‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻣﻌﺎﻳﲑ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‬

‫ﺇﺑﺮﺍﻫﻴﻢ ﻋﺒﺪﻭ‬
‫ﺩﺭﺍﺳﺔ‬ ‫ﻣﻌﺎﻳﻴﺮ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺎﺕ ﺍﻟﺠﺎﻣﻌﻴﺔ ﺃﲪﺪ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ‪:‬‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬‬
‫ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‬
‫ﻋﻀﻮ ﻫﻴﺌﺔ ﻓﻨﻴﺔ‪ -‬ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‬
‫ﻣﺠﻠﺔ ﺍﻟﻤﺮﻛﺰ ﺍﻟﻌﺮﺑﻲ ﻟﻠﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻲ ﻋﻠﻮﻡ ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﺍﻟﻤﺼﺪﺭ‪:‬‬
‫ـﺮﺍﺕ‬‫ﺟﺎﻣﻌــــﺔ ﺍﻟﻔـــ‬ ‫ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻤﺮﻛﺰ ﺍﻟﻌﺮﺑﻲ ﻟﻠﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻲ ﻋﻠﻮﻡ ﺍﻟﻤﻜﺘﺒﺎﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻨﺎﺷﺮ‪:‬‬
‫ﺍﳌﺴﺘﺨﻠﺺ‪:‬‬
‫ﻋﺒﺪﻭ‪ ،‬ﺃﺣﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ‬ ‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬
‫ﺃﻫﻢ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﰲ ﺍﳌﻜﺘﺒـﺎﺕ‬ ‫ﻣﻦﻉ‪6‬‬ ‫ﺍﻟﻤﺠﻠﺪ‪/‬ﺍﻟﻌﺪﺩ‪ :‬ﻣﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ‬
‫ﻣﺞ‪,3‬‬ ‫ﻳ‪‬ﻌﺪ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ‪،‬ﻭﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻳﺴﺎﻋﺪ ﺑﺸﻜﻞ ﻛﺒﲑ‬ ‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻭﺍﳌﻜﺘﺒﺎﺕﻧﻌﻢ‬‫ﻣﺤﻜﻤﺔ‪:‬‬
‫‪2016‬ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ‪،‬ﻭﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠـﻰ ﻣﻔﻬـﻮﻡ‬ ‫ﻣﺴﺘﻮﻯ ﺍﳋﺪﻣﺔ‬ ‫ﻋﻠﻰ ﲢﺴﲔ‬
‫ﺍﻟﻤﻴﻼﺩﻱ‪:‬‬ ‫ﺍﻟﺘﺎﺭﻳﺦ‬

‫ﻭﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻭﻣﺎ ﺃﺑﺮﺯ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﻌﻠﻘـﺔ‬
‫ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄﻳﻮﻟﻴﻮ‬
‫ﺍﻟﺸﻬﺮ‪:‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺼﺮﻳﺔ ﻭﺍﻟﺴﻮﺭﻳﺔ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒـﺎﺕ‬ ‫ﻭﺍﲡﻬﺖ ‪204 -‬‬
‫ﺑﺎﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪235 ،‬‬‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬

‫ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻭﺿﻊ ﺗﺼﻮﺭ ﻣﻘﺘـﺮﺡ ﳌﻌـﺎﻳﲑ ﺍﻷﺩﺍﺀ ﰲ‬ ‫‪759967‬‬‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ‪‬ﺪﻑ ﲢﺪﻳﺪ‬ ‫ﺭﻗﻢ ‪:MD‬‬

‫ﻇﺮﻭﻑ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻭﻳﺘﻤﺎﺷﻰ ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻷﻣﺮﻳﻜﻴـﺔ‪,‬‬‫ﻭﻣﻘﺎﻻﺕ‬ ‫ﺑﺤﻮﺙ ﻣﻊ‬

‫ﺍﳉﺎﻣﻌﻴﺔ ﲟﺎ ﻳﺘﻨﺎﺳﺐ‬ ‫ﺍﻟﻤﺤﺘﻮﻯ‪:‬‬
‫ﻧﻮﻉ ﺍﳌﻜﺘﺒﺎﺕ‬
‫ﻋﺸﺮﺓ ﻣﻜﺘﺒﺔ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﰲ ﻓﺮﻭﻉ ﺟﺎﻣﻌـﺔ‬ ‫‪Arabic‬‬ ‫ﺍﻟﻠﻐﺔ‪:‬ﻭﻗﺪ ﴰﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﺭﺑﻊ‬
‫‪HumanIndex‬ﺍﻋﺘﻤﺪ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻣﻨﻬﺞ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﻟﺮﺻﺪ ﺍﻟﻮﺍﻗﻊ ﺍﳌﻮﺟﻮﺩ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪:‬ﻟﺰﻭﺭ‪/‬ﺍﳊﺴﻜﺔ‪ /‬ﺍﻟﺮﻗﺔ(‪.‬‬
‫ﻗﻮﺍﻋﺪﺍﻟﻔﺮﺍﺕ ﰲ)ﺩﻳﺮﺍ‬
‫ﺍﻟﻤﻜﺘﺒﺎﺕ ﻭ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ‪ ،‬ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ‪ ،‬ﻣﻌﺎﻳﻴﺮ ﺍﻟﺠﻮﺩﺓ ‪ ،‬ﺍﻟﻤﻜﺘﺒﺎﺕ‬
‫ﻭﺿﻊ‬ ‫ﻣﻮﺍﺿﻴﻊ‪:‬ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﺪﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻨﻬﺎ‪ ،‬ﻭﳏﺎﻭﻟﺔ‬ ‫ﰲ‬
‫ﺍﻟﺠﺎﻣﻌﻴﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ‪ ،‬ﺳﻮﺭﻳﺎ‬
‫ﺗﺼﻮﺭ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﻨﻬﻮﺽ ‪‬ﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻗﺘﺮﺍﺡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻇـﺮﻭﻑ‬
‫‪https://search.mandumah.com/Record/759967‬‬ ‫ﺭﺍﺑﻂ‪:‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‬
‫ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﻜﺘﺒﺎﺕ – ﻣﻌﺎﻳﲑ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ -‬ﺍﳌﻜﺘﺒﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳉﺎﻣﻌﻲ‪.‬‬
‫© ‪ 2020‬ﺩﺍﺭ ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬
‫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.‬‬

‫‪204‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻣﻌﺎﻳﲑ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‬

‫ﺃﲪﺪ ﺇﺑﺮﺍﻫﻴﻢ ﻋﺒﺪﻭ‬

‫ﻋﻀﻮ ﻫﻴﺌﺔ ﻓﻨﻴﺔ‪ -‬ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‬
‫ﺟﺎﻣﻌــــﺔ ﺍﻟﻔــــﺮﺍﺕ‬

‫ﺍﳌﺴﺘﺨﻠﺺ‪:‬‬

‫ﻳ‪‬ﻌﺪ ﻣﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ ﻣﻦ ﺃﻫﻢ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﰲ ﺍﳌﻜﺘﺒـﺎﺕ‬
‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻭﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ‪،‬ﻭﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻳﺴﺎﻋﺪ ﺑﺸﻜﻞ ﻛﺒﲑ‬
‫ﻋﻠﻰ ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﳋﺪﻣﺔ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ‪،‬ﻭﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠـﻰ ﻣﻔﻬـﻮﻡ‬
‫ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻭﻣﺎ ﺃﺑﺮﺯ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﻌﻠﻘـﺔ‬
‫ﺑﺎﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﺍﲡﻬﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺼﺮﻳﺔ ﻭﺍﻟﺴﻮﺭﻳﺔ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ‪‬ﺪﻑ ﲢﺪﻳﺪ ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻭﺿﻊ ﺗﺼﻮﺭ ﻣﻘﺘـﺮﺡ ﳌﻌـﺎﻳﲑ ﺍﻷﺩﺍﺀ ﰲ‬
‫ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻇﺮﻭﻑ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻭﻳﺘﻤﺎﺷﻰ ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻷﻣﺮﻳﻜﻴـﺔ‪,‬‬
‫ﻭﻗﺪ ﴰﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﺭﺑﻊ ﻋﺸﺮﺓ ﻣﻜﺘﺒﺔ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﰲ ﻓﺮﻭﻉ ﺟﺎﻣﻌـﺔ‬
‫ﺍﻟﻔﺮﺍﺕ ﰲ)ﺩﻳﺮﺍﻟﺰﻭﺭ‪/‬ﺍﳊﺴﻜﺔ‪ /‬ﺍﻟﺮﻗﺔ(‪ .‬ﺍﻋﺘﻤﺪ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻣﻨﻬﺞ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﻟﺮﺻﺪ ﺍﻟﻮﺍﻗﻊ ﺍﳌﻮﺟﻮﺩ‬
‫ﰲ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﺪﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻨﻬﺎ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﻭﺿﻊ‬
‫ﺗﺼﻮﺭ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﻨﻬﻮﺽ ‪‬ﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻗﺘﺮﺍﺡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻇـﺮﻭﻑ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‬
‫ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﻜﺘﺒﺎﺕ – ﻣﻌﺎﻳﲑ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ -‬ﺍﳌﻜﺘﺒﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳉﺎﻣﻌﻲ‪.‬‬

‫‪204‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﻭﺗﻜﻤﻦ ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺃﻥ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻫﻲ ﺍﳉﺎﻣﻌـﺔ ﺍﳊﻜﻮﻣﻴـﺔ ﺍﻷﻭﱃ ﰲ ﺍﳌﻨﻄﻘـﺔ‬

‫ﺍﻟﺸﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﱂ ﲣﻀﻊ ﻣﻜﺘﺒﺎ‪‬ﺎ ﻷﻱ ﺩﺭﺍﺳﺔ ﻣﻨﺬ ﺗﺎﺭﻳﺦ ﺇﻧﺸﺎﺀ ﺍﳉﺎﻣﻌﺔ ﻋﺎﻡ ‪ ،2006‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻮﺍﻓﺮ‬
‫ﺇﻣﻜﺎﻧﺎﺕ ﻋﻠﻤﻴﺔ ﻭﲝﺜﻴﺔ ﻣﺪﻋﻮﻣﺔ ﺑﺈﻣﻜﺎﻧﺎﺕ ﻣﺎﺩﻳﺔ ﺟﻴﺪﺓ ﳑﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﲑ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‬
‫ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻟﻜﻮ‪‬ﺎ ﻣﻜﺘﺒﺎﺕ ﺣﺪﻳﺜﺔ ﺍﻹﻧﺸﺎﺀ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺘﻢ ﺗـﻮﻓﲑ ﺍﳉﻬـﺪ‬
‫ﻭﺍﻟﻮﻗﺖ ﻣﺴﺘﻘﺒﻼﹰ ﻋﻨﺪ ﺗﻄﻮﻳﺮﻫﺎ ﲝﻴﺚ ﺗﺼﺒﺢ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﻴﺔ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ‪ ,‬ﻭﻗﺪ ﺳﻌﺖ ﻫـﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺑﻴﺎﻥ ﻣﺪﻯ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﲑ ﺿﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺑﻨﺎﺀٍ ﻋﻠﻰ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﻮﺭﻳﺔ ﺍﳌﻌﺪﺓ ﻻﻋﺘﻤﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﳋﺎﺻﺔ ﰲ ﺳﻮﺭﻳﺎ‪ ،‬ﻭﺍﳌﺆﺷـﺮﺍﺕ‬
‫ﺍﳌﺼﺮﻳﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻣﺸﺮﻭﻉ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺘﺄﻫﻴﻞ ﻟﻼﻋﺘﻤﺎﺩ ﻟﻠﺠﺎﻣﻌﺎﺕ ﺍﳌﺼﺮﻳﺔ ‪ ،‬ﻭﻗﺪ ﻗﺪﻣﺖ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﺼﻮﺭﺍﹰ ﻣﻘﺘﺮﺣﺎﹰ ﳌﻌﺎﻳﲑ ﺿﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻋﻠﻰ ﺿﻮﺀ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺮﺍﺋﺪﺓ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻷﻣﺮﻳﻜﻴﺔ ‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫‪ (1‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺎﻫﻴﺔ ﺍﳉﻮﺩﺓ ﻭﻗﻴﻤﻬﺎ‪.‬‬

‫‪ (2‬ﲢﻠﻴﻞ ﻭﺍﻗﻊ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﰲ ﺿﻮﺀ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺼﺮﻳﺔ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﻮﺭﻳﺔ‪.‬‬
‫‪ (3‬ﺣﺼﺮ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻨﻬﺎ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻗﺘﺮﺍﺡ ﻣﻌﺎﻳﲑ ﺗﺼﻠﺢ‬
‫ﻟﻠﺘﻄﺒﻴﻖ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬

‫ﳎﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺣﺪﻭﺩﻫﺎ‪:‬‬

‫‪ -‬ﺍﳊﺪﻭﺩ ﺍﳌﻮﺿﻮﻋﻴﺔ‪ :‬ﺗﻨﺎﻭﻟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺪﻯ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺼﺮﻳﺔ ﻭﺍﻟﺴﻮﺭﻳﺔ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫‪ -‬ﺍﳊﺪﻭﺩ ﺍﳌﻜﺎﻧﻴﺔ‪ :‬ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻜﺘﺒﺎﺕ ﻣﻦ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔـﺮﺍﺕ ﰲ‬
‫ﻛﻞ ﻣﻦ ﳏﺎﻓﻈﺎﺕ)ﺩﻳﺮﺍﻟﺰﻭﺭ‪ /‬ﺍﳊﺴﻜﺔ‪ /‬ﺍﻟﺮﻗﺔ( ﰲ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‪.‬‬

‫‪205‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ -‬ﺍﳊﺪﻭﺩ ﺍﻟﺰﻣﻨﻴﺔ‪ :‬ﻏﻄﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻗﻊ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻦ ﺗﺎﺭﻳﺦ ﺇﻧﺸﺎﺀ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻋﺎﻡ ‪2006‬ﻭﺣﱴ‬
‫ﻋﺎﻡ ‪.2013‬‬
‫‪ -‬ﺍﳊﺪﻭﺩ ﺍﻟﻜﻤﻴﺔ‪ :‬ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﲢﻠﻴﻞ ﻭﺩﺭﺍﺳﺔ ﻭﺍﻗﻊ )‪ (14‬ﻣﻜﺘﺒﺔ ﰲ ﻛﻠﻴـﺎﺕ ﺟﺎﻣﻌـﺔ‬
‫ﺍﻟﻔﺮﺍﺕ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺛﻼﺙ ﳏﺎﻓﻈﺎﺕ ﻫﻲ‪ :‬ﺩﻳﺮﺍﻟﺰﻭﺭ‪ /‬ﺍﳊﺴﻜﺔ‪ /‬ﺍﻟﺮﻗﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺻﻞ ) ‪ (25‬ﻣﻜﺘﺒﺔ‪،‬‬
‫ﺣﻴﺖ ﰎ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﱵ ﺗﻀﻢ ﻣﻜﺘﺒﺎﺕ ﻭﻫﻲ‪:‬‬
‫ﺃ‪ -‬ﻣﻜﺘﺒﺎﺕ ﻛﻠﻴﺎﺕ ﻓﺮﻉ ﺩﻳﺮ ﺍﻟﺰﻭﺭ ﻭﻫﻲ‪ :‬ﺍﳍﻨﺪﺳﺔ ﺍﻟﺰﺭﺍﻋﻴﺔ ‪ /‬ﺍﳍﻨﺪﺳـﺔ ﺍﻟﺒﺘﺮﻛﻴﻤﻴﺎﺋﻴـﺔ‪ /‬ﺍﻟﻄـﺐ‬
‫ﺍﻟﺒﺸﺮﻱ‪ /‬ﺍﻻﻗﺘﺼﺎﺩ‪ /‬ﺍﻟﺘﺮﺑﻴﺔ‪ /‬ﺍﻟﻌﻠﻮﻡ‪ /‬ﺍﻵﺩﺍﺏ ‪/‬ﺍﳊﻘﻮﻕ‪.‬‬
‫ﺏ‪ -‬ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻓﺮﻉ ﺍﳊﺴﻜﺔ‪ :‬ﺍﳍﻨﺪﺳﺔ ﺍﻟﺰﺭﺍﻋﻴﺔ‪ /‬ﻛﻠﻴﱵ ﺍﻵﺩﺍﺏ ﻭﺍﻟﺘﺮﺑﻴﺔ)ﻣﻜﺘﺒﺔ ﻣﺸﺘﺮﻛﺔ(‪/‬‬
‫ﺍﳊﻘﻮﻕ‪.‬‬
‫ﺟــ ‪ -‬ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻓﺮﻉ ﺍﻟﺮﻗﺔ‪ :‬ﺍﳍﻨﺪﺳﺔ ﺍﳌﺪﻧﻴﺔ‪ /‬ﺍﻟﺘﺮﺑﻴﺔ‪ /‬ﺍﻵﺩﺍﺏ‪.‬‬
‫ﻭﻗﺪ ﺍﺳﺘﺒﻌﺪﺕ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﱵ ﻻ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻜﺘﺒﺎﺕ ﻭﻗﺪ ﺑﻠﻎ ﻋﺪﺩﻫﺎ ﺇﺣﺪﻯ ﻋﺸﺮﺓ ﻛﻠﻴﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺴﺒﺐ‪:‬‬
‫‪ -1‬ﺣﺪﺍﺛﺔ ﺇﻧﺸﺎﺀ ﺗﺴﻊ ﻛﻠﻴﺎﺕ ﻫﻲ )ﺍﳍﻨﺪﺳﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‪/‬ﺍﻟﻄﺐ ﺍﻟﺒﻴﻄﺮﻱ‪ /‬ﺍﻟﺘﻤـﺮﻳﺾ‪/‬‬
‫ﺍﳍﻨﺪﺳﺔ ﺍﳌﻌﻤﺎﺭﻳﺔ ﺑﺪﻳﺮ ﺍﻟﺰﻭﺭ(‪)،‬ﻃﺐ ﺍﻷﺳﻨﺎﻥ‪/‬ﺍﻟﻌﻠﻮﻡ‪/‬ﺍﳍﻨﺪﺳﺔ ﺍﳌﺪﻧﻴﺔ‪ /‬ﺍﻻﻗﺘﺼﺎﺩ ﺑﺎﳊﺴﻜﺔ(‪ ) ،‬ﺍﻟﺼﻴﺪﻟﺔ‪/‬‬
‫ﺍﳍﻨﺪﺳﺔ ﺍﻟﺰﺭﺍﻋﻴﺔ ﺑﺎﻟﺮﻗﺔ( ﻭﺑﺎﻟﺘﺎﱄ ﱂ ﻳﺘﻢ ﺑﻌﺪ ﺇﻧﺸﺎﺀ ﻣﻜﺘﺒﺎﺕ ﳍﺎ‪.‬‬
‫‪ -2‬ﻋﺪﻡ ﺇﻧﺸﺎﺀ ﻣﻜﺘﺒﺔ ﻟﻜﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺑﺎﻟﺮﻗﺔ ﺑﻌﺪ ﻓﺼﻞ ﻣﺒﲎ ﻛﻠﻴﱵ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳍﻨﺪﺳﺔ ﺍﳌﺪﻧﻴﺔ ﺑﺎﻟﺮﻗﺔ ﺣﻴﺚ‬
‫ﻛﺎﻥ ﳍﻤﺎ ﻧﻔﺲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﰲ ﺩﺭﺍﺳﺘﻪ ﻋﻠﻰ ﻣﻨﻬﺞ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﻟﺮﺻﺪ ﺍﻟﻮﺍﻗﻊ ﺍﳌﻮﺟﻮﺩ ﰲ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﺪﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻨﻬﺎ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﻭﺿﻊ ﺗﺼﻮﺭ ﻳﺴﺎﻋﺪ ﻋﻠـﻰ‬
‫ﺍﻟﻨﻬﻮﺽ ‪‬ﺬﻩ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻗﺘﺮﺍﺡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻇﺮﻭﻑ ﺟﺎﻣﻌـﺔ‬
‫ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫‪ -‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬

‫‪206‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (1‬ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ :‬ﻭﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻣﻌﻠﻮﻣﺎﺕ ﻋﺎﻣﺔ ﻋـﻦ‬
‫ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻘﺘﻨـﺎﺓ ﰲ‬
‫ﺗﻠﻚ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ‪.‬‬
‫‪ (2‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﰎ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻭ‬
‫ﺍﳌﺴﺌﻮﻟﲔ ﺍﻹﺩﺍﺭﻳﲔ ﰲ ﺍﻟﻜﻠﻴﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ (3‬ﺍﳌﻼﺣﻈﺔ ﻭﺍﳌﺸﺎﻫﺪﺓ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻮﺍﺟﺪ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠـﻰ‬
‫ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺳﲑ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ (4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﻮﺭﻳﺔ ﻟﻼﻋﺘﻤﺎﺩ ﺍﻷﻛﺎﺩﳝﻲ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺎﱄ ﺍﻟﺴﻮﺭﻳﺔ‪ ،‬ﻭﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺼﺮﻳﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻣﺸﺮﻭﻉ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺘﺄﻫﻴﻞ ﻟﻼﻋﺘﻤـﺎﺩ‬
‫ﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺍﳌﺼﺮﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻮﺍﻗﻊ ﰲ ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﻠﺪﺭﺍﺳﺔ‪:‬‬

‫ﺃﻭﻻﹰ‪ :‬ﻣﺎﻫﻴﺔ ﺍﳉﻮﺩﺓ‪:‬‬

‫ﺑﻴ‪‬ﻦ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ ﺑﺄﻧﻪ‪ :‬ﻣﻦ ﺟﻴﺪ ﳚﻴﺪ ﻭﳚﺎﺩ ﺟﻴﺪﺍﹰ‪ ،‬ﻛﻤﺎ ﺗﻌﲏ ﺩﺭﺟﺔ ﺗﻔﻮﻕ‬
‫ﺍﻟﻌﺎﻟﻴﺔ ﰲ ﺍﻷﻗﻮﺍﻝ ﻭﺍﻷﻓﻌﺎﻝ ﻧﺘﻴﺠﺔ ﻟﻠﺘﺤﺴﻦ)‪.(1‬‬
‫)‪.(2‬‬
‫‪Quality‬‬ ‫ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﺗﻌﲏ ﺍﳋﺎﺻﻴﺔ ﺃﻭ ﺍﻟﺴﻤﺔ ﺃﻭ ﺍﻟﺼﻔﺔ ﺍﳌﻤﻴﺰﺓ‬
‫ﻭﻟﻠﺠﻮﺩﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻳﻀﺎ ﻣﻌﺎﻥ‪ ‬ﺃﺧﺮﻯ ﻣﻨﻬﺎ‪:‬‬
‫· ﻣﺴﺘﻮﻯ ﺷﻲﺀ ﻣﺎ ﻋﻨﺪﻣﺎ ﻳﻘﺎﺭﻥ ﺑﺄﺷﻴﺎﺀ ﺃﺧﺮﻯ ﻣﺜﻠﻪ‪.‬‬
‫· ﺧﺎﺻﻴﺔ ﺷﻲﺀ ﻣﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﳋﺎﺻﻴﺔ ﻫﻲ ﺍﻟﱵ ﲡﻌﻠﻪ ﳐﺘﻠﻔﺎﹰ ﻋﻦ ﺍﻵﺧﺮ)‪.(3‬‬

‫ﺛﺎﻧﻴﺎﹰ‪:‬ﺍﳉﻮﺩﺓ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﻜﺘﺒﻴﲔ‪:‬‬

‫ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﻭﺍﺿﺢ ﲟﻮﺿﻮﻉ ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ‪ ،‬ﻭﲤﺖ ﺍﻟﻜﺘﺎﺑﺔ ﻋﻨﻪ‬
‫ﺑﻄﺮﻕ ﻣﺜﻤﺮﺓ ﻭﻣﻔﻴﺪﺓ ﺟﺪﺍﹰ ﻭﻟﻜﻦ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﲢﺖ ﻫﺬﺍ ﺍﳌﺴﻤﻰ‪ ،‬ﻭﻣﻊ ﺍﺗﺴﺎﻉ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻘﻮﻡ‬
‫ﺑﻪ ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺎﺹ ﺑﺈﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺑﻮﺻـﻔﻪ‬
‫ﻣﻨﻬﺠﺎﹰ ﻋﻠﻤﻴﺎﹰ ﻭﻭﺳﻴﻠﺔ ﻓﺎﻋﻠﺔ ﻟﻠﺘﻄﻮﻳﺮ ﻭﺍﻟﻨﻬﻮﺽ ﲟﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻗﺎﻡ "‪ " Paul Mosher‬ﺑﺘﻌﺮﻳـﻒ‬

‫‪207‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺍﳉﻮﺩﺓ ﺑﺄ‪‬ﺎ ﺍﻟﻔﺎﺋﺪﺓ ﺃﻭ ﺍﻟﻌﺎﺋﺪ ﺍﻟﺬﻱ ﻳﺘﺤﻘﻖ ﻣﻦ ﻣﻘﺘﻨﻴﺎﺕ ﺍﳌﻜﺘﺒﺔ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻣﻨﻬﺎ ﻟﻠﻮﻓﺎﺀ ﺑﺎﺣﺘﻴﺎﺟﺎ‪‬ﻢ‬
‫ﰲ ﺃﻋﻤﺎﳍﻢ)‪.(4‬‬
‫ﻛﻤﺎ ﻋﺮﻓﺖ ﻣﲎ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﺍﳉﻮﺩﺓ ﺑﺄ‪‬ﺎ ﺗﻜﺎﻣﻞ ﺍﳌﻼﻣﺢ ﻭﺍﳋﺼﺎﺋﺺ ﳌﻨﺘﺞ ﺃﻭ ﺧﺪﻣـﺔ ﻣـﺎ‬
‫ﺑﺼﻮﺭﺓ ﲤﻜﻦ ﻣﻦ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺕ ﳏﺪﺩﺓ ﺃﻭ ﻣﻌﺮﻭﻓﺔ ﺿﻤﻨﺎﹰ‪ ،‬ﺃﻭ ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﺼﺎﺋﺺ‬
‫ﻭﺍﳌﻤﻴﺰﺍﺕ ﻟﻜﻴﺎﻥ ﻣﺎ ﺗﻌﱪ ﻋﻦ ﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﶈﺪﺩﺓ ﺃﻭ ﺍﳌﺘﻮﻗﻌﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺘﻔﻴﺪ)‪.(5‬‬
‫ﻭﺟﺎﺀ ﰲ ﺍﳌﻮﺳﻮﻋﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳌﺼﻄﻠﺤﺎﺕ ﻋﻠﻮﻡ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﺎﺳﺒﺎﺕ ﺗﻌﺮﻳﻒ ﺿﺒﻂ ﺍﳉﻮﺩﺓ‬
‫ﻋﻠﻰ ﺃﻧﻪ‪ :‬ﺇﺟﺮﺍﺀﺍﺕ ﳌﺮﺍﻗﺒﺔ ﻭﺗﻨﻈﻴﻢ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺝ ﻟﺘﺄﻣﲔ ﻣﻌﺎﻳﲑ ﻣﻼﺋﻤﺔ ﻭﻣﻮﺍﺻﻔﺎﺕ ﻣﻘﺒﻮﻟﺔ)‪.(6‬‬
‫ﻛﻤﺎ ﻭﺿﺤﺖ ﺧﻮﻟﺔ ﺍﻟﺸﻮﻳﻌﺮ ﻣﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﳉﻮﺩﺓ‪ :‬ﺗﻌﲏ ﺩﺭﺟﺔ ﺍﻟﺘﻔﻮﻕ ﻭﺍﻻﻣﺘﻴﺎﺯ ﻧﺘﻴﺠﺔ ﺍﻟﻮﻓﺎﺀ ﲟﺘﻄﻠﺒﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪.‬‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪ :‬ﺍﻟﺸﻤﻮﻝ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳉﻮﺩﺓ ﰲ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﲑ ﺍﳉﻮﺩﺓ ﰲ ﲨﻴﻊ ﺍﳋﺪﻣﺎﺕ ﺑﺪﺀﺍﹰ ﻣﻦ ﺍﻟﺘﻌﺮﻑ‬
‫ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻔﻴﺪ‪ ،‬ﻭﺍﻧﺘﻬﺎﺀ ﺑﺘﻘﻴﻴﻢ ﺭﺿﺎ ﺍﳌﺴﺘﻔﻴﺪ)‪.(7‬‬
‫ﻭﻋﺮﻓﺖ ﻣﺴﻔﺮﺓ ﺍﳋﺜﻌﻤﻲ ﺍﳉﻮﺩﺓ ﺑﺄ‪‬ﺎ‪ :‬ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﺘﻮﻗﻪ ﺍﳌﺴـﺘﻔﻴﺪ ﻣـﻦ‬
‫ﺍﳌﻜﺘﺒﺔ ﻟﻠﻮﻓﺎﺀ ﺑﺎﺣﺘﻴﺎﺟﺎﺗﻪ ﻭﻣﺘﻄﻠﺒﺎﺗﻪ ﺍﻟﻌﻠﻤﻴﺔ)‪.(8‬‬
‫ﻭﻗﺪ ﻋﺮﻑ ﺍﳌﻌﻬﺪ ﺍﻟﻔﺪﺭﺍﱄ ﻟﻠﺠﻮﺩﺓ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﺑﺄﻧﻪ‪ :‬ﺗﺄﺩﻳﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺼﺤﻴﺢ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‬
‫ﻣﻦ ﺃﻭﻝ ﻣﺮﺓ ﻣﻊ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺍﻟﻌﻤﻴﻞ ﰲ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻟﺘﺤﺴﻦ ﰲ ﺍﻷﺩﺍﺀ)‪.(9‬‬
‫ﻛﻤﺎ ﻋﺮ‪‬ﻑ ﺍﳌﺮﻛﺰ ﺍﻟﺪﻭﱄ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺑﻜﻠﻴﺔ ﺑﻮﺳﺘﻮﻥ ﺑﻜﻨﺪﺍ ﺍﳉﻮﺩﺓ‪ :‬ﺑﺄ‪‬ﺎ ﺿﻤﺎﻥ ﺃﻥ ﺷﻴﺌﺎﹰ ﻣﺎ‬
‫ﻳﻘﺎﺑﻞ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺳﺎﺳﻴﺔ ﺍﶈﻘﻘﺔ)‪.(10‬‬
‫ﺃﻣﺎ ﻣﺮﻛﺰ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ ﲟﺼﺮ ﻓﻘﺪ ﺣﺪﺩ ﻣﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ‪ :‬ﺑﺄ‪‬ﺎ ﻟﻴﺴﺖ ﻫﺪﻓﺎﹰ ﰲ ﺣﺪ ﺫﺍ‪‬ﺎ‬
‫ﻭﺇﳕﺎ ﻫﻲ ﺑﺎﻷﺳﺎﺱ ﻭﺳﻴﻠﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺮﺿﺎ ﺍﳌﻄﻠﻖ ﻭﺍﳌﺴﺘﻤﺮ ﻟﻠﻌﻤﻴﻞ ﻋﻦ ﻛﻞ ﻣﺎ ﻳﺼﻠﻪ ﻣﻦ ﺧﱪﺍﺕ‬
‫ﻭﺧﺪﻣﺎﺕ ﻭﻣﻨﺘﺠﺎﺕ)‪.(11‬‬
‫ﻭﻋﺮﻓﺘﻬﺎ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻀﻤﺎﻥ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﲜﻤﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺑﺄ‪‬ﺎ ﺩﺭﺟﺔ ﺍﺳﺘﻴﻔﺎﺀ‬
‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﱵ ﻳﺘﻮﻗﻌﻬﺎ ﺍﻟﻌﻤﻴﻞ ﺃﻭ ﺍﳌﺴﺘﻔﻴﺪ ﻣﻦ ﺍﳋﺪﻣﺔ ﺃﻭ ﺗﻠﻚ ﺍﳌﺘﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻌﻪ)‪.(12‬‬
‫ﻭﻳﻌﺪ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻭﺃﻗﺪﻣﻬﺎ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺬﻱ ﻭﺿﻌﺘﻪ ﺍﳌﻨﻈﻤﺔ ﺍﻟﺪﻭﻟﻴـﺔ ﻟﻠﺘﻮﺣﻴـﺪ ﻭﺍﻟﻘﻴـﺎﺱ‪:‬‬
‫)‪)(ISO‬ﺳﻮﺍﺀ ﺟﻮﺩﺓ ﺍﳋﺪﻣﺎﺕ ﺃﻭ ﺟﻮﺩﺓ ﺍﻟﺴﻠﻊ ﻭﺍﳌﻨﺘﺠﺎﺕ( ﰲ ﻣﻌﻴﺎﺭﻫﺎ ﺭﻗﻢ‪ :8402‬ﺍﳉﻮﺩﺓ ﻫﻲ ﺗﻜﺎﻣﻞ‬

‫‪208‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺍﳋﺼﺎﺋﺺ ﻭﺍﳌﻌﺎﱂ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻨﺘﺞ ﺃﻭ ﺧﺪﻣﺔ ﻣﺎ‪ ،‬ﲟﺎ ﻳﺆﺩﻱ ﺇﱃ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺕ ﳏﺪﺩﺓ ﻣـﻦ‬
‫ﻗﺒﻞ ﺑﺪﻗﺔ)‪.(13‬‬
‫ﻭﻫﻨﺎ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﳉﻮﺩﺓ ﺗﻌﺮﻳﻔﺎﹰ ﺇﺟﺮﺍﺋﻴﺎﹰ ﺑﺄ‪‬ﺎ‪ :‬ﺗﻄﺒﻴﻖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﶈﺪﺩﺓ‬
‫ﻣﺴﺒﻘﺎﹰ ﻣﻦ ﻗﺒﻞ ﻫﻴﺌﺔ ﺃﻭ ﻣﻨﻈﻤﺔ ﻣﻌﺘﺮﻑ ‪‬ﺎ ﳏﻠﻴﺎﹰ ﺃﻭ ﻋﺎﳌﻴﺎﹰ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺍﻟﺘﻄﺒﻴﻖ ﻣﻦ ﺧﻼﻝ ﻣﺸﺎﺭﻛﺔ ﻛﺎﻓﺔ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﲨﻴﻊ ﺟﻮﺍﻧﺐ ﺍﻟﻌﻤﻞ ﺑﺎﳌﻜﺘﺒﺔ‪ ،‬ﺪﻑ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟـﺎﺕ ﺍﳌﺴـﺘﻔﻴﺪ ﺃﻭ‬
‫ﺍﳌﺴﺘﺨﺪﻡ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺘﻮﻗﻌﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﻟﻀﻤﺎﻥ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﻟﻠﻤﻜﺘﺒﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪.‬‬
‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﺗﻄﻮﺭ ﻣﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ‪:‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺗﺘﺒﻊ ﺍﳉﺬﻭﺭ ﺍﻟﺘﺎﺭﳜﻴﺔ ﳌﻔﻬﻮﻡ ﺍﳉﻮﺩﺓ ﻗﺎﻡ ﺭﺍﺷﺪ ﺍﳊﻤﺎﱄ ﺑﺘﻘﺴﻴﻢ ﻣﺴﲑﺓ ﺗﻄﻮﺭ ﺍﳉﻮﺩﺓ ﻋﱪ‬
‫ﺍﳊﻘﺐ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺇﱃ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﻭﻫﻲ‪:‬‬
‫· ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ‪ :‬ﲤﺜﻞ ﺍﳊﻘﺐ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺍﻟﻘﺪﳝﺔ ﺣﱴ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻟﺚ ﻋﺸﺮ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﻓﲑﻯ ﺟﻴﻠﻴﺘـﻮ‬
‫ﻭﺯﻣﻼﺅﻩ ﺃﻥ ﺍﳉﻮﺩﺓ ﻭﺟﺪﺕ ﻣﻨﺬ ﺃﻳﺎﻡ ﺣﻜﻢ ﺍﻟﻔﺮﺍﻋﻨﺔ ‪ ،‬ﻭﰲ ﻣﺼﺮ ﺍﻟﻘﺪﳝﺔ ﰲ ﺣﻮﺍﱄ ‪1450‬ﻕ‪.‬ﻡ‬
‫ﻛﺎﻥ ﺍﳌﻔﺘﺸﻮﻥ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺳﻠﻜﺎﹰ ﻣﻌﺪﻧﻴﺎﹰ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﺑﻌﺎﺩ ﺍﻷﺣﺠﺎﺭ ﺑﻴﻨﻤﺎ ﻛﺎﻥ ﻗﺎﻃﻊ ﺍﻷﺣﺠﺎﺭ‬
‫ﻳﺮﺍﻗﺒﻬﻢ‪.‬‬
‫· ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﲤﺘﺪ ﻣﻦ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻟﺚ ﻋﺸﺮ ﻭﺣﱴ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ‪ ،‬ﻓﻔﻲ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﺜﺎﻟﺚ ﻋﺸﺮ ﺍﳌﻴﻼﺩﻱ ﻇﻬﺮﺕ ﺍﳊﺮﻓﻴﺔ ﻭﻧﻘﺎﺑﺔ ﺍﻟﺼﻨﺎﻉ ﻭﺍﻟﺘﺠﺎﺭ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺘﺮﻛﻴﺰ ﻣﻨﺼـﺒﺎﹰ ﻋﻠـﻰ‬
‫ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﻌﻴﻮﺏ ﻛﻤﺎ ﺃﻥ ﺍﳊﻜﻮﻣﺔ ﻛﺎﻧﺖ ﻗﺪ ﻭﺿﻌﺖ ﺍﳌﻌﺎﻳﲑ ﻛﺎﻷﻭﺯﺍﻥ ﻭﺍﳌﻘﺎﻳﻴﺲ‪ ،‬ﻭﻛـﺎﻥ‬
‫ﲟﻘﺪﻭﺭ ﻛﻞ ﺷﺨﺺ ﺃﻥ ﻳﻔﺤﺺ ﺍﳌﻨﺘﺠﺎﺕ ﻭﻳﻀﻊ ﻣﻌﻴﺎﺭﺍﹰ ﻭﺍﺣﺪﺍﹰ ﻟﻠﺠﻮﺩﺓ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻛـﺎﻥ‬
‫ﻓﻴﻪ ﺍﳌﺸﺘﺮﻭﻥ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﻭﲰﻌﺔ ﺍﳊﺮﰲ‪ ،‬ﰒ ﻗﺎﻣﺖ ﺑﻌﺪ ﺫﻟﻚ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﺩﻋﻤﺖ‬
‫ﳑﺎﺭﺳﺔ ﻭﻣﻔﻬﻮﻡ ﺍﳊﺮﻑ ﺑﺄﻥ ﺃﺿﻔﺖ ﻋﻠﻴﻪ ﺍﻟﺼﻔﺔ ﺍﻟﺮﲰﻴﺔ ﺑﺈﻧﺸﺎﺀ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻔﺘﻴﺶ‪.‬‬
‫· ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﻭﺗﺒﺪﺃ ﻣﻊ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻭﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ ﻣﺪﺗﲔ‪:‬‬
‫ﺍﳌﺪﺓ ﺍﻷﻭﱃ‪ :‬ﺑﺪﺃﺕ ﻣﻨﺬ ﻋﺎﻡ ‪1911‬ﻡ ﻭﺑﻈﻬﻮﺭ ﺣﺮﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﻧﺎﺩﻯ ‪‬ﺎ " ﻓﺮﻳﺪﺭﻙ ﺗﺎﻳﻠﻮﺭ"‬
‫ﰒ ﺗﻼ ﺍﳊﺮﻛﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻇﻬﻮﺭ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻨﺎﻋﻲ ﺍﻟﺬﻱ ﺭﻛﺰ ﻋﻠﻰ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻀﺨﻢ ﻟﻠﻤﻨﺘﺠﺎﺕ ﺍﳌﺼﻨﻌﺔ ﳑﺎ‬
‫ﺗﻄﻠﺐ ﻣﺪﺧﻼﹰ ﻋﻠﻤﻴﺎﹰ ﻟﺮﻗﺎﺑﺔ ﺍﳉﻮﺩﺓ ﻭ ﺃﺳﺎﻟﻴﺒﻬﺎ‪ ،‬ﻭﺑﺪﺃ ﺍﻻﻫﺘﻤﺎﻡ ﻟﺪﻯ ﺍﳊﻜﻮﻣﺔ ﺍﻷﻣﺮﻳﻜﻴـﺔ ﺑﺎﻟﺮﻗﺎﺑـﺔ‬
‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﻋﻠﻰ ﺍﳉﻮﺩﺓ ﻭﺫﻟﻚ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑــ " ﺇﺩﻭﺍﺭﺩ ﺩﳝﻨﺞ" ﺍﻟﻌﺎﱂ ﺍﻷﻣﺮﻳﻜﻲ ﺍﻟـﺬﻱ ﺩﺭﺱ ﰲ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬

‫‪209‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺍﳌﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻛﺎﻧﺖ ﰲ ﺃﻋﻘﺎﺏ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺑﻌﺪ ﺧﺮﻭﺝ ﺍﻟﻴﺎﺑﺎﻥ ﻛﺒﻠﺪ ﺩﻣﺮﺗﻪ ﺍﳊﺮﺏ‪ ،‬ﺣﻴﺚ‬
‫ﺩﻋﺎ ﺍﻟﻴﺎﺑﺎﻧﻴﻮﻥ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻷﻣﺮﻳﻜﻴﲔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻴﺎﺑﺎﻧﻴﲔ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺍﳉﻮﺩﺓ‪ ،‬ﻭﻛﺎﻥ ﻣﻨﻬﻢ "ﺇﺩﻭﺍﺭﺩ‬
‫ﺩﳝﻨﺞ"‪ ،‬ﻭﺑﻌﺪﻫﺎ ﺃﺻﺒﺤﺖ ﺍﻟﻴﺎﺑﺎﻥ ﺭﺍﺋﺪ ﺍﻟﻌﺎﱂ ﰲ ﺍﳉﻮﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﰲ ﺁﺧﺮ ﺍﻟﺴـﺒﻌﻴﻨﺎﺕ ﺃﺩﺭﻛـﺖ‬
‫ﺍﻟﺸﺮﻛﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻓﻜﺎﻧﺖ ﺍﻟﺒﺪﺍﻳﺔ ﺍﳊﻘﻴﻘﻴﺔ ﳊﺮﻛﺔ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﰲ ﻋﺎﻡ ‪1987‬ﺃﻋﻠﻨﺖ ﺍﳊﻜﻮﻣﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﻦ ﺟﺎﺋﺰﺓ ﻗﻮﻣﻴﺔ ﻟﻠﺠﻮﺩﺓ‪ ،‬ﻭﻗﺎﻣـﺖ‬
‫ﺍﻟﻌﺎﳌﺔ ﻧﺎﻧﺴﻲ ﺑﺼﻴﺎﻏﺔ ﻣﺼﻄﻠﺢ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﻭﺧﻄﺖ ﺃﻭﺭﺑﺎ ﺧﻄﻰ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﰲ ﻫﺬﺍ‬
‫ﺍ‪‬ﺎﻝ‪ ،‬ﻭﰲ ﻋﺎﻡ ‪1988‬ﻡ ﺗﺄﺳﺴﺖ ﺍﳌﺆﺳﺴﺔ ﺍﻷﻭﺭﺑﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ)‪.(14‬‬
‫ﻭﺑﺪﻭﺭﻩ ﺃﺿﺎﻑ ﻓﻴﺼﻞ ﺍﳊﺪﺍﺩ ﻣﺮﺣﻠﺘﲔ ﺇﱃ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻫﺎﺗﺎﻥ ﺍﳌﺮﺣﻠﺘﺎﻥ ﳘﺎ‪:‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻨﺬ ﻋﺎﻡ ‪1980- 1970‬ﻡ‪ :‬ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﰎ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺮﻗﺎﺑﺔ ﺍﳉﻮﺩﺓ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻟﻠﻌﻤﻞ‬
‫ﻋﻠﻰ ﺗﻜﺎﻣﻞ ﺑﺮﺍﻣﺞ ﺍﳉﻮﺩﺓ ﻭﺗﻨﺎﺳﻘﻬﺎ‪ ،‬ﻛﺬﻟﻚ ﱂ ﻳﻌﺪ ﺍﳌﺸﺮﻑ ﻫﻮ ﺍﳌﺴﺌﻮﻝ ﻋﻦ ﺍﳉﻮﺩﺓ‪ ،‬ﺑـﻞ ﻛﺎﻓـﺔ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻨﺬ ﻋﺎﻡ ‪1980‬ﻡ – ﺣﱴ ﺍﻵﻥ‪ :‬ﻭﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺑﺪﺃ ﻣﻔﻬﻮﻡ ﺗﺄﻛﻴﺪ ﺍﳉﻮﺩﺓ ﻛﻮﻇﻴﻔـﺔ‬
‫ﺃﺳﺎﺳﻴﺔ ﻟﻺﺩﺍﺭﺓ ﻭﺑﺮﺯﺕ ﺃﳘﻴﺔ ﺗﻄﺒﻴﻘﻪ ﰲ ﳎﺎﻻﺕ ﻣﺘﻌﺪﺩﺓ ﻛﺎﳋﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﻭﺗﻮﻟﻴﺪ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻮﻭﻳﺔ‪ ...‬ﻭﻏﲑﻫﺎ‪ ،‬ﻭﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻳﻀﺎﹰ ﺑﺮﺯﺕ ﺗﻌﺮﻳﻔﺎﺕ ﻣﺴﺘﺤﺪﺛﺔ ﻣﺜﻞ ﺟـﻮﺩﺓ ﺍﳊﻴـﺎﺓ‬
‫ﻭﺟﻮﺩﺓ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻇﻬﻮﺭ ﻣﻌﺎﻳﲑ ﺍﳉﻮﺩﺓ ﺍﻟﱵ ﻭﺿﻌﺘﻬﺎ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻠﻤﻮﺍﺻﻔﺎﺕ )‪.(15‬‬

‫ﺭﺍﺑﻌﺎﹰ‪ :‬ﻗﻴﻢ ﺍﳉﻮﺩﺓ ﻭﺃﺑﻌﺎﺩﻫﺎ‪:‬‬

‫ﻗﻴﻢ ﺍﳉﻮﺩﺓ‪:‬‬
‫‪ (1‬ﺇﻥ ﺳﻴﺎﺳﺔ ﺍﳌﻨﻈﻤﺔ ﺗﻮﺿﺢ ﺿﺮﻭﺭﺓ ﺗﺰﻭﻳﺪ ﺍﻟﻌﻤﻼﺀ ﺑﺴﻠﻊ ﻭﺧﺪﻣﺎﺕ ﺧﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻌﻴﻮﺏ ﻭﰲ ﺍﻟﻮﻗﺖ‬
‫ﺍﶈﺪﺩ ﺑﺪﻭﻥ ﺃﺧﻄﺎﺀ ﺃﻭ ﺇﳘﺎﻝ ﻭﳝﻜﻨﻨﺎ ﲢﻘﻴﻖ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ‪:‬‬
‫‪ (2‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﲨﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﻨﻈﻤﺔ ﻗﺪ ﺗﺪﺭﺑﻮﺍ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ‪.‬‬
‫‪ (3‬ﺗﻌﺰﻳﺰ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﲣﺎﺫ ﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ‪.‬‬
‫‪ (4‬ﻴﺌﺔ ﻣﻨﺎﺥ ﻣﻼﺋﻢ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻭﺍﻻﺷﺘﺮﺍﻙ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻛﺎﻓﹼﺔ ﲜﻤﻴﻊ ﺍﻹﺩﺍﺭﺍﺕ)‪.(16‬‬
‫ﺃﺑﻌﺎﺩ ﺍﳉﻮﺩﺓ‪:‬‬

‫‪210‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻭﻗﺎﻡ ﻓﺮﻳﻖ ﺍﻟﺒﺤﺚ )ﺑﺎﺭﺍﺷﻮﺭﻣﺎﻥ ﻭﺯﻣﻼﺅﻩ( ﺑﺪﻣﺞ ﺃﺑﻌﺎﺩ ﺟﻮﺩﺓ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺸﺮﺓ ﺇﱃ ﲬﺴﺔ ﺃﺑﻌﺎﺩ ﻓﻘـﻂ‬
‫ﻭﻫﻲ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫· ﺍﳉﻮﺍﻧﺐ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻠﻤﻮﺳﺔ ‪ :Tangibility‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻣﺪﻯ ﻣﻨﺎﺳﺒﺔ ﻣﺒﲎ ﺍﳌﻜﺘﺒﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻈﻬﺮ‬
‫ﺍﳋﺎﺭﺟﻲ ﻭﺗﻨﻈﻴﻤﻪ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻨﻮﻋﻴﺔ ﺍﳋﺪﻣﺔ ﻭﻛﺬﻟﻚ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﳌﻌﺪﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺇﻧﺘﺎﺝ ﺍﳋﺪﻣﺔ‪ ،‬ﻭﻣﻈﻬﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻷﻧﻴﻖ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫· ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪ :Reliability‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳋﺪﻣﺔ ﻭﻗﻔﺎ ﻟﻠﻮﻋﻮﺩ ﺍﳌﻘﺪﻣﺔ ﺑﺪﻗﺔ ﻭﺑﺪﻭﻥ‬
‫ﺃﺧﻄﺎﺀ ﻭﺍﺣﺘﻔﺎﻅ ﺍﳌﻜﺘﺒﺔ ﺑﺴﺠﻼﺕ ﺩﻗﻴﻘﺔ ﻋﻦ ﳏﺘﻮﻳﺎ‪‬ﺎ ﻭﺧﺪﻣﺎ‪‬ﺎ ﻭﺗﻮﺿﻴﺢ ﺇﺟﺮﺍﺀﺍﺕ ﻫﺬﻩ ﺍﳋﺪﻣﺔ‬
‫ﺑﺼﻮﺭﺓ ﺇﺭﺷﺎﺩﻳﺔ ﻓﻀﻼﹰ ﻋﻦ ﺍﻟﺘﻜﺎﻣﻞ ﰲ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ‪.‬‬
‫· ﺩﺭﺟﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ‪ :Responsiveness‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻟﺴﺮﻋﺔ ﰲ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻭﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﺑﺎﳌﻜﺘﺒﺔ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻭﺇﻋﻼﻡ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﳌﻜﺘﺒﺔ ﲟﻮﺍﻋﻴﺪ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻭﺍﻻﻧﺘﻬﺎﺀ ﻣﻨﻬﺎ‬
‫ﻭﺣﺮﺹ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﻓﻮﺭﻳﺔ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻭﻋﺪﻡ ﺍﻧﺸﻐﺎﻝ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ‬
‫ﺍﻟﻔﻮﺭﻳﺔ ﻟﻄﻠﺒﺎﺕ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻌﺎﻭﻧﺘﻬﻢ‪ -‬ﺃﻱ ﻣﻌﺎﻭﻧﺔ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪.‬‬
‫· ﺍﻟﻀﻤﺎﻥ ‪ :Assurance‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻗﺪﺭﺓ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﻛﺴﺐ ﺛﻘﺔ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻭﺗﻘﺪﱘ ﺍﳋﺪﻣـﺔ‬
‫ﺑﺼﻮﺭﺓ ﺧﺎﻟﻴﺔ ﻣﻦ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﳌﺨﺎﻃﺮ ﻭﺣﺮﺹ ﻣﻮﻇﻒ ﺍﳌﻜﺘﺒﺔ ﻋﻠﻰ ﻏﺮﺱ ﺍﻟﺜﻘـﺔ ﰲ ﻧﻔـﻮﺱ‬
‫ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﻭﺷﻌﻮﺭ ﺯﺍﺋﺮﻳﻬﺎ ﺑﺎﻷﻣﺎﻥ ﰲ ﺗﻌﺎﻣﻠﻬﻢ ﻣﻌﻪ‪ ،‬ﻭﺗﻌﺎﻣﻠﻬﻢ ﺑﻠﺒﺎﻗﺔ ﻣﻊ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺑﺸـﻜﻞ‬
‫ﻣﺴﺘﻤﺮ‪ ،‬ﻭﺇﳌﺎﻣﻬﻢ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺣﺼﻮﳍﻢ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻼﺯﻡ ﻟﻴﺘﻤﻜﻨﻮﺍ ﻣﻦ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ﻭﺍﻹﺟﺎﺑﺔ‬
‫ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻓﻀﻼﹰ ﻋﻠﻰ ﺩﻋﻢ ﺍﻹﺩﺍﺭﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻟﺘﺄﺩﻳﺔ ﻭﻇﺎﺋﻔﻬﻢ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫· ﺍﻟﺘﻌﺎﻃﻒ ‪ :Empathy‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﺴﺘﻔﻴﺪﻳﻦ ﻭﺗﻮﻓﲑ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻜـﻞ‬
‫ﻣﺴﺘﻔﻴﺪ ﻭﻣﻼﺀﻣﺔ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﺘﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻭﻣﻨﺎﺳﺒﺔ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻌﻤﻞ‬
‫ﳍﻢ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﲢﺴﲔ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ)‪.(17‬‬

‫ﺧﺎﻣﺴﺎﹰ‪ :‬ﺃﳘﻴﺔ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‪:‬‬

‫ﻋﻤﺪﺕ ﻫﻴﺌﺎﺕ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﺍﻷﻛﺎﺩﳝﻲ ﺇﱃ ﺗﺄﺳﻴﺲ ﻣﺮﺍﻛﺰ ﺃﻭ ﺇﺩﺍﺭﺍﺕ ﺧﺎﺻﺔ ﺑﺎﳉﻮﺩﺓ‬
‫ﰲ ﻛﻞ ﺟﺎﻣﻌﺔ‪ ،‬ﻭﺗﺄﰐ ﺃﳘﻴﺔ ﺗﺄﺳﻴﺲ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳉﻮﺩﺓ ﰲ ﻛﻞ ﺟﺎﻣﻌـﺔ ﻣـﻦ‬
‫ﺿﺨﺎﻣﺔ ﻭﻛﺜﺎﻓﺔ ﺍﻟﻌﻤﻞ ﺑﺈﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﳌﺮﻛﺰﻳﺔ ﺃﻱ ﰲ ﻫﻴﺌﺎﺕ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﺍﻷﻛﺎﺩﳝﻲ ﻣﻦ ﺟﻬﺔ‪،‬‬

‫‪211‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻌﺪﺩ ﻭﺗﻨﻮﻉ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﺟﺎﻣﻌﺔ ﻣﻦ ﻋﻤﺎﺩﺍﺕ ﻭﻛﻠﻴﺎﺕ ﻭﻣﺴﺘﺸﻔﻴﺎﺕ ﻭﳐﺘﱪﺍﺕ‬
‫ﻭﻣﻜﺘﺒﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﳉﺎﻣﻌﺔ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﳉﻮﺩﺓ ﻻﺑﺪ ﳍﺎ‬
‫ﻣﻦ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﲑ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﺍﻷﻛﺎﺩﳝﻲ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻫﺬﻩ ﺍﳍﻴﺌﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ‪ ،‬ﻭﺑﺬﻟﻚ ﳒﺪ ﺃﻥ‬
‫ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﲑ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺗﺸﻤﻞ ﻛﺎﻓﺔ ﺟﻮﺍﻧﺐ ﺍﻟﺘﻌﻠـﻴﻢ ﺍﻟﻌـﺎﱄ‬
‫ﻭﻣﺆﺳﺴﺎﺗﻪ‪ ،‬ﻭﲟﺎ ﺃﻥ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺗﻌﺪ ﺃﺣﺪ ﺍﻷﺭﻛﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺇﺣـﺪﻯ‬
‫ﺍﳌﻜﻮﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‪ ،‬ﻛﻞ ﺫﻟﻚ ﺩﻋﺎ ﺍﳍﻴﺌﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﳎﺎﻝ ﻭﺿﻊ ﺍﳌﻌﺎﻳﲑ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﺍﻷﻛﺎﺩﳝﻲ ﺇﱃ ﻭﺿﻊ ﻣﻌﺎﻳﲑ ﺧﺎﺻﺔ ﺑﺎﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﲝﻴﺚ ﺗﺸﻤﻞ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‬
‫ﲨﻴﻊ ﺟﻮﺍﻧﺐ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻧﻄﻼﻗﺎﹰ ﻣﻦ ﺃﳘﻴﺔ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‪ ،‬ﻭﺗﻜﻤﻦ ﺃﳘﻴﺔ‬
‫ﺍﳌﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﻣﺪﻯ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﺣﻴﺚ ﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺑﻮﺟﻮﺩ ﻛﻢ ﻫﺎﺋﻞ ﻏﺰﻳﺮ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﺘﺰﺍﻳﺪﺓ ﺑﺸﻜﻞ ﻳﻮﻣﻲ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻣﻦ ﺃﻛﺜﺮ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﺎ ﺍﳉﺎﻣﻌﺎﺕ ﺣﺎﻟﻴﺎﹰ ﻭﺧﺎﺻﺔ‬
‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺸﻜﻠﺔ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﻭﻫﺬﺍ ﺍﻟﻜﻢ ﺍﳍﺎﺋﻞ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﳊﺎﺟﺔ ﺍﳌﺴﺘﻤﺮﺓ ﳌﻮﺍﻛﺒﺔ‬
‫ﻫﺬﻩ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻻﺳﻴﻤﺎ ﺃﻥ ﺃﻫﻢ ﻭﺍﺟﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﻗﺪﺭ‪‬ﺎ ﺍﻟﺪﺍﺋﻤﺔ ﻋﻠﻰ ﻣﻮﺍﻛﺒﺔ‬
‫ﻛﻞ ﻣﺎﻫﻮ ﺟﺪﻳﺪ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺣﺎﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺇﱃ ﻣﻮﺍﻛﺒﺔ ﺗﻄﻮﺭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪،‬‬
‫ﳑﺎ ﻳﺴﺎﻫﻢ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﺗﻌﺪ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻣﻦ ﺃﻭﻝ ﻭﺃﻫـﻢ ﻣﺮﺍﻓـﻖ‬
‫ﺍﳉﺎﻣﻌﺔ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﻋﻤﻠﻴﺔ ﻣﻮﺍﻛﺒﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﺴﺌﻮﻟﺔ ﻭﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋـﻦ‬
‫ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﻭﲨﻊ ﻭﺗﻨﻈﻴﻢ ﻭﺣﻔﻆ ﻭﺍﺳﺘﺮﺟﺎﻉ ﻭﺑﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﻌﻤـﻞ ﻋﻠـﻰ ﺗﻠﺒﻴـﺔ‬
‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﳌﺘﻐﲑﺓ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ‪.‬‬

‫ﻭﺣﺮﺻﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳍﻴﺌﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﳎﺎﻝ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﺍﻷﻛﺎﺩﳝﻲ ﺳﻮﺍﺀ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺃﻭ ﺍﻟﻌﺎﳌﻴﺔ ﻋﻠﻰ ﺻﻴﺎﻏﺔ ﻭﻭﺿﻊ ﻣﻌﺎﻳﲑ ﺧﺎﺻﺔ ﺑﺎﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺃﻭ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺗﻄﺒﻴﻖ ﻫﺬﻩ‬
‫ﺍﳌﻌﺎﻳﲑ ﻣﻦ ﺧﻼﻝ ﻭﺟﻮﺩ ﺇﺩﺍﺭﺓ ﻓﻌﺎﻟﺔ ﺗﻘﻮﻡ ﺑﺎﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻭﲢﻘﻴﻖ ﺍﻻﻧﺴﺠﺎﻡ ﻭﺍﻟﺘﻜﺎﻣﻞ‬
‫ﺑﲔ ﻣﻜﺘﺒﺎﺕ ﺍﻷﻗﺴﺎﻡ ﻭﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﻜﺘﺒﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻭﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﺪﺍﺋﻢ ﻣـﻊ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴـﺎ ﰲ‬
‫ﺍﳉﺎﻣﻌﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺴﺘﻮﻯ ﻋﺎﻝﹴ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﻣﻮﻇﻔﻴﻬﺎ‪ ،‬ﺣﻴﺚ ﺗﻨﺒﻊ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﻣﻦ ﻛﻮ‪‬ـﺎ‬
‫ﺍﻷﺩﺍﺓ ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺎﺕ ﺳﻮﺍﺀ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﳌﺒـﺎﱐ ﺃﻭ ﺍﳌﺴـﺎﺣﺔ ﺃﻭ ﺍﻷﺛـﺎﺙ ﺃﻭ‬
‫ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻟﻌﻠﻤﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ ﻭﺍﳋﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ‪ ،‬ﻭﺑﺬﻟﻚ ﻭﺟﺪﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻌـﺎﻳﲑ‬
‫ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ ﺻﺪﺭﺕ ﻋﻦ ﻫﺬﻩ ﺍﳍﻴﺌﺎﺕ‬

‫‪212‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻭﺍﳌﻨﻈﻤﺎﺕ ﻭﲨﻌﻴﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﻟﱵ ﴰﻠﺖ ﺑﺸﻜﻞ ﻋﺎﻡ‪:‬‬

‫‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﺑﺎ‪‬ﻤﻮﻋﺎﺕ‪.‬‬
‫‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﻗﻊ ﻭﺍﳌﺴﺎﺣﺔ‪.‬‬
‫‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﺑﺎﻷﺛﺎﺙ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ‪.‬‬
‫‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬
‫‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬
‫‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﲞﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬

‫ﺳﺎﺩﺳﺎﹰ‪ :‬ﺃﳕﺎﻁ ﻭﺃﺷﻜﺎﻝ ﺍﳌﻌﺎﻳﲑ ﺍﳌﻮﺣﺪﺓ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬

‫ﺻﻨﻔﺖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﻮﺣﺪﺓ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻋﺪﺓ ﺃﺷﻜﺎﻝ ﻭﺃﳕﺎﻁ ﻭﻓﻖ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺍﻟﻘﻮﺍﻋﺪ‪ :Rules‬ﻭﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺍﺗﺒﺎﻋﻬﺎ ﻋﻨﺪ ﳑﺎﺭﺳﺔ ﺇﺣـﺪﻯ ﺍﻟﻌﻤﻠﻴـﺎﺕ‬
‫ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﻷﻏﻠﺐ ﺍﻷﻋﻢ ﳍﺎ ﺻﻔﺔ ﺍﻹﻟﺰﺍﻡ ﻏﲑ ﺍﻟﻘﺎﻧﻮﱐ‪.‬‬
‫‪ -‬ﺍﻟﺘﻘﻨﻴﻨﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ :International Codes‬ﻭﻫﻲ ﻋﻨﺪﻣﺎ ﺗﺘﺠﺎﻭﺯ ﺍﻟﻘﻮﺍﻋﺪ ﻧﻄﺎﻕ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻔﺮﺩﻳـﺔ‬
‫ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪ ﺇﱃ ﻧﻄﺎﻕ ﺇﻗﻠﻴﻤﻲ‪،‬ﺃﻭ ﺩﻭﱄ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﺼﺒﺢ ﺗﻘﻨﻴﻨﺎﺕ‪ ،‬ﻣﺜﻞ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻘﻨﻴﻨﺎﺕ ﺍﻟﱵ‬
‫ﺃﺻﺪﺭ‪‬ﺎ)ﺃﺩﺟﻢ‪ (IFLA:‬ﰲ ﺍﻟﻔﻬﺮﺳﺔ ﺍﻟﻮﺻﻔﻴﺔ‪.‬‬
‫‪ -‬ﺍﻷﳕﺎﻁ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ‪ :performance Standards‬ﻭﻫﻲ ﺗﻠﻚ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﺗﻌـﲔ ﺍﳊـﺪ ﺍﻷﺩﱏ ﺃﻭ‬
‫ﺍﳌﺘﻮﺳﻂ ﳌﺎﻫﻮ ﻣﻄﻠﻮﺏ ﰲ ﺟﻮﺍﻧﺐ ﻣﻌﻴﻨﺔ ﻣﺜﻞ ﺍﻷﺛﺎﺙ ﺃﻭ ﺍﳌﺒﲎ‪ ،‬ﺃﻭ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﻭﻗﺪ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ‬
‫ﺗﻘﻨﻴﻨﺎﺕ ﺍﳌﻤﺎﺭﺳﺔ‪.‬‬
‫‪ -‬ﺍﻟﻘﻮﺍﺋﻢ ‪ :Lists‬ﺗﺘﻀﻤﻦ ﺍﻟﻘﻮﺍﺋﻢ ﻣﻮﺍﺩ‪ ‬ﺟﺎﻫﺰﺓﹰ ﻟﻠﻌﻤﻞ‪ ،‬ﻭﺫﻟﻚ ﻣﺜﻞ ﻗﻮﺍﺋﻢ ﺗﻘﻨﻴﻨﺎﺕ ﺃﲰﺎﺀ ﺍﻟـﺪﻭﻝ‪،‬‬
‫ﻭﺗﻘﻨﻴﻨﺎﺕ ﺃﲰﺎﺀ ﺍﻟﻠﻐﺎﺕ‪....‬ﺍﱁ‪.‬‬
‫‪ -‬ﺍﻹﺭﺷﺎﺩﺍﺕ ‪ :Directives‬ﻭﺗﻀﻢ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﻻﺳﺘﺮﺷﺎﺩ ‪‬ﺎ ﻣﻦ ﺟﺎﻧﺐ‬
‫ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﳍﻴﺌﺎﺕ ﻋﻨﺪ ﺃﺩﺍﺀ ﻋﻤﻞ ﻣﺎ‪ ،‬ﻣﺜﺎﻝ‪ :‬ﺍﻹﺭﺷـﺎﺩﺍﺕ ﺍﳋﺎﺻـﺔ ﺑﻌﻠﻤﻴـﺎﺕ ﺍﻟﺘﻜﺸـﻴﻒ‬
‫ﻭﺍﻻﺳﺘﺨﻼﺹ‬

‫‪213‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ -‬ﺍﳌﻮﺍﺻﻔﺎﺕ ‪ :Specifications‬ﻭﲢﺪﺩ ﺧﺼﺎﺋﺺ ﻭﺃﺑﻌﺎﺩ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ‪ ،‬ﻣﺜﻞ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ‬

‫ﲢﺪﺩ ﺃﺑﻌﺎﺩ ﺃﺩﺭﺍﺝ ﺍﻟﻔﻬﺎﺭﺱ)‪.(18‬‬
‫ﺳﺎﺑﻌﺎﹰ‪ :‬ﺃﻫﺪﺍﻑ ﻭﺿﻊ ﺍﳌﻌﺎﻳﲑ ﻭﺍﳌﻘﺎﻳﻴﺲ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺃﺩﻯ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﻮﺣﺪﺓ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﻟﺘﻮﺛﻴﻖ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺗﻮﻓﲑ ﺍﻟﻜﺜﲑ ﻣـﻦ ﺍﻟﻮﻗـﺖ‬
‫ﻭﺍﳉﻬﺪ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﱵ ﻛﺎﻧﺖ‬
‫ﲦﺮﺓ ﻟﺪﺧﻮﻝ ﺍﳌﻌﺎﻳﲑ ﻭﺍﳌﻘﺎﻳﻴﺲ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ‪:‬‬
‫‪ (1‬ﺗﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻟﺪﻭﱄ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳋﱪﺓ ﺑﲔ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬
‫‪ (2‬ﲢﻘﻴﻖ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺒﺴﻴﻂ ﰲ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ‪.‬‬
‫‪ (3‬ﺇﺧﺮﺍﺝ ﺍﳋﺪﻣﺎﺕ ﻋﻠﻰ ﺩﺭﺟﺔ‪ ،‬ﺃﻭ ﺃﺳﺲ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ‪.‬‬
‫‪ (4‬ﺍﻟﺘﻮﺣﻴﺪ ﻭﺍﻟﺘﺠﺎﻧﺲ ﰲ ﳐﺮﺟﺎﺕ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ)‪.(19‬‬
‫ﺛﺎﻣﻨﺎﹰ‪ :‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪:‬‬
‫‪ -1‬ﺍﳌﺸﻜﻼﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ‬
‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺼﺮﻱ‬ ‫ﺍﳌﻌﻴﺎﺭ ﺍﻟﺴﻮﺭﻱ‬ ‫ﺍﳌﺆﺷﺮ‬

‫ﻣﺸﺮﻭﻉ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‬ ‫ﺍﳍﻴﺌﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻀﻤﺎﻥ ﺍﳉﻮﺩﺓ‬

‫ﺍﻟﻌﻤﺎﻟﺔ‪ ):‬ﻣﺪﻳﺮﺍﳌﻜﺘﺒﺔ‪/‬‬ ‫‪-‬ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻛﺎﻑ‪ ‬ﻟﻠﺘﻌﺎﻣﻞ ﻣـﻊ‬ ‫‪ -‬ﻋﺪﺩ ﻣﻮﻇﻔﻲ ﺍﳌﻜﺘﺒﺔ‪:‬‬
‫ﻣﺴﺎﻋﺪﻭﻥ ﻓﻨﻴﻮﻥ‪/‬ﺇﺩﺍﺭﻳﻮﻥ‪/‬‬ ‫ﺍﻟﻄــﻼﺏ ﻭﳏــﺪﺩ ﳍــﻢ ﺍﻷﺩﻭﺍﺭ‬ ‫ﻣﻮﻇـــــــﻒ‬
‫ﻋﻤﺎﻝ ﺧﺪﻣﺎﺕ ﻓﻨﻴﺔ ‪/‬ﻋﻤﺎﻝ‬ ‫ﻭﻣﺆﻫﻼ‪‬ﻢ ﻭﺧﱪﺍ‪‬ﻢ ﺗﺴـﻤﺢ ﳍـﻢ‬ ‫ﻟﻜﻞ‪300‬ﻃﺎﻟﺐ‪.‬‬ ‫ﺍﻟﻌﺎﻣﻠﻮﻥ‬
‫ﻧﻈﺎﻓﺔ(‬ ‫ﺑﺎﻟﻌﻤﻞ ﺑﺎﳌﻜﺘﺒﺔﺃﻭ ﻳﻜﻮﻧﻮﺍ ﺣﺎﺻـﻠﲔ‬ ‫‪ -‬ﲣﺼﺼﺎﺕ ﺍﳌﻮﻇﻔﲔ‪:‬‬
‫‪ -‬ﻣﺴﺎﻋﺪ ﻓﲏ ﻟﻜﻞ‬ ‫ـﺎﻝ‬‫ـﺔ ﰲ ﳎـ‬ ‫ـﻰ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴـ‬‫ﻋﻠـ‬ ‫ﻋﻠــﻢ ﺍﳌﻜﺘﺒــﺎﺕ‪،‬‬
‫‪300‬ﻃﺎﻟﺐ‪ /‬ﻣﺸﺮﻑ ﻟﻜﻞ‬ ‫ﺍﻟﺘﺨﺼﺺ ﻭﺃﻳﻀـﺎﹰ ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﻗﺎﻋﺔ‪2 /‬ﻓﲏ ﺗﺼﻮﻳﺮ‪ /‬ﻋﺎﻣﻞ ﻏﲑ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬ ‫ﲣﺼﺼﺎﺕ ﺃﺧﺮﻯ‪.‬‬
‫ﻓﲏ ﻟﻜﻞ ﻗﺎﻋﺘﲔ‪ /‬ﻋﻤﺎﻟﺔ‬ ‫‪-‬ﲢﺮﺹ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺗﻮﻓﲑ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻟﺪﻭﺭﺍﺕ ﺍﳌﻴﺎﻩ‪.‬‬ ‫ﺍﳌﺆﻫﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺔ ﺣﻴﺚ ﳚـﺐ ﺃﻥ‬
‫ﻳﺘﺼﻒ ﻫﺆﻻﺀ ﺍﻟﻌـﺎﻣﻠﻮﻥ ﺑﺎﳉﺪﻳـﺔ‬
‫ﻭﺧﺎﺻﺔ ﻣﺎﻳﺘﻌﻠﻖ ﲞﱪﺍ‪‬ﻢ ﻭﻣﻬﺎﺭ‪‬ﻢ‪.‬‬

‫‪214‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ ﲟﻜﺘﺒﺎﺕ ﺑﺎﻟﻮﺍﻗﻊ ﺍﳌﻮﺟﻮﺩ ﰲ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺧﻼﻝ ﻗﺎﺋﻤﺔ‬
‫ﺍﳌﺮﺍﺟﻌﺔ ﺗﺒﲔ ﺃﻥ‪:‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﺪﻳﺮﻳﺔ ﺧﺎﺻﺔ ﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﰲ ﺭﺋﺎﺳﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﳑﺎ ﻳـﺆﺩﻱ ﺇﱃ ﻏﻴـﺎﺏ‬ ‫‪(1‬‬
‫ﺍﻟﺘﻮﺍﺻﻞ ﺍﳌﺒﺎﺷﺮ ﺑﲔ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌﺔ ﻭﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺴﺎﻋﺪ ﻭﺟﻮﺩ ﻣﺪﻳﺮﻳﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ‬
‫ﰲ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌﺔ ﺗﺘﺒﻊ ﳍﺎ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺔ ﺇﱃ ﻭﺻﻮﻝ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺗﻠﻚ ﺍﳌﻜﺘﺒـﺎﺕ‬
‫ﺑﻜﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ ﺑﺼﻮﺭﺓ ﺃﺳﺮﻉ ﻭﺑﺸﻜﻞ ﻣﻨﻈﻢ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﻜﺘﺒﺔ ﻣﺮﻛﺰﻳﺔ ﳉﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﺃﻥ ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺔ ﺑـﺪﻭﺭ ﻣﺪﻳﺮﻳـﺔ‬ ‫‪(2‬‬
‫ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﰲ ﺣﺎﻝ ﺗﻌﺬﺭ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﳌﺪﻳﺮﻳﺔ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﻻﺋﺤﺔ ﺩﺍﺧﻠﻴﺔ ﺗﻨﻈﻢ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﰲ ﳐﺘﻠﻒ ﺃﻭﺟﻪ ﺍﻟﻨﺸﺎﻁ ﰲ ﻣﻜﺘﺒـﺎﺕ ﺟﺎﻣﻌـﺔ‬ ‫‪(3‬‬
‫ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﺳﻴﺎﺳﺔ ﻣﻌﻴﻨﺔ ﻟﺘﻌﻴﲔ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬ ‫‪(4‬‬
‫ﺍﻓﺘﻘﺎﺭ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺇﱃ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﻋﻠﻢ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ‬ ‫‪(5‬‬
‫ﺍﻟﻨﻘﺺ ﺍﻟﺸﺪﻳﺪ ﰲ ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﺪﺭﺑﲔ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﳑﺎ ﻳﺆﺛﺮ ﺳـﻠﺒﺎﹰ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ‪.‬‬

‫‪ -2‬ﺍﳌﺸﻜﻼﺕ ﺍﳌﺎﻟﻴﺔ‪:‬‬

‫ﻣﻦ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻼﺕ ﻣﻊ ﺍﳌﺴﺌﻮﻟﲔ ﰲ ﺟﺎﻣﻌﺔ ﻭﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﱃ‪:‬‬

‫ﺗﻌﺎﱐ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﻣﻦ ﻧﻘﺺﹴ ﺷﺪﻳﺪ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﳍﺎ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺑﻨﺪ ﳐﺼﺺ‬ ‫‪(1‬‬
‫ﳍﺎ ﰲ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺠﺎﻣﻌﺔ‪.‬‬
‫ﻳﺘﻢ ﺍﻟﺼﺮﻑ ﻋﻠﻰ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﻟﻜﻞ ﻛﻠﻴﺔ ﻋﻠﻰ ﺣﺪﺓ‪ ،‬ﻭﻣـﻊ‬ ‫‪(2‬‬
‫ﻫﺬﺍ ﺗﺒﻘﻰ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﳍﺎ ﺩﻭﻥ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ‪.‬‬
‫ﻻ ﺗﻮﺟﺪ ﺳﻴﺎﺳﺔ ﳏﺪﺩﺓ ﻷﻭﺟﻪ ﺍﻟﺼﺮﻑ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻜﺘﺒﺔ ﻭﲢﺪﻳﺜﻬﺎ ﻓﻤﺎ ﻳﺘﻢ ﻳﻜﻮﻥ ﺑﺼﻮﺭﺓ‬ ‫‪(3‬‬
‫ﻏﲑ ﻣﻨﺘﻈﻤﺔ ﻭﻋﺸﻮﺍﺋﻴﺔ ﻭﺩﻭﻥ ﲣﻄﻴﻂ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﺳﺠﻼﺕ ﺃﻭ ﻓﻮﺍﺗﲑ ﺗﺒﲔ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﱵ ﰎ ﺻﺮﻓﻬﺎ ﻋﻠﻰ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪(4‬‬

‫‪215‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (5‬ﻳﺆﺛﺮ ﺍﻟﻨﻘﺺ ﻭﺍﻟﻌﺠﺰ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﳌﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺑﺼﻮﺭﺓ ﺳﻠﺒﻴﺔ ﻋﻠﻰ ﺍﳋﺪﻣـﺔ‬
‫ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﻘﺪﻣﺔ ﰲ ﺗﻠﻚ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬

‫‪ -3‬ﺍﳌﺸﻜﻼﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺒﺎﱐ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻷﺛﺎﺙ‬

‫ﺍﳌﻌﻴﺎﺭ ﺍﳌﺼﺮﻱ‬ ‫ﺍﳌﻌﻴﺎﺭ ﺍﻟﺴﻮﺭﻱ‬ ‫ﺍﳌﺆﺷﺮ‬

‫ﺳﻌﺔ ﺍﳌﻜﺘﺒﺔ ﻟﻌﺪﺩ ﺍﻟﻄﻼﺏ‪ :‬ﻻ ﺗﻘـﻞ ‪ %8‬ﻣـﻦ‬ ‫ﻣﻜﺘﺒﺔ ﻟﻜﻞ ﻛﻠﻴﺔ ﻻ ﺗﻘﻞ ﻣﺴﺎﺣﺘﻬﺎ ﻋـﻦ‬
‫ﺇﲨﺎﱄ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ )ﺍﻟﻄﻼﺏ‪/‬ﺍﳍﻴﺌﺔ ﺍﳌﻌﺎﻭﻧﺔ ﻃﻼﺏ‬ ‫)‪(100‬ﻡ‪.²‬‬ ‫ﺍﳌﺴﺎﺣﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ /‬ﺃﻋﻀـﺎﺀ ﻫﻴﺌـﺔ ﺍﻟﺘـﺪﺭﻳﺲ(‪،‬‬ ‫ﻣﻜﺘﺒﺔ ﻣﺮﻛﺰﻳﺔ ﺗﺴﺘﻮﻋﺐ )‪ (%10‬ﻣـﻦ‬
‫ﺍﳌﺴﺎﺣﺔ ﺍﳌﺨﺼﺼﺔ ﻟﻠﻤﺴﺘﻔﻴﺪ ﻻﺗﻘﻞ ‪1،5‬ﻡ‪.²‬‬ ‫ﻃﻠﺒﺔ ﺍﳉﺎﻣﻌﺔ ﺩﻓﻌﺔ ﻭﺍﺣـﺪﺓ ﲟﻌـﺪﻝ )‪(2‬‬
‫ﻡ‪²‬ﻟﻠﻄﺎﻟﺐ ﺍﻟﻮﺍﺣﺪ‪.‬‬
‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﳊﺮﻳﻖ‪ :‬ﻣﻄﺎﻓﺊ ﺣﺮﻳـﻖ‪ .‬ﺍﻟﺴـﺘﺎﺋﺮ‬ ‫ﳚﺐ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﰲ ﺃﺑﻨﻴﺔ ﺍﳉﺎﻣﻌﺔ ﺍﳌﻮﺍﺻﻔﺎﺕ‬
‫ﺍﳌﻌﺎﻣﻠﺔ ﲟﻮﺍﺩ ﺿﺪ ﺍﻻﺷﺘﻌﺎﻝ‪.‬‬ ‫ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ ﻭﺿﻤﺎﻥ ﺍﻵﻣﺎﻥ ﻭﺍﻟﺴﻼﻣﺔ‬ ‫ﺍﻷﻣﺎﻥ ﰲ‬
‫ﻣﻼﺀﻣﺔ ﺍﻷﺑﻮﺍﺏ ﻭﺍﳌﺨﺎﺭﺝ‪ :‬ﳚـﺐ ﺃﻥ ﺗﻔـﺘﺢ‬ ‫ﻭﺍﻟﻄﻮﺍﺭﺉ ﻭﻓﻖ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻮﻃﻨﻴﺔ ﺍﳌﻌﺘﻤﺪﺓ‪.‬‬ ‫ﺍﳌﻜﺘﺒﺎﺕ‬
‫ﺍﻷﺑﻮﺍﺏ ﻟﻠﺨﺎﺭﺝ ﻭﺗﻜﻮﻥ ﻣﻜﻮﻧﺔ ﻣـﻦ ﺟـﺰﺀﻳﻦ‬
‫ﻣﺘﺤﺮﻛﲔ‪.‬‬
‫ﻣﻌﺪﺍﺕ ﺇﻧﺬﺍﺭ ﺻﻮﺗﻴﺔ ﻭﺿﻮﺋﻴﺔ‪ /‬ﺷﺒﻜﺔ ﺧـﺮﺍﻃﻴﻢ‬
‫ﻣﻄﺎﻃﻴﺔ ﳉﻤﻴﻊ ﺍﻟﻄﻮﺍﺑﻖ‪.‬‬
‫ﳐﺎﺭﺝ ﻟﻠﻄﻮﺍﺭﺉ ﲜﻤﻴـﻊ ﺍﻟﻄﻮﺍﺑـﻖ‪ :‬ﻋﻼﻣـﺎﺕ‬
‫ﺇﺭﺷﺎﺩﻳﺔ ﲢﺪﺩ ﺍﻻﲡﺎﻩ ﳌﺨﺮﺝ ﺍﻟﻄﻮﺍﺭﺉ‪ /‬ﺗـﻮﺍﻓﺮ‬
‫ﺷﺒﻜﺔ ﺇﻧﺎﺭﺓ ﻟﻠﻄﻮﺍﺭﺉ ﺑﺎﳌﻤﺮﺍﺕ ﻭﺍﳌﺨﺎﺭﺝ‪.‬‬
‫ﺗﻮﺍﻓﺮ ﻣﻘﺎﻋﺪ ﻭﻣﻨﺎﺿﺪ ﺑﻌـﺪﺩ ﺍﳌﺴـﺘﻔﻴﺪﻳﻦ‪ ،‬ﺃﻱ‬ ‫ﺗﻮﻓﲑ ﻣﻘﺎﻋﺪ ﻟـــ)‪ (%10‬ﻣﻦ ﳎﻤﻮﻉ‬ ‫ﺍﳌﻨﺎﺿﺪ ﻭ‬
‫ﺑﻨﺴﺒﺔ )‪ (%8‬ﻣﻦ ﺇﲨﺎﱄ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﳌﻜﺘﺒﺔ‪.‬‬ ‫ﺃﻋﺪﺍﺩ ﺍﻟﻄﻠﺒﺔ ﻭﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘـﺪﺭﻳﺲ ﰲ‬ ‫ﺍﳌﻘﺎﻋﺪ‬
‫ﺗﻮﺍﻓﺮ ﺍﻷﺛﺎﺙ ﺍﻟﻼﺯﻡ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳋﺎﺻﺔ ﻟﺬﻭﻱ‬ ‫ﻭﻗﺖ ﻭﺍﺣﺪ‬
‫ﺍﻹﻋﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ‪.‬‬
‫ﻭﺟﻮﺩ ﺃﺭﻓﻒ ﻭﺧﺰﺍﻧﺎﺕ ﻟﻠﻜﺘـﺐ ﻭﺍﻟـﺪﻭﺭﻳﺎﺕ‬ ‫ﺭﻑ ﻭﺍﺣﺪ ﻟﻜﻞ)‪ (25‬ﳎﻠﺪ‬ ‫ـﺪﺍﺕ‬
‫ﻭﺣـ‬
‫ﻭﺍﻟﺮﺳﺎﺋﻞ‪.‬‬ ‫ﺍﻟﺮﻓﻮﻑ‬

‫‪216‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻻﺗﻘﻞ ﻋﻦ ﺟﻬﺎﺯ ﻭﺍﺣﺪ ﻟﻜﻞ ‪ 20‬ﻃﺎﻟﺐ‪.‬‬ ‫ﺟﻬﺎﺯ ﻭﺍﺣﺪ ﻟﻜﻞ)‪(200‬‬ ‫ﺃﺟﻬــﺰﺓ‬

‫ﺷﺎﺷﺎﺕ ﻓﻬﺮﺳﺔ ﻻﺗﻘﻞ ﻋﻦ ﺷﺎﺷﺔ ﻭﺍﺣﺪﺓ ﻟﻜـﻞ‬ ‫ﺍﳊﺎﺳﻮﺏ‬
‫‪50‬ﻃﺎﻟﺐ‬
‫‪ -‬ﻻﺗﻘﻞ ﻋﻦ )‪ (2‬ﺁﻟﺔ ﺗﺼـﻮﻳﺮ ﻣﺴـﺘﺨﺪﻣﺔ‬ ‫ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﻟﻜﻞ ﻗﺴﻢ‪.‬‬ ‫ﺁﻻﺕ‬
‫ﺑﺎﻟﻔﻌﻞ‪.‬‬ ‫ﺍﻟﺘﺼﻮﻳﺮ‬

‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ ﲟﻜﺘﺒﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﲔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ (1‬ﺗﻌﺎﱐ ﻣﺒﺎﱐ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻣﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﲣﻄﻴﻂ ﻋﻠﻤﻲ ﰲ ﺍﺧﺘﻴﺎﺭ ﻃﺒﻴﻌﺔ ﻫـﺬﻩ‬
‫ﺍﳌﺒﺎﱐ‪ ،‬ﺣﻴﺚ ﺃﻏﻠﺐ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺎﺕ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺎﻋﺎﺕ ﺩﺭﺍﺳﻴﺔ ﻻ ﺗﺼـﻠﺢ ﺃﻥ ﺗﻜـﻮﻥ ﻣﻜﺘﺒـﺔ‬
‫ﺟﺎﻣﻌﻴﺔ‪.‬‬
‫‪ (2‬ﺗﻌﺎﱐ ﻣﻌﻈﻢ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻣﻦ ﻗﺪﻡ ﻭﺿﻴﻖ ﻣﺒﺎﻧﻴﻬﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﻮﺟﻮﺩﻫﺎ ﰲ ﻣﻮﺍﻗﻊ ﻗﺮﻳﺒﺔ‬
‫ﻣﻦ ﺍﳌﻤﺮﺍﺕ ﻭﺃﻣﺎﻛﻦ ﲡﻤﻊ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪ (3‬ﻣﻌﻈﻢ ﻣﺒﺎﱐ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﱂ ﺗﺼﻤﻢ ﻟﺘﺴﺘﺨﺪﻡ ﻛﻤﻜﺘﺒﺔ ﺟﺎﻣﻌﻴﺔ‪ ،‬ﺣﻴﺚ ﺇﻥ ﺍﻟﻜﺜﲑ ﻣﻨﻬﺎ‬
‫ﻳﺘﺄﻟﻒ ﻣﻦ ﻗﺎﻋﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻃﺒﻴﻌﺔ ﻭﺣﺠﻢ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﳌﻜﺘﺒـﺔ‬
‫ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫‪ (4‬ﺻﻌﻮﺑﺔ ﺍﻟﺘﻮﺳﻊ ﻣﺴﺘﻘﺒﻼﹰ ﰲ ﺍﳌﺒﺎﱐ ﺍﳊﺎﻟﻴﺔ ﳌﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫‪ (5‬ﺗﻔﺘﻘﺮ ﲨﻴﻊ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺇﱃ ﺃﻧﻈﻤﺔ ﺗﺪﻓﺌﺔ ﻭﺗﻜﻴﻴﻒ ﻣﻨﺎﺳﺒﺔ ﺣﻴﺚ ﻻ ﺗﺘﻨﺎﺳﺐ ﺍﻷﻧﻈﻤﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﻣﻊ ﺷﺮﻭﻁ ﺍﻟﺘﺪﻓﺌﺔ ﻭﺍﻟﺘﻜﻴﻴﻒ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﰲ ﺍﳌﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫‪ (6‬ﺗﻌﺎﱐ ﲨﻴﻊ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻧﻘﺺ ﺷﺪﻳﺪ ﰲ ﺍﻷﺛﺎﺙ ﺍﳌﻜﺘﱯ) ﻣﻘﺎﻋﺪ‪ /‬ﻣﻨﺎﺿـﺪ‪/‬‬
‫ﻭﺣﺪﺍﺕ ﺭﻓﻮﻑ ﺧﺎﺻﺔ ﺑﺎﻟﺪﻭﺭﻳﺎﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﻷﺛﺎﺙ ﺍﳌﻮﺟﻮﺩ ﻗﺪﱘ ﻭﻣﺘﻬﺎﻟﻚ‪.‬‬
‫‪ (7‬ﺗﻌﺎﱐ ﺑﻌﺾ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻧﻘﺺ ﰲ ﻭﺣﺪﺍﺕ ﺍﻟﺮﻓﻮﻑ ﺍﳌﺨﺼﺼﺔ ‪‬ﻤﻮﻋـﺎﺕ‬
‫ﺍﳌﻜﺘﺒﺔ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺗﻜﺪﺱ ﺍﻟﻜﺘﺐ ﻭ ﻭﺿﻌﻬﺎ ﰲ ﺍﳌﺴﺘﻮﺩﻋﺎﺕ ﺃﻭ ﻓﻮﻕ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﳑﺎ ﻳﺆﺛﺮ‬
‫ﺳﻠﺒﺎﹰ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ‪.‬‬
‫‪ (8‬ﺗﻔﺘﻘﺮ ﻣﻌﻈﻢ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻭﺟﻮﺩ ﻭﺣﺪﺍﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻔﻬﺎﺭﺱ‪ ،‬ﳑﺎ ﻳﺆﺛﺮ ﺳـﻠﺒﺎﹰ‬
‫ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﰲ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﺆﺩﻱ ﺇﱃ ﺻﻌﻮﺑﺔ ﰲ ﻣﻌﺮﻓﺔ ﳏﺘﻮﻳﺎﺕ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﻭﻳﺮﺟﻊ‬

‫‪217‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺫﻟﻚ ﺇﱃ ﻧﻘﺺ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﻟﻠﻤﻜﺘﺒﺔ‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺍﳌﺆﻫﻞ ﻹﺟـﺮﺍﺀ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﻭﺇﻋﺪﺍﺩ ﺍﻟﻔﻬﺎﺭﺱ‪.‬‬
‫‪ (9‬ﺿﻌﻒ ﺍﻷﻧﻈﻤﺔ ﺍﳋﺎﺻﺔ ﺑﺎﶈﺎﻓﻈﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ ﻣﻦ ﺍﻟﺴﺮﻗﺔ ﻭﺍﻟﻀﻴﺎﻉ‪.‬‬
‫‪ (10‬ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺃﻋﺪﺍﺩ ﻛﺎﻓﻴﺔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻗﻠﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻤﺎ ﳜـﺘﺺ‬
‫ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ) ﻓﻬﺮﺳﺔ ﺃﻭ ﺗﺼﻨﻴﻒ ﺃﻭ ﺇﻋﺎﺭﺓ‪(..‬‬
‫‪ (11‬ﻋﺪﻡ ﻭﺟﺪ ﺃﺟﻬﺰﺓ ﺗﺼﻮﻳﺮ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﳑﺎ ﻳﺆﺛﺮ ﺳﻠﺒﺎﹰ ﻋﻠﻰ ﺍﳋﺪﻣﺔ ﺍﳌﻘﺪﻣـﺔ ﰲ‬
‫ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪.‬‬

‫‪-4‬ﺍﳌﺸﻜﻼﺕ ﺍﳋﺎﺻﺔ ﲟﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬

‫ﺍﳌﻌﻴﺎﺭ ﺍﳌﺼﺮﻱ‬ ‫ﺍﳌﻌﻴﺎﺭ ﺍﻟﺴﻮﺭﻱ‬ ‫ﺍﳌﺆﺷﺮ‬

‫‪218‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ -‬ﲬﺴﺔ ﻋﻨﺎﻭﻳﻦ ﻟﻜﻞ ﻃﺎﻟﺐ ﻭﻧﺴﺨﺔ ﻭﺭﻗﻴﺔ ﻣﻦ ﻛـﻞ ‪-‬ﻻﺗﻘﻞ ﻋﺪﺩ ﺍﳌﺮﺍﺟﻊ ﻋﻦ ‪ 50‬ﻣﺮﺟﻌـﺎﹰ‬
‫ﻟﻜﻞ ﲣﺼﺺ‪.‬‬ ‫ﻋﻨﻮﺍﻥ ﻋﻠﻰ ﺍﻷﻗﻞ‪.‬‬
‫‪ -‬ﺛﻼﺙ ﺩﻭﺭﻳﺎﺕ ﰲ ﻛﻞ ﲣﺼﺺ ﻭﳌﺪﺓ ‪5‬ﺳﻨﻮﺍﺕ ﻋﻠﻰ ‪-‬ﻋﺪﺩ ﺍﻟﻨﺴﺦ ﻣﻦ ﻛﻞ ﻛﺘﺎﺏ ﻻ ﻳﻘـﻞ‬
‫ﺍﻷﻗﻞ‪ ،‬ﰲ ﻛﻠﻴﺎﺕ ﺍﻟﻌﻤﺎﺭﺓ ﻭﺍﻟﻔﻨـﻮﻥ ﺛﻼﺛـﺔ ﻋﻨـﺎﻭﻳﻦ ﻋﻦ ﻧﺴﺨﺘﲔ‪.‬‬ ‫ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺩﻭﺭﻳﺘﺎﻥ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟـﺪﻭﺭﻳﺎﺕ ﺑﺄﺷـﻜﺎﳍﺎ ‪-‬ﲬﺲ ﺩﻭﺭﻳﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﻛﻞ ﲣﺼﺺ‪.‬‬
‫ﺍﻟﻮﺭﻗﻴﺔ ﻭﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ ﺃﻥ ﻳﻘﻞ ﻋـﺪﺩ ﺍﻟـﺪﻭﺭﻳﺎﺕ ‪ -‬ﺗﻮﺍﻓﺮ ﺍﻟﻜﺘﺐ ﺑﻄﺮﻳﻘﺔ ﺑﺮﺍﻳﻞ ﺃﻭ ﺟﻮﻥ‪،‬‬
‫ﺍﻟﻮﺭﻗﻴﺔ ﻋﻦ ‪ %50‬ﻣﻦ ﳎﻤﻮﻉ ﻋﻨـﺎﻭﻳﻦ ﺍﻟـﺪﻭﺭﻳﺎﺕ ﻭﺗﻮﺍﻓﺮ ﻣﻄﺒﻮﻋﺎﺕ ﺑﺼـﻔﺤﺎﺕ ﻛـﺒﲑﺓ‬
‫ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﰲ ﺣﺎﻝ ﺍﻻﺷﺘﺮﺍﻙ ﺍﻹﻟﻜﺘﺮﻭﱐ ﳚﺐ ﺗـﻮﻓﲑ ﻣﻜﺘﻮﺑﺔ ﲝﺮﻭﻑ ﻛﺒﲑﺓ ﻭﺧـﻂ ﻏـﺎﻣﻖ‬
‫ﺧﺪﻣﺔ ﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﻨﺺ ﺍﻟﻜﺎﻣﻞ ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﻃﺒﺎﻋﺔ ‪ 150‬ﻟﺬﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺒﺼﺮﻳﺔ‪.‬‬
‫‪ -‬ﺗﻮﺍﻓﺮ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺮﺋﻴﺔ ﻭﺃﻓﻼﻡ ﺍﻟﻔﻴﺪﻳﻮ‬ ‫ﺻﻔﺤﺔ ﳎﺎﻧﺎ ﺣﺪﺍ ﺃﻋﻠﻰ ﻟﻜﻞ ﻃﺎﻟﺐ‪.‬‬
‫ـﱪﺍﻣﺞ‬
‫ـﺔ ﺃﻭ ﺍﻟـ‬
‫ـﻮﺭ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴـ‬
‫‪ -‬ﺗﻮﻓﲑ ﺍﳌﺮﺍﺟﻊ ﺍﻷﺳﺎﺳﻴﺔ ﺑﺎﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﺼـ‬
‫ﺍﳌﺘﺮﲨﺔ ﺑﻠﻐﺔ ﺍﻹﺷﺎﺭﺓ‪ ،‬ﻟﺬﻭﻱ ﺍﻹﻋﺎﻗـﺔ‬ ‫ﻭﺑﻌﺪﺩ ﻣﻨﺎﺳﺐ‪.‬‬
‫ﺍﻟﺴﻤﻌﻴﺔ‬

‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ ﲟﻜﺘﺒﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﲔ ﻣﺎﻳﻠﻲ‪:‬‬
‫ﻧﻘﺺ ﰲ ﺃﻋﺪﺍﺩ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﺮﻫﺎ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﳑﺎ ﻳـﺆﺛﺮ‬ ‫‪(1‬‬
‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳋﺪﻣﺔ ﺍﳌﻘﺪﻣﺔ ﻓﻴﻬﺎ‪.‬‬
‫ﻋﺪﻡ ﺍﺷﺘﺮﺍﻙ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﰲ ﺍﻟﺪﻭﺭﻳﺎﺕ ﻓﺠﻤﻴﻊ ﺍﻟﺪﻭﺭﻳﺎﺕ ﻣﻮﺟﻮﺩﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻫـﺪﺍﺀ‪،‬‬ ‫‪(2‬‬
‫ﺇﺿﺎﻓﺔ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺩﻗﻴﻘﺔ ﻷﻋﺪﺍﺩﻫﺎ ﻭﻣﻮﺿﻮﻋﺎ‪‬ﺎ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﺇﺣﺼﺎﺋﻴﺎﺕ ﻟﻠﻤﺼﺎﺩﺭ ﺍﳌﺮﺟﻌﻴﺔ ﰲ ﲨﻴﻊ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪.‬‬ ‫‪(3‬‬
‫ﺿﻌﻒ ﰲ ﺃﻋﺪﺍﺩ ﺃﻃﺮﻭﺣﺎﺕ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ ﺿﻌﻒ ﺑﺮﺍﻣﺞ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬ ‫‪(4‬‬
‫ﺍﻟﻌﻠﻴﺎ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻋﺪﻡ ﺍﻫﺘﻤﺎﻡ ﺍﳉﺎﻣﻌﺔ ﺑﺘﻮﻓﲑ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﺼـﺎﺩﺭ ﻋـﻦ‬
‫ﻃﺮﻳﻖ ﺍﻟﺘﺒﺎﺩﻝ ﺃﻭ ﺍﻹﻳﺪﺍﻉ‪.‬‬
‫ﺿﻌﻒ ﰲ ﺗﻘﺎﺭﻳﺮ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﺆﲤﺮﺍﺕ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﻟﻘﻠﺔ ﻣﺸـﺎﺭﻛﺔ ﺍﳉﺎﻣﻌـﺔ ﰲ ﺍﳌـﺆﲤﺮﺍﺕ‬ ‫‪(5‬‬
‫ﻭﺍﻟﻨﺪﻭﺍﺕ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﶈﻠﻲ ﻭﺍﻹﻗﻠﻴﻤﻲ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﺳﺠﻼﺕ ﺧﺎﺻﺔ ﺑﻜﻞ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳑﺎ ﻳﺆﺛﺮ ﺑﺼﻮﺭﺓ ﺳﻠﺒﻴﺔ ﻋﻠﻰ‬ ‫‪(6‬‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﳉﺮﺩ ﺍﻟﱵ ﲡﺮﻳﻬﺎ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬

‫‪219‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ -5‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﻔﻨﻴﺔ‪:‬‬
‫‪ (1‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺳﻴﺎﺳﺔ ﻣﻜﺘﻮﺑﺔ ﻟﺒﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﺣﻴﺚ ﺗﺘﺴﻢ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﻨﺎﺀ ﻭﺍﻟﺘﺰﻭﻳﺪ ﺑﺎﻟﻌﺸﻮﺍﺋﻴﺔ‪.‬‬
‫‪ (2‬ﻋﺪﻡ ﺇﺷﺮﺍﻙ ﺃﻣﲔ ﺍﳌﻜﺘﺒﺔ ﰲ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ (3‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺳﻴﺎﺳﺔ ﻭﺍﺿﺤﺔ ﻟﻌﻠﻤﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺗﺴﺘﻨﺪ ﺇﻟﻴﻬﺎ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﻋﻨﺪ ﺑﻨـﺎﺀ ﻭﺗﻨﻤﻴـﺔ‬
‫ﻣﺼﺎﺩﺭ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ (4‬ﺣﺼﺮ ﻋﻤﻠﻴﺎﺕ ﺗﻨﻤﻴﺔ ﻣﺼﺎﺩﺭ ﺍﳌﻜﺘﺒﺔ ﰲ ﺷﺮﺍﺀ ﺍﻟﻜﺘﺐ ﻓﻘﻂ ﻭﺍﳌﺘﻌﻠﻘـﺔ ﺑﺎﳌﻨـﺎﻫﺞ ﻭﺍﳌﻘـﺮﺭﺍﺕ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﺩﻭﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻗﺘﻨﺎﺀ ﺃﻭﻋﻴﺔ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﳐﺘﻠﻒ ﻓﺮﻭﻉ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺒﺸﺮﻳﺔ ﳑﺎ ﻳﺆﺛﺮ ﻋﻠﻰ‬
‫ﺗﻨﻮﻉ ﻣﻮﺿﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ (5‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﻱ ﻣﺒﺎﺩﺭﺍﺕ ﻻﻗﺘﻨﺎﺀ ﺍﻷﺷﻜﺎﻝ ﺍﻷﺧﺮﻯ ﳌﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﺟﻬﺰﺓ ﺍﳋﺎﺻﺔ ‪‬ـﺎ‬
‫ﻣﺜﻞ‪ :‬ﺍﻷﻗﺮﺍﺹ ﺍﳌﻠﻴﺰﺓ ﻭﺍﳌﺪﳎﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺒﺼﺮﻳﺔ‪.‬‬
‫‪ (6‬ﺿﻌﻒ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻻﻗﺘﻨﺎﺀ ﻭﺍﻻﺷﺘﺮﺍﻙ ﰲ ﺍﻟﺪﻭﺭﻳﺎﺕ ﺣﻴﺚ ﲢﺼﻞ ﺍﳌﻜﺘﺒﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺭﻳﺎﺕ ﻣـﻦ‬
‫ﺧﻼﻝ ﺍﻹﻫﺪﺍﺀ ﻓﻘﻂ‪.‬‬
‫‪ (7‬ﺿﻌﻒ ﲢﺪﻳﺪ ﺃﻭﻗﺎﺕ ﻭﻃﺮﻕ ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﳉﺮﺩ ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫‪ (8‬ﺿﻌﻒ ﲢﺪﻳﺪ ﺃﻭﻗﺎﺕ ﺃﻭ ﻣﻮﺍﻋﻴﺪ ﺩﻭﺭﻳﺔ ﻟﺘﻨﻤﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ (9‬ﺍﻓﺘﻘﺎﺭ ﻣﻌﻈﻢ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺇﱃ ﺳﺠﻼﺕ ﻣﻨﻈﻤﺔ ﻭﻣﻮﺣﺪﺓ ﻟﺴـﺠﻼﺕ ﺍﻹﻋـﺎﺭﺓ ﺃﻭ‬
‫ﺍﻟﺴﺠﻼﺕ ﺍﳋﺎﺻﺔ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺒﺎﺩﻝ ﻭﺍﻹﻫﺪﺍﺀ‪.‬‬
‫‪ (10‬ﺿﻌﻒ ﻭﺟﻮﺩ ﺃﻱ ﻣﺒﺎﺩﺭﺍﺕ ﻟﺘﻨﻤﻴﺔ ﻣﺼﺎﺩﺭ ﺍﳌﻜﺘﺒﺔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺒﺎﺩﻝ ﻣـﻊ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﺧﺮﻯ ﻭ ﺍﳌﻨﻈﻤﺎﺕ ﻭﺍﳍﻴﺌﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ‪.‬‬
‫‪ (11‬ﺍﻓﺘﻘﺎﺭ ﻣﻌﻈﻢ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺇﱃ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ‪ ،‬ﻭﻳﺮﺟﻊ ﺍﻟﺴﺒﺐ ﰲ ﺫﻟﻚ ﺇﱃ‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﳌﺨﺘﺼﲔ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻗﺴﻢ ﺧﺎﺻﺔ ﺑﺎﻟﻔﻬﺮﺳﺔ‪.‬‬
‫‪ (12‬ﺿﻌﻒ ﺗﻮﺣﻴﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺗﺼﻨﻴﻒ ﳏﺪﺩ ﻟﺘﻨﻈﻴﻢ ﻣﻘﺘﻨﻴﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺣﻴﺚ‬
‫ﺗﻌﺘﻤﺪ ﺃﻏﻠﺒﻬﺎ ﻋﻠﻰ ﻃﺮﻕ ﺗﺼﻨﻴﻒ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻃﺒﻴﻌﺔ ﻛﻞ ﻣﻨﻬﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﻌﺪﺓ ﻣﻦ ﻗﺒـﻞ ﺃﻣـﲔ‬
‫ﺍﳌﻜﺘﺒﺔ‪ ،‬ﻭﻳﻌﻮﺩ ﺫﻟﻚ ﺇﱃ ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻗﺴﻢ ﺧـﺎﺹ‬
‫ﺑﺎﻟﺘﺼﻨﻴﻒ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫‪220‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (13‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﻟﱵ ﺗﻄﺒﻖ ﻧﻈﺎﻡ ﺗﺼﻨﻴﻒ ﺩﻳﻮﻱ ﺍﻟﻌﺸﺮﻱ ﻓﻼ ﻳﺘﻢ ﺗﻄﺒﻴﻘﻪ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻄﻠـﻮﺏ‪،‬‬
‫ﺣﻴﺚ ﺗﻜﺘﻔﻲ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺎﺕ ﺑﺘﺮﺗﻴﺐ ﺍﳌﺼﺎﺩﺭ ﻃﺒﻘـﺎﹰ ﻟﻸﺭﻗـﺎﻡ ﺍﻟﺮﺋﻴﺴـﺔ ﻟﺘﺼـﻨﻴﻒ ﺩﻳـﻮﻱ‬
‫ﺍﻟﻌﺸﺮﻱ‪)،‬ﺍﳋﻼﺻﺔ ﺍﻷﻭﱃ(‪ ،‬ﺩﻭﻥ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺘﻘﺴﻴﻤﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ )ﺍﳋﻼﺻﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ(‪.‬‬
‫‪ -6‬ﺍﳌﺸﻜﻼﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳋﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ‬
‫‪ (1‬ﺿﻌﻒ ﻭﺟﻮﺩ ﻓﻬﺎﺭﺱ ﺃﻭ ﻟﻮﺣﺎﺕ ﺇﺭﺷﺎﺩﻳﺔ ﻣﻨﺎﺳﺒﺔ ﳌﻌﺮﻓﺔ ﳏﺘﻮﻳﺎﺕ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﳑﺎ ﻳﺘﻄﻠﺐ ﺍﻟﻮﻗـﺖ‬
‫ﻭﺍﳉﻬﺪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺎﻳﻄﻠﺒﻪ ﺍﳌﺴﺘﻔﻴﺪ ﻣﻦ ﺟﻬﺔ ﺃﻭ ﻣﻦ ﻗﺒﻞ ﺃﻣﲔ ﺍﳌﻜﺘﺒﺔ ﻣـﻦ ﺟﻬـﺔ‬
‫ﺃﺧﺮﻯ‪.‬‬
‫‪ (2‬ﺿﻌﻒ ﺗﻘﺪﱘ ﺧﺪﻣﺔ ﺍﻹﻋﺎﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻻﻛﺘﻔﺎﺀ ﲞﺪﻣﺔ ﺍﻹﻃﻼﻉ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﳑﺎ ﻳﺸﻜﻞ ﺍﻧﻄﺒـﺎﻉ‬
‫ﺳﻠﱯ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻋﻦ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ (3‬ﺿﻌﻒ ﻭﺟﻮﺩ ﻗﻮﺍﻋﺪ ﻣﻮﺣﺪﺓ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺘﻌﻠﻖ ﺑﺘﺤﺪﻳﺪ ﻋﺪﺩ ﺍﳌﻮﺍﺩ ﺍﳌﻌـﺎﺭﺓ‬
‫ﻭﻓﺘﺮﺍﺕ ﺍﻹﻋﺎﺭﺓ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻮﺍﺩ ﻏﲑ ﻣﺴﻤﻮﺡ ﺑﺈﻋﺎﺭ‪‬ﺎ ﺧﺎﺭﺝ ﺟﺪﺭﺍﻥ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ (4‬ﺿﻌﻒ ﻭﺟﻮﺩ ﻗﻮﺍﻋﺪ ﺻﺎﺭﻣﺔ ﲢﺪﺩ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻘﻮﺑﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺍﳌﺨﺎﻟﻔﲔ ﰲ ﺇﻋﺎﺭﺓ ﺍﻟﻜﺘﺐ ﺃﻭ‬
‫ﰲ ﺣﺎﻝ ﻓﻘﺪﺍ‪‬ﺎ ﺃﻭ ﺗﻠﻔﻬﺎ‪.‬‬
‫‪ (5‬ﺍﻗﺘﺼﺎﺭ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻋﻠﻰ ﺧﺪﻣﱵ ﺍﻻﻃﻼﻉ ﺍﻟﺪﺍﺧﻠﻲ ﻭ ﺍﻹﻋﺎﺭﺓ‬
‫ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﺩﻭﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻘﺪﱘ ﺧﺪﻣﺎﺕ ﻫﺎﻣﺔ ﻣﺜﻞ‪ :‬ﺧﺪﻣﺔ ﺍﻹﺣﺎﻃﺔ ﺍﳉﺎﺭﻳﺔ‪ /‬ﺧﺪﻣـﺔ ﺣﺠـﺰ‬
‫ﺍﻟﻜﺘﺐ‪ /‬ﺧﺪﻣﺔ ﺗﺒﺎﺩﻝ ﺍﻹﻋﺎﺭﺓ ﺑﲔ ﺍﳌﻜﺘﺒﺎﺕ‪ /‬ﺧﺪﻣﺔ ﺍﻟﺘﺼﻮﻳﺮ‪ /‬ﺧﺪﻣﺔ ﺍﻟﺒﺚ ﺍﻻﻧﺘﻘﺎﺋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪/‬‬
‫ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻼﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﻭﻏﲑﻫﺎ ﺗﺆﺛﺮ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳋﺪﻣﺎﺕ ﰲ ﺍﳌﻜﺘﺒﺎﺕ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳌﻜﺘﺒﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣـﺚ ﺃﻥ ﺍﻟﻮﺿـﻊ ﺍﳊـﺎﱄ ﰲ‬
‫ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻳﺸﻜﻞ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻨﺎﻣﻲ ﻭﺗﻔﺎﻗﻢ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﻳﻌﻮﺩ ﺫﻟﻚ ﺑﺸـﻜﻞ‬
‫ﺭﺋﻴﺲ ﺇﱃ ﻏﻴﺎﺏ ﻭﺟﻮﺩ ﻣﺪﻳﺮﻳﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﰲ ﺭﺋﺎﺳﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﻭﺣﻞ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﺑﺼﻮﺭﺓ ﺳﺮﻳﻌﺔ ﻧﻮﻋﺎﹰ ﻣﺎ ﻭﺑﺄﻗﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﳉﻬﺪ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﻟﺴﺒﺒﲔ ﺭﺋﻴﺴﲔ‬
‫ﳘﺎ‪:‬‬
‫· ﻭﺟﻮﺩ ﺳﻴﺎﺳﺔ ﺟﺪﻳﺪﺓ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻭﻫﻲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﻝ ﺃﻏﻠﺐ ﻛﻠﻴﺎﺕ ﺍﳉﺎﻣﻌﺔ ﺇﱃ ﺍﳌﺒـﺎﱐ‬
‫ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﲣﺼﺺ ﳍﺎ ﰲ ﻣﻮﺍﻗﻌﻬﺎ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﶈﺎﻓﻈﺎﺕ ﺍﻟﱵ ﺗﻮﺟﺪ ﻓﻴﻬﺎ ﻓﺮﻭﻉ ﺍﳉﺎﻣﻌﺔ‪.‬‬

‫‪221‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫· ﺗﻮﺍﻓﺮ ﻣﻴﺰﺍﻧﻴﺔ ﺟﻴﺪﺓ ﻟﻌﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻭﲢﺪﻳﺚ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻣﻦ ﳐﺘﻠﻒ ﺍﳉﻮﺍﻧـﺐ ﰲ ﺍﳉﺎﻣﻌـﺔ‪،‬‬
‫ﻓﺘﻮﺍﻓﺮ ﺳﻴﺎﺳﺔ ﻣﻜﺘﺒﻴﺔ ﳐﺘﺼﺔ ﺗﻀﻌﻬﺎ ﻣﺪﻳﺮﻳﺔ ﻣﺘﺨﺼﺼﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺭﺋﺎﺳﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻔـﺮﺍﺕ‬
‫ﻳﺪﻓﻊ ﺍﳉﺎﻣﻌﺔ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺃﻛﺜﺮ ﲟﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻭﲢﺪﻳﺪ ﺑﻨﺪ ﺧﺎﺹ ﺑﺘﻄﻮﻳﺮ‬
‫ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺠﺎﻣﻌﺔ‪.‬‬
‫ﺗﺎﺳﻌﺎﹰ‪ :‬ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻮﻓﲑ ﻣﺘﻄﻠﺒﺎﺕ ﺿﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﻣﻨﻈﻮﻣـﺔ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪:‬‬
‫ﺍﳌﻘﺘﺮﺡ ﺍﻷﻭﻝ‪ :‬ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ‪ :‬ﻳﺘﻠﺨﺺ ﻫﺬﺍ ﺍﳌﻘﺘﺮﺡ ﰲ ﺇﻧﺸﺎﺀ ﻣﺪﻳﺮﻳﺔ ﺧﺎﺻﺔ ﺑﺎﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‬
‫ﰲ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌﺔ ﲢﺖ ﺍﺳﻢ" ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ"‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﻣﻘﺮﻫﺎ ﰲ ﻣﺮﻛﺰ ﺍﳉﺎﻣﻌﺔ ﰲ ﳏﺎﻓﻈﺔ ﺩﻳﺮ‬
‫ﺍﻟﺰﻭﺭ‪ ،‬ﻭﺗﺘﺒﻊ ﳍﺎ ﻛﺎﻓﺔ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﺎﺑﻌﺔ ﳉﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪ ،‬ﻭﲣﺘﺺ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒـﺎﺕ‬
‫ﺑﺎﳉﺎﻣﻌﺔ ﺑﺎﳌﻬﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ (1‬ﺍﻹﺷﺮﺍﻑ ﺍﻟﻔﲏ ﻋﻠﻰ ﺍﳌﻜﺘﺒﺔ ﺍﳌﺮﻛﺰﻳﺔ‪ ،‬ﻭﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪ (2‬ﺇﻋﺪﺍﺩ ﻭﺍﻗﺘﺮﺍﺡ ﻣﺸﺮﻭﻉ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﺴﻨﻮﻳﺔ ﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (3‬ﺗﻨﻈﻴﻢ ﺩﻭﺭﺍﺕ ﻭﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﲟﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﺑﺎﻟﺘﻨﺴﻴﻖ ﻣﻊ ﺍﳉﻬﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻬﺘﻤـﺔ‬
‫ﺑﺸﺌﻮﻥ ﺍﳌﻜﺘﺒﺎﺕ ‪‬ﺪﻑ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (4‬ﺍﻹﺷﺮﺍﻑ ﺍﳌﺒﺎﺷﺮ ﻋﻠﻰ ﺍﻟﺘﺒﺎﺩﻝ ﻭﺍﻹﻫﺪﺍﺀ ﰲ ﺍﳉﺎﻣﻌﺔ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳍﻴﺌﺎﺕ ﺩﺍﺧﻞ ﺍﻟﻘﻄﺮ‬
‫ﻭﺧﺎﺭﺟﻪ‪.‬‬
‫‪ (5‬ﺗﻮﺯﻳﻊ ﺍﻻﻋﺘﻤﺎﺩﺍﺕ ﺍﳌﺎﻟﻴﺔ ﻋﻠﻰ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (6‬ﺍﻹﺷﺮﺍﻑ ﺍﳌﺒﺎﺷﺮ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﳉﺮﺩ ﻭﳏﺎﺿﺮ ﺍﻟﻔﻘﺪ ﻭﺃﻋﻤﺎﻝ ﺃﻣﻨﺎﺀ ﺍﳌﺴﺘﻮﺩﻋﺎﺕ ﰲ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (7‬ﻭﺿﻊ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﳋﺎﺻﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫‪ (8‬ﻭﺿﻊ ﺍﻷﻧﻈﻤﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﱵ ﺗﻜﻔﻞ ﺣﺴﻦ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫‪ (9‬ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﻣﺸﺘﺮﻳﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻦ ﺍﻟﻜﺘﺐ)‪.(20‬‬
‫ﻭﺗﺘﻄﻠﺐ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﺗﻌﻴﲔ ﻣﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻺﺷﺮﺍﻑ ﻋﻠـﻰ ﺇﺩﺍﺭﺓ ﻫـﺬﻩ‬
‫ﺍﳌﺪﻳﺮﻳﺔ ﺣﻴﺚ ﻳﻮﻛﻞ ﺇﱃ ﻣﺪﻳﺮ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﻡ ﻣﻦ ﺃﺑﺮﺯﻫﺎ‪:‬‬
‫· ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺯﻧﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬

‫‪222‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫· ﲤﺜﻴﻞ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﰲ ﳉﻨﺔ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻭﺍﻟﻠﺠﺎﻥ ﻭﺍﳌﺆﲤﺮﺍﺕ ﺩﺍﺧـﻞ ﺍﳉﺎﻣﻌـﺔ‬
‫ﻭﺧﺎﺭﺟﻬﺎ‪.‬‬
‫· ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻭﺿﻊ ﺍﻟﺸﺮﻭﻁ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻴﲔ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﻌﺎﻫـﺪ‬
‫ﺍﻟﺘﺎﺑﻌﺔ ﳉﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﺑﻌﺪ ﻣﻮﺍﻓﻘﺔ ﳉﻨﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫· ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﻗﺮﺍﺭﺍﺕ ﺍﳉﺎﻣﻌﺔ ﺍﳋﺎﺻﺔ ﺑﻘﻄﺎﻉ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫· ﻋﻘﺪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺪﻭﺭﻳﺔ ﻣﻊ ﻣﺪﻳﺮﻱ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ )ﺍﻟﻜﻠﻴﺎﺕ‪ /‬ﺍﳌﻌﺎﻫﺪ( ﳌﻨﺎﻗﺸـﺔ ﺍﻟﺴـﺒﻞ‬
‫ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻄﻮﻳﺮ ﺧﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﺍﳌﻘﺘﺮﺡ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻠﺠﺎﻥ ﺍﳌﻜﺘﺒﻴﺔ‬
‫ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ‪ :‬ﻟﻜﻲ ﺗﺴﺘﻄﻴﻊ ﺍﳌﺪﻳﺮﻳﺔ ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﺎ ﻻﺑﺪ ﳍﺎ ﻣﻦ ﻭﺟﻮﺩ ﳉﻨﺔ ﻋﺎﻣﺔ‬
‫ﰲ ﺍﳌﺪﻳﺮﻳﺔ ﺗﺸﺮﻑ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﻭﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﲝﻴﺚ ﺗﻀﻢ‬
‫ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻋﻀﺎﺀ ﻫﻢ‪:‬‬
‫· ﻭﻛﻴﻞ ﺍﳉﺎﻣﻌﺔ ﻟﻠﺸﺌﻮﻥ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫· ﻣﺪﻳﺮ ﻋﺎﻡ ﳌﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫· ﻣﺪﻳﺮ ﺍﻟﺸﺌﻮﻥ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺑﺎﳉﺎﻣﻌﺔ‪.‬‬
‫· ﻣﺪﻳﺮ ﺍﻟﺸﺌﻮﻥ ﺍﳌﺎﻟﻴﺔ ﺑﺎﳉﺎﻣﻌﺔ‪.‬‬
‫· ﳑﺜﻠﲔ ﻋﻦ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ‪.‬‬
‫· ﳑﺜﻠﲔ ﻋﻦ ﻋﻤﺪﺍﺀ ﺍﻟﻜﻠﻴﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﻭﺗﻌﻘﺪ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﺍﺟﺘﻤﺎﻋﺎ‪‬ﺎ ﻋﻠﻰ ﻓﺘﺮﺍﺕ ﺩﻭﺭﻳﺔ ﻻﺟﺘﻤﺎﻋﻬﺎ ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻛﻞ ﺛﻼﺛﺔ ﺷـﻬﻮﺭ‬
‫ﻣﺮﺓ ﺃﻭ ﻛﻠﻤﺎ ﺭﺃﻯ ﺭﺋﻴﺲ ﺍﳉﺎﻣﻌﺔ ﺿﺮﻭﺭﺓ ﻟﺬﻟﻚ‪ ،‬ﻭﺗﺘﻠﺨﺺ ﺃﺑﺮﺯ ﻣﻬﺎﻡ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﺎﻣـﺔ ﻟﻠﻤﻜﺘﺒـﺎﺕ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﰲ ‪:‬‬
‫‪ (1‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﻭﻭﺿﻊ ﺍﳋﻄﺔ ﺍﻟﺴﻨﻮﻳﺔ ﻟﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺎﺕ‪.‬‬
‫‪ (2‬ﺍﻗﺘﺮﺍﺡ ﻣﺸﺮﻭﻉ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﺴﻨﻮﻳﺔ ﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺗﻮﺯﻳﻊ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻋﻠﻰ ﺍﳌﻜﺘﺒﺎﺕ‬
‫ﺍﻟﻔﺮﻋﻴﺔ‪.‬‬
‫‪ (3‬ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻦ ﺧﻼﻝ ﻣﺘﺎﺑﻌﺔ ﻭﻣﺮﺍﻗﺒﺔ ﻋﻤﻞ ﳉﺎﻥ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﰲ‬
‫ﻛﻠﻴﺎﺕ ﻭﻣﻌﺎﻫﺪ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﺠﺎﻣﻌﺔ‪.‬‬

‫‪223‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (4‬ﻭﺿﻊ ﺍﻟﺸﺮﻭﻁ ﻭﺍﳌﺆﻫﻼﺕ ﺍﳋﺎﺻﺔ ﺑﺎﺧﺘﻴﺎﺭ ﻭﺗﻌﻴﲔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﺍﻹﺷـﺮﺍﻑ‬
‫ﻋﻠﻰ ﺗﻮﺯﻳﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﺠﺎﻣﻌﺔ‪.‬‬
‫‪ (5‬ﻭﺿﻊ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻌﻤﻠﻴﺎﺕ ﺑﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﻭ ﻭﺿﻊ‬
‫ﺍﻷﺳﺲ ﺍﳌﻮﺣﺪﺓ ﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﻭﺇﻋﺪﺍﺩ ﺍﻟﻔﻬﺎﺭﺱ ﻭﻧﻈﻢ ﺍﻟﺘﺼﻨﻴﻒ ﺍﳌﺘﺒﻌﺔ‪ ،‬ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﳌﻮﺣﺪﺓ‬
‫ﺍﻟﱵ ﲢﻜﻢ ﻛﻴﻔﻴﺔ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ‪ ،‬ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺗﻄﺒﻴﻘﻬﺎ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ‬
‫ﻛﻠﻤﺎ ﺩﻋﺖ ﺍﻟﻀﺮﻭﺭﺓ‪.‬‬
‫‪ (6‬ﻭﺿﻊ ﺍﳌﻌﺎﻳﲑ ﺍﳋﺎﺻﺔ ﺑﻀﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻫـﺬﻩ‬
‫ﺍﳌﻌﺎﻳﲑ ﻭﺗﻄﻮﻳﺮﻫﺎ‪.‬‬
‫ﳉﻨﺔ ﺍﳌﻜﺘﺒﺔ ﰲ ﺍﻟﻜﻠﻴﺔ‪ :‬ﺗﻘﻮﻡ ﻛﻞ ﻛﻠﻴﺔ ﺑﺘﺸﻜﻴﻞ ﳉﻨﺔ ﻣﻜﺘﺒﻴﺔ ﺗﺸﺮﻑ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﻗﺮﺍﺭﺍﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺗﺸﺮﻑ ﻋﻤﺎﺩﺓ ﺍﻟﻜﻠﻴﺔ ﻋﻠﻰ ﺗﺸﻜﻴﻞ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﻭﺍﻟﱵ ﻳﺘﻜﻮﻥ ﺃﻋﻀﺎﺅﻫﺎ‬
‫ﻣﻦ‪:‬‬
‫· ﻧﺎﺋﺐ ﻋﻤﻴﺪ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺸﺌﻮﻥ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫· ﻣﺪﻳﺮ ﺍﳌﻜﺘﺒﺔ ﺑﺎﻟﻜﻠﻴﺔ‪.‬‬
‫· ﳏﺎﺳﺐ ﺍﻟﻜﻠﻴﺔ‪.‬‬
‫· ﳑﺜﻠﲔ ﻣﻦ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﳝﺜﻠﻮﻥ ﻛﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﻮﺟﻮﺩﺓ ﺑﺎﻟﻜﻠﻴﺔ‪.‬‬
‫ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﺑﺎﻻﺟﺘﻤﺎﻉ ﻣﺮﺓ ﻛﻞ ﺷﻬﺮ ﺃﻭ ﻛﻠﻤﺎ ﺩﻋﺖ ﺍﻟﻀﺮﻭﺭﺓ ﻟﺬﻟﻚ‪ ،‬ﻭﲣﺘﺺ ﻫﺬﻩ ﺍﻟﻠﺠﻨـﺔ‬
‫ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﻡ ﺃﺑﺮﺯﻫﺎ‪:‬‬
‫‪ (1‬ﺗﻄﺒﻴﻖ ﻗﺮﺍﺭﺍﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫‪ (2‬ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺗﻮﺯﻳﻊ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﻟﻠﻤﻜﺘﺒﺔ‪.‬‬
‫‪ (3‬ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ ﻭﻓﻖ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﺗﻀـﻌﻬﺎ ﺍﻟﻠﺠﻨـﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫‪ (4‬ﻭﺿﻊ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻄﻮﻳﺮ ﳎﻤﻮﻋﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﺔ‪.‬‬

‫ﻋﺎﺷﺮﺍﹰ‪ :‬ﻣﺘﻄﻠﺒﺎﺕ ﺿﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪:‬‬

‫‪224‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﻫﺬﺍ ﺍﳌﺘﻄﻠﺒﺎﺕ ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻜﺎﻓﺔ ﺟﻮﺍﻧﺐ ﺍﻟﻨﺸﺎﻁ ﺍﳌﻜﺘﱯ‪ ,‬ﲝﻴـﺚ‬
‫ﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﳌﺘﻄﻠﺒﺎﺕ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﻟﻮﺍﻗﻊ ﻭﺗﻼﰲ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﳌﺘﻄﻠﺒﺎﺕ ﻋﻠـﻰ‬
‫ﺇﻧﺸﺎﺀ ﻣﻜﺘﺒﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻜﻠﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺃﻭ ﺍﻟﱵ ﺳﻴﺘﻢ ﺇﻧﺸﺎﺅﻫﺎ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻘﺎﺩﻣﺔ‪ ،‬ﻭﻗـﺪ ﻭﺿـﻊ‬
‫ﺍﻟﺒﺎﺣﺚ ﻫﺬﺍ ﺍﳌﻘﺘﺮﺡ ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳌﻌﺎﻳﲑ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ )‪ ,(21)(ACRL‬ﺑﺎﻹﺿﺎﻓﺔ‬
‫ﺇﱃ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﻮﺭﻳﺔ ﻭﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺼﺮﻳﺔ‪.‬‬
‫· ﺍﻟﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ ﻭﺍﳌﺎﱄ‬
‫‪ (1‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻜﺘﺒﺔ ﺗﺎﺑﻌﺔ ﺇﺩﺍﺭﻳﺎﹰ ﻟﻌﻤﺎﺩﺓ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﺗﺘﺒﻊ ﻓﻨﻴﺎﹰ ﳌﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳉﺎﻣﻌﺔ‬
‫ﻭﰲ ﺣﺎﻝ ﻋﺪﻡ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﳌﺪﻳﺮﻳﺔ ﺗﺘﺒﻊ ﺇﺩﺍﺭﺓ ﺍﳌﻜﺘﺒﺔ ﺍﳌﺮﻛﺰﻳﺔ ﺑﺎﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (2‬ﺗﺸﻜﻴﻞ ﳉﻨﺔ ﻣﻜﺘﺒﻴﺔ ﰲ ﻛﻞ ﻛﻠﻴﺔ ﺗﺸﺮﻑ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻤﻞ ﺍﳌﻜﺘﱯ ﻭﺗﻄﻮﻳﺮﻩ ﰲ ﺍﳌﻜﺘﺒﺔ ﻭﳚﺐ‬
‫ﺃﻥ ﺗﺘﺄﻟﻒ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻋﻀﺎﺀ)ﻧﺎﺋﺐ ﻋﻤﻴﺪ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺸﺌﻮﻥ ﺍﻟﻌﻠﻤﻴﺔ‪ /‬ﻣﺪﻳﺮ ﺍﳌﻜﺘﺒﺔ ﺑﺎﻟﻜﻠﻴﺔ‪/‬‬
‫ﳏﺎﺳﺐ ﺍﻟﻜﻠﻴﺔ‪ /‬ﳑﺜﻠﲔ ﻣﻦ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﳝﺜﻠﻮﻥ ﻛﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﻮﺟﻮﺩﺓ ﺑﺎﻟﻜﻠﻴﺔ( ﻭﺗﻌﻘﺪ‬
‫ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﺍﺟﺘﻤﺎﻋﺎﹰ ﺩﻭﺭﻳﺎﹰ ﻛﻞ ﺷﻬﺮ‪.‬‬
‫· ﺍﻟﻌﺎﻣﻠﻮﻥ‪:‬‬
‫‪ (1‬ﺗﻌﻴﲔ ﺃﺧﺼﺎﺋﻲ ﻣﻜﺘﺒﺎﺕ ﻟﻜﻞ )‪ (500‬ﻃﺎﻟﺐ ﻣﻦ ﺍﻟﻌﺸﺮﺓ ﺁﻻﻑ ﻃﺎﻟﺐ ﺍﳌﺴـﺠﻠﲔ ﺑﺎﳉﺎﻣﻌـﺔ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻜﺘﱯ ﻭﺍﺣﺪ ﻟﻜﻞ ‪ 1000‬ﻃﺎﻟﺐ ﺇﺫﺍ ﺯﺍﺩ ﻋﻦ ﺫﻟﻚ‪.‬‬
‫‪ (2‬ﺇﻗﺎﻣﺔ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻟﺘﺄﻫﻴﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﻏﲑ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎـﺎﻝ ﺍﳌﻜﺘﺒـﺎﺕ ﻭﺗﺄﻫﻴﻠـﻬﻢ‬
‫ﻛﺄﺧﺼﺎﺋﻲ‪ ‬ﻣﻜﺘﺒﺎﺕ‪.‬‬
‫‪ (3‬ﲣﺼﻴﺺ ﻣﻴﺰﺍﻧﻴﺔ ﺳﻨﻮﻳﺔ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻜﺘﺒﺔ ﺗﺼﺮﻑ ﻣﻦ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﳌﺪﻳﺮﻳـﺔ ﺍﳌﻜﺘﺒـﺎﺕ ﰲ‬
‫ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (4‬ﳚﺐ ﺃﻥ ﺗﺰﺩﺍﺩ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻣﻦ ﻋﺎﻡ ﺇﱃ ﺁﺧﺮ ﲟﻌﺪﻝ ﻻﻳﻘﻞ ﻋﻦ ‪ % 20‬ﺳﻨﻮﻳﺎﹰ ﲝﻴﺚ ﺗﺘﻀﺎﻋﻒ ﻛـﻞ‬
‫ﲬﺲ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﻻﺑﺪ ﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﻜﺘﺒﺔ ﺃﻥ ﺗﻜﻮﻥ ﻭﺍﺿﺤﺔ ﻭﳏﺪﺩﺓ ﻭﻣﻮﺯﻋﺔ ﻭﻓﻖ ﺑﻨﻮﺩ ﻣﻌﻴﻨﺔ ﺳﻮﺍﺀ‬
‫ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻣﺴﺘﻘﻠﺔ ﺃﻭ ﺟﺰﺀﺍﹰ ﻣﻦ ﻣﻴﺰﺍﻧﻴﺔ ﺃﻛﱪ‪ ،‬ﻭﻻ ﻳﻨﺒﻐﻲ ﺍﻟﺘﺼﺮﻑ ﰲ ﺑﻨـﻮﺩ ﻣﻴﺰﺍﻧﻴـﺔ‬
‫ﺍﳌﻜﺘﺒﺔ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ ﺑﻨﺪ ﻵﺧﺮ ﺃﻭ ﺍﻟﺼﺮﻑ ﻣﻦ ﻣﻴﺰﺍﻧﻴﺔ ﺍﳌﻜﺘﺒﺔ ﰲ ﺃﻏﺮﺍﺽ ﻏﲑ ﻣﻜﺘﺒﻴﺔ)‪.(22‬‬
‫· ﺍﳌﻮﻗﻊ ﻭﺍﳌﺒﲎ ﻭﺍﳌﺴﺎﺣﺔ‬

‫‪225‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﳚﺐ ﺃﻥ ﺗﻘﻊ ﺍﳌﻜﺘﺒﺔ ﺩﺍﺧﻞ ﻣﺒﲎ ﺍﻟﻜﻠﻴﺔ ﰲ ﺣﺎﻟﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻜﻠﻴﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﺒﲎ ﻭﺍﺣـﺪ‪،‬‬ ‫‪(1‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺘﻜﻮﻥ ﻣﻦ ﻋﺪﺓ ﻣﺒﺎﱐ ﳚﺐ ﺃﻥ ﺗﻘﻊ ﺑﻮﺳﻂ ﻫﺬﻩ ﺍﳌﺒﺎﱐ ﺑﺸﻜﻞ ﻳﺴﻬﻞ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‬
‫ﻣﻦ ﻗﺒﻞ ﲨﻴﻊ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺒﲎ ﺑﻌﻴﺪﺍﹰ ﻋﻦ ﺃﻣﺎﻛﻦ ﺍﺯﺩﺣﺎﻡ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺍﳌﻜﺘﺒﺔ ﺑﺎﻟﻄﺎﺑﻖ ﺍﻟﺜﺎﱐ ﺃﻭ‬ ‫‪(2‬‬
‫ﺍﻟﺜﺎﻟﺚ ﻭﻣﺎﻓﻮﻕ ﳚﺐ ﺗﻮﻓﲑ ﻭﺳﺎﺋﻞ ﺗﻨﻘﻞ ﺗﺴﻬﻞ ﻋﻠﻰ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺍﻟﻮﺻـﻮﻝ ﺇﻟﻴﻬـﺎ ﻭﺧﺎﺻـﺔ‬
‫ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺫﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ) ﻛﺎﳌﺼﺎﻋﺪ‪ /‬ﻭﲡﻬﻴﺰ ﺍﻷﺩﺭﺍﺝ ﲟﺎ ﻳﻨﺎﺳﺐ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ‬
‫ﺍﻟﺒﺼﺮﻳﺔ‪ /‬ﻭﺍﻟﺴﻤﻌﻴﺔ‪ /‬ﻭﺍﳊﺮﻛﻴﺔ(‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﺘﻜﻮﻥ ﻣﺒﲎ ﺍﳌﻜﺘﺒﺔ ﻣﻦ ﻗﺎﻋﺘﲔ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻗﺎﻋﺔ ﺗﺴﺘﺨﺪﻡ ﻛﻤﺨﺰﻥ ﻟﻠﻜﺘـﺐ ﻭﻗﺎﻋـﺔ‬ ‫‪(3‬‬
‫ﺗﺴﺘﺨﺪﻡ ﻟﻠﻤﻄﺎﻟﻌﺔ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺒﲎ ﻗﺎﺑﻞ ﻟﻠﺘﻮﺳﻊ ﻣﺴﺘﻘﺒﻼﹰ‪.‬‬ ‫‪(4‬‬
‫ﲣﺼﻴﺺ ﻣﺴﺎﺣﺔ ﻣﺎﺑﲔ ‪ %20‬ﺃﻭ ‪ %25‬ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﺍﳌﻘﻴﺪﻳﻦ ﺑﺎﻟﻜﻠﻴﺔ ﻟﻼﻃﻼﻉ ﲝﻴﺚ ﺗﻘـﺪﺭ‬ ‫‪(5‬‬
‫ﻟﻜﻞ ﻣﺴﺘﻔﻴﺪ) ‪2،3‬ﻡ‪.(²‬‬
‫· ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻷﺛﺎﺙ ﺍﳌﻜﺘﱯ‬
‫‪ (1‬ﺗﻮﻓﲑ ﺃﺟﻬﺰﺓ ﺗﺪﻓﺌﺔ ﻣﺮﻛﺰﻳﺔ‪ ،‬ﺑﻄﺮﻳﻘﺔ ﺗﻀﻤﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺤﻜﻢ ﺑﺪﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ ﻟﻜﻲ ﺗﺘﻨﺎﺳﺐ ﻣﻊ‬
‫ﺍﻷﺟﻮﺍﺀ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﺮﻫﺎ ﰲ ﻗﺎﻋﺎﺕ ﺍﳌﻄﺎﻟﻌﺔ ﻭﻗﺎﻋﺎﺕ ﳐﺎﺯﻥ ﺍﻟﻜﺘﺐ‪.‬‬
‫‪ (2‬ﺗﻮﻓﲑ ﺃﺟﻬﺰﺓ ﺗﻜﻴﻴﻒ ﻣﺮﻛﺰﻳﺔ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺗﻮﺍﺟﺪﻫﺎ ﻓﻴﺠﺐ ﺗﻮﻓﲑ ﺃﺟﻬﺰﺓ ﺗﻜﻴﻴﻒ ﻻﻣﺮﻛﺰﻳﺔ‬
‫)ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﰲ ﻛﻞ ﻗﺎﻋﺔ( ﻭﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﳊﺠﻢ ﺍﻟﻘﺎﻋﺔ‪.‬‬
‫‪ (3‬ﺗﻮﻓﲑ ﺇﺿﺎﺀﺓ ﻃﺒﻴﻌﻴﺔ ﻻ ﺗﻘﻞ ﻋﻦ ‪ %60‬ﺑﻘﺎﻋﺎﺕ ﺍﳌﻄﺎﻟﻌﺔ ﻭ‪ 30‬ﺑﻘﺎﻋﺎﺕ ﳐﺎﺯﻥ ﺍﻟﻜﺘـﺐ‪ ،‬ﻣـﻊ‬
‫ﺿﺮﻭﺭﺓ ﺃﻥ ﺗﻜﻮﻥ ﺍﻹﺿﺎﺀﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻻ ﺗﺼﺪﺭ ﺣﺮﺍﺭﺓ ﻋﺎﻟﻴﺔ ﻭﻻ ﺗﺼﺪﺭ ﺑﺮﻳﻘﺎﹰ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪.‬‬
‫‪ (4‬ﺗﻮﺍﻓﺮ ﻣﻘﺎﻋﺪ ﻭﻣﻨﺎﺿﺪ ﺧﺸﺒﻴﺔ ﺑﻌﺪﺩ ﺍﳌﺴـﺘﻔﻴﺪﻳﻦ ﺃﻱ ﺑﻨﺴـﺒﺔ ‪ %20‬ﺃﻭ ‪ %25‬ﻣـﻦ ﺇﲨـﺎﱄ‬
‫ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺗﻨﺎﺳﺒﻬﺎ ﰲ ﺍﳊﺠﻢ ﻭﻋﺪﺩ ﺍﳌﻘﺎﻋﺪ ﻭﺍﳌﻨﺎﺿﺪ ﻣـﻊ ﺍﳌﺴـﺎﺣﺔ ﺍﳌﺨﺼﺼـﺔ‬
‫ﻟﻠﻤﻜﺘﺒﺔ‪.‬‬
‫‪ (5‬ﺗﻮﺍﻓﺮ ﻭﺣﺪﺍﺕ ﺃﺭﻓﻒ ﺧﺸﺒﻴﺔ ﺑﻌﺪﺩ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺣﺠﻢ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ ﻭﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺯﻳﺎﺩ‪‬ـﺎ‬
‫ﻛﻠﻤﺎ ﺩﻋﺖ ﺍﳊﺎﺟﺔ ﻟﺬﻟﻚ‪.‬‬

‫‪226‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺗﻮﺍﻓﺮ ﺣﻮﺍﻣﻞ ﻟﻌﺮﺽ ﻋﻨﺎﻭﻳﻦ ﺍﻟﺪﻭﺭﻳﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳌﻜﺘﺒﺔ‪.‬‬ ‫‪(6‬‬

‫ﺗﻮﺍﻓﺮ ﳎﻤﻌﺎﺕ ﻷﺩﺭﺍﺝ ﺍﻟﻔﻬﺎﺭﺱ ﺗﺘﻨﺎﺳﺐ ﻋﺪﺩﻫﺎ ﻣﻊ ﺣﺠﻢ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ‪.‬‬ ‫‪(7‬‬
‫ﺗﻮﺍﻓﺮ ﺃﺟﻬﺰﺓ ﺣﺎﺳﺐ ﺁﱄ ﲟﻌﺪﻝ ﺟﻬﺎﺯ ﻭﺍﺣﺪ ﻟﻜﻞ ‪ 200‬ﻃﺎﻟﺐ‪ ،‬ﲝﻴﺚ ﺗﻮﺿﻊ ﻫﺬﻩ ﺍﻷﺟﻬﺰﺓ ﰲ‬ ‫‪(8‬‬
‫ﻗﺎﻋﺔ ﻣﺴﺘﻘﻠﺔ ﲜﺎﻧﺐ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫ﺗﻮﻓﲑ ﺃﺟﻬﺰﺓ ﺣﺎﺳﺐ ﺁﱄ ﺧﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﻜﺘﺒﺔ ﺑﻌﺪﺩ ﺟﻬﺎﺯﻳﻦ ﻋﻠﻰ ﺍﻷﻗﻞ ﰲ ﻛﻞ ﻣﻜﺘﺒﺔ‪.‬‬ ‫‪(9‬‬
‫‪ (10‬ﺗﻮﻓﲑ ﺁﻻﺕ ﺗﺼﻮﻳﺮ‪ :‬ﲟﻌﺪﻝ ‪ 2‬ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﰲ ﻛﻞ ﻣﻜﺘﺒﺔ ﻋﻠﻰ ﺍﻷﻗﻞ‪.‬‬
‫‪ (11‬ﺗﻮﻓﲑ ﻃﺎﺑﻌﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ ﰲ ﻛﻞ ﻣﻜﺘﺒﺔ‪.‬‬
‫‪ (12‬ﺗﻮﻓﲑ ﻣﺎﺳﺢ ﺿﻮﺋﻲ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﰲ ﻛﻞ ﻣﻜﺘﺒﺔ‪.‬‬
‫‪ (13‬ﻭﺿﻊ ﻟﻮﺣﺎﺕ ﺇﺭﺷﺎﺩﻳﺔ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻋﻠﻰ ﺭﻓﻮﻑ ﺍﳌﻜﺘﺒﺔ ﺑﻄﺮﻳﻘﺔ ﺗﺴـﻬﻞ ﻋﻠـﻰ ﺍﳌﺴـﺘﻔﻴﺪ‬
‫ﻭﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺼﺪﺭ ﺍﳌﻄﻠﻮﺏ ﺑﺴﺮﻋﺔ ﻭﺃﻗﻞ ﺟﻬﺪ‪.‬‬
‫‪ (14‬ﺇﻋﺪﺍﺩ ﻟﻮﺣﺎﺕ ﻟﻺﻋﻼﻥ ﻭﺍﻟﻌﺮﺽ ﺗﻮﺿﻊ ﺩﺍﺧﻞ ﺍﳌﻜﺘﺒﺔ ﺃﻭ ﺧﺎﺭﺟﻬﺎ‪.‬‬
‫· ﺍﻷﻣﻦ ﻭﺍﻟﺴﻼﻣﺔ‬
‫ﺗﻮﻓﲑ ﻧﻈﺎﻡ ﺇﻃﻔﺎﺀ ﻣﺮﻛﺰﻱ ﺿﺪ ﺍﳊﺮﻳﻖ‪ ،‬ﺃﻭ ﺗﻮﻓﲑ ﻃﻔﺎﻳﺎﺕ ﺣﺮﻳﻖ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗـﻞ ﰲ ﻛـﻞ‬ ‫‪(1‬‬
‫ﻣﻜﺘﺒﺔ‪.‬‬
‫ﺗﻮﻓﲑ ﻣﻌﺪﺍﺕ ﺇﻧﺬﺍﺭ ﺻﻮﺗﻴﺔ ﻭﺿﻮﺋﻴﺔ‪.‬‬ ‫‪(2‬‬
‫ﻭﺟﻮﺩ ﻋﻼﻣﺎﺕ ﺇﺭﺷﺎﺩﻳﺔ ﲢﺪﺩ ﺍﻻﲡﺎﻩ ﳌﺨﺎﺭﺝ ﺍﻟﻄﻮﺍﺭﺉ‪.‬‬ ‫‪(3‬‬
‫ﺗﺮﻛﻴﺐ ﺍﻟﺴﺘﺎﺋﺮ ﺍﳌﻌﺎﻣﻠﺔ ﲟﻮﺍﺩ ﺿﺪ ﺍﻻﺷﺘﻌﺎﻝ‪.‬‬ ‫‪(4‬‬
‫ﻣﻼﺋﻤﺔ ﺍﻷﺑﻮﺍﺏ ﻭﺍﳌﺨﺎﺭﺝ‪ :‬ﳚﺐ ﺃﻥ ﺗﻔﺘﺢ ﺍﻷﺑﻮﺍﺏ ﻟﻠﺨﺎﺭﺝ‪ /‬ﻭﺗﻜﻮﻥ ﻣﻜﻮﻧﺔ ﻣـﻦ ﺟـﺰﺋﻴﲔ‬ ‫‪(5‬‬
‫ﻣﺘﺤﺮﻛﲔ‬
‫ﲣﺼﻴﺺ ﺃﺩﺭﺍﺝ ﻣﻌﻴﻨﺔ ﻟﻮﺿﻊ ﺍﳌﺘﻌﻠﻘﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ‪.‬‬ ‫‪(6‬‬
‫· ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫‪ (1‬ﺗﻮﻓﲑ )‪ (100‬ﳎﻠﺪ ﻟﻜﻞ ﻋﻀﻮ ﻫﻴﺌﺔ ﺗﺪﺭﻳﺲ‪.‬‬
‫‪ (2‬ﺗﻮﻓﲑ ‪ 15‬ﳎﻠﺪ ﻟﻜﻞ ﻃﺎﻟﺐ‪.‬‬
‫‪ (3‬ﺗﻮﻓﲑ )‪ (350‬ﳎﻠﺪﺍﹰ ﻟﻜﻞ ﲣﺼﺺ ﻗﺒﻞ ﺍﻟﺘﺨﺮﺝ‪.‬‬

‫‪227‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (4‬ﺗﻮﻓﲑ)‪ ( 6000‬ﳎﻠﺪ ﻟﻜﻞ ﲣﺼﺺ ﻣﺎﺟﺴﺘﲑ ﰲ ﺣﺎﻝ ﻋﺪﻡ ﻣﻨﺢ ﺷـﻬﺎﺩﺓ ﺍﻟـﺪﻛﺘﻮﺭﺍﻩ ﰲ ﻫـﺬﺍ‬
‫ﺍﻟﺘﺨﺼﺺ‪ ,‬ﻭ)‪ (3000‬ﳎﻠﺪ ﻟﻜﻞ ﲣﺼﺺ ﻣﺎﺟﺴﺘﲑ ﰲ ﺣﺎﻝ ﻣﻨﺢ ﺷﻬﺎﺩﺓ ﺍﻟـﺪﻛﺘﻮﺭﺍﻩ ﰲ ﻫـﺬﺍ‬
‫ﺍﻟﺘﺨﺼﺺ‪ ,‬ﻭ)‪ (25000‬ﳎﻠﺪ ﻟﻜﻞ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪.‬‬
‫‪ (5‬ﺗﻮﻓﲑ ﺍﻷﺷﻜﺎﻝ ﺍﳊﺪﻳﺜﺔ ﳌﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺭﺑﻌﺔ ﺍﻷﻭﱃ‪،‬ﺃﻱ ﺧـﻼﻝ ﺍﻟﻔﺘـﺮﺓ‬
‫ﺍﻟﺘﺄﺳﻴﺴﻴﺔ ﻟﻠﻤﻜﺘﺒﺔ‪.‬‬
‫· ﺑﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ‪:‬‬
‫‪ (1‬ﻭﺟﻮﺩ ﺳﻴﺎﺳﺔ ﻣﻜﺘﻮﺑﺔ ﻣﻌﺪﺓ ﻣﻦ ﻗﺒﻞ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺃﻭ ﺍﳌﻜﺘﺒﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻟﺘﻨﻈﻴﻢ ﻋﻤﻠﻴـﺔ ﺑﻨـﺎﺀ‬
‫ﻭﺗﻨﻤﻴﺔ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﺔ‪ ,‬ﺣﻴﺚ ﲢﺪﺩ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻷﻭﺟﻪ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻌﻤﻠﻴﺔ ﺗﻨﻤﻴﺔ ﺍ‪‬ﻤﻮﻋـﺎﺕ‬
‫ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ)ﺍﻟﺸﺮﺍﺀ‪ /‬ﺍﻹﻫﺪﺍﺀ‪ /‬ﺍﻹﻳﺪﺍﻉ‪ /‬ﺍﻟﺘﺒﺎﺩﻝ(‪.‬‬
‫‪ (2‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻤﻴﺰﺍﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ ﻟﺸﺮﺍﺀ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﺨﺘﻠﻒ ﺃﺷﻜﺎﳍﺎ ﻋﻠﻰ ﺃﻥ ﳜﺼﺺ‬
‫ﻣﺎﻻ ﻳﻘﻞ ﻋﻦ ‪ % 40‬ﻣﻦ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻟﺸﺮﺍﺀ ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ ﺍﻟﻮﺭﻗﻴﺔ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﺍﻻﺷـﺘﺮﺍﻙ ﰲ‬
‫ﺍﻟﺪﻭﺭﻳﺎﺕ ﺍﻟﻮﺭﻗﻴﺔ‪.‬‬
‫ﻭﺿﻊ ﺍﻟﺸﺮﻭﻁ ﻭﺍﻟﻘﻴﻮﺩ ﺍﻟﱵ ﳚﺐ ﺍﻻﻟﺘﺰﺍﻡ ‪‬ﺎ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻹﻫﺪﺍﺀ ﻭﺍﻟﺘﺒﺎﺩﻝ ﻭﺍﻹﻳﺪﺍﻉ ﺣﻴﺚ ﻳﺘﻢ‬ ‫‪(3‬‬
‫ﲢﺪﻳﺪﻫﺎ ﺿﻤﻦ ﺍﻟﺴﻴﺎﺳﺔ ﺍﳌﻜﺘﻮﺑﺔ ﻟﺒﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻭﺫﻟﻚ ﺑﻌﺪ ﻣﻮﺍﻓﻘﺔ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒـﺎﺕ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻼﺋﺤﺔ‪.‬‬
‫ﺇﺷﺮﺍﻑ ﳉﻨﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺑﺎﻟﻜﻠﻴﺔ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﻭﺿﻊ ﺍﳌﻘﺘﺮﺣﺎﺕ‪ ،‬ﻭﲢﺪﻳﺪ ﻭﺳﺎﺋﻞ ﻭﺃﺩﻭﺍﺕ ﺍﻻﺧﺘﻴﺎﺭ‬ ‫‪(4‬‬
‫ﺍﳌﻨﺎﺳﺒﺔ ﻭﻣﺼﺎﺩﺭ ﺍﻟﺘﺰﻭﻳﺪ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺟﺮﺩ ﰲ ﺑﺪﺍﻳﺔ ﻛﻞ ﻓﺼﻞ ﺩﺭﺍﺳﻲ‪.‬‬ ‫‪(5‬‬
‫ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﺳﺘﺒﻌﺎﺩ ﻣﺮﺓ ﻛﻞ ﺳﻨﺘﲔ ﳌﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺎﺩﻣﺖ ﻣﻌﻠﻮﻣﺎ‪‬ﺎ ﺃﻭ ﺍﻟﱵ ﺗﻌﺮﺿﺖ‬ ‫‪(6‬‬
‫ﻟﺘﻠﻒ ﺃﻭ ﻷﻱ ﺳﺒﺐ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺗﺴﺘﻮﺟﺐ ﺍﻻﺳﺘﺒﻌﺎﺩ‪.‬‬

‫· ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ‬
‫‪ (1‬ﺍﻟﻔﻬﺮﺳﺔ‪ :‬ﺿﺮﻭﺭﺓ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﻔﻬﺮﺳﺔ ﳌﺼﺎﺩﺭ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﻋﺪﺍﺩ ﺑﻄﺎﻗﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﻭﻓﻖ‬
‫ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﲢﺪﺩﻫﺎ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺔ ﻭﺫﻟﻚ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﻛﺜﺮ ﺍﻟﻄـﺮﻕ‬

‫‪228‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺗﻄﺒﻴﻘﺎﹰ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ,‬ﻭﺇﺩﺧﺎﻝ ﻧﻈﺎﻡ ﺁﱄ ﻣﺘﻜﺎﻣﻞ ﻳﺴـﺎﻋﺪ ﻋﻠـﻰ ﺗﻠﺒﻴـﺔ ﺍﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪ ,‬ﻭﺗﻮﻓﲑ ﺟﻬﻮﺩ ﺍﻟﻌﺎﻣﻠﲔ‪ ,‬ﳑﺎ ﺳﺎﻋﺪ ﻋﻠﻰ ﺍﻻﺭﺗﻘﺎﺀ ﲟﺴﺘﻮﻯ ﺍﳋﺪﻣﺔ ﺍﳌﻘﺪﻣﺔ‪.‬‬
‫‪ (2‬ﺍﻟﺘﺼﻨﻴﻒ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﺗﺼﻨﻴﻒ ﺩﻳﻮﻱ ﺍﻟﻌﺸﺮﻱ ﰲ ﻃﺒﻌﺘﻪ ‪ 21‬ﻟﺘﻨﻈﻴﻢ ﺍ‪‬ﻤﻮﻋـﺎﺕ ﰲ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺿﺮﻭﺭﺓ ﺍﺗﺒﺎﻉ ﺑﻜﺎﻓﺔ ﻗﻮﺍﻋﺪ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﻟﺘﺼﻨﻴﻒ‪ ,‬ﻭﺗﻨﻈـﻴﻢ ﺍ‪‬ﻤﻮﻋـﺎﺕ ﰲ‬
‫ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﻓﻘﺎﹰ ﻟﻠﺘﺨﺼﺼﺎﺕ ﻫﺬﻩ ﺍﻟﻜﻠﻴﺎﺕ‪.‬‬
‫‪ (3‬ﺍﻟﺘﺠﻠﻴﺪ‪ :‬ﺗﻮﻓﲑ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺠﻠﻴﺪ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺗﺪﻭﳍﺎ ﻛـﺜﲑﺍﹰ‬
‫ﺣﻔﺎﻇﺎﹰ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪ (4‬ﺇﻋﺪﺍﺩ ﺍﻟﺴﺠﻼﺕ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﺑﺎﻻﻃﻼﻉ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﺑﺎﻹﻋﺎﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﲟﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻘﺘﻨﺎﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺮﺍﺀ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﲟﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻘﺘﻨﺎﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻫﺪﺍﺀ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﲟﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻘﺘﻨﺎﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺒﺎﺩﻝ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﺑﺎﻟﺪﻭﺭﻳﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﲟﺸﺎﺭﻳﻊ ﺍﻟﺘﺨﺮﺝ ﻭﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪.‬‬
‫‪ -‬ﺍﻟﺴﺠﻞ ﺍﳋﺎﺹ ﺑﺎﳌﺴﺘﻔﻴﺪﻳﻦ ﺍﳌﻌﺎﻗﺒﲔ ﻭﺍﶈﺮﻭﻣﲔ ﻣﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﳌﺆﻗﺘﺔ ﻣﻦ ﺧﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ -5‬ﺍﻟﺪﻋﻮﺓ ﺍﳌﻜﺘﺒﻴﺔ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺷﺨﺼﻴﺔ ﺍﳌﻜﺘﺒﻴﲔ ﺃﻧﻔﺴﻬﻢ ﻭ ﺣﺴﻦ ﺍﺳﺘﻘﺒﺎﳍﻢ ﻟﺮﻭﺍﺩ ﺍﳌﻜﺘﺒﺔ‪،‬‬
‫ﻭﻭﺿﻊ ﺑﺮﻧﺎﻣﺞ ﺗﻌﺮﻳﻔﻲ ﻣﺴﺠﻞ ﺻﻮﺗﻴﺎﹰ ﺃﻭ ﺑﺎﻟﻔﻴﺪﻳﻮ ﻟﺘﻘﺪﱘ ﺍﳌﻜﺘﺒﺔ ﺇﱃ ﺍﳌﺴـﺘﻔﻴﺪﻳﻦ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺇﻋﺪﺍﺩ ﺍﳌﻠﺼﻘﺎﺕ ﻭﺍﻟﻠﻮﺣﺎﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻭﻟﻮﺣﺎﺕ ﺍﻹﻋﻼﻧﺎﺕ ﻭﺍﻷﺧﺒﺎﺭ ﺍﻟﱵ ﲢﻴﻂ ﺍﳌﺴـﺘﻔﻴﺪﻳﻦ‬
‫)‪.(23‬‬
‫ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻤﻜﻨﺔ ﻋﻦ ﺍﳌﻜﺘﺒﺔ‬
‫· ﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﻋﻨﺪ ﺗﺄﺳﻴﺲ ﺍﳌﻜﺘﺒﺔ ﻻﺑﺪ ﻣﻦ ﺗﻮﺍﻓﺮ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻛﺤﺪ ﺃﺩﱏ ﳋﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳚﺐ ﺃﻥ‬
‫ﺗﻘﺪﻡ ﰲ ﺍﳌﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻭﻫﻲ‪:‬‬

‫‪229‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (1‬ﺧﺪﻣﺔ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴﻪ‪ :‬ﻭﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺧﱪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻜﺘﺒـﺔ ﰲ ﺍﻟﺘﻌﺎﻣـﻞ ﻣـﻊ‬
‫ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻭﺗﻮﺟﻴﻬﻬﻢ ﻭﺇﺭﺷﺎﺩﻫﻢ ﻟﻜﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻜﺘﺒﺔ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺎ‪‬ﺎ‪.‬‬
‫‪ (2‬ﺧﺪﻣﺔ ﺍﻻﻃﻼﻉ ﺍﻟﺪﺍﺧﻠﻲ‪ :‬ﳚﺐ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﰲ ﻛﻞ ﻣﻜﺘﺒﺔ ﺟﺎﻣﻌﻴﺔ ﻣﻊ ﺍﻷﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺗـﻮﻓﲑ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻘﺪﱘ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻣﺜﻞ) ﺍﻟﻔﻬﺎﺭﺱ‪ /‬ﺗﻮﻓﲑ ﻗﺎﻋﺎﺕ ﺍﳌﻄﺎﻟﻌﺔ ﺍﳌﻨﺎﺳﺒﺔ‬
‫ﻟﺘﻘﺪﱘ ﻫﺬﻩ ﺍﳋﺪﻣﺔ‪ /‬ﺗﻮﻓﲑ ﺍﻟﺴﺠﻼﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻻﻃﻼﻉ ﺍﻟﺪﺍﺧﻠﻲ(‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺿﻊ ﺍﻟﺸـﺮﻭﻁ‬
‫ﺍﻟﱵ ﳚﺐ ﺍﻻﻟﺘﺰﺍﻡ ‪‬ﺎ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻭﺍﻟﱵ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺛﻼﺛﺔ ﻋﻨﺎﻭﻳﻦ ﻟﻴﺘﻢ ﺍﻻﻃﻼﻉ ﻋﻠﻴﻬﺎ ﺩﺍﺧﻞ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺼﻮﻳﺮ ﻟــ ‪ 50‬ﺻﻔﺤﺔ ﻣﻦ ﻛﻞ ﻋﻨﻮﺍﻥ ﺩﺍﺧﻞ ﺍﳌﻜﺘﺒﺔ ﻭﺫﻟﻚ ﻟﻠﻤﺼﺎﺩﺭ ﺍﻟﱵ ﳝﻨﻊ‬
‫ﺇﻋﺎﺭ‪‬ﺎ ﺧﺎﺭﺝ ﺟﺪﺭﺍﻥ ﺍﳌﻜﺘﺒﺔ‪.‬‬
‫‪ -‬ﻭﺿﻊ ﺍﳍﻮﻳﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻣﻘﺎﺑﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﳋﺪﻣﺔ‪.‬‬
‫‪ (3‬ﺧﺪﻣﺔ ﺍﻹﻋﺎﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﳚﺐ ﺗﻮﻓﲑ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﰲ ﲨﻴﻊ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻣﻊ ﺿﺮﻭﺭﺓ ﺗﻮﻓﲑ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻘﺪﱘ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻣﺜﻞ )ﺍﻟﻔﻬﺎﺭﺱ‪ /‬ﺗﻮﻓﲑ ﺍﻟﺴﺠﻼﺕ ﺍﳋﺎﺻـﺔ‬
‫ﺑﺎﻹﻋﺎﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ(‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺿﻊ ﻟﺸﺮﻭﻁ ﺍﻟﱵ ﳚﺐ ﺍﻻﻟﺘﺰﺍﻡ ‪‬ﺎ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﳋﺪﻣﺔ‬
‫ﻭﺍﻟﱵ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺇﻋﺎﺭﺓ ﺛﻼﺛﺔ ﻋﻨﺎﻭﻳﻦ ﻟﻜﻞ ﻣﺴﺘﻔﻴﺪ‪.‬‬
‫‪ -‬ﻭﺿﻊ ﺍﳍﻮﻳﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻣﻘﺎﺑﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﳋﺪﻣﺔ‪.‬‬
‫‪ -‬ﲢﺪﻳﺪ ﻣﺪﺓ ﺍﻹﻋﺎﺭﺓ ﺑﺜﻼﺛﺔ ﺃﻳﺎﻡ‪ ،‬ﻗﺎﺑﻠﺔ ﻟﻠﺘﺠﺪﻳﺪ ﺑﻨﻔﺲ ﺍﳌﺪﺓ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺣﺠﺰ ﺍﻟﻌﻨﻮﺍﻥ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ‬
‫ﺍﻟﺘﺄﺧﲑ ﰲ ﺇﻋﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﳛﺮﻡ ﻣﻦ ﺍﻹﻋﺎﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﳌﺪﺓ ﺷﻬﺮ‪.‬‬
‫‪ -‬ﺗﻔﺮﺽ ﻏﺮﺍﻣﺔ ﻣﻘﺪﺍﺭﻫﺎ ﺛﻼﺛﺔ ﺃﺿﻌﺎﻑ ﺳﻌﺮ ﺍﳌﺼﺪﺭ ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻠﻒ ﺃﻭ ﺍﻟﻀﻴﺎﻉ‪ ،‬ﺃﻭ ﺟﻠﺐ ﻧﻔﺲ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﺍﻟﺘﺨﻠﻒ ﻋﻦ ﺫﻟﻚ ﺗﺮﻓﻊ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺍﳌﺘﺨﻠﻔﲔ ﻟﻴﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ‬
‫ﻭﻓﻖ ﻗﻮﺍﻧﲔ ﺍﳉﺎﻣﻌﺔ ﺍﳌﻌﻤﻮﻝ ‪‬ﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺨﺎﻟﻔﲔ ﻟﻘﻮﺍﻧﲔ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ -‬ﲢﺪﻳﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﻻ ﳝﻜﻦ ﺇﻋﺎﺭ‪‬ﺎ ﺧﺎﺭﺝ ﺣﺪﻭﺩ ﺍﳌﻜﺘﺒﺔ ﻭﺫﻟـﻚ ﻭﻓﻘـﹰﺎ‬
‫ﻟﻘﻮﺍﻋﺪ ﺗﻀﻌﻬﺎ ﳉﻨﺔ ﺍﳌﻜﺘﺒﺔ ﲝﻴﺚ ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ ﻋﻦ ﻃﺮﻳﻖ ﺧﺪﻣﺔ‬
‫ﺍﻹﻃﻼﻉ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬

‫‪230‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺧﺪﻣﺔ ﺍﻟﺘﺼﻮﻳﺮ‪ :‬ﺿﺮﻭﺭﺓ ﺗﻮﻓﲑ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﺩﺍﺧﻞ ﺍﳌﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻭﺧﺎﺻﺔ ﻣﻊ ﻭﺟﻮﺩ ﻣﺼﺎﺩﺭ ﻻ‬ ‫‪(4‬‬
‫ﳝﻜﻦ ﺇﻋﺎﺭ‪‬ﺎ ﺧﺎﺭﺝ ﺍﳌﻜﺘﺒﺔ ﻭﻫﺬﻩ ﺍﳋﺪﻣﺔ ﺗﺘﻄﻠﺐ ﺗﻮﻓﲑ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﻔﻨﻴﲔ ﺍﳌﻨﺎﺳﺒﲔ‪.‬‬
‫ﺧﺪﻣﺔ ﺍﻹﺣﺎﻃﺔ ﺍﳉﺎﺭﻳﺔ‪ :‬ﻭﻫﻲ ﺇﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﺗﺘﻀﻤﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺒﺒﻠﻮﺟﺮﺍﻓﻴﺔ ﻟﻠﻤﺼﺎﺩﺭ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ‬ ‫‪(5‬‬
‫ﲤﺖ ﺇﺿﺎﻓﺘﻬﺎ ﺇﱃ ﻣﻘﺘﻨﻴﺎﺕ ﺍﳌﻜﺘﺒﺔ‪ ,‬ﻭﻳﺘﻢ ﺍﻹﻋﻼﻥ ﻋﻨﻬﺎ ﻣﻦ ﺧـﻼﻝ ﺍﻟﻌﻨـﺎﻭﻳﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻭﻋﺮﺿﻬﺎ ﻋﻠﻰ ﻣﻮﺍﻗﻊ ﺍﳌﻜﺘﺒﺎﺕ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫ﺧﺪﻣﺔ ﺍﻻﺷﺘﺮﺍﻙ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﺸﺘﺮﻙ ‪‬ﺎ ﺍﳉﺎﻣﻌﺔ‪ :‬ﺣﻴﺚ ﺗﻘﻮﻡ ﺍﳌﻜﺘﺒـﺔ‬ ‫‪(6‬‬
‫ﺑﺘﻮﻓﲑ ﻗﺎﻋﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍ‪‬ﻬﺰﺓ ﻟﺘﻮﻓﲑ ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﺸﺘﺮﻙ ‪‬ﺎ ﺍﳉﺎﻣﻌﺔ‪ ,‬ﻣﻊ‬
‫ﺗﻮﻓﲑ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺷﺘﺮﺍﻙ ‪‬ﺎ‪.‬‬
‫ﺧﺪﻣﺔ ﺍﻻﻧﺘﺮﻧﺖ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﲑ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫـﺬﻩ ﺍﳋﺪﻣـﺔ‬ ‫‪(7‬‬
‫ﻭﺗﻮﻓﲑﻫﺎ ﰲ ﲨﻴﻊ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ‪.‬‬

‫ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﺬﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ‬ ‫‪-‬‬

‫ﺧﺪﻣﺎﺕ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺒﺼﺮﻳﺔ‪ :‬ﺗﻮﺍﻓﺮ ﺍﻟﻜﺘﺐ ﺍﳌﻜﺘﻮﺑﺔ ﺑﻄﺮﻳﻘﺔ "ﺑﺮﺍﻳﻞ" ﺃﻭ ﻃﺮﻳﻘﺔ"ﺟﻮﻥ" ‪ ،‬ﻣﻊ‬ ‫‪(1‬‬
‫ﺗﻮﺍﻓﺮ ﻣﻄﺒﻮﻋﺎﺕ ﺑﺼﻔﺤﺎﺕ ﻛﺒﲑﺓ ﻣﻜﺘﻮﺑﺔ ﲝﺮﻭﻑ ﻛﺒﲑﺓ ﻭﲝﱪ ﻏﺎﻣﻖ‪.‬‬
‫ﺧﺪﻣﺎﺕ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺴﻤﻌﻴﺔ‪ :‬ﺗﻮﻓﺮ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺮﺋﻴﺔ ﻭﺍﻟﱵ ﺗﻌﺘﲏ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻮﺭ ﻭﺍﳌﻨـﺎﻇﺮ‬ ‫‪(2‬‬
‫ﻭﺃﻓﻼﻡ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺼﻮﺭ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺘﺮﲨﺔ ﺑﻠﻐﺔ ﺍﻹﺷﺎﺭﺓ‪.‬‬
‫ﺧﺪﻣﺎﺕ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ‪ :‬ﺗﻮﻓﺮ ﺍﻷﺛﺎﺙ ﺍﳌﻼﺋﻢ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳋﺎﺻﺔ‪.‬‬ ‫‪(3‬‬
‫ﻭﻳﺘﻮﻗﻒ ﺗﻮﻓﲑ ﺍﻷﻋﺪﺍﺩ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﰲ ﻛﻞ ﻣﻜﺘﺒﺔ ﻋﻠﻰ ﺃﻋﺪﺍﺩ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻣـﻦ‬ ‫‪(4‬‬
‫ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺍﳌﺴﺠﻠﲔ ﺑﺎﻟﻜﻠﻴﺔ‪.‬‬
‫‪ -‬ﺧﻄﻮﺍﺕ ﺗﻮﻓﲑ ﻣﺘﻄﻠﺒﺎﺕ ﺿﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‬
‫· ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ‬
‫‪ (1‬ﺗﺄﺳﻴﺲ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻭﺗﻌﻴﲔ ﻣﺪﻳﺮ ﳍﺬﻩ ﺍﳌﺪﻳﺮﻳﺔ ﺣﺎﺻﻞ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟـﺪﻛﺘﻮﺭﺍﻩ ﺃﻭ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﳎﺎﻝ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ,‬ﻳﻌﻤﻞ ﻋﻠﻰ ﺗﺸﻜﻴﻞ ﻭﺗﻔﻌﻴﻞ ﺍﻟﻠﺠﺎﻥ ﺍﳌﻜﺘﺒﻴـﺔ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳉﺎﻣﻌﺔ ﲟﺪﺓ ﻻ ﺗﺘﺠﺎﻭﺯ ﺷﻬﺮ‪.‬‬

‫‪231‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ (2‬ﺗﻘﻮﻡ ﺍﻟﻠﺠﺎﻥ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﺸﻜﻠﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻠﻴﺔ ﺑﻌﻘﺪ ﻭﺭﺷﺎﺕ ﻋﻤﻞ ﺧﻼﻝ ﺷﻬﺮ‪ ,‬ﺗﻘﻮﻡ ﺧﻼﳍﺎ‬
‫ﺑﺘﺤﺪﻳﺪ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﳌﺒﺪﺋﻴﺔ ﻟﺘﻄﻮﻳﺮ ﻋﻤﻞ ﺍﳌﻜﺘﺒﺎﺕ ﻭﲢﺪﻳﺪ ﻣﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻫﺬﺍ ﺍﻟﺘﻄـﻮﺭ‬
‫ﺑﺸﻜﻞ ﺩﻗﻴﻖ‪ ,‬ﻭﺗﺮﻓﻊ ﺗﻘﺮﻳﺮﻫﺎ ﺇﱃ ﳉﻨﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳌﺸﻜﻠﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﺔ ﻟﺘﻘﻮﻡ ﺑـﺄﺟﺮﺍﺀ‬
‫ﺩﺭﺍﺳﺔ ﺷﺎﻣﻠﺔ ﻟﻮﺿﻊ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﺧﻼﻝ ﺷﻬﺮ‪ ,‬ﻭﺗﺼﺪﺭ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﻌـﺎﻳﲑ ﺍﻟﻮﺍﺟـﺐ‬
‫ﺗﻮﺍﻓﺮﻫﺎ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ (3‬ﺍﻹﻋﻼﻥ ﻣﻦ ﻗﺒﻞ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌﺔ ﻋﻦ ﻣﺴﺎﺑﻘﺔ ﻟﺘﻌﻴﲔ ﺃﻣﻨﺎﺀ ﻣﻜﺘﺒﺎﺕ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﻣﻦ ﲪﻠﺔ‬
‫ﺷﻬﺎﺩﺓ ﺍﻹﺟﺎﺯﺓ ﰲ ﺍﺧﺘﺼﺎﺹ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ,‬ﻭﻫﻨﺪﺳﺔ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﳊﺎﺳﺒﺎﺕ ﻭﺗﺸـﺮﻑ‬
‫ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺴﺎﺑﻘﺔ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌﺔ ﻭﺫﻟﻚ ﺑﻌﺪ ﺗﻘﺪﱘ ﺍﻟﺸﺮﻭﻁ ﺍﳋﺎﺻﺔ ‪‬ﺬﻩ ﺍﳌﺴﺎﺑﻘﺔ ﻣـﻦ ﻗﺒـﻞ‬
‫ﻣﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺑﺎﳉﺎﻣﻌﺔ ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ‪ ,‬ﻭﺫﻟـﻚ‬
‫ﺧﻼﻝ ﺷﻬﺮﻳﻦ ﻣﻦ ﺗﺎﺭﻳﺦ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﳌﺴﺎﺑﻘﺔ‪.‬‬

‫ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪ (1‬ﺇﺟﺮﺍﺀ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺎﻟﻴﲔ ﻭﺍﳉﺪﺩ ﰲ ﳎﺎﻝ ﺍﻟﻔﻬﺮﺳﺔ ﺍﻵﻟﻴﺔ‪ ,‬ﻭﺍﻟﺘﺼﻨﻴﻒ‪ ,‬ﻭﺗﻘـﺪﱘ‬
‫ﺍﳋﺪﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ,‬ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﲨﻬﻮﺭ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪ ,‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻭﺭﺷﺎﺕ ﺗﺪﺭﻳﺒﻴﺔ ﳌﺪﺓ‬
‫‪ 40‬ﻳﻮﻣﺎﹰ‪.‬‬
‫‪ (2‬ﺍﻟﺘﻨﺴﻴﻖ ﻣﻊ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌﺔ ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﱵ ﰎ ﺇﺣﺪﺍﺙ ﻣﺒﺎﱐ ﺟﺪﻳـﺪﺓ‬
‫ﳍﺎ‪ ,‬ﻟﺘﻮﻓﲑ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺎﺕ ﺧﻼﻝ ﺷﻬﺮﻳﻦ‪.‬‬
‫‪ (3‬ﻗﻴﺎﺱ ﺃﺩﺍﺀ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﱵ ﰎ ﺗﻄﻮﻳﺮﻳﻬﺎ‪ ,‬ﻭﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻋﻠﻰ ﻣﺪﺍﺭ ﻓﺼﻞ ﺩﺭﺍﺳﻲ ﻭﺍﺣـﺪ‪,‬‬
‫ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﺗﻼﰲ ﺍﻟﻨﻘﺺ ﺃﻭ ﺍﳋﻄﺄ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ ﺿـﻤﺎﻥ ﺟـﻮﺩﺓ ﺍﻷﺩﺍﺀ ﰲ ﻣﻜﺘﺒـﺎﺕ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﺘﺒﻘﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ‪:‬‬

‫‪232‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫ﺿﺮﻭﺭﺓ ﺇﺣﺪﺍﺙ ﻣﺪﻳﺮﻳﺔ ﻣﺘﺨﺼﺼﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﺍﻟﻠﺠﺎﻥ ﺍﳌﻜﺘﺒﻴﺔ ﻋﻠﻰ‬ ‫‪(1‬‬
‫ﻣﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﺔ ﻭﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻛﻞ ﻛﻠﻴﺔ‪ ،‬ﲣﺼﻴﺺ ﻣﻴﺰﺍﻧﻴﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﻟﻠﺠﺎﻣﻌﺔ‪.‬‬
‫ﳚﺐ ﺇﻧﺸﺎﺀ ﻣﻜﺘﺒﺔ ﻣﺮﻛﺰﻳﺔ ﻣﺘﻄﻮﺭﺓ ﳉﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﻗﺴـﻢ ﻟﻠﻤﻜﺘﺒـﺎﺕ‬ ‫‪(2‬‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﲜﺎﻣﻌﺔ ﺍﻟﻔﺮﺍﺕ‪.‬‬
‫ﺍﻹﻋﻼﻥ ﻋﻦ ﻣﺴﺎﺑﻘﺔ ﻟﺘﻌﻴﲔ ﻋﺎﻣﻠﲔ ﲟﺪﻳﺮﻳﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﺭﺋﺎﺳﺔ ﺍﳉﺎﻣﻌـﺔ ﻭ ﺍﳌﻜﺘﺒـﺎﺕ‬ ‫‪(3‬‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﻣﻦ ﲪﻠﺔ ﺷﻬﺎﺩﺍﺕ ﺍﻹﺟﺎﺯﺓ ﻭ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺑﺘﺨﺼﺼﲔ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺈﺟﺮﺍﺀ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺎﻟﻴﲔ ﰲ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ‪.‬‬
‫ﲣﺼﻴﺺ ﻣﺴﺎﺣﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﻜﺘﺒﺔ ﰲ ﻛﻞ ﻛﻠﻴﺔ‪ ،‬ﻭ ﲡﺪﻳﺪ ﻭﲡﻬﻴﺰ ﻣﻜﺘﺒـﺎﺕ ﺟﺎﻣﻌـﺔ ﺍﻟﻔـﺮﺍﺕ‬ ‫‪(4‬‬
‫ﺑﺎﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻷﺛﺎﺙ ﺍﳌﻜﺘﱯ ﺍﻟﻼﺯﻡ ﻟﺘﻄﻮﻳﺮ ﻣﺴﺘﻮﻯ ﺍﳋﺪﻣﺔ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﻘﺪﻣﺔ‪.‬‬
‫ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻣﻜﺘﻮﺑﺔ ﻭﳏﺪﺩﺓ ﻟﻌﻠﻤﻴﺔ ﺑﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ‪.‬‬ ‫‪(5‬‬
‫ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺟﺮﺩ ﺩﻗﻴﻘﺔ ﳉﻤﻴﻊ ﻣﻘﺘﻨﻴﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻟﺘﺤﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟـﺎﺕ‪ ،‬ﻭﲢﺪﻳـﺪ‬ ‫‪(6‬‬
‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﻮﺍﺟﺐ ﺍﺳﺘﺒﻌﺎﺩﻫﺎ‪،‬ﺗﻮﻓﲑ ﺃﻭﻋﻴﺔ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻮﻉ ﺃﺷﻜﺎﳍﺎ‪.‬‬

‫ﺍﳌﺼﺎﺩﺭ‪:‬‬
‫‪ -1‬ﳏﻤﺪ ﺑﻦ ﺻﺎﱀ ﺃﲪﺪ ﺍﻟﺰﻫﺮﺍﱐ)‪ .(2009‬ﺗﻄﺒﻴﻖ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺑﺄﻧﺪﻳـﺔ ﺍﳊﺎﺳـﺐ ﺍﻵﱄ‬
‫ﺑﺈﺩﺍﺭﺍﺕ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﲟﻨﻄﻘﺔ ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﻭﺍﳌﻌﻮﻗﺎﺕ‪ /‬ﺇﺷﺮﺍﻑ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﳏﻤﺪ‬
‫ﺍﳊﻤﻴﺪﻱ‪ -.‬ﺃﻃﺮﻭﺣﺔ ﻣﺎﺟﺴﺘﲑ‪ -.‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ :‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ -.‬ﺹ‪.10‬‬
‫‪2- N.S.Doniach(1981). The Oxford English- Arabic dictionary .- Britain: Oxford‬‬
‫‪University press.- p1017.‬‬
‫‪3- Oxford Advanced Learner s Dictionary(2000). China: Oxford University‬‬
‫‪press.- p1035.‬‬
‫‪ -4‬ﺛﻨﺎﺀ ﺇﺑﺮﺍﻫﻴﻢ ﻓﺮﺣـﺎﺕ )ﺃﺑﺮﻳـﻞ‪ .(2003‬ﺇﺩﺍﺭﺓ ﺍﳉـﻮﺩﺓ ﺍﻟﺸـﺎﻣﻠﺔ ﰲ ﺍﳌﻜﺘﺒـﺎﺕ ﻭﻣﺮﺍﻛـﺰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ -.(1‬ﳎﻠﺔ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ‪ -.‬ﺱ‪،23‬ﻉ‪ ، 2‬ﺹ ﺹ ‪.46-45‬‬

‫‪233‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ -5‬ﻣﲎ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ)ﻳﻨﺎﻳﺮ‪ .(2010‬ﻣﻌﺎﻳﲑ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺗﻌﻠﻴﻢ ﻋﻠﻮﻡ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻟﻘﺴﻢ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﲜﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ ‪ -.‬ﳎﻠﺔ ﺩﺭﺍﺳﺎﺕ ﻋﺮﺑﻴـﺔ ﰲ‬
‫ﺍﳌﻜﺘﺒﺎﺕ ﻭﻋﻠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -.‬ﻣﺞ ‪،15‬ﻉ ‪ ،1‬ﺹ ‪.18‬‬
‫‪6-‬‬ ‫‪ELshami، Ahmad ، Sayed Hassaballah(2001) . Arabic encyclopedia of‬‬
‫‪library information and computer terms: English-Arabic.- Cairo: Academic‬‬
‫‪Bookshop.- vol3، p1887.‬‬
‫‪ -7‬ﺧﻮﻟﺔ ﺍﻟﺸﻮﻳﻌﺮ)ﻣﺎﻳﻮ‪ .(2009‬ﻗﻴﺎﺱ ﺟﻮﺩﺓ ﺧﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﻜﺘﺒﺔ ﺍﳌﻠـﻚ‬
‫ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻌﺎﻣﺔ ﺑﺎﻟﺮﻳﺎﺽ‪ -.‬ﳎﻠﺔ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -.‬ﻉ‪ ، 5‬ﺹ‪.13‬‬
‫‪ -8‬ﻣﺴﻔﺮﺓ ﺑﻨﺖ ﺩﺧﻴﻞ ﺍﷲ ﺍﳋﺜﻌﻤﻲ)‪ .(2008‬ﺟﻮﺩﺓ ﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻟﻠﻤﻜﺘﺒﺔ ﺍﳌﺮﻛﺰﻳﺔ ﲜﺎﻣﻌﺔ ﺍﻷﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳـﻼﻣﻴﺔ ‪ -.‬ﳎﻠـﺔ‬
‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ -.‬ﻣﺞ ‪،15‬ﻉ ‪ ،3‬ﺹ ‪.290‬‬
‫‪ -9‬ﳏﻤﺪ ﻋﻮﺽ ﺍﻟﺘﺮﺗﻮﺭﻱ‪،‬ﺍﻏﺎﺩﻳﺮﻋﺮﻓﺎﺕ ﺟﻮﳛﺎﻥ)‪.(2006‬ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸـﺎﻣﻠﺔ ﰲ ﻣﺆﺳﺴـﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪-.‬ﻋﻤﺎﻥ‪:‬ﺩﺍﺭ ﺍﳌﺴﲑﺓ ﻟﻠﻨﺸـﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪-.2006،‬‬
‫ﺹ‪.30‬‬
‫‪ -10‬ﳏﻤﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ ﺍﳋﻮﱄ)‪ .(2008‬ﺃﺛﺮ ﺗﻄﺒﻴﻖ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻋﻠـﻰ‬
‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻗﻄﺮ‪ /‬ﺇﺷﺮﺍﻑ ﻫﺸﺎﻡ ﺣﺴﻦ ﳐﻠﻒ‪ ،‬ﺃﻣﺎﱐ ﻣﻮﺳﻰ ﳏﻤﺪ‪ ،‬ﳏﻤﺪ ﳒﻴـﺐ ﻋﺒـﺪ‬
‫ﺍﻟﻔﺘﺎﺡ‪-.‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ‪-.‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪:‬ﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ -.‬ﺹ‪.12‬‬
‫‪ -11‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ)‪ .(2005‬ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ :‬ﺍﻟﺪﻟﻴﻞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﻔﺎﻫﻴﻢ ﻭﺍﻷﺩﻭﺍﺕ‪ -.‬ﺍﻟﻘﺎﻫﺮﺓ‪:‬‬
‫ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ ‪ -.‬ﺹ ‪.5‬‬
‫‪ -12‬ﳏﻤﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ ﺍﳋﻮﱄ )‪ .(2008‬ﻣﺼﺪﺭ ﺳﺎﺑﻖ‪ -.‬ﺹ‪.13‬‬
‫‪ -13‬ﳏﻤﺪ ﳏﻤﺪ ﺍﳍﺎﺩﻱ)‪ .(2002‬ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﻣﺮﺍﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -.‬ﳎﻠـﺔ ﺍﻻﲡﺎﻫـﺎﺕ‬
‫ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ‪ -.‬ﻣﺞ‪،9‬ﻉ‪ ،17‬ﺹ‪.164‬‬
‫‪ -14‬ﺭﺍﺷﺪ ﺑﻦ ﳏﻤﺪ ﺍﳊﻤﺎﱄ)ﻳﻨﺎﻳﺮ‪ .(2003‬ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ﻋﻠﻰ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ‪ -.‬ﳎﻠﺔ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ‪-.‬‬
‫ﺱ‪،23‬ﻉ‪ -.1‬ﺹ ﺹ‪.11- 10‬‬

‫‪234‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
 ‫أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﻋﺒﺪو‬ ‫ﻳﻮﻟﻴﻮ‪2016 -‬‬

‫‪ -15‬ﻓﻴﺼﻞ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺣﺴﻦ ﺍﳊﺪﺍﺩ)‪ .(2003‬ﺧﺪﻣﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
‫ﻟﻠﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻦ‪ -.‬ﺹ‪.138‬‬
‫‪ -16‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ)‪ . (2005‬ﻣﺼﺪﺭ ﺳﺎﺑﻖ ‪ -.‬ﺹ‪.93‬‬
‫‪ -17‬ﺷﺮﻳﻒ ﺭﺟﺐ ﺍﳌﻐﺎﻭﺭﻱ)‪ .(2010‬ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﲢﺴﲔ ﻛﻔﺎﺀﺓ ﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻋﻠﻰ ﻣﻜﺘﺒﺎﺕ ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﺴﺎﺩﺍﺕ ﻟﻠﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‪ /‬ﺇﺷﺮﺍﻑ ﳏﻤﺪ ﻓﺘﺤـﻲ ﻋﺒـﺪ‬
‫ﺍﳍﺎﺩﻱ‪ ،‬ﺳﻴﺪﺓ ﻣﺎﺟﺪ ﺭﺑﻴﻊ ‪-.‬ﺃﻃﺮﻭﺣﺔ ﻣﺎﺟﺴﺘﲑ‪-.‬ﺟﺎﻣﻌﺔ ﺍﳌﻨﻮﻓﻴﺔ‪ :‬ﻛﻠﻴﺔ ﺍﻵﺩﺍﺑﺺ ﺹ ‪.88-78‬‬
‫‪ -18‬ﻳﺴﺮﻳﺔ ﻋﺒﺪ ﺍﳊﻠﻴﻢ ﺯﺍﻳﺪ)‪ .(1998‬ﺍﳌﻌﺎﻳﲑ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ -.‬ﺍﻟﻘـﺎﻫﺮﺓ‪ :‬ﺍﻟـﺪﺍﺭ‬
‫ﺍﳌﺼﺮﻳﺔ ﺍﻟﻠﺒﻨﺎﻧﻴﺔ‪ -.‬ﺹ ﺹ‪.103-102‬‬
‫‪ -19‬ﻳﺴﺮﻳﺔ ﻋﺒﺪ ﺍﳊﻠﻴﻢ ﺯﺍﻳﺪ)‪ .(1998‬ﺍﳌﺼﺪﺭ ﻧﻔﺴﻪ‪ -.‬ﺹ ‪.102‬‬
‫‪ -20‬ﻧﻮﺭﻱ ﲪﻴﺪ ﳏﻤﺪ )‪ .(2007‬ﻣﻨﻈﻮﻣﺔ ﻣﻜﺘﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺣﻠﺐ‪ :‬ﺩﺭﺍﺳﺔ ﻟﻠﻮﺍﻗﻊ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻹﺩﺧﺎﻝ‬
‫ﻧﻈﺎﻡ ﺁﱄ‪ /‬ﺇﺷﺮﺍﻑ ﺷﻌﺒﺎﻥ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺧﻠﻴﻔﺔ‪ -.‬ﺃﻃﺮﻭﺣﺔ ﻣﺎﺟﺴﺘﲑ‪ -.‬ﺟﺎﻣﻌﺔ ﺍﻟﻘـﺎﻫﺮﺓ‪ :‬ﻛﻠﻴـﺔ‬
‫ﺍﻵﺩﺍﺏ‪ -.‬ﺹ‪.53‬‬
‫‪21- ACRL(2011). Standards for libraries in Higher Education . Retrieved‬‬
‫‪25/2/2016. Availablein: http://www.ala.org/acrl/standards/standardslibraries‬‬
‫‪ -22‬ﺷﻌﺒﺎﻥ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺧﻠﻴﻔﺔ)‪ .(1997‬ﺍﶈﺎﻭﺭﺍﺕ ﰲ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﰲ ﻋﻠﻢ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪-.‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺍﻟﺪﺍﺭ ﺍﳌﺼﺮﻳﺔ ﺍﻟﻠﺒﻨﺎﻧﻴﺔ‪ -.‬ﺹ ‪.39‬‬
‫‪ -23‬ﺷﻌﺒﺎﻥ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺧﻠﻴﻔﺔ )‪ .(1997‬ﺍﳌﺼﺪﺭ ﻧﻔﺴﻪ‪ -.‬ﺹ‪.50‬‬

‫‪235‬‬
‫اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪-‬اﻟﻌﺪد اﻟﺴﺎدس‪ -‬ﻳﻮﻟﻴﻮ‪2016 -‬‬
‫)‪Powered by TCPDF (www.tcpdf.org‬‬