻤﺸﺭﻭﻋﺎ ﺃﻭ ﻜﺎﻥ ﻋﻀﻭﺍ ﻓﻲ ﻤﺸﺭﻭﻉ ﺁﺨﺭ ﻤﻥ ﻗﺒل‪.‬‬
‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺍﻝﻤﻨﻬﺞ‪ :‬ﺍﻨﺘﻬﺞ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻝﻤﺎ ﻴﺘﻤﻴﺯ ﺒﻪ ﻤﻥ ﺍﻝﺸﻤﻭﻝﻴﺔ ﻭﻭﺼﻑ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻓﻘﺩ ﺠﺭﻯ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺼﻑ ﻓﻲ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺒﺤﺙ‪ ،‬ﺃﻤﺎ ﺍﻝﺘﺤﻠﻴل ﻓﺘﻭﺨﻴﻨﺎ ﻤﻨﻪ ﺘﺤﺩﻴﺩ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺃﺒﺭﺯ ﺍﻝﻤﺅﺸﺭﺍﺕ ﻹﺜﺒﺎﺕ ﺃﻭ ﻨﻔﻲ ﺍﻝﻔﺭﻀﻴﺔ‪.‬‬
‫ﺍﻝﻤﺠﺘﻤﻊ‪ :‬ﻴﻬﺩﻑ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻼﻗﺔ ﺘﺸﻜﻴل ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﻭﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﺘﻘﻴﻴﻡ‬
‫ﻭﺒﺭﻤﺠﺔ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ )‪ (CNEPRU‬ﻭﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ )‪ ،(PNR‬ﻓﻤﻥ ﺍﻝﻁﺒﻴﻌﻲ ﺃﻥ ﻴﻜﻭﻥ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻤﺠﻤﻭﻉ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﺍﻝﺘﻲ ﺘﻡ ﺇﻁﻼﻗﻬﺎ ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ‪ .‬ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ‪ ،‬ﻓﺎﻥ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻴﺘﻜﻭﻥ ﻤﻥ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ ﻝﻤﺨﺘﻠﻑ ﺍﻝﻤﺸﺎﺭﻴﻊ ﺍﻝﻤﻌﺘﻤﺩﺓ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﺘﺨﺼﺼﺎﺕ‪.‬‬
‫ﺍﻝﻌﻴﻨﺔ‪ :‬ﻨﻅﺭﹰﺍ ﻝﺼﻌﻭﺒﺔ ﺩﺭﺍﺴﺔ ﺠﻤﻴﻊ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺠﻤﻴﻊ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ ﺍﻝﻤﻌﺘﻤﺩﺓ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﻭﻁﻥ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﺒﻠﻎ ﻋﺩﺩﻫﺎ )‪ (2200‬ﻤﺸﺭﻭﻉ ﺒﺤﺙ ﺇﻝﻰ ﻏﺎﻴﺔ ﻨﻬﺎﻴﺔ ﺴﻨﺔ ‪ ،2014‬ﻭﻓﻘﺎ ﻝﺒﻴﺎﻨﺎﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻡ‬
‫ﺍﻝﻌﺎﻝﻲ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ)ﻭﻜﺎﻝﺔ ﺍﻷﻨﺒﺎﺀ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪.(2014/09/29:‬‬
‫ﻨﻅﺭﹰﺍ ﻝﻌﺩﻡ ﺘﻭﻓﺭ ﺍﻝﺸﺭﻭﻁ ﺍﻝﻌﻠﻤﻴﺔ ﻹﺠﺭﺍﺀ ﺍﻝﻤﻌﺎﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻝﻠﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺴﺒﺎﺏ‪ -‬ﻻ ﻴﺘﺴﻊ ﺍﻝﻤﻭﻀﻭﻉ ﻝﺫﻜﺭﻫﺎ‪-‬‬
‫ﻓﻘﺩ ﺘﻡ ﺍﻋﺘﻤﺎﺩ ﺍﻝﻤﻌﺎﻴﻨﺔ ﻏﻴﺭ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﺴﺤﺏ ﻋﻴﻨﺔ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻴﺴﺭﺓ ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺃﻥ ﺘﻜﻭﻥ ﺤﺎﻤﻠﺔ ﻝﻤﻤﻴﺯﺍﺕ‬
‫ﻭﺨﻭﺍﺹ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﻝﻠﺒﺤﺙ‪ .‬ﻭﺒﺫﻝﻙ ﻀﻤﺕ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺤﻭﺒﺔ ﺴﺘﺔ ﻤﻴﺎﺩﻴﻥ ﺒﺤﺙ‪ ،‬ﻭﺠﻤﻴﻊ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﺘﻭﺯﻉ ﻋﻠﻴﻬﺎ ﺠﺎﻤﻌﺎﺕ ﺍﻝﻭﻁﻥ ﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﺎ )‪ (49‬ﺠﺎﻤﻌﺔ‪ ،‬ﻤﺼﻨﻔﺔ ﻓﻲ ﺜﻼﺙ ﻓﺌﺎﺕ ﺃﺴﺎﺴﻴﺔ‪ :‬ﻨﺩﻭﺓ ﺠﺎﻤﻌﺎﺕ‬
‫ﺍﻝﺸﺭﻕ ﺒـ)‪ (21‬ﺠﺎﻤﻌﺔ؛ ﻨﺩﻭﺓ ﺠﺎﻤﻌﺎﺕ ﺍﻝﻭﺴﻁ ﺒـ)‪ (17‬ﺠﺎﻤﻌﺔ؛ ﻭﻨﺩﻭﺓ ﺠﺎﻤﻌﺎﺕ ﺍﻝﻐﺭﺏ ﺒـ)‪ (11‬ﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻴﻅﻬﺭ ﺍﻝﺠﺩﻭل)‪ (1‬ﺃﻫﻡ ﺨﺼﺎﺌﺹ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‪.‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪65‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺍﻝﺠﺩﻭل)‪ :(1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺒﺤﺴﺏ ﺍﻝﻤﻴﺩﺍﻥ ﻭﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺭﺍﻋﻴﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻤﻴﺩﺍﻥ‬

‫ﺭﻴﺎﻀﻴﺎﺕ ﻭﺇﻋﻼﻡ‬
‫ﺍﻝﻔﺌﺎﺕ‬

‫ﻋﻠﻭﻡ ﻭﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬

‫ﻋﻠﻭﻡ ﺍﻗﺘﺼﺎﺩﻴﺔ‬
‫ﺤﻘﻭﻕ ﻭﻋﻠﻭﻡ‬

‫ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ‬
‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬
‫ﺍﻝﻨﺴﺒﺔ‪%‬‬

‫ﺴﻴﺎﺴﻴﺔ‬
‫ﺍﻝﻲ‬
‫‪66.38‬‬ ‫‪79‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪12‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪57‬‬ ‫ﺠﺎﻤﻌﺎﺕ ﺍﻝﺸﺭﻕ‬

‫ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺭﺍﻋﻴﺔ‬
‫ﻝﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‬
‫‪15.96‬‬ ‫‪19‬‬ ‫‪3‬‬ ‫‪0‬‬ ‫‪9‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪6‬‬ ‫ﺠﺎﻤﻌﺎﺕ ﺍﻝﻭﺴﻁ‬
‫‪10.08‬‬ ‫‪12‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪7‬‬ ‫ﺠﺎﻤﻌﺎﺕ ﺍﻝﻐﺭﺏ‬
‫‪7.56‬‬ ‫‪9‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪7‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ‬
‫‪100‬‬ ‫‪119‬‬ ‫‪6‬‬ ‫‪2‬‬ ‫‪31‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪72‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬
‫‪100‬‬ ‫‪5.04‬‬ ‫‪1.68‬‬ ‫‪26.05‬‬ ‫‪2.52‬‬ ‫‪4.20‬‬ ‫‪60.50‬‬ ‫ﺍﻝﻨﺴﺒﺔ‪%‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬

‫ﻴﻅﻬﺭ ﺍﻝﺠﺩﻭل)‪ (1‬ﺘﻭﺯﻉ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﺒﺤﺴﺏ ﻤﺘﻐﻴﺭﻱ ﻤﻴﺩﺍﻥ ﺍﻝﺒﺤﺙ ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻭﺍﺠﺩ ﺒﻬﺎ‬
‫ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﺭﺍﻋﻴﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ .‬ﻭﻴﺒﺩﻭ ﻤﻥ ﺍﻝﺠﺩﻭل ﺃﻥ ﺃﻜﺒﺭ ﺍﺴﺘﺠﺎﺒﺔ ﻜﺎﻨﺕ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﻋﻠﻭﻡ‬
‫ﺍﻝﺘﺴﻴﻴﺭ ﺒﻨﺴﺒﺔ )‪ ،(%60.50‬ﺘﻠﻴﻬﺎ ﺍﻝﻨﺴﺒﺔ )‪ (%26.05‬ﺍﻝﺨﺎﺼﺔ ﺒﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﻴﻨﻤﺎ ﻜﺎﻨﺕ ﻨﺴﺒﺔ‬
‫ﺘﻤﺜﻴل ﺍﻝﻤﻴﺎﺩﻴﻥ ﺍﻷﺨﺭﻯ )‪ (%13.45‬ﻭﺍﻝﺘﻲ ﻀﻤﺕ ﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ؛ ﻭﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ؛‬
‫ﻭﺍﻝﺤﻘﻭﻕ ﻭﺍﻝﻌﻠﻭﻡ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﻭﻜﺎﻨﺕ ﺃﻀﻌﻑ ﺍﺴﺘﺠﺎﺒﺔ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻭﺍﻹﻋﻼﻡ ﺍﻵﻝﻲ ﺒﻨﺴﺒﺔ )‪.(%1.68‬‬
‫ﻜﻤﺎ ﺃﻨﻪ ﻴﻤﻜﻥ ﺇﻅﻬﺎﺭ ﺒﻌﺽ ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل)‪ ،(2‬ﺍﻝﺫﻱ ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻋﻠﻰ ﻤﺸﺎﺭﻴﻊ )‪ (PNR‬ﻭ)‪.(CNEPRU‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(2‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺤﺴﺏ ﺍﻝﻌﻀﻭﻴﺔ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ‬

‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻌﻀﻭﻴﺔ ﻓﻲ ﻤﺸﺎﺭﻴﻊ )‪(CNEPRU‬‬
‫ﻨﻌﻡ‬ ‫ﻻ‬
‫‪79‬‬ ‫‪75‬‬ ‫‪4‬‬ ‫ﻻ‬ ‫ﺍﻝﻌﻀﻭﻴﺔ ﻓﻲ‬
‫‪40‬‬ ‫‪20‬‬ ‫‪20‬‬ ‫ﻨﻌﻡ‬ ‫ﻤﺸﺎﺭﻴﻊ )‪(PNR‬‬
‫‪119‬‬ ‫‪95‬‬ ‫‪24‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل)‪ (2‬ﻴﺘﻀﺢ ﺃﻥ )‪ (20‬ﻓﺭﺩ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻰ ﻤﺸﺎﺭﻴﻊ )‪ ،(PNR‬ﻭﺃﻥ )‪ (79‬ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻴﻨﺘﻤﻭﻥ‬
‫ﺇﻝﻰ ﻤﺸﺎﺭﻴﻊ )‪ ،(CNEPRU‬ﺒﻴﻨﻤﺎ ﻴﻭﺠﺩ )‪ (20‬ﻓﺭﺩ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻰ ﻤﺸﺎﺭﻴﻊ )‪ (PNR‬ﻭﻤﺸﺎﺭﻴﻊ )‪ ،(CNEPRU‬ﻝﻜﻥ‬
‫ﻴﻭﺠﺩ )‪ (4‬ﺃﻓﺭﺍﺩ ﻻ ﻴﻨﺘﻤﻭﻥ ﻻ ﺇﻝﻰ ﻤﺸﺎﺭﻴﻊ )‪ (PNR‬ﻭﻻ ﺇﻝﻰ ﻤﺸﺎﺭﻴﻊ )‪ ،(CNEPRU‬ﻭﻫﻡ ﻤﻥ ﺨﻼل ﺒﻴﺎﻨﺎﺕ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﻴﺘﻀﺢ ﺃﻨﻬﻡ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻰ ﻤﺸﺎﺭﻴﻊ ﺸﺒﻴﻬﺔ ﻤﻥ ﻗﺒﻴل‪ :‬ﻤﺸﺎﺭﻴﻊ ﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺍﻝﺠﺯﺍﺌﺭ ﻭﺘﻭﻨﺱ ﻭﻤﺸﺎﺭﻴﻊ‬
‫ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻌﺎﻭﻥ ﺍﻷﻜﺎﺩﻴﻤﻲ ﺍﻷﻭﺭﻭﺒﻲ )‪ (ERASMUS MUNDUS‬ﻭﺘﻅﻬﺭ ﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل )‪ (2‬ﺃﻥ ﺨﺼﺎﺌﺹ‬
‫ﺍﻝﻌﻴﻨﺔ ﻤﺘﺠﺎﻨﺴﺔ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﻭﻴﻤﻜﻥ ﺇﺠﺭﺍﺀ ﺍﻝﺘﺤﻠﻴل ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻭﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻝﻰ ﻤﺎ ﺴﺒﻕ‪ ،‬ﺒﻠﻎ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺤﻭﺒﺔ )‪ (%10‬ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻭﺯﻴﻊ )‪ (220‬ﺍﺴﺘﺒﻴﺎﻥ‬
‫ﻋﻠﻰ ﺃﺴﺎﺘﺫﺓ ﻭﺒﺎﺤﺜﻴﻥ ﻤﻨﺨﺭﻁﻴﻥ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﺒﺤﺙ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﺍﺴﺘﺭﺠﻌﺕ ﻤﻨﻬﺎ )‪ (119‬ﻭﺒﻨﺴﺒﺔ ﺍﺴﺘﺭﺠﺎﻉ ﻗﺩﺭﺕ ﺒـ‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪66‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫)‪ . (%54.09‬ﻭﻴﻌﺩ ﻫﺫﺍ ﺍﻝﺤﺠﻡ ﻤﻘﺒﻭﻻ ﺇﺤﺼﺎﺌﻴﺎ ﻹﺠﺭﺍﺀ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﺫﺍ ﺒﻌﺩ ﺃﻥ ﺘﺒﻴﻥ ﺃﻥ ﺍﻝﻌﻴﻨﺔ ﻤﺴﺤﻭﺒﺔ ﻤﻥ‬
‫ﻤﺠﺘﻤﻊ ﺘﺘﺒﻊ ﺒﻴﺎﻨﺎﺘﻪ ﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻁﺒﻴﻌﻲ‪ ،‬ﻭﻓﻘ ﹰﺎ ﻝﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﻜﻭﻝﻤﻭﺠﺭﻭﻑ‪-‬ﺴﻤﻴﺭﻨﻭﻑ ﻝﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﻭﻀﺤﻬﺎ‬
‫ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(3‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻝﻁﺒﻴﻌﻴﺔ‬

‫ﺍﻻﺤﺘﻤﺎل‬ ‫ﺇﺤﺼﺎﺌﻴﺔ ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻋﺩﺩ ﺍﻝﻤﺸﺎﻫﺩﺍﺕ‬ ‫ﻤﻌﻠﻤﺔ ﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻁﺒﻴﻌﻲ‬
‫‪Sig‬‬ ‫‪(Z) K-S‬‬ ‫‪N‬‬
‫‪0.200‬‬ ‫‪0.041‬‬ ‫‪119‬‬ ‫‪3.110‬‬
‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫ﻭﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺃﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻻﺤﺘﻤﺎﻝﻴﺔ ﺘﺴﺎﻭﻱ )‪ ،(0.20‬ﻭﻫﻲ ﺃﻜﺒﺭ ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﻨﻭﻴﺔ )‪ ،(0.05‬ﻭﻫﻭ ﻤﺎ‬
‫ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺒﻴﺎﻨﺎﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﺴﺤﻭﺒﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﻴﺘﺒﻊ ﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻁﺒﻴﻌﻲ‪.‬‬
‫ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺘﻡ ﺍﻻﺭﺘﻜﺎﺯ ﻓﻲ ﺍﻝﺤﺼﻭل ﻭﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻜﻭﻨﻪ ﺍﻷﺩﺍﺓ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﻻﺴﺘﻁﻼﻉ ﺍﻵﺭﺍﺀ ﻭﻗﻴﺎﺱ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺭﺩﻭﺩ ﺍﻷﻓﻌﺎل ﻋﻠﻰ ﺍﻝﻤﻭﺍﻗﻑ‪ .‬ﻭﻗﺩ ﺘﻡ ﻗﻴﺎﺱ ﺍﻝﺜﺒﺎﺕ ﺍﻝﺩﺍﺨﻠﻲ‬
‫( ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﺘﺴﺎﻕ‬ ‫ﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺒﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‪ ،‬ﺤﻴﺙ ﻗﻴﻤﺘﻪ ﻋﺎﻝﻴﺔ ﺒﻠﻐﺕ )‬
‫ﻗﻭﻱ ﻝﻼﺴﺘﺒﻴﺎﻥ‪.‬‬
‫ﺍﻝﻤﻌﺎﻝﺠﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‪ :‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﻝﻴﻜﺭﺕ ﻓﻲ ﻗﻴﺎﺱ ﺍﺘﺠﺎﻫﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺤﻭل ﻋﺒﺎﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﺤﻴﺙ‬
‫ﻁﻠﺏ ﻤﻥ ﺍﻝﻤﺴﺘﻘﺼﻰ ﻤﻨﻪ ﺘﺤﺩﻴﺩ ﻭﺠﻬﺔ ﻨﻅﺭﻩ ﻭﻤﺩﻯ ﺍﻝﻤﻭﺍﻓﻘﺔ ﺃﻭ ﻋﺩﻡ ﺍﻝﻤﻭﺍﻓﻘﺔ‪ .‬ﻭﻗﺩ ﺍﺸﺘﻤل ﻤﻘﻴﺎﺱ ﻝﻴﻜﺭﺕ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻡ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﺨﻤﺱ ﺩﺭﺠﺎﺕ ﻜﺎﻝﺘﺎﻝﻲ‪ :‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ ﺘﻤﺎﻤﺎ)‪(1‬؛ ﻏﻴﺭ ﻤﻭﺍﻓﻕ)‪(2‬؛‬
‫ﻤﺤﺎﻴﺩ)‪(3‬؛ ﻤﻭﺍﻓﻕ)‪(4‬؛ ﻤﻭﺍﻓﻕ ﺘﻤﺎﻤﺎ)‪.(5‬‬
‫ﻝﻤﺎ ﻜﺎﻥ ﺍﻝﺒﺤﺙ ﻴﻬﺩﻑ ﺇﻝﻰ ﺇﺒﺭﺍﺯ ﻤﺠﻤﻭﻋﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ ﺍﻝﺘﻲ ﻴﺼﻌﺏ ﺍﻝﻜﺸﻑ ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻝﻬﺎ‬
‫ﺩﻭﺭ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﻓﺭﻕ ﺍﻝﻌﻤل ﻭﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺒﺤﺙ )‪(PNR‬‬
‫ﻭﻤﺸﺎﺭﻴﻊ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﺘﻘﻴﻴﻡ ﻭﺒﺭﻤﺠﺔ ﺍﻝﺒﺤﻭﺙ )‪ ،(CNEPRU‬ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﺠﺩﻴﺩﺓ ﻤﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺒﻌﺩﺩ ﺃﻗل ﻝﺘﺤل ﺠﺯﺌﻴﺎ ﺃﻭ ﻜﻠﻴﺎ ﻤﺤل ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﺼﻠﻴﺔ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ .‬ﺒﺫﻝﻙ ﺴﻴﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺃﺤﺩ ﺃﻫﻡ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺤﺼﺎﺀ ﺍﻻﺴﺘﺩﻻﻝﻲ‪ ،‬ﺍﻝﺫﻱ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻫﺩﻑ ﺍﻝﺒﺤﺙ ﻭﻫﻭ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ‪.‬‬
‫ﻴﺴﺘﺨﺩﻡ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺒﻘﺼﺩ ﺇﺭﺠﺎﻋﻬﺎ ﺇﻝﻰ ﺃﻫﻡ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻴﻬﺎ‪ .‬ﻓﺎﻝﻐﺭﺽ‬
‫ﺍﻷﺴﺎﺴﻲ ﻝﻠﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﻫﻭ ﺩﺭﺍﺴﺔ ﻋﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺸﺎﻫﺩﺓ )‪ (X1,X2,….,XP‬ﺒﺩﻻﻝﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻔﺭﻀﻴﺔ ﻏﻴﺭ ﺍﻝﻤﺸﺎﻫﺩﺓ )‪ (F1,F2,....,Fm‬ﺘﺴﻤﻰ ﻋﻭﺍﻤل ﻤﺸﺘﺭﻜﺔ)‪ ،(Common Factors‬ﻭﻴﻌﺘﻤﺩ ﻓﻲ‬
‫ﺘﺭﻜﻴﺏ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺱ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻤﻨﻬﺎ ﺍﻻﺭﺘﺒﺎﻁ ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﻋﺩﺩﻫﺎ ﺃﻗل ﻤﻥ ﻋﺩﺩ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺼﻠﻴﺔ‪ ،‬ﻭﺒﺤﻴﺙ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺼﻠﻴﺔ )ﺍﻝﻌﺒﺎﺴﻲ‪:2011،‬‬
‫ﺹ‪.(2‬‬
‫ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺸﻜل ﻋﻭﺍﻤل ﺍﻝﻨﺠﺎﺡ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻬﺎﺩﻓﺔ ﺇﻝﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ‬
‫ﻤﺸﺎﺭﻴﻊ )‪ (CNEPRU‬ﻭ)‪ ،(PNR‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﺒﻁﺭﻴﻘﺔ ﺃﻋﻠﻰ ﺘﺒﺎﻴﻥ )‪ (Varimax‬ﻓﻲ‬
‫ﺘﺩﻭﻴﺭ ﺍﻝﻤﺤﺎﻭﺭ‪ ،‬ﻭﻗﺩ ﺸﻤل ﺍﻝﺘﺤﻠﻴل ﺍﺴﺘﺒﻴﺎﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻤﺘﻀﻤﻥ )‪ (30‬ﻋﺒﺎﺭﺓ ﻋﺒﺭ ﺒﺭﻨﺎﻤﺞ )‪ (SPSS‬ﺒﻁﺭﻴﻘﺔ‬
‫ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻝﺘﺸﺒﻌﺎﺕ ﻋﻠﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻝﺘﺸﺒﻊ ﺍﻝﺩﺍل )‪.(30،0‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪67‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺃ‪-‬ﻜﻔﺎﻴﺔ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ :‬ﻴﻌﺘﻤﺩ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﻋﻠﻰ ﻫﻴﻜل ﺍﻻﺭﺘﺒﺎﻁﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﻌﺭﻭﻑ ﺃﻥ ﻗﻴﻤﺔ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺘﺘﺄﺜﺭ ﺒﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺎﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﻭﻤﺩﻯ ﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﻴﺴﺘﺨﻠﺼﻬﺎ‬
‫ﺍﻝﺘﺤﻠﻴل ﻓﻲ ﺘﻠﺨﻴﺹ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺴﻭﻑ ﺘﺘﻭﻗﻑ ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ )ﺭﺒﻴﻊ‪ :2008،‬ﺹ‪ .(178‬ﻭﻴﺘﻡ ﺍﻝﺤﻜﻡ ﻋﻠﻰ ﻤﺩﻯ‬
‫ﻜﻔﺎﻴﺔ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ﺨﻼل ﺍﺨﺘﺒﺎﺭ ﻜﺎﻴﺯﺭ‪ -‬ﻤﻴﺭ‪-‬ﺃﻭﻝﻜﻥ‪ .‬ﻭﻴﻅﻬﺭ ﺍﻝﺠﺩﻭل)‪ (4‬ﻨﺘﻴﺠﺔ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‪.‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(4‬ﺍﺨﺘﺒﺎﺭ ﻜﻔﺎﻴﺔ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‬

‫‪0.855‬‬ ‫ﺇﺤﺼﺎﺌﻴﺔ ﺍﺨﺘﺒﺎﺭ‪(Kaiser- Meyer-Olkin) KMO‬‬

‫‪2‬‬
‫‪1927.649‬‬ ‫ﺇﺤﺼﺎﺌﻴﺔ ﺍﺨﺘﺒﺎﺭ ﻜﺎ‬
‫‪435‬‬ ‫ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻴﺔ‬
‫‪0.000‬‬ ‫ﺍﻻﺤﺘﻤﺎل)‪(Sig‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﺘﺘﺭﺍﻭﺡ ﻗﻴﻤﺔ ﺇﺤﺼﺎﺌﻲ ﺍﺨﺘﺒﺎﺭ ‪ KMO‬ﺒﻴﻥ ﺍﻝﺼﻔﺭ ﻭﺍﻝﻭﺍﺤﺩ ﺍﻝﺼﺤﻴﺢ )ﻓﺭﺝ ﻭﻓﺎﺌﺯﺓ‪ :2014،‬ﺹ‪ .(76‬ﻭﻜﻠﻤﺎ‬
‫ﺍﻗﺘﺭﺒﺕ ﻗﻴﻤﺘﻪ ﻤﻥ ﺍﻝﻭﺍﺤﺩ ﺍﻝﺼﺤﻴﺢ ﻜﻠﻤﺎ ﺩل ﺫﻝﻙ ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﻝﻠﻌﻭﺍﻤل ﺍﻝﺘﻲ ﻨﺤﺼل ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻝﺘﺤﻠﻴل‪.‬‬
‫ﻭﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ‪ ،‬ﻨﺠﺩ ﺃﻥ ﻗﻴﻤﺔ ﺇﺤﺼﺎﺌﻲ ﺍﺨﺘﺒﺎﺭ ‪ KMO‬ﺘﺴﺎﻭﻱ )‪ (0.855‬ﻭﻫﻲ‬
‫ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﺤﺩ ﺍﻷﺩﻨﻰ )‪ (0.50‬ﺍﻝﺫﻱ ﺍﺸﺘﺭﻁﻪ ﻜﺎﻴﺯﺭ)‪ .(Kaiser‬ﻭﺒﺫﻝﻙ ﻴﻤﻜﻥ ﺍﻝﺤﻜﻡ ﺒﻤﻼﺌﻤﺔ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ‬
‫ﻹﺠﺭﺍﺀ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ‪.‬‬
‫ﺏ‪-‬ﺍﺴﺘﺨﻼﺹ ﺍﻝﻌﻭﺍﻤل‪ :‬ﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (5‬ﺩﺭﺠﺔ ﺍﺸﺘﺭﺍﻜﻴﺎﺕ ﺃﻭ ﺍﻝﺸﻴﻭﻉ ﻝﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻤﺜل‬
‫ﻨﺴﺒﺔ ﺇﺴﻬﺎﻤﺎﺕ ﻜل ﻋﺒﺎﺭﺓ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺸﺘﺭﻜﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﺴﺘﺨﻼﺼﻬﺎ‪.‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(5‬ﺩﺭﺠﺔ ﺍﻝﺸﻴﻭﻉ‬

‫ﺩﺭﺠﺔ ﺍﻝﺸﻴﻭﻉ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺩﺭﺠﺔ ﺍﻝﺸﻴﻭﻉ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺩﺭﺠﺔ ﺍﻝﺸﻴﻭﻉ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.591‬‬ ‫‪21‬‬ ‫‪0.695‬‬ ‫‪11‬‬ ‫‪0.475‬‬ ‫‪1‬‬
‫‪0.555‬‬ ‫‪22‬‬ ‫‪0.469‬‬ ‫‪12‬‬ ‫‪0.679‬‬ ‫‪2‬‬
‫‪0.450‬‬ ‫‪23‬‬ ‫‪0.713‬‬ ‫‪13‬‬ ‫‪0.699‬‬ ‫‪3‬‬
‫‪0.700‬‬ ‫‪24‬‬ ‫‪0.687‬‬ ‫‪14‬‬ ‫‪0.783‬‬ ‫‪4‬‬
‫‪0.523‬‬ ‫‪25‬‬ ‫‪0.785‬‬ ‫‪15‬‬ ‫‪0.739‬‬ ‫‪5‬‬
‫‪0.642‬‬ ‫‪26‬‬ ‫‪0.823‬‬ ‫‪16‬‬ ‫‪0.776‬‬ ‫‪6‬‬
‫‪0.612‬‬ ‫‪27‬‬ ‫‪0.647‬‬ ‫‪17‬‬ ‫‪0.629‬‬ ‫‪7‬‬
‫‪0.718‬‬ ‫‪28‬‬ ‫‪0.624‬‬ ‫‪18‬‬ ‫‪0.713‬‬ ‫‪8‬‬
‫‪0.692‬‬ ‫‪29‬‬ ‫‪0.589‬‬ ‫‪19‬‬ ‫‪0.653‬‬ ‫‪9‬‬
‫‪0.796‬‬ ‫‪30‬‬ ‫‪0.585‬‬ ‫‪20‬‬ ‫‪0.565‬‬ ‫‪10‬‬
‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‬
‫ﻴﻭﻀﺢ ﺍﻝﺠﺩﻭل)‪ (5‬ﻨﺴﺒﺔ ﺸﻴﻭﻉ )‪ (Communality‬ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺘﻘﺎﺱ ﻫﺫﻩ ﺍﻝﻨﺴﺒﺔ ﺒﻤﺠﻤﻭﻉ‬
‫ﻤﺭﺒﻌﺎﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻝﺘﺤﻤﻴل ﻝﻜل ﻋﺒﺎﺭﺓ ﻓﻲ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺸﺘﺭﻜﺔ‪ .‬ﻭﻴﻅﻬﺭ ﻤﻥ ﺍﻝﺠﺩﻭل)‪ (5‬ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻝﺸﻴﻭﻉ‬
‫ﻤﺤﺼﻭﺭﺓ ﻤﺎ ﺒﻴﻥ )‪ (0.450‬ﻭ)‪ ،(0.796‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺸﺘﺭﻜﺔ ﺘﻔﺴﺭ ﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺘﺒﺎﻴﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ )ﺍﻝﻌﺒﺎﺭﺍﺕ( ﺤﻴﺙ ﺃﻥ ﺃﻗل ﻨﺴﺒﺔ )‪ (0.45‬ﻝﻠﻌﺒﺎﺭﺓ )‪ (23‬ﻭﻫﻲ ﺒﺎﻝﺘﻘﺭﻴﺏ )‪ (0.50‬ﻭﻴﻌﻨﻲ ﺃﻥ )‪(%50‬‬
‫ﻤﻥ ﺍﻝﺘﺒﺎﻴﻥ ﻓﻲ ﻗﻴﻡ ﺍﻝﻌﺒﺎﺭﺓ )‪ (23‬ﺘﻔﺴﺭﻫﺎ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺸﺘﺭﻜﺔ‪.‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪68‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺝ‪-‬ﺘﺩﻭﻴﺭ ﺍﻝﻌﻭﺍﻤل‪ :‬ﻴﻌﺘﺒﺭ ﺘﺩﻭﻴﺭ ﺍﻝﻤﺤﺎﻭﺭ ﻁﺭﻴﻘﺔ ﻫﻨﺩﺴﻴﺔ ﺍﻝﻐﺭﺽ ﻤﻨﻬﺎ ﺠﻌل ﺍﻝﺘﺸﺒﻌﺎﺕ ﺃﻭ ﺍﻝﺘﺤﻤﻴﻼﺕ‬
‫)‪ (Loadings‬ﺍﻝﻜﺒﻴﺭﺓ ﺃﻜﺒﺭ‪ ،‬ﻭﺍﻝﺘﺸﺒﻌﺎﺕ ﺍﻝﺼﻐﻴﺭﺓ ﺃﺼﻐﺭ ﻤﻤﺎ ﻫﻲ ﻋﻠﻴﻪ ﻗﺒل ﺍﻝﺘﺩﻭﻴﺭ)ﺯﻏﻠﻭل‪ :2003،‬ﺹ‪.(173‬‬
‫ﺒﺎﻝﺘﺎﻝﻲ‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ ﺒﻁﺭﻴﻘﺔ ﺃﻜﺒﺭ ﺘﺒﺎﻴﻥ‪ ،‬ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺤﻙ ﻜﺎﻴﺯﺭ‪ ،‬ﺤﻴﺙ ﻴﻘﺒل ﻓﻲ ﻀﻭﺀ ﻫﺫﺍ‬
‫ﺍﻝﻤﺤﻙ ﺍﻝﻌﺎﻤل ﺍﻝﺫﻱ ﻴﺴﺎﻭﻱ ﺃﻭ ﻴﺯﻴﺩ ﺠﺫﺭﻩ ﺍﻝﻜﺎﻤﻥ ﻋﻥ"ﺍﻝﻭﺍﺤﺩ ﺍﻝﺼﺤﻴﺢ"‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻤﺤﻙ ﻤﻨﺎﺴﺏ ﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻜﻭﻨﺎﺕ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‪.‬‬
‫ﺒﻌﺩ ﺇﺠﺭﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ ﺒﻁﺭﻴﻘﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﻜﺒﺭ‪ ،‬ﺒﻬﺩﻑ ﺘﺤﺴﻴﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻝﺘﺤﻤﻴل‪ ،‬ﺘﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺴﺒﻌﺔ ﻋﻭﺍﻤل ﻴﺘﺠﺎﻭﺯ ﺠﺫﺭﻫﺎ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻭﺍﺤﺩ ﺍﻝﺼﺤﻴﺢ‪ ،‬ﻭﻗﺩ ﻓﺴﺭﺕ ﻤﺎ ﻤﻘﺩﺍﺭﻩ )‪ (%65.36‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﻤﻔﺴﺭﺓ‪ .‬ﻭﻫﻭ ﻤﺎ ﻴﺩﻋﻡ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﻝﻠﻅﺎﻫﺭﺓ‪ ،‬ﻷﻥ ﻫﺫﻩ ﺍﻝﻨﺴﺒﺔ ﻤﻥ ﺍﻝﺘﺒﺎﻴﻥ ﻫﻲ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﺤﺩ‬
‫ﺍﻷﺩﻨﻰ ﺍﻝﺫﻱ ﺍﺸﺘﺭﻁﻪ ﺍﻓﺭﻭل ﻜﻠﻴﺕ ﺍﻝﺫﻱ ﻴﺭﻯ ﺒﺄﻨﻪ ﻴﻜﻭﻥ ﺍﻻﺨﺘﺯﺍل ﺍﻹﺤﺼﺎﺌﻲ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻤﻨﺎﺴﺒ ﹰﺎ ﻭﻓﻌﺎﻻﹰ‪ ،‬ﺇﺫﺍ ﻤﺎ‬
‫ﺘﺭﺍﻭﺡ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﺫﻱ ﺘﺴﺘﻭﻋﺒﻪ ﺍﻝﻌﻭﺍﻤل ﻤﺎ ﺒﻴﻥ )‪ (%75-%50‬ﻤﻥ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﺍﻝﺠﺩﻭل)‪ (6‬ﻴﺒﻴﻥ ﻤﺼﻔﻭﻓﺔ‬
‫ﺘﺤﻤﻴﻼﺕ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺴﺘﺨﺭﺠﺔ ﻗﺒل ﺍﻝﺘﺩﻭﻴﺭ ﻭﺒﻌﺩﻩ‪.‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(6‬ﺘﺸﺒﻌﺎﺕ ﺍﻝﻌﻭﺍﻤل ﻗﺒل ﻭﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ‬

‫ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ‬ ‫ﻗﺒل ﺍﻝﺘﺩﻭﻴﺭ‬ ‫ﺍﻝﻌﺎﻤل‬
‫ﺍﻝﻨﺴﺒﺔ ﺍﻝﺘﺭﺍﻜﻤﻴﺔ‬ ‫ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ‬ ‫ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ‬ ‫ﺍﻝﻨﺴﺒﺔ ﺍﻝﺘﺭﺍﻜﻤﻴﺔ‬ ‫ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ‬ ‫ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ‬
‫‪16.730‬‬ ‫‪16.730‬‬ ‫‪5.019‬‬ ‫‪34.875‬‬ ‫‪34.875‬‬ ‫‪10.463‬‬ ‫ﺍﻷﻭل‬
‫‪28.326‬‬ ‫‪11.596‬‬ ‫‪3.479‬‬ ‫‪41.527‬‬ ‫‪6.652‬‬ ‫‪1.996‬‬ ‫ﺍﻝﺜﺎﻨﻲ‬
‫‪39.722‬‬ ‫‪11.395‬‬ ‫‪3.419‬‬ ‫‪47.672‬‬ ‫‪6.145‬‬ ‫‪1.844‬‬ ‫ﺍﻝﺜﺎﻝﺙ‬
‫‪49.507‬‬ ‫‪9.785‬‬ ‫‪2.936‬‬ ‫‪52.934‬‬ ‫‪5.262‬‬ ‫‪1.578‬‬ ‫ﺍﻝﺭﺍﺒﻊ‬
‫‪55.851‬‬ ‫‪6.344‬‬ ‫‪1.903‬‬ ‫‪57.543‬‬ ‫‪4.609‬‬ ‫‪1.383‬‬ ‫ﺍﻝﺨﺎﻤﺱ‬
‫‪61.058‬‬ ‫‪5.207‬‬ ‫‪1.562‬‬ ‫‪61.584‬‬ ‫‪4.041‬‬ ‫‪1.212‬‬ ‫ﺍﻝﺴﺎﺩﺱ‬
‫‪65.363‬‬ ‫‪4.308‬‬ ‫‪1.292‬‬ ‫‪65.363‬‬ ‫‪3.779‬‬ ‫‪1.134‬‬ ‫ﺍﻝﺴﺎﺒﻊ‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﺍﻝﺠﺩﻭل)‪ (6‬ﻴﻭﻀﺢ ﺍﻝﻌﻭﺍﻤل ﻗﺒل ﺍﻝﺘﺩﻭﻴﺭ ﻭﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ‪ ،‬ﻭﻴﻅﻬﺭ ﻜﺫﻝﻙ ﺒﺄﻥ ﺒﻌﺽ ﺍﻝﻌﻭﺍﻤل ﻗﺩ ﺍﺯﺩﺍﺩ ﺠﺫﺭﻫﺎ ﺍﻝﻜﺎﻤﻥ‬
‫ﻭﻨﺴﺒﺔ ﺘﺒﺎﻴﻨﻬﺎ ﺒﻌﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ‪ ،‬ﻭﺍﻝﺒﻌﺽ ﺍﻵﺨﺭ ﻗﺩ ﺍﻨﺨﻔﺽ ﺠﺫﺭﻫﺎ ﺍﻝﻜﺎﻤﻥ ﻭﻨﺴﺒﺔ ﺘﺒﺎﻴﻨﻬﺎ‪ ،‬ﺒﻌﺩ ﺇﺠﺭﺍﺀ‬
‫ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ‪ .‬ﺤﻴﺙ ﺍﻨﺨﻔﺽ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﻭﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻝﻌﺎﻤل ﺍﻷﻭل‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﺭﺘﻔﻊ ﻓﻲ ﺍﻝﻌﻭﺍﻤل ﺍﻷﺨﺭﻯ‪،‬‬
‫ﻭﺒﺫﻝﻙ ﺃﺼﺒﺤﺕ ﺍﻝﻌﻭﺍﻤل ﺍﻷﺭﺒﻌﺔ ﺍﻷﻭﻝﻰ ﺃﻜﺜﺭ ﻗﻭﺓ ﻭﺘﺭﺍﺒﻁ ﹰﺎ ﻤﻥ ﺫﻱ ﻗﺒل ﻭﻫﻲ ﺘﻔﺴﺭ ﻤﺎ ﻨﺴﺒﺘﻪ )‪ (%49.507‬ﻤﻥ‬
‫ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ ،‬ﻭﻋﻨﺩ ﻓﺤﺹ ﻤﻀﻤﻭﻥ ﻋﺒﺎﺭﺍﺕ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل‪ -‬ﻜﻤﺎ ﺴﻴﺘﻡ ﺘﻭﻀﻴﺤﻪ ﻻﺤﻘﺎ‪ -‬ﺘﺒﺩﻭ ﺫﺍﺕ ﻤﻨﻁﻕ‬
‫ﻭﺍﻀﺢ‪ ،‬ﻭﺘﺭﻜﺯ ﻋﻠﻰ ﺠﺎﻨﺏ ﻤﻨﺎﺥ ﺍﻝﻌﻤل ﺩﺍﺨل ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ )ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﺎﻋﻠﺔ؛ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﻤﻬﻤﺔ؛ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ؛‬
‫ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻤﺠﺎل ﺍﻝﺒﺤﺙ(‪ ،‬ﺒﻴﻨﻤﺎ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺜﻼﺜﺔ ﺍﻝﻤﺘﺒﻘﻴﺔ ﻭﺍﻝﺘﻲ ﺘﻔﺴﺭ ﻤﺎ ﻨﺴﺒﺘﻪ )‪ (%15.856‬ﻤﻥ‬
‫ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ ،‬ﻫﻲ ﻋﻭﺍﻤل ﻤﻜﻤﻠﺔ ﻝﻠﻌﻭﺍﻤل ﺍﻷﺭﺒﻌﺔ ﺍﻷﻭﻝﻰ‪ ،‬ﻭﻋﻨﺩ ﻓﺤﺼﻬﺎ ﻜﺫﻝﻙ –ﻭﻓﻕ ﻤﺎ ﺴﻴﺘﻡ ﺘﺤﻠﻴﻠﻪ ﻻﺤﻘ ﹰﺎ‪-‬‬
‫ﻴﻅﻬﺭ ﺃﻥ ﻤﻀﻤﻭﻨﻬﺎ ﻴﺭﻜﺯ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﻋﻠﻰ ﺠﺎﻨﺏ ﻅﺭﻭﻑ ﺘﺸﻜﻴل ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ )ﺘﺸﻜﻴﻠﺔ ﺍﻝﻔﺭﻴﻕ؛ ﺍﻝﺘﺤﻔﻴﺯ ﻭﺍﻝﺩﻋﻡ؛‬
‫ﻭﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﺍﻝﻔﺭﻴﻕ(‪.‬‬
‫ﺒﻌﺩ ﺘﻠﻙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﻝﻠﻌﻭﺍﻤل ﻗﺒل ﻭﺒﻌﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ‪ ،‬ﻴﻤﻜﻥ ﺃﻥ ﻴﻘﻭﺩﻨﺎ ﺍﻝﺘﺤﻠﻴل ﺇﻝﻰ ﻓﻬﻡ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺴﺒﻌﺔ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ‪ ،‬ﺃﻨﻬﺎ ﺘﺘﻔﺎﻋل ﻀﻤﻥ ﻁﺒﻘﺘﻴﻥ ﻤﺘﻜﺎﻤﻠﺘﻴﻥ ﻤﻥ ﺍﻝﻌﻭﺍﻤل‪ :‬ﺍﻷﻭﻝﻰ ﻁﺒﻘﺔ ﺃﺴﺎﺴﻴﺔ ﺘﻤﺜل‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪69‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺩﺍﺨﻠﻴﺔ ﺘﺘﺤﻜﻡ ﺒﻬﺎ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻤل ﻤﻥ ﺩﺍﺨل ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ؛ ﻭﺍﻝﺜﺎﻨﻴﺔ ﻁﺒﻘﺔ ﺩﺍﻋﻤﺔ ﻝﻸﻭﻝﻰ ﺘﻤﺜل ﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﺨﺎﺭﺠﻴﺔ ﻭﺘﺴﻴﻁﺭ ﻋﻠﻴﻬﺎ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻴﺘﺸﻜل ﻭﻴﻌﻤل ﻓﻴﻬﺎ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻭﺘﺘﻀﻤﻥ ﺍﻝﻤﻨﺎﺥ ﺍﻝﺘﻨﻅﻴﻤﻲ ﻭﺍﻝﻤﻤﺎﺭﺴﺎﺕ‬
‫ﺍﻝﺘﻲ ﺘﺴﺒﻕ ﺘﺸﻜﻴل ﺍﻝﻔﺭﻴﻕ ﻓﻲ ﺒﺩﺍﻴﺘﻪ‪.‬‬
‫ﻋﺭﺽ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺘﻔﻴﺩ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻠﺒﺤﺙ ﻋﻠﻰ ﺃﻨﻪ "ﺘﻭﺠﺩ ﻋﻭﺍﻤل ﻜﺎﻤﻨﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺅﺩﻱ ﺘﻭﺍﻓﺭﻫﺎ ﺇﻝﻰ ﺘﺤﻘﻕ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ‬
‫ﻤﻨﺎﺥ ﻋﻤل ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ ﻝﻤﺸﺎﺭﻴﻊ )‪ (PNR‬و)‪ .(CNEPRU‬ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻝﻔﺭﻀﻴﺔ‪ ،‬ﻝﻘﺩ ﺃﻅﻬﺭ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ‬
‫ﺴﺒﻌﺔ ﻋﻭﺍﻤل ﺘﺸﺒﻌﺕ ﻋﻠﻴﻬﺎ ﻋﺒﺎﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﻨﺴﺏ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﻘﺩ ﺘﺸﺒﻊ ﺍﻝﻌﺎﻤل ﺍﻷﻭل ﺒﺜﻤﺎﻨﻲ ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻭﻗﺩ‬
‫ﺘﺸﺒﻌﺕ ﻜل ﻤﻥ ﺍﻝﻌﻭﺍﻤل‪ :‬ﺍﻝﺜﺎﻨﻲ؛ ﻭﺍﻝﺜﺎﻝﺙ؛ ﻭﺍﻝﺭﺍﺒﻊ ﺒﺨﻤﺱ ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﺸﺒﻊ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺍﻝﺨﺎﻤﺱ ﻭﺍﻝﺴﺎﺩﺱ‬
‫ﺒﺜﻼﺙ ﻋﺒﺎﺭﺍﺕ‪ .‬ﻭﺃﻤﺎ ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺒﻊ ﻓﻘﺩ ﺘﺸﺒﻊ ﺒﻌﺒﺎﺭﺓ ﻭﺍﺤﺩﺓ ﻭﺘﻡ ﺍﺴﺘﺒﻌﺎﺩﻩ‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻷﻭل‪ :‬ﺒﻠﻎ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ )‪ (5.019‬ﻋﻠﻰ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻜﻠﻲ‪ ،‬ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ‬
‫ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﻔﺴﺭﺓ )‪ (16.730‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (7‬ﺍﻝﻤﻭﺍﻝﻲ ﺘﺸﺒﻊ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﺜﻤﺎﻨﻲ‬
‫ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻭﻫﻲ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺭﻗﻡ )‪ ،(11-1-20-2-3-6-5-4‬ﻭﻗﺩ ﻜﺎﻥ ﺠﻤﻴﻊ ﺘﺸﺒﻌﺎﺕ ﻫﺫﻩ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﺎﻝﻴﺎﹰ‪،‬‬
‫ﺤﻴﺙ ﺒﻠﻎ ﺃﻋﻠﻰ ﺘﺸﺒﻊ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪ (4‬ﻭﻫﻭ )‪ (0.819‬ﻭﻜﺎﻥ ﺃﺩﻨﻰ ﺘﺸﺒﻊ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪ (11‬ﺒﻤﻘﺩﺍﺭ )‪.(0.454‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(7‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻷﻭل‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.819‬‬ ‫ﻴﺸﻌﺭ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺒﺎﻷﻤﺎﻥ ﻋﻨﺩ ﺘﻘﺩﻴﻡ ﺍﻻﻗﺘﺭﺍﺤﺎﺕ‪.‬‬ ‫‪4‬‬
‫‪0.813‬‬ ‫ﻴﺘﻘﺎﺴﻡ ﺍﻷﻋﻀﺎﺀ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﻭﻓﺭﺓ ﺒﺎﻝﺴﺭﻋﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬ ‫‪5‬‬
‫‪0.784‬‬ ‫ﻴﺘﻔﻬﻡ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺤﺎﺠﺎﺕ ﺯﻤﻼﺌﻬﻡ‪ ،‬ﻭﻜل ﻋﻀﻭ ﻤﺴﺘﻌﺩ ﻝﻠﻌﻤل ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪.‬‬ ‫‪6‬‬
‫‪0.684‬‬ ‫ﻴﺘﻡ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ ﻭﺠﻬﺔ ﻨﻅﺭ ﻜل ﻋﻀﻭ ﻤﻥ ﻗﺒل ﺍﻝﺯﻤﻼﺀ ﺒﺸﻜل ﺤﻘﻴﻘﻲ‪.‬‬ ‫‪3‬‬
‫‪0.613‬‬ ‫ﻴﺴﺎﻫﻡ ﺠﻤﻴﻊ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﻔﺭﻴﻕ‪.‬‬ ‫‪2‬‬
‫‪0.518‬‬ ‫ﻴﻤﺘﻠﻙ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺭﺅﻴﺔ ﻭﺍﻀﺤﺔ ﻤﺸﺘﺭﻜﺔ‪ ،‬ﺒﺨﺼﻭﺹ ﻤﺠﻤﻭﻋﺔ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻭﻀﻭﻋﺔ‪.‬‬ ‫‪20‬‬
‫‪0.469‬‬ ‫ﻴﺘﻘﺎﺒل ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺒﻁﺭﻴﻘﺔ ﻤﺘﻜﺭﺭﺓ‪ ،‬ﻭﻴﺤﺎﻓﻅﻭﻥ ﻋﻠﻰ ﺍﻻﺘﺼﺎل ﺍﻝﻤﺴﺘﻤﺭ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ‪.‬‬ ‫‪1‬‬
‫‪0.454‬‬ ‫ﻏﺎﻝﺒﺎ ﻤﺎ ﻴﻘﺩﻡ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺠﺩﻴﺩﺓ ﺤﻭل ﺍﻝﻤﺴﺎﺌل ﺍﻝﺘﻲ ﻴﻭﺍﺠﻬﻭﻨﻬﺎ ﺨﻼل ﺍﻨﺠﺎﺯ ﻤﺸﺭﻭﻉ‬ ‫‪11‬‬
‫ﺍﻝﺒﺤﺙ‪.‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل)‪ (7‬ﺍﻝﺴﺎﺒﻕ ﺘﻅﻬﺭ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﻤﻀﻤﻭﻨﹰﺎ ﻭﺍﺤﺩﺍﹰ‪ ،‬ﻭﺫﺍﺕ ﻁﺒﻴﻌﺔ ﻤﺘﻨﺎﺴﻘﺔ‪ ،‬ﻝﺫﻝﻙ ﻴﻤﻜﻥ ﺃﻥ‬
‫ﻴﺤﻤل ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺍﺴﻡ "ﺍﻝﻤﺸﺎﺭﻜﺔ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ"‪.‬‬
‫ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻝﻌﺎﻤل‪ ،‬ﻜﻭﻥ ﺃﻥ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﺎﻋﻠﺔ ﻓﻲ ﺍﻝﻌﻤل ﻀﻤﻥ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﺘﺘﻀﻤﻥ ﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺘﻔﺎﻋل‬
‫ﻭﺍﻻﺘﺼﺎل‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺯﻴﺩ ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ ﻨﻘل ﺍﻝﻤﻌﺎﺭﻑ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﻥ ﻤﺨﺘﻠﻑ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻭﻴﺨﻠﻕ ﻤﻨﺎﺨ ﹰﺎ ﻤﻥ‬
‫ﺍﻝﺘﺂﻝﻑ ﻭﺍﻝﺘﻨﺎﻏﻡ ﻭﺍﻻﻨﺴﺠﺎﻡ ﺩﺍﺨل ﺍﻝﻔﺭﻴﻕ‪ ،‬ﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻴﻬﺩﻑ‬
‫ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺤﻠﻬﺎ‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻨﻲ‪ :‬ﺒﻠﻐﺕ ﺍﻝﻘﻴﻤﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ )‪ (3.479‬ﻋﻠﻰ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻜﻠﻲ‪ ،‬ﻭﺒﻠﻐﺕ‬
‫ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﻔﺴﺭﺓ )‪ (11.596‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (8‬ﺍﻝﻤﻭﺍﻝﻲ ﺘﺸﺒﻊ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﺨﻤﺱ‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪70‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻭﻫﻲ )‪ ،(15-16-29-30-28‬ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ ﺫﺍﺕ ﺘﺸﺒﻌﺎﺕ ﻋﺎﻝﻴﺔ‪ ،‬ﺤﻴﺙ ﻭﺼل ﺃﻋﻠﻰ ﺘﺸﺒﻊ ﻝﻠﻌﺒﺎﺭﺓ‬
‫)‪ (28‬ﺒﻘﻴﻤﺔ )‪ ،(0.733‬ﻭﺃﻗل ﺘﺸﺒﻊ ﻜﺎﻥ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪ (15‬ﻭﻫﻭ )‪.(0.488‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(8‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻨﻲ‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.733‬‬ ‫ﻴﻌﺘﺒﺭ ﻤﻥ ﺃﻫﺩﺍﻑ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﺇﺩﺨﺎل ﺃﺴﺎﻝﻴﺏ ﺃﻭ ﺃﻨﻅﻤﺔ ﺠﺩﻴﺩﺓ ﻓﻲ ﻤﺠﺎل ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‪.‬‬ ‫‪28‬‬
‫‪0.727‬‬ ‫ﻴﺘﻀﻤﻥ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﺇﻴﺠﺎﺩ ﺒﺩﺍﺌل ﺃﻭ ﺍﺒﺘﻜﺎﺭ ﺤﻠﻭل ﻋﻤﻠﻴﺔ ﻝﻤﺸﻜﻠﺔ ﻗﺎﺌﻤﺔ‪.‬‬ ‫‪30‬‬
‫‪0.656‬‬ ‫ﻴﻬﺩﻑ ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ ﻤﻥ ﺨﻼل ﺍﻨﺠﺎﺯ ﺍﻝﻤﺸﺭﻭﻉ ﺒﺸﻜل ﺃﺴﺎﺴﻲ ﺇﻝﻰ ﺍﺴﺘﻨﺒﺎﻁ ﻤﻔﺎﻫﻴﻡ ﻭﻨﻅﺭﻴﺎﺕ ﺠﺩﻴﺩﺓ‪.‬‬ ‫‪29‬‬
‫‪0.640‬‬ ‫ﻴﺼﺭ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺠﻪ‪.‬‬ ‫‪16‬‬

‫‪0.488‬‬ ‫ﻴﺸﻌﺭ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺒﻀﺭﻭﺭﺓ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﻴﻀﻌﻭﻨﻬﺎ ﻓﻲ ﺃﻭﻝﻭﻴﺎﺘﻬﻡ‪.‬‬ ‫‪15‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل)‪ (8‬ﺍﻝﺴﺎﺒﻕ ﺃﻥ ﻤﻀﻤﻭﻥ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺘﺘﻀﻤﻥ ﺒﻌﺩﻴﻥ ﻤﺘﻜﺎﻤﻠﻴﻥ ﻫﻤﺎ‪ :‬ﺍﻝﺒﻌﺩ ﺍﻷﻭل ﻴﻅﻬﺭ‬
‫ﻓﻲ ﺍﻝﻌﺒﺎﺭﺍﺕ )‪ (30-29-28‬ﺍﻝﺘﻲ ﺘﻅﻬﺭ ﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺍﻨﺠﺎﺯ ﺃﻫﺩﺍﻑ ﻋﻠﻤﻴﺔ ﻭﺘﻁﺒﻴﻘﻴﺔ‪،‬‬
‫ﻭﺘﺤﻤل ﻓﻲ ﻁﻴﺎﺘﻬﺎ ﺃﻫﺩﺍﻑ ﺍﺒﺘﻜﺎﺭﻴﺔ )ﺇﺩﺨﺎل ﺃﺴﺎﻝﻴﺏ ﺠﺩﻴﺩﺓ‪ ،‬ﺤﻠﻭل ﺇﺒﺩﺍﻋﻴﺔ ﻝﻠﻤﺸﻜﻼﺕ؛ ﻭﺍﺒﺘﻜﺎﺭ ﻤﻌﺭﻓﺔ ﺠﺩﻴﺩﺓ(‪.‬‬
‫ﻭﺃﻤﺎ ﺍﻝﺒﻌﺩ ﺍﻝﺜﺎﻨﻲ ﻓﻴﻜﻭﻥ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺘﻴﻥ )‪ (16-15‬ﻭﺍﻝﺫﻱ ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻤﻬﻤﺔ ﺍﻝﻤﺸﺭﻭﻉ‪ .‬ﻭﺒﺫﻝﻙ ﻴﻭﻀﺢ‬
‫ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﻤﺩﻯ ﺍﻝﺘﺭﺍﺒﻁ ﻭﺍﻝﺘﻨﺎﺴﻕ ﺒﻴﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻻﺒﺘﻜﺎﺭﻴﺔ ﻓﻲ ﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻨﺠﺎﺯ ﻫﺫﻩ‬
‫ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﺇﻁﻼﻕ ﺍﺴﻡ "ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻨﺠﺎﺯ ﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ" ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻌﺎﻤل‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺒﻠﻎ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ )‪ (3.419‬ﻋﻠﻰ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻜﻠﻲ‪ ،‬ﻭﺒﻠﻐﺕ‬
‫ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﻔﺴﺭﺓ )‪ (11.395‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (9‬ﺍﻝﻤﻭﺍﻝﻲ ﺘﺸﺒﻊ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﺨﻤﺱ‬
‫)‪ (5‬ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻭﻫﻲ )‪ ،(23-22-17-18-19‬ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ ﺫﺍﺕ ﺘﺸﺒﻌﺎﺕ ﻋﺎﻝﻴﺔ‪ ،‬ﺤﻴﺙ ﻭﺼل ﺃﻋﻠﻰ ﺘﺸﺒﻊ‬
‫ﻝﻠﻌﺒﺎﺭﺓ )‪ (19‬ﺒﻘﻴﻤﺔ )‪ ،(0.706‬ﻭﺃﻗل ﺘﺸﺒﻊ ﻜﺎﻥ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪ (23‬ﻭﻫﻭ )‪.(0.516‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(9‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻝﺙ‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.706‬‬ ‫ﻴﻘﻭﻡ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺒﺸﻜل ﻤﺘﻜﺭﺭ ﺒﻌﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻨﺘﻘﺎﺩﻱ ﻝﻨﻘﺎﻁ ﺍﻝﻀﻌﻑ‪.‬‬ ‫‪19‬‬
‫‪0.648‬‬ ‫ﺩﺍﺌﻤﺎ ﻤﺎ ﻴﻘﻭﻡ ﺍﻷﻋﻀﺎﺀ ﺒﻤﻬﺎﻡ ﺃﻜﺜﺭ ﻤﻤﺎ ﻫﻭ ﻤﻁﻠﻭﺏ ﻤﻨﻬﻡ‪.‬‬ ‫‪18‬‬
‫‪0.593‬‬ ‫ﻴﻠﺘﺯﻡ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺒﺘﺤﻘﻴﻕ ﺃﻗﺼﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻤﻤﻜﻨﺔ ﻝﻸﺩﺍﺀ‪ .‬ﻭﻝﺩﻯ ﺍﻝﻔﺭﻴﻕ ﻤﻌﺎﻴﻴﺭ ﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ‬ ‫‪17‬‬
‫ﻝﻘﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻤﻴﺯ ﻝﻠﻤﻬﺎﻡ‪.‬‬
‫‪0.539‬‬ ‫ﻴﻤﺘﻠﻙ ﺍﻷﻋﻀﺎﺀ ﺍﻝﻭﻋﻲ ﺍﻝﻜﺎﻓﻲ ﺒﻘﻴﻤﺔ ﺃﻫﺩﺍﻑ ﺍﻝﻔﺭﻴﻕ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻬﻡ‪ ،‬ﻭﻝﻠﻤﺠﺘﻤﻊ‪.‬‬ ‫‪22‬‬

‫‪0.516‬‬ ‫ﻴﺘﻠﻘﻰ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺍﻝﺘﺴﻬﻴﻼﺕ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻝﺠﻬﺎﺕ ﺫﺍﺕ ﺍﻝﻌﻼﻗﺔ ﺒﺎﻨﺠﺎﺯ ﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪،‬‬ ‫‪23‬‬
‫ﻭﻴﻠﺘﺯﻡ ﺍﻝﺸﺭﻴﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺒﺩﻓﺘﺭ ﺍﻝﺸﺭﻭﻁ ﺍﻝﻤﻌﺘﻤﺩ‪.‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﺘﻅﻬﺭ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻝﺙ ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل)‪ (9‬ﺃﻨﻬﺎ ﻤﺘﺠﺎﻨﺴﺔ ﺇﻝﻰ ﺤﺩ ﻤﺎ‪ ،‬ﻭﺘﺸﻴﺭ ﺇﻝﻰ ﻤﻀﻤﻭﻥ ﻤﺸﺘﺭﻙ‪،‬‬
‫ﻴﺩﻭﺭ ﺤﻭل ﻤﻌﻨﻰ ﻭﺍﺤﺩ ﻭﻫﻭ "ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ" ﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺍﺕ )‪ ،(17-18-19‬ﺒﻴﻨﻤﺎ ﺍﻝﻌﺒﺎﺭﺓ )‪ (22‬ﺘﻌﺒﺭ ﻋﻥ‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪71‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﻤﺩﻯ ﺍﻝﻭﻋﻲ ﺒﻘﻴﻤﺔ ﺃﻫﺩﺍﻑ ﺍﻝﻔﺭﻴﻕ ﻤﻥ ﻗﺒل ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻭﻀﺢ ﻓﻬﻡ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻝﻠﻌﺒﺎﺭﺓ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﻤﻔﺎﺩﻫﺎ ﺃﻥ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ ﻴﺘﻌﻠﻕ ﺒﺩﺭﺠﺔ ﻭﻋﻲ ﺍﻷﻋﻀﺎﺀ ﺒﺄﻫﻤﻴﺔ ﺍﻨﺠﺎﺯ ﺃﻫﺩﺍﻑ ﺍﻝﻔﺭﻴﻕ‪ .‬ﻭﻴﺘﻁﺎﺒﻕ ﺫﻝﻙ‪ ،‬ﻋﻠﻰ‬
‫ﺍﻝﻌﺒﺎﺭﺓ )‪ (23‬ﺤﻴﺙ ﺃﻥ ﻓﻬﻡ ﺍﻷﻓﺭﺍﺩ ﻝﻤﻀﻤﻭﻥ ﻫﺫﻩ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺃﻥ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ ﻴﺘﺄﺜﺭ ﺒﺎﻹﻴﺠﺎﺏ ﺒﻤﺩﻯ‬
‫ﺘﻭﺍﻓﺭ ﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻝﺠﻬﺎﺕ ﺍﻝﺩﺍﻋﻤﺔ ﻻﻨﺠﺎﺯ ﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ .‬ﻭﺒﻬﺫﺍ ﺍﻝﺘﺤﻠﻴل ﻓﺎﻥ‬
‫ﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺘﻴﻥ )‪ (23-22‬ﻴﺘﻨﺎﻏﻡ ﻤﻊ ﺍﻻﺘﺠﺎﻩ ﺍﻝﻌﺎﻡ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﻭﻴﻨﺴﺠﻡ ﻤﻌﻪ‪.‬‬
‫ﻤﻥ ﺨﻼل ﻓﻬﻡ ﻤﻀﻤﻭﻥ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻝﻌﺎﻤل‪ ،‬ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻭﺤﺩﺓ ﻤﺸﺘﺭﻜﺔ ﻴﺴﻭﺩﻫﺎ ﺠﺎﻨﺏ ﺍﻷﺩﺍﺀ ﻭﺘﻘﻴﻴﻤﻪ ﻭﺍﻝﺠﻭﺍﻨﺏ‬
‫ﺍﻝﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻘﻪ‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺩﻓﻊ ﺇﻝﻰ ﺘﺴﻤﻴﺔ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒـ" ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ"‪ .‬ﻭﺘﻌﺘﺒﺭ ﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻝﺠﻤﺎﻋﻲ ﺍﻝﻤﺸﺘﺭﻙ‪ ،‬ﻫﻲ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻝﻤﻬﻤﺔ ﻝﻠﻐﺎﻴﺔ ﻓﻲ ﺍﻷﺩﺍﺀ ﺍﻝﻔﻌﺎل ﻝﻠﻔﺭﻴﻕ ﻓﻲ ﺍﻨﺠﺎﺯ ﻤﻬﺎﻤﻪ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ‬
‫ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﻜل ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺒﻠﻎ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ )‪ (2.936‬ﻋﻠﻰ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻜﻠﻲ‪ ،‬ﻭﺒﻠﻐﺕ‬
‫ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﻔﺴﺭﺓ )‪ (9.785‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (10‬ﺍﻝﻤﻭﺍﻝﻲ ﺘﺸﺒﻊ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﺨﻤﺱ‬
‫ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻭﻫﻲ )‪ ،(25-13-14-7-8‬ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ ﺫﺍﺕ ﺘﺸﺒﻌﺎﺕ ﻋﺎﻝﻴﺔ‪ ،‬ﺤﻴﺙ ﻭﺼل ﺃﻋﻠﻰ ﺘﺸﺒﻊ ﻝﻠﻌﺒﺎﺭﺓ‬
‫)‪ (8‬ﺒﻘﻴﻤﺔ )‪ ،(0.706‬ﻭﺃﻗل ﺘﺸﺒﻊ ﻜﺎﻥ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪ (25‬ﻭﻫﻭ )‪.(0.533‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(10‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺭﺍﺒﻊ‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.706‬‬ ‫ﻴﻤﺘﻠﻙ ﺍﻷﻋﻀﺎﺀ ﺨﻠﻔﻴﺔ ﻭﺍﺴﻌﺔ ﻓﻲ ﺍﻝﺤﻘﻭل ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‪.‬‬ ‫‪8‬‬
‫‪0.672‬‬ ‫ﻝﺩﻯ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻼﺯﻤﺔ ﻝﺠﻤﻊ ﻭﺘﺤﻠﻴل ﻤﺨﺘﻠﻑ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺫﺍﺕ ﺍﻝﺼﻠﺔ‬ ‫‪7‬‬
‫ﺒﻤﻭﻀﻊ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪0.613‬‬ ‫ﻴﺘﺤﻤل ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺍﻷﺨﻁﺎﺀ ﻭﻻ ﻴﺨﺸﻭﻥ ﺍﻝﻭﻗﻭﻉ ﻓﻴﻬﺎ‪.‬‬ ‫‪14‬‬
‫‪0.564‬‬ ‫ﻴﺘﻌﺎﻤل ﺍﻷﻋﻀﺎﺀ ﺒﺎﻴﺠﺎﺒﻴﺔ ﻤﻊ ﻤﺨﺘﻠﻑ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ ﺘﻁﺭﺃ ﻋﻠﻰ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪.‬‬ ‫‪13‬‬

‫‪0.533‬‬ ‫ﻴﻌﺘﺒﺭ ﺍﻝﻌﺩﺩ ﻤﻥ ‪ 3‬ﺇﻝﻰ ‪ 6‬ﺃﻋﻀﺎﺀ ﻓﻲ ﺍﻝﻔﺭﻴﻕ ﻤﻨﺎﺴﺒﺎ ﻻﻨﺠﺎﺯ ﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪.‬‬ ‫‪25‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﻤﻥ ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻝﻘﺩ ﻜﺎﻨﺕ ﺠﻤﻴﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﻤﺸﻜﻠﺔ ﻝﻠﻌﺎﻤل ﺍﻝﺭﺍﺒﻊ‪ ،‬ﺘﺸﻴﺭ ﺒﻭﻀﻭﺡ ﺇﻝﻰ ﻤﻀﻤﻭﻥ ﻤﺸﺘﺭﻙ‪ ،‬ﻴﻤﺜل ﺠﺎﻨﺏ ﺍﻝﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺠﺎل ﺍﻝﺒﺤﺙ‪ ،‬ﻋﺩﺍ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻷﺨﻴﺭﺓ )‪ (25‬ﺍﻝﺘﻲ ﺘﺩل ﻋﻠﻰ ﻋﺩﺩ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺍﻝﻤﻨﺎﺴﺏ ﻻﻨﺠﺎﺯ ﻤﻬﻤﺔ‬
‫ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﺇﻻ ﺃﻨﻪ ﻋﻨﺩ ﺍﻝﺘﻤﻌﻥ ﻓﻲ ﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺓ ﻴﻤﻜﻥ ﻓﻬﻡ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﺇﻝﻰ ﻤﻔﻬﻭﻡ‬
‫ﺍﻝﻤﻬﺎﺭﺓ‪ .‬ﺤﻴﺙ ﺃﻥ ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻔﺭﻴﻕ ﺘﺘﻌﻠﻕ ﻜﻤﻴﺎ ﻭﻨﻭﻋﻴﺎ ﺒﻤﺴﺘﻭﻯ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻴﻤﺘﻠﻜﻬﺎ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﺫﻝﻙ ﺃﻥ‬
‫ﻨﻭﻋﻴﺔ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ ﻴﻤﻜﻥ ﺃﻥ ﺘﺘﺄﺜﺭ ﺒﺎﻝﺯﻴﺎﺩﺓ ﺃﻭ ﺍﻝﻨﻘﺼﺎﻥ ﺒﺩﻻﻝﺔ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻱ ﻴﺘﺸﻜل ﻤﻨﻪ ﺍﻝﻔﺭﻴﻕ‪ .‬ﻭﺒﺎﻝﺘﺎﻝﻲ‬
‫ﻴﻤﻜﻥ ﺇﻝﺤﺎﻕ ﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺓ )‪ (25‬ﺒﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻷﺨﺭﻯ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻌﻜﺱ ﺠﺎﻨﺏ‬
‫ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﺍﻹﺒﺩﺍﻋﻴﺔ‪ .‬ﻭﻤﻥ ﺫﻝﻙ ﻴﻤﻜﻥ ﺇﻁﻼﻕ ﺍﺴﻡ "ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻤﺠﺎل ﺍﻝﺒﺤﺙ" ﻋﻠﻰ ﺍﻝﻌﺎﻤل‬
‫ﺍﻝﺭﺍﺒﻊ‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ‪ :‬ﺒﻠﻎ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﻝﻠﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ )‪ (1.903‬ﻋﻠﻰ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻜﻠﻲ‪،‬‬
‫ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﻔﺴﺭﺓ )‪ (6.344‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (11‬ﺍﻝﻤﻭﺍﻝﻲ ﺘﺸﺒﻊ ﻫﺫﺍ ﺍﻝﻌﺎﻤل‬
‫ﺒﺜﻼﺙ ﻋﺒﺎﺭﺍﺕ ﻭﻫﻲ )‪ ،(9-10-21‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺠﻤﻴﻌﻬﺎ ﺘﺸﺒﻌﺎﺕ ﻋﺎﻝﻴﺔ‪ ،‬ﺤﻴﺙ ﻭﺼل ﺃﻋﻠﻰ ﺘﺸﺒﻊ ﻝﻠﻌﺒﺎﺭﺓ‬
‫)‪ (21‬ﺒﻘﻴﻤﺔ )‪ ،(0.762‬ﻭﻜﺎﻨﺕ ﺍﻝﻌﺒﺎﺭﺓ )‪ (9‬ﺍﻷﺩﻨﻰ ﺘﺸﺒﻌ ﹰﺎ ﺒﻘﻴﻤﺔ )‪.(0.499‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪72‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺍﻝﺠﺩﻭل)‪ :(11‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.762‬‬ ‫ﻴﺸﻌﺭ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺃﻥ ﻫﻨﺎﻙ ﻤﺸﺎﻜل ﺘﺘﻌﻠﻕ ﺒﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻭﺍﻗﻌﻴﺔ‪.‬‬ ‫‪21‬‬
‫‪0.727‬‬ ‫ﻤﻥ ﺍﻝﻤﻔﻴﺩ ﺃﻥ ﻴﻨﺘﻤﻲ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺇﻝﻰ ﺘﺨﺼﺼﺎﺕ ﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫‪10‬‬
‫‪0.499‬‬ ‫ﺴﺎﻫﻡ ﺠﻤﻴﻊ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻨﺠﺎﺯ ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻨﻔﺱ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‪.‬‬ ‫‪9‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﻤﻥ ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻴﺘﻀﻤﻥ ﺍﻝﺠﺩﻭل)‪ (11‬ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﻤﺸﻜﻠﺔ ﻝﻠﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺘﺤﻠﻴل ﻫﺫﻩ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻴﻅﻬﺭ ﺃﻨﻬﺎ ﺘﺤﻤل‬
‫ﻤﻀﻤﻭﻨ ﹰﺎ ﻤﺸﺘﺭﻜﺎ ﻴﺸﻴﺭ ﺇﻝﻰ ﺠﺎﻨﺏ ﺨﺒﺭﺓ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻨﺘﻤﺎﺌﻬﻡ ﺇﻝﻰ ﺘﺨﺼﺼﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻓﻲ‬
‫ﺍﻝﻌﺒﺎﺭﺘﻴﻥ )‪ ،(10-9‬ﺒﻴﻨﻤﺎ ﺍﻝﻌﺒﺎﺭﺓ )‪ (21‬ﺘﺭﺘﺒﻁ ﺒﺘﻔﺴﻴﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻝﻤﺩﻯ ﻗﺎﺒﻠﻴﺔ ﺘﺤﻘﻕ ﺃﻫﺩﺍﻑ ﺍﻝﻔﺭﻴﻕ ﻤﻥ‬
‫ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﻓﻬﻡ ﺘﺭﺍﺒﻁ ﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺜﻼﺙ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ ﻓﻲ ﺃﻥ ﺼﻴﺎﻏﺔ ﺃﻫﺩﺍﻑ‬
‫ﻭﺍﻗﻌﻴﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﻴﺭﺘﺒﻁ ﺒﺸﻜل ﻭﺜﻴﻕ ﺒﻤﺩﻯ ﺘﻭﻓﺭ ﻋﻨﺼﺭﻱ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺒﺤﺜﻴﺔ ﻭﺍﻝﺘﺨﺼﺹ ﺍﻝﻤﺘﻌﺩﺩ ﻓﻲ ﺃﻋﻀﺎﺀ‬
‫ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻭﻫﻤﺎ ﺍﻝﻌﻨﺼﺭﺍﻥ ﺍﻝﻠﺫﻴﻥ ﻴﺘﻴﺤﺎﻥ ﻷﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻭﻀﻌﻴﺎﺕ ﻏﻴﺭ ﺍﻝﻤﺘﻭﻗﻌﺔ ﻭﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻤﺨﺘﻠﻑ‬
‫ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺴﺘﺠﺩﺓ‪ .‬ﻤﻥ ﺫﻝﻙ‪ ،‬ﻴﻤﻜﻥ ﺃﻥ ﻴﻌﺒﺭ ﺍﻝﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ ﻋﻥ ﺠﺎﻨﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻷﻋﻀﺎﺀ ﻭﻜﻴﻔﻴﺔ ﺘﺸﻜﻴل ﻓﺭﻴﻕ‬
‫ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻝﺫﻱ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﺘﻀﻤﻥ ﻤﺯﻴﺠ ﹰﺎ ﻤﻥ ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻭﺘﺨﺼﺼ ﹰﺎ ﻴﻨﺴﺠﻡ ﻤﻊ ﺃﻫﺩﺍﻑ ﺍﻝﻔﺭﻴﻕ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻭﺼﻴﻑ ﺍﻝﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ ﺒـ "ﺘﺸﻜﻴﻠﺔ ﺍﻝﻔﺭﻴﻕ"‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺒﻠﻎ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻌﺩ ﺍﻝﺘﺩﻭﻴﺭ ﺍﻝﻤﺘﻌﺎﻤﺩ )‪ (1.562‬ﻋﻠﻰ ﺍﻝﺠﺫﺭ ﺍﻝﻜﺎﻤﻥ ﺍﻝﻜﻠﻲ‪،‬‬
‫ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﻔﺴﺭﺓ )‪ (5.207‬ﻤﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ‪ .‬ﻭﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل )‪ (12‬ﺍﻝﻤﻭﺍﻝﻲ ﻋﺩﺩ ﺍﻝﺘﺸﺒﻌﺎﺕ‬
‫ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﺜﻼﺙ ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻫﻲ )‪ ،(12-27-26‬ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻗﻴﻤﺔ ﺍﻝﺘﺸﺒﻌﺎﺕ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻴﻥ‬
‫ﺃﻋﻠﻰ ﺘﺸﺒﻊ ﺒﻘﻴﻤﺔ )‪ (0.654‬ﻝﻠﻌﺒﺎﺭﺓ )‪ ،(26‬ﻭﺃﻗل ﺘﺸﺒﻊ ﻜﺎﻥ )‪ (0.613‬ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪.(12‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(12‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺩﺱ‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.654‬‬ ‫ﺘﺴﻤﺢ ﺍﻝﻤﻜﺎﻓﺄﺓ ﺍﻝﻤﺎﻝﻴﺔ ﺒﺘﻭﻓﻴﺭ ﺍﻝﺘﺤﻔﻴﺯ ﺍﻝﻼﺯﻡ ﻝﻼﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺍﻝﺒﺤﺙ‪.‬‬ ‫‪26‬‬
‫‪0.653‬‬ ‫ﺘﻘﺩﻡ ﺍﻝﺒﻴﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﻠﻔﺭﻴﻕ ﺍﻝﻁﺎﻗﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﻔﻜﺭﻴﺔ ﺍﻝﺘﻲ ﺘﺩﻋﻡ ﺤﺎﺠﺎﺕ ﺍﻝﻔﺭﻴﻕ ﻝﻼﺒﺘﻜﺎﺭ‬ ‫‪27‬‬
‫ﻭﺍﻻﻨﺠﺎﺯ‪.‬‬
‫‪0.613‬‬ ‫ﺘﻭﺍﺠﻪ ﺍﻷﻓﻜﺎﺭ ﻏﻴﺭ ﺍﻝﻤﺄﻝﻭﻓﺔ ﺍﻨﺘﻘﺎﺩ ﺍﻝﺯﻤﻼﺀ‪ ،‬ﻭﻴﺠﺩ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺼﻌﻭﺒﺔ ﻓﻲ ﺒﻨﺎﺀ ﺍﻻﻓﻜﺎﺭ‬ ‫‪12‬‬
‫ﺍﻝﺠﻤﺎﻋﻴﺔ‪.‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﺒﻔﺤﺹ ﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺸﺒﻌﺕ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﻨﺠﺩ ﺃﻨﻬﺎ ﺘﺭﺘﺒﻁ ﺒﻤﺩﻯ ﺘﻭﻓﺭ ﺍﻝﺘﺤﻔﻴﺯ ﻭﺍﻝﺩﻋﻡ ﻤﻥ ﺠﻬﺔ‬
‫ﺍﻝﺒﻴﺌﺔ ﺍﻝﺨﺎﺭﺠﻴﺔ ﺍﻝﻤﺤﻴﻁﺔ ﺒﺎﻝﻔﺭﻴﻕ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺍﻝﺘﻌﻭﻴﺽ ﺍﻝﻤﺎﻝﻲ ﺍﻝﻼﺯﻡ ﻝﺘﺤﻔﻴﺯ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻋﻠﻰ ﺇﺘﻤﺎﻡ ﺃﻫﺩﺍﻑ‬
‫ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻤﻭﺍﺭﺩ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﻔﻜﺭﻴﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻭﻓﺭﻫﺎ ﺍﻝﺸﺭﻴﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﻷﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻤﻥ ﺃﺠل ﺍﻨﺠﺎﺯ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ .‬ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺩﻋﻡ ﻤﻥ ﺠﺎﻨﺏ ﻤﻨﺎﺥ ﺍﻝﻌﻤل ﺩﺍﺨل ﺍﻝﻔﺭﻴﻕ‬
‫ﻓﻴﺘﻤﺜل ﻓﻲ ﻤﺩﻯ ﻗﺩﺭﺓ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻋﻠﻰ ﺨﻠﻕ ﺒﻴﺌﺔ ﺩﺍﻋﻤﺔ ﻝﻠﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻝﺠﻤﺎﻋﻲ‪ ،‬ﻭﻴﺘﻀﺢ ﺫﻝﻙ ﻤﻥ ﺨﻼل‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪73‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺘﻘﺒل ﺍﻷﻋﻀﺎﺀ ﻝﻸﻓﻜﺎﺭ ﺍﻝﺨﺎﺭﺠﺔ ﻋﻥ ﺍﻝﻤﺄﻝﻭﻑ ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﺴﻤﺔ ﺃﺴﺎﺴﻴﺔ ﻝﻠﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ‪ ،‬ﻭﻜﺫﻝﻙ ﻗﺩﺭﺓ ﺃﻋﻀﺎﺀ‬
‫ﺍﻝﻔﺭﻴﻕ ﻋﻠﻰ ﺘﻭﻝﻴﺩ ﻭﻤﺯﺝ ﺍﻷﻓﻜﺎﺭ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﺫﻝﻙ‪ ،‬ﺃﻥ ﺘﻼﻗﺢ ﺍﻷﻓﻜﺎﺭ ﺘﻌﺘﺒﺭ ﺴﻤﺔ ﺃﺴﺎﺴﻴﺔ ﻝﻠﺘﻔﻜﻴﺭ ﺍﻝﺠﻤﺎﻋﻲ‪.‬‬
‫ﻤﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﻓﻬﻡ ﺃﻥ ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺩﺱ ﻴﺘﻤﺜل ﻓﻲ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺘﻲ ﺘﺴﻤﺢ ﺒﺘﻁﻭﻴﺭ ﺍﻻﺴﺘﻌﺩﺍﺩﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻷﻋﻀﺎﺀ‬
‫ﺍﻝﻔﺭﻴﻕ ﻤﻥ ﺃﺠل ﺍﻝﺘﻤﺴﻙ ﺒﺎﻨﺠﺎﺯ ﺃﻫﺩﻑ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﺤﻴﺙ ﺃﻥ ﻫﺫﻩ ﺍﻻﺴﺘﻌﺩﺍﺩﺍﺕ ﺘﺘﺄﺜﺭ ﺒﻜل ﻤﻥ ﺍﻝﺒﻴﺌﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺍﻝﻤﺤﻴﻁﺔ ﺒﺎﻝﻤﺸﺭﻭﻉ ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻤل‪ ،‬ﻤﻥ ﺫﻝﻙ ﻴﻤﻜﻥ ﺘﺴﻤﻴﺔ ﻫﺫﺍ‬
‫ﻤﻀﻤﻭﻥ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﻴﺠﻌل ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﻤﻁﺎﻝﺒﺔ ﻤﻥ ﺍﻝﻭﻫﻠﺔ‬ ‫ﺍﻝﻌﺎﻤل‪" :‬ﺍﻝﺒﻴﺌﺔ ﺍﻝﺩﺍﻋﻤﺔ ﻝﻠﻔﺭﻴﻕ"‪.‬‬
‫ﺍﻷﻭﻝﻰ‪ ،‬ﺒﺘﻘﺩﻴﻡ ﺍﻝﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺍﻨﺠﺎﺯ ﻤﻬﻤﺔ ﻓﺭﻴﻕ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ .‬ﻓﻤﻥ ﺍﻝﻭﺍﺠﺏ ﺃﻥ ﻻ ﻴﺘﺄﺨﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﺴﺅﻭﻝﻴﻥ‬
‫ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﻭﻅﻴﻔﻴﺔ‪ ،‬ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻝﺩﻋﻡ ﻝﻠﻔﺭﻴﻕ ﻝﺘﺠﺎﻭﺯ ﻤﺨﺘﻠﻑ ﺍﻝﻌﻘﺒﺎﺕ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺨﺎﺼﺔ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﻭﺍﺠﻬﻪ‪ ،‬ﻤﺜل ﺘﻘﺩﻴﻡ ﺍﻝﻨﺼﺢ ﻭﺍﻝﻤﺸﻭﺭﺓ ﻷﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺃﻭ ﺇﻋﺎﺩﺓ ﺘﺯﻭﻴﺩ ﺍﻝﻔﺭﻴﻕ ﺒﺎﻝﻤﻭﺍﺭﺩ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺤﺘﻰ ﺍﻝﺒﺸﺭﻴﺔ‪.‬‬
‫ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺒﻊ‪ :‬ﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل)‪ (13‬ﺘﺸﺒﻊ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﻌﺒﺎﺭﺓ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﻫﻲ ﺍﻝﻌﺒﺎﺭﺓ )‪ ،(24‬ﻭﻜﺎﻨﺕ ﺫﺍﺕ ﺘﺸﺒﻊ ﻋﺎﻝﻲ‬
‫ﻭﺼل ﺇﻝﻰ ﺍﻝﻘﻴﻤﺔ )‪.(0.747‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(12‬ﺘﺸﺒﻊ ﺍﻝﻌﺒﺭﺍﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺒﻊ‬

‫ﺍﻝﺘﺸﺒﻊ‬ ‫ﺍﻝﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ ﺍﻝﻌﺒﺎﺭﺓ‬
‫‪0.747‬‬ ‫ﻴﻭﺠﺩ ﻓﺭﺹ ﻤﻨﺎﺴﺒﺔ ﻷﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻤﻥ ﺃﺠل ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻭﺘﻌﺯﻴﺯ ﻗﺩﺭﺍﺘﻬﻡ‪.‬‬ ‫‪24‬‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻫﻤﻴﺔ ﻤﻀﻤﻭﻥ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻝﺘﻲ ﺘﺸﺒﻊ ﻋﻠﻴﻬﺎ ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺒﻊ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺸﻴﺭ ﺍﻝﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻨﺎﺤﻴﺔ ﺘﻭﻓﺭ ﻓﺭﺹ ﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﻭﻗﺩﺭﺍﺕ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻌﻜﺱ ﺠﻬﻭﺩ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻝﺭﺍﻋﻴﺔ ﻝﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ )ﺍﻝﺠﺎﻤﻌﺎﺕ؛ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﻭﺙ؛ ﺍﻝﺸﺭﻜﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﻴﻥ؛ ﺍﻝﻭﻜﺎﻻﺕ‬
‫ﺍﻝﻤﺘﺨﺼﺼﺔ( ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﺘﻜﻭﻴﻥ ﻷﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺒﻌﺎﺩ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﺒﺴﺏ ﺘﺸﺒﻌﻪ‬
‫ﺒﻌﺒﺎﺭﺓ ﻭﺍﺤﺩﺓ‪.‬‬
‫ﺘﺤﻠﻴل ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ‪:‬‬
‫ﺒﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋ ﹰﺎ ﻭﺘﺭﺘﻴﺒﻬﺎ ﺤﺴﺏ ﺍﻷﻫﻤﻴﺔ ﻭﻓﻕ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺩﻡ ﺍﻝﻤﺘﻭﺴﻁ‬
‫ﺍﻝﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺤﺴﺎﺏ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻋﻠﻰ‬
‫ﻜل ﻋﺎﻤل ﻤﻨﻔﺭﺩ‪ ،‬ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﺒﺎﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻌﺎﻤل‪ .‬ﻭﻗﺩ ﻋﺩ ﺍﻝﻌﺎﻤل ﺍﻝﺫﻱ ﺘﻘل ﻓﻴﻪ ﺩﺭﺠﺎﺕ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻌﻤﻼﺀ‬
‫ﻋﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻌﺎﻤل ﻤﺘﺩﻨﻴ ﹰﺎ ﻭﺃﻗل ﺸﻴﻭﻋ ﹰﺎ‪.‬‬

‫ﺍﻝﺠﺩﻭل)‪ :(14‬ﻭﺼﻑ ﺍﻝﻌﻭﺍﻤل‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻌﺎﻤل‬
‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬
‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪3‬‬ ‫‪0.970‬‬ ‫‪3.173‬‬ ‫ﺍﻝﻌﺎﻤل ﺍﻷﻭل‪ :‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ‬
‫ﻤﺭﺘﻔﻌﺔ‬ ‫‪1‬‬ ‫‪0.996‬‬ ‫‪3.630‬‬ ‫ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻻﻝﺘﺯﺍﻡ ﺒﻤﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‬
‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪6‬‬ ‫‪0.828‬‬ ‫‪2.789‬‬ ‫ﺍﻝﻌﺎﻤل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ‬
‫ﻤﺭﺘﻔﻌﺔ‬ ‫‪2‬‬ ‫‪0.855‬‬ ‫‪3.411‬‬ ‫ﺍﻝﻌﺎﻤل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻤﺠﺎل ﺍﻝﺒﺤﺙ‬
‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪5‬‬ ‫‪0.962‬‬ ‫‪2.882‬‬ ‫ﺍﻝﻌﺎﻤل ﺍﻝﺨﺎﻤﺱ‪ :‬ﺘﺸﻜﻴﻠﺔ ﺍﻝﻔﺭﻴﻕ‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪74‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪4‬‬ ‫‪0.888‬‬ ‫‪3.033‬‬ ‫ﺍﻝﻌﺎﻤل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺍﻝﺒﻴﺌﺔ ﺍﻝﺩﺍﻋﻤﺔ‬

‫ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻴﻅﻬﺭ ﺍﻝﺠﺩﻭل)‪ (14‬ﺃﻥ ﺃﻜﺜﺭ ﺍﻝﻌﻭﺍﻤل ﺸﻴﻭﻋ ﹰﺎ ﻭﺍﺭﺘﺒﺎﻁﹰﺎ ﺒﺎﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﻭﻁﻨﻴﺔ ﻝﻠﺒﺤﺙ )‪(PNR‬‬
‫ﻭﻤﺸﺎﺭﻴﻊ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﺒﺭﻤﺠﺔ ﻭﺘﻘﻴﻴﻡ ﺍﻝﺒﺤﺙ ﺍﻝﺠﺎﻤﻌﻲ )‪ (CNEPRU‬ﻤﻥ ﺤﻴﺙ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻷﺴﺎﺘﺫﺓ‬
‫ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﻫﻲ ﺒﺎﻝﺘﺭﺘﻴﺏ ﺍﻝﺘﺎﻝﻲ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ‪:‬‬
‫‪_1‬ﺍﻻﻝﺘﺯﺍﻡ ﺒﻤﻬﻤﺔ ﺍﻝﺒﺤﺙ‪ :‬ﺒﻠﻎ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل )‪ (3.630‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (0.996‬ﻭﻫﻭ‬
‫ﺃﻋﻠﻰ ﻤﻥ ﺍﻝﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﺍﻻﻓﺘﺭﺍﻀﻲ )‪ (3‬ﻭﻫﺫﺍ ﺩﻻﻝﺔ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﻤﺔ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻨﺠﺎﺯ‬
‫ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻸﻓﺭﺍﺩ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ‪ .‬ﺤﻴﺙ ﻴﺜﺒﺕ ﺃﻥ ﻋﺎﻤل ﺍﻻﻝﺘﺯﺍﻡ ﻭﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻪ ﻝﺩﻯ‬
‫ﺍﻷﻋﻀﺎﺀ ﻫﻭ ﺍﻝﻌﺎﻤل ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﺘﺘﻔﻕ ﻨﺘﻴﺠﺔ ﺍﻝﺒﺤﺙ ﻤﻊ ﻤﺎ ﻴﺅﻜﺩ ﻋﻠﻴﻪ ﻜﺎﺘﺯﻴﻨﺒﺎﻙ ﻭﺴﻤﻴﺙ‪ ،‬ﺃﻥ ﺍﻝﺤﺱ ﺍﻝﻌﻤﻴﻕ ﺒﺎﻻﻝﺘﺯﺍﻡ ﺍﻝﺸﺨﺼﻲ ﻫﻭ ﻤﺎ ﻴﻤﻴﺯ ﻓﺭﻕ‬
‫ﺍﻝﻌﻤل ﺫﺍﺕ ﺍﻷﺩﺍﺀ ﺍﻝﻤﺘﻤﻴﺯ ﻋﻥ ﻏﻴﺭﻫﺎ‪ .‬ﻭﺒﺎﻝﺘﺎﻝﻲ‪ ،‬ﻓﺎﻥ ﻓﺭﻕ ﺍﻝﻌﻤل ﺃﻜﺜﺭ ﺘﺤﺴﺴ ﹰﺎ ﻝﻠﻐﺎﻴﺔ ﺍﻝﻤﺭﺠﻭﺓ‪ .‬ﻜﻤﺎ ﺘﺩﻋﻡ ﻨﺘﻴﺠﺔ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺠﻬﺔ ﻨﻅﺭ ﺭﻭﺒﻴﺕ ﺍﻝﻴﺱ ﻭﺍﻴﺕ )‪ (Robert. E. White‬ﻓﻲ ﺃﻥ ﺍﻝﻔﺭﻴﻕ ﻜﻜﻴﺎﻥ ﻓﺭﺩﻱ ﻴﻤﺭ ﻤﻥ ﻤﺭﺤﻠﺔ‬
‫ﻋﺩﻡ ﺍﻝﻨﻀﺞ ﺇﻝﻰ ﻤﺭﺤﻠﺔ ﺍﻝﻨﻀﺞ ﻤﻥ ﺨﻼل ﺍﻝﻨﻘل ﺍﻝﻔﺎﻋل ﻝﻠﻤﻌﺭﻓﺔ ﻭﺍﻝﻤﻬﺎﺭﺕ ﻤﻥ ﻗﺒل ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ‪ .‬ﻭﺃﻥ ﺍﻝﻔﺭﻴﻕ‬
‫ﻴﻤﺭ ﻤﻥ ﻤﺭﺤﻠﺔ ﺘﺸﻜﻴﻠﻪ ﺇﻝﻰ ﻤﺭﺤﻠﺔ ﺍﻷﺩﺍﺀ ﺍﻝﻔﻌﺎل ﺒﺄﺭﺒﻌﺔ ﻤﺭﺍﺤل‪ :‬ﺍﻻﺭﺘﺒﺎﻙ؛ ﺍﻝﺼﺭﺍﻉ؛ ﺍﻝﺘﻌﺎﻭﻥ؛ ﻭﺍﻻﻝﺘﺯﺍﻡ‪ ،‬ﻭﺒﺫﻝﻙ‬
‫ﻴﻜﻭﻥ ﺍﻝﻔﺭﻴﻕ ﺍﻝﺫﻱ ﻴﻌﻤل ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﻤﻬﻤﺔ ﻓﺭﻴﻘ ﹰﺎ ﻨﺎﻀﺠﺎﹰ‪ ،‬ﻭﻴﻜﻭﻥ ﺍﻝﻭﻀﻊ ﻋﻨﺩﺌﺫ ﻝﻴﺱ ﺜﺎﺒﺘ ﹰﺎ ﺒل ﻤﺘﺤﺭﻙ‬
‫ﻭﻨﺸﻴﻁ ﺤﻴﺙ ﺘﻭﻝﺩ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﺤﻴﻭﻴﺔ ﻭﺍﻝﻔﻬﻡ‪ ،‬ﻭﺴﻴﻘﻭﺩ ﺍﻻﻝﺘﺯﺍﻡ ﺍﻝﻔﺭﻴﻕ ﻨﺤﻭ ﺍﺘﺠﺎﻫﺎﺕ ﺘﺨﺘﻠﻑ ﻋﻤﺎ ﻜﺎﻥ ﻤﺘﺼﻭﺭﹰﺍ ﻓﻲ‬
‫ﺍﻝﺒﺩﺍﻴﺔ ﻭﻨﺤﻭ ﻤﺴﺘﻭﻴﺎﺕ ﺃﺩﺍﺀ ﻝﻡ ﻴﻜﻥ ﺒﺎﻹﻤﻜﺎﻥ ﺘﻭﻗﻌﻬﺎ‪.‬‬
‫‪_2‬ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻤﺠﺎل ﺍﻝﺒﺤﺙ‪ :‬ﺒﻠﻎ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل )‪ (3.411‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﺒﺩﺭﺠﺔ‬
‫)‪ ،(0.855‬ﻭﺘﻀﻊ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻫﺫﺍ ﺍﻝﻌﺎﻤل ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻤﻥ ﺤﻴﺙ ﻤﺴﺘﻭﻯ ﺍﻷﻫﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻔﻭﻕ ﺍﻝﻤﺘﻭﺴﻁ‬
‫ﺍﻝﻨﻅﺭﻱ )‪ .(3‬ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﻨﻤﻭﺫﺝ ﺍﻹﺒﺩﺍﻉ ﺍﻝﺫﻱ ﻗﺩﻤﺘﻪ ﺘﻴﺭﻴﺯﺍ ﺍﻤﺎﺒﻴل )‪ (T. Amabile‬ﺍﻝﻤﺘﻀﻤﻥ ﻝﺜﻼﺜﺔ‬
‫ﻋﻭﺍﻤل ﻫﻲ‪ :‬ﺍﻝﺤﺎﻝﺔ ﺍﻝﺩﺍﻓﻌﻴﺔ؛ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ؛ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺠﺎل ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﻫﻲ ﺘﺸﻤل ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻝﺨﺎﺼﺔ ﺒﻤﺠﺎل ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻔﻨﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﻭﺃﻴﺔ ﻤﻭﻫﺒﺔ ﺨﺎﺼﺔ ﺒﺎﻝﻤﺠﺎل‪ .‬ﻭﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ‬
‫ﺘﺸﺘﻤل ﻋﻠﻰ ﺍﻝﻘﺩﺭﺓ ﺍﻹﺩﺭﺍﻜﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ ﻭﺃﻨﻤﺎﻁ ﺍﻝﻌﻤل‪ ،‬ﻭﺍﻝﻔﻬﻡ ﺍﻝﻀﻤﻨﻲ ﻭﺍﻝﺼﺭﻴﺢ ﻝﻜﻴﻔﻴﺔ ﺘﻭﻝﻴﺩ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ‬
‫ﺘﺘﺼﻑ ﺒﺎﻝﺤﺩﺍﺜﺔ‪ .‬ﺇﻥ ﺍﻷﺩﺍﺀ ﺍﻹﺒﺩﺍﻋﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺘﺄﻝﻴﻑ ﺒﻴﻥ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﺜﻼﺜﺔ ﻝﻠﻨﻤﻭﺫﺝ‪.‬‬
‫‪_3‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﺎﻋﻠﺔ ﺒﻴﻥ ﺍﻷﻋﻀﺎﺀ‪ :‬ﺒﻠﻎ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ )‪ (3.173‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ .(0.970‬ﺘﺘﻔﻕ ﻫﺫﻩ‬
‫ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﻗﺩﻤﻬﺎ ﺒﻴﺭﻨﺯ ﻭﺴﺘﻴﻠﻜﺭ )‪ (Burns & Stelker‬ﺴﻨﺔ ‪ 1961‬ﻭ ﻤﻴﺩﻭﺯ )‪(Meadows‬‬
‫ﺴﻨﺔ ‪ 1980‬ﻜﻴﻑ ﻴﺅﺜﺭ ﻫﻴﻜل ﺍﻝﻔﺭﻴﻕ ﻋﻠﻰ ﺍﻝﻘﺩﺭﺓ ﺍﻻﺒﺘﻜﺎﺭﻴﺔ‪ ،‬ﻭﻫﻲ ﺘﻁﺒﻕ ﻤﻔﺎﻫﻴﻡ ﺍﻝﻬﻴﺎﻜل ﺍﻝﻌﻀﻭﻴﺔ ﻭﺍﻝﻤﻴﻜﺎﻨﻴﻜﻴﺔ‬
‫ﻋﻠﻰ ﺠﻤﺎﻋﺎﺕ ﺍﻝﻌﻤل‪ .‬ﻓﺎﻝﺠﻤﺎﻋﺔ ﺍﻝﻌﻀﻭﻴﺔ ﺘﻤﻴل ﺇﻝﻰ ﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﻤﻬﺎﻡ ﺒﻁﺭﻴﻘﺔ ﺘﻜﺎﻤﻠﻴﺔ ﺒﺩﻻ ﻤﻥ ﺘﻘﺴﻴﻤﻬﺎ ﺇﻝﻰ ﻤﻬﺎﻡ‬
‫ﻓﺭﻋﻴﺔ ﻤﻨﻔﺼﻠﺔ‪ .‬ﻭﺍﻥ ﺭﻭﺍﺒﻁﻬﺎ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﺴﺅﻭﻝﻴﺔ ﻭﺍﻝﺴﻠﻁﺔ ﻭﺍﻝﺘﺄﺜﻴﺭ ﻝﻴﺴﺕ ﻤﺤﺩﺩﺓ ﺒﻁﺭﻴﻘﺔ ﺼﺎﺭﻤﺔ‪ ،‬ﻭﻝﻜﻨﻬﺎ –‬
‫ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ‪ -‬ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﺠﻤﺎﻋﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻗﺩﺭ ﻜﺒﻴﺭ ﻤﻥ ﺍﻻﺘﺼﺎل‪ ،‬ﻭﺃﻨﻬﺎ‬
‫ﺩﺍﻋﻤﺔ ﺃﻜﺜﺭ ﻤﻨﻬﺎ ﺘﻭﺠﻴﻬﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﺩﺭﺠﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻻﻨﺨﺭﺍﻁ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻝﺠﻤﺎﻋﺔ‪.‬‬
‫ﻭﻨﺠﺩ ﺃﻥ ﺃﻋﻀﺎﺀ ﺍﻝﺠﻤﺎﻋﺔ ﺍﻝﻌﻀﻭﻴﺔ ﻴﻅﻬﺭﻭﻥ ﺍﻝﺘﺯﺍﻤﺎ ﻗﻭﻴﺎ ﺒﺎﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﺤﻜﻡ ﻤﻬﻨﺘﻬﻡ‪ ،‬ﻭﻓﻭﻕ ﺫﻝﻙ ﻓﻭﻕ‬
‫ﺍﻻﻝﺘﺯﺍﻡ ﻨﺤﻭ ﻤﻨﻅﻤﺔ ﻤﻌﻴﻨﺔ‪ .‬ﻭﻗﺩ ﺒﻴﻥ ﻤﻴﺩﻭﺯ ﺃﻥ ﻤﻔﺎﻫﻴﻡ ﺍﻝﻌﻀﻭﻴﺔ ﻭﺍﻝﻤﻴﻜﺎﻨﻴﻜﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﻁﺒﻕ ﻋﻠﻰ ﺍﻝﺠﻤﺎﻋﺎﺕ‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪75‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺩﺍﺨل ﺍﻝﻤﻨﻅﻤﺎﺕ ﺍﻝﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺘﻠﻙ ﺍﻝﺠﻤﻌﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﻤﻬﺎﻤﻬﺎ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻝﻘﺩﺭﺓ ﺍﻻﺒﺘﻜﺎﺭﻴﺔ –‬
‫ﻤﺜل ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﻓﻲ ﻤﺠﺎل ﺍﻻﺘﺼﺎﻻﺕ‪ -‬ﻭﺍﻝﺘﻲ ﺘﻤﻴل ﻷﻥ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﻋﻀﻭﻴﺔ )ﻜﻨﺞ ﻭﺍﻨﺩﺭﺴﻭﻥ‪:2004،‬‬
‫ﺹ‪.(173‬‬
‫‪_4‬ﺍﻝﺒﻴﺌﺔ ﺍﻝﺩﺍﻋﻤﺔ‪ :‬ﺤﻴﺙ ﺒﻠﻎ ﺍﻝﻤﺘﻭﺴﻁ )‪ (3.033‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (0.888‬ﻭﻫﻲ ﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ ﺘﺩل ﺒﺄﻥ‬
‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻴﺴﺘﺸﻌﺭﻭﻥ ﺒﻭﺠﻭﺩ ﺩﻋﻡ ﻭﺘﺤﻔﻴﺯ ﻝﻔﺭﻴﻕ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﺫﺍ ﻴﺜﺒﺕ ﺃﻫﻤﻴﺔ ﺍﻝﺘﻌﻭﻴﺽ ﺍﻝﻤﺎﻝﻲ ﺍﻝﻤﻘﺩﻡ‬
‫ﻝﻤﺨﺘﻠﻑ ﺃﻋﻀﺎﺀ ﻓﺭﻴﻕ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﺒﺸﻜل ﺸﻬﺭﻱ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺼل ﺇﻝﻰ ‪ 12300‬ﺩﺝ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺩﻴﺭ ﺍﻝﺒﺤﺙ ﻓﻲ‬
‫ﺤﺎﻝﺔ )‪ (CNEPRU‬ﻭﺘﺼل ﺇﻝﻰ ‪ 45000‬ﺩﺝ ﻝﺭﺌﻴﺱ ﻓﺭﻗﺔ ﺒﺤﺙ ﻓﻲ ﺤﺎﻝﺔ ﻤﺸﺎﺭﻴﻊ )‪ (PNR‬ﻝﻤﺩﺓ ﺜﻼﺙ ﺴﻨﻭﺍﺕ‪.‬‬
‫ﻜﻤﺎ ﺘﺜﺒﺕ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻤﺒﺫﻭﻝﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﺸﺄﻥ ﻤﻥ ﻁﺭﻑ ﺍﻝﺩﻭﻝﺔ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺘﺜﻤﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻭﻁﻨﻲ‪ .‬ﻝﻜﻥ ﻴﻤﻜﻥ‬
‫ﺍﺴﺘﻨﺘﺎﺝ ﺃﻨﻪ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺘﻭﻓﺭ ﺘﻌﻭﻴﺽ ﻫﺎﻡ ﻋﻥ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ‪ ،‬ﺇﻻ ﺃﻨﻪ ﻝﻡ ﻴﻨﺘﺞ ﺍﻝﺘﺤﻔﻴﺯ ﺍﻝﺫﻱ ﻴﺘﻭﻗﻊ ﻤﻨﻪ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬
‫ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺭﺒﻁ ﻫﺫﻩ ﺍﻝﺘﻌﻭﻴﻀﺎﺕ ﺒﺎﻝﻨﺘﺎﺌﺞ ﺍﻝﻔﻌﻠﻴﺔ‪ .‬ﻭﺍﻋﺘﻤﺎﺩ ﺃﺴﺎﻝﻴﺏ ﺭﻗﺎﺒﻴﺔ ﻓﻌﺎﻝﺔ ﻝﺘﻘﻴﻴﻡ ﻨﺴﺒﺔ ﺍﻝﺘﻘﺩﻡ ﻓﻲ‬
‫ﺍﻻﻨﺠﺎﺯ ﻭﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﻘﻘﺔ ﻓﻌﻼ – ﻭﻫﺫﺍ ﺒﺤﺴﺏ ﻤﺎ ﻴﻘﺘﺭﺤﻪ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ‪ -‬ﺤﻴﺙ ﺃﻥ ﺃﻏﻠﺏ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﺘﻲ‬
‫ﺘﺭﻓﻊ ﺍﻝﻬﻴﺌﺎﺕ ﺍﻝﻤﺨﺘﺼﺔ ﺨﻼل ﻓﺘﺭﺓ ﺍﻨﺠﺎﺯ ﺍﻝﻤﺸﺭﻭﻉ ﺘﻌﺘﺒﺭ ﺼﻭﺭﻴﺔ ﻭﺸﻜﻠﻴﺔ ﻻ ﺘﻌﻜﺱ ﺍﻝﻭﺍﻗﻊ‪.‬‬
‫ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﻨﻅﺭﻴﺔ ﺘﻴﺭﻴﺯﺍ ﺍﻤﺎﺒﻴل‪ ،‬ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻰ ﻓﺭﻀﻴﺔ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﻹﺒﺩﺍﻋﻲ ﺍﻝﺫﻱ ﻴﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﺨﺼﺎﺌﺹ ﺍﻝﺒﻴﺌﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺅﺩﻱ ﺇﻝﻰ ﺘﻴﺴﻴﺭ ﺃﻭ ﺇﻋﺎﻗﺔ "ﺍﻝﺩﺍﻓﻊ ﺍﻝﻔﻌﻠﻲ" ﺒﺩﻻ ﻤﻥ ﺍﻝﻭﻋﺩ ﺒﺎﻝﻤﻜﺎﻓﺄﺓ ﺍﻝﻤﻌﺭﻭﻑ ﺒﺎﻝﺩﺍﻓﻊ‬
‫ﺍﻝﻌﺎﺭﺽ‪ .‬ﺍﻝﺤﺎﻝﺔ ﺍﻝﺩﺍﻓﻌﻴﺔ ﺘﺤﺩﺩ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻹﺒﺩﺍﻋﻲ ﻭﻫﻲ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻓﻲ ﻤﺭﺤﻠﺘﻴﻥ‪ :‬ﻋﻨﺩ ﺒﺩﺍﻴﺔ ﺍﻝﻌﻤﻠﻴﺔ‪ ،‬ﻭﻫﻲ‬
‫ﻤﺭﺤﻠﺔ ﻋﺭﺽ ﺍﻝﻤﻬﻤﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﻬﻤﺔ ﺍﻹﺒﺩﺍﻋﻴﺔ ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺸﺨﺹ ﺒﻌﻤل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺤﺘﻤﻠﺔ ﻝﻠﺒﺤﺙ‬
‫ﻋﻥ ﺤﻠﻭل ﺇﺒﺩﺍﻋﻴﺔ ﺃﻭ ﻋﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻤﻼﺌﻤﺔ ﻝﻠﻤﻬﻤﺔ ﺍﻝﺘﻲ ﺒﻴﻥ ﻴﺩﻴﻪ )ﻜﻨﺞ ﻭﺍﻨﺩﺭﺴﻭﻥ‪ :2004 ،‬ﺹ‪.(149‬‬
‫‪_5‬ﺘﺸﻜﻴﻠﺔ ﺍﻝﻔﺭﻴﻕ‪ :‬ﺒﻠﻎ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ )‪ (2.882‬ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ )‪ (0.962‬ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤل ﻭﻫﻲ ﺃﻗل ﻤﻥ‬
‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻔﺭﻀﻲ )‪ ،(3‬ﻭﻫﺫﺍ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﺩل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﺃﻥ ﺘﺸﻜﻴﻠﺔ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﻴﻤﻜﻥ ﺃﻥ‬
‫ﺘﻜﻭﻥ ﻏﻴﺭ ﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﺃﻫﺩﺍﻑ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﺴﺘﻨﺘﺎﺝ ﺍﻨﺨﻔﺎﺽ ﺘﻭﻗﻊ ﺘﺤﻘﻕ‬
‫ﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ ﻤﺨﺭﺠﺎﺕ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ‪ .‬ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻝﻠﺒﺤﺙ ﺘﺨﺎﻝﻑ ﺍﻝﺸﺭﻭﻁ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ‬
‫ﻋﺭﺽ ﺍﻝﻤﺸﺭﻭﻉ )‪ (CANVAS‬ﻓﻴﻤﺎ ﻴﺨﺹ ﺘﺤﺩﻴﺩ ﺘﺸﻜﻴﻠﺔ ﺃﻋﻀﺎﺀ ﺍﻝﻔﺭﻴﻕ ﺨﺎﺼﺔ ﻭﺃﻨﻬﺎ ﺘﺭﻜﺯ ﻋﻠﻰ ﻀﺭﻭﺭﺓ‬
‫ﺍﻨﺘﻤﺎﺀ ﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﻨﻔﺱ ﺍﻝﺘﺨﺼﺹ ﻭﺍﻝﻤﺠﺎل‪ ،‬ﻭﻫﺫﺍ ﻤﻥ ﺩﻭﻥ ﺸﻙ‪،‬‬
‫ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﺩﺭﺍﺴﺎﺕ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺠﻤﺎﻋﻲ ﻤﻨﻬﺎ ﺍﻓﺘﺭﺍﻀﺎﺕ ﺍﻝﻌﺼﻑ ﺍﻝﺫﻫﻨﻲ‪ ،‬ﻭﻨﻅﺭﻴﺎﺕ‬
‫ﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻝﺩﻭﺍﺭﺩ ﺩﻱ ﺒﻭﻨﻭ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺜﺒﺕ ﺃﻥ ﺍﻝﺘﺨﺼﺹ ﺍﻝﻤﺘﻌﺩﺩ ﻴﺯﻴﺩ ﻤﻥ ﺘﻭﻗﻊ ﺍﻹﺒﺩﺍﻉ ﻓﻲ ﺃﺩﺍﺀ ﻓﺭﻕ‬
‫ﻭﺠﻤﺎﻋﺎﺕ ﺍﻝﻌﻤل‪.‬‬
‫‪_6‬ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ‪ :‬ﺒﻠﻎ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ )‪ (2.789‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(0.828‬ﻭﻗﺩ ﺒﻠﻐﺕ ﺩﺭﺠﺔ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ ﻋﻠﻴﻪ ﺩﺭﺠﺔ ﻀﻌﻴﻔﺔ ﻷﻨﻬﺎ ﺩﻭﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻔﺭﻀﻲ )‪ ،(3‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺜﺒﺕ ﺍﻨﺨﻔﺎﺽ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻷﺩﺍﺀ ﻓﻲ ﻓﺭﻕ ﻤﺸﺎﺭﻴﻊ ﺍﻝﺒﺤﺙ )‪ (PNR‬ﻭ)‪ .(CNEPRU‬ﺇﻥ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﻤﻌﺘﻤﺩﺓ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻏﻴﺭ‬
‫ﻨﺎﺠﻌﺔ ﻭﻻ ﺘﺤﻔﺯ ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻷﺩﺍﺀ‪ .‬ﻭﻨﺘﻴﺠﺔ ﺍﻝﺒﺤﺙ ﻫﺫﻩ‪ ،‬ﺘﻌﺎﺭﻀﺕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ‬
‫ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﻭﺍﻻﺒﺘﻜﺎﺭ‪ ،‬ﻭﻫﺫﺍ ﺍﻷﻤﺭ ﻻ ﻴﺘﻁﺎﺒﻕ ﻋﻠﻰ ﺍﻷﻗل ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ‬
‫ﺍﻝﻨﻅﺭﻴﺔ ﻋﻠﻰ ﻓﺭﻕ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﻲ ﻴﻌﺘﺒﺭ ﺍﻻﺒﺘﻜﺎﺭ ﻤﻥ ﺒﻴﻥ ﺃﻫﻡ ﻤﺨﺭﺠﺎﺘﻬﺎ‪ ،‬ﺫﻝﻙ ﺃﻥ ﺍﻷﺩﺍﺀ ﻴﺘﻀﻤﻥ ﺸﻘﻴﻥ ﺃﺴﺎﺴﻴﻥ‪:‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪76‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬
 ‫)‪Vol. 17 (1‬‬ ‫ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻋﻤﺎﺩﺓ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫ﺍﻝﻜﻔﺎﺀﺓ ﻭﺍﻝﻔﺎﻋﻠﻴﺔ‪ ،‬ﻭﺒﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺸﻘﺎ ﺃﺴﺎﺴﻴﺎ ﻤﻥ ﺍﻷﺩﺍﺀ ﺘﻤﺜل ﻤﺴﺘﻭﻯ ﺘﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ‪ ،‬ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ‬
‫ﺃﻥ ﻨﺘﻴﺠﺔ ﺍﻝﺒﺤﺙ ﺘﺘﻔﻕ ﻤﻊ ﻫﺫﺍ ﺍﻻﻓﺘﺭﺍﺽ‪.‬‬
‫ﺍﻝﻤﺭﺍﺠﻊ‪:‬‬
‫‪ .1‬ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﺭﺴﻤﻴﺔ ﻝﻠﺠﻤﻬﻭﺭﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ ،‬ﺍﻝﻌﺩﺩ ‪ 27 ،10‬ﻓﺒﺭﺍﻴﺭ ‪.2008‬‬
‫‪ .2‬ﻭﻜﺎﻝﺔ ﺍﻷﻨﺒﺎﺀ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ)‪ ،(2014/09/29‬ﺤﺩﻴﺙ ﻭﺯﻴﺭ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﺤﻤﺩ ﻤﺒﺎﺭﻜﻲ ﻝﻭﻜﺎﻝﺔ‬
‫ﺍﻷﻨﺒﺎﺀ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪. http://www.aps.dz/ar/sante-science-tech/8138،13:31 ،‬‬
‫‪ .3‬ﻫﺎﻭﺭﺩ ﺠﺎﺭﺩﻨﺭ )‪ ،(2009‬ﺍﻷﺴﺱ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻼﺒﺘﻜﺎﺭ‪ ،‬ﺘﺭﺠﻤﺔ ‪ :‬ﺍﻝﻤﺭﻜﺯ ﺍﻝﺜﻘﺎﻓﻲ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪،‬‬
‫ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ .4‬ﺭﺍﻴﻤﻭ ﻨﻭﺭﻤﻲ‪ ،‬ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ ﻭﻗﻴﺎﺩﺓ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،2‬ﺍﻝﻌﺩﺩ ‪ ،1‬ﻤﺠﻠﺔ ﺇﺩﺍﺭﺓ ﺃﺩﺍﺀ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ‬
‫ﺠﺎﻤﻌﺔ ‪.MCB‬‬
‫‪ .5‬ﺏ‪ .‬ﻜﺎﺴﺘﻜﺎ‪ ،‬ﻭﺍﺨﺭﻭﻥ )‪" ،(2001‬ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﻨﺎﺠﺢ ﻝﻔﺭﻕ ﺍﻝﻌﻤل ﺍﻝﻤﺘﻤﻴﺯﺓ ﺍﻷﺩﺍﺀ"‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺃﺩﺍﺀ ﻓﺭﻴﻕ ﺍﻝﻌﻤل‪ ،‬ﺍﻝﻤﺠﻠﺩ‪ ،1‬ﺍﻝﻌﺩﺩ ‪ ،8/7‬ﻤﻁﺒﻭﻋﺎﺕ ﺠﺎﻤﻌﺔ ‪.MCB‬‬
‫‪ .6‬ﺒﻴﺘﻲ ﻜﻭﻨﺘﻲ ‪ ،‬ﺒﺭﺍﻴﻥ ﻩ‪ .‬ﻜﻠﻴﻨﺭ )‪ ،(1997‬ﻜﻴﻔﻴﺔ ﺘﻌﺯﻴﺯ ﺍﻝﻌﻤل ﻀﻤﻥ ﻓﺭﻴﻕ ﻓﻲ ﺍﻝﻤﺅﺴﺴﺎﺕ‪ ،‬ﺍﻝﺘﺩﺭﻴﺏ ﻤﻥ ﺍﺠل‬
‫ﺍﻝﺠﻭﺩﺓ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،5‬ﺍﻝﻌﺩﺩ ‪ ،1‬ﻤﻨﺸﻭﺭﺍﺕ ‪.MCB‬‬
‫‪ .7‬ﺍﻝﻤﺭﺴﻭﻡ ﺍﻝﺘﻨﻔﻴﺫﻱ ﺭﻗﻡ ‪ 109-13‬ﺍﻝﻤﺅﺭﺥ ﻓﻲ ‪ 2013/03/ 17‬ﻴﺤﺩﺩ ﻜﻴﻔﻴﺎﺕ ﺇﻨﺸﺎﺀ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﻭﺴﻴﺭﻫﺎ‪،‬‬
‫ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﺭﺴﻤﻴﺔ‪ ،‬ﺍﻝﻌﺩﺩ ‪.16‬‬
‫‪ .8‬ﺍﻝﻤﺭﺴﻭﻡ ﺍﻝﺘﻨﻔﻴﺫﻱ ﺭﻗﻡ ‪ 256-99‬ﻤﺅﺭﺥ ﻓﻲ ‪ ، 1999/11/16‬ﻴﺤﺩﺩ ﻜﻴﻔﻴﺎﺕ ﺇﻨﺸﺎﺀ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﻌﻤﻭﻤﻴﺔ ﺫﺍﺕ‬
‫ﺍﻝﻁﺎﺒﻊ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﻭﺘﻨﻅﻴﻤﻬﺎ ﻭﺴﻴﺭﻫﺎ‪ ،‬ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﺭﺴﻤﻴﺔ‪ ،‬ﺍﻝﻌﺩﺩ ‪.82‬‬
‫‪ .9‬ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﺭﺴﻤﻴﺔ ﻝﻠﺠﻤﻬﻭﺭﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ ،‬ﺍﻝﻌﺩﺩ ‪ 27 ،10‬ﻓﺒﺭﺍﻴﺭ ‪.2008‬‬
‫‪ .10‬ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻤﺤﻤﺩ ﺍﻝﻌﺒﺎﺴﻲ)‪ ،(2011‬ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ )‪ (Factor Analysis‬ﺘﻁﺒﻴﻘﺎﺕ ﻓﻲ ﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﻌﻬﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻹﺤﺼﺎﺌﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻘﺎﻫﺭﺓ‪.2‬‬
‫‪ .11‬ﺃﺴﺎﻤﺔ ﺭﺒﻴﻊ )‪ ،(2008‬ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻌﺩﺩﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ‪ ،spss‬ﻗﺴﻡ ﺍﻹﺤﺼﺎﺀ ﺠﺎﻤﻌﺔ‬
‫ﺍﻝﻤﻨﻭﻓﻴﺔ‪.‬‬
‫‪ .12‬ﻤﺤﻤﺩ ﻓﺭﺝ‪ ،‬ﻓﺎﺌﺯﺓ ﺨﻠﻴل )‪ ،(2014‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﺎﻤﻠﻲ ﻓﻲ ﺘﺤﺩﻴﺩ ﺃﻫﻡ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ ﻫﺠﺭﺓ‬
‫ﺍﻝﻜﻔﺎﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺴﻭﺩﺍﻨﻴﺔ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،5‬ﺍﻝﻌﺩﺩ ‪ ،12‬ﻤﺠﻠﺔ ﺍﻤﺎﺭﺍﺒﺎﻙ‪ ،‬ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻠﻌﻠﻭﻡ‬
‫ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪.‬‬
‫‪ .13‬ﺴﻌﺩ ﺯﻏﻠﻭل ﺒﺸﻴﺭ)‪ ،(2002‬ﺩﻝﻴﻠﻙ ﺇﻝﻰ ‪ ..‬ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻹﺤﺼﺎﺌﻲ ‪ ،SPSS‬ﺍﻝﻤﻌﻬﺩ ﺍﻝﻌﺭﺒﻲ ﻝﻠﺘﺩﺭﻴﺏ ﻭﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‪.‬‬
‫‪ .14‬ﻨﻴﺠل ﻜﻨﺞ‪ ،‬ﻨﻴل ﺃﻨﺩﺭﺴﻭﻥ )‪ ،(2004‬ﺇﺩﺍﺭﺓ ﺃﻨﺸﻁﺔ ﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻝﺘﻐﻴﻴﺭ‪ :‬ﺩﻝﻴل ﺍﻗﺘﺼﺎﺩﻱ ﻝﻠﻤﻨﻅﻤﺎﺕ‪ ،‬ﺘﺭﺠﻤﺔ‬
‫ﻤﺤﻤﻭﺩ ﺤﺴﻥ ﺤﺴﻨﻲ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﺭﻴﺦ‪ ،‬ﺍﻝﺭﻴﺎﺽ‪.‬‬

‫‪Volume 17(1) 2016‬‬ ‫‪Journal of Economic Sciences‬‬

‫‪77‬‬ ‫‪ISSN (Print):1858-6740‬‬ ‫‪e-ISSN (Online):1858-6759‬‬