‫ﺩﻭﺭﻩ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻬﻨﺪﺳﯽ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﮔﺮﺍﻳﺶ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﺩﺍﻧﺸﮑﺪﻩ ﻣﻬﻨﺪﺳﯽ ﺑﺮﻕ ﻭ ﮐﺎﻣﭙﻴﻮﺗﺮ‬
‫ﮔﺮﻭﻩ ﻣﻬﻨﺪﺳﯽ ﮐﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬
‫ﺿﺮﻭﺭﺕ ﺗﺎﺳﻴﺲ ﺩﻭﺭﻩ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪۱ ...................................................‬‬
‫ﻣﻘﺪﻣﻪ ‪۲ .................................................................................................................‬‬
‫ﻣﻔﻬﻮﻡ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ‪۳ ......................................................................‬‬
‫ﺧﺮﻭﺟﻲﻫﺎ ﻭ ﻧﺘﺎﻳﺞ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪۷ .............................................................................‬‬
‫ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪۸ ......................................................................................‬‬
‫ﮔﺮﺍﻳﺶ ﺟﻬﺎﻧﻲ ﺑﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪۹ ..............................................................................‬‬
‫ﻧﻴﺎﺯ ﺑﻪ ﺍﻳﻦ ﺩﻭﺭﻩ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ‪۱۱......................................................................................‬‬
‫ﻭﺿﻌﻴﺖ ﺳﺎﻳﺮ ﮐﺸﻮﺭﻫﺎ ‪۱۳............................................................................................‬‬
‫ﺗﻮﺍﻧﻤﻨﺪﻱ ﻓﺮﺍﮔﻴﺮﺍﻥ ﭘﺲ ﺍﺯ ﻃﻲ ﺩﻭﺭﻩ ‪۱۵............................................................................‬‬
‫ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ﺍﺭﺍﺋﻪﺩﻫﻨﺪﻩ ﮐﺎﺭﺷﻨﺎﺳﻲﺍﺭﺷﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪۱۶........................................‬‬
‫ﻣﻨﺎﺑﻊ ‪۱۷.................................................................................................................‬‬
‫ﻣﺸﺨﺼﺎﺕ ﮐﻠﻲ ﺩﻭﺭﻩ ‪۱۸ ...............................................................................................‬‬
‫ﻣﻘﺪﻣﻪ ‪۱۹................................................................................................................‬‬
‫ﺗﻌﺮﻳﻒ ﻭ ﺍﻫﺪﺍﻑ ‪۱۹...................................................................................................‬‬
‫ﻣﻬﺎﺭﺕﻫﺎﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ‪۱۹.....................................................................................‬‬
‫ﻃﻮﻝ ﺩﻭﺭﻩ ﻭ ﺷﻜﻞ ﻧﻈﺎﻡ ‪۲۰...........................................................................................‬‬
‫ﻭﺍﺣﺪﻫﺎﻱ ﺩﺭﺳﻲ ‪۲۰...................................................................................................‬‬
‫ﺷﺮﺍﻳﻂ ﭘﺬﻳﺮﺵ ‪۲۱.....................................................................................................‬‬
‫ﺑﺮﻧﺎﻣﻪ ﻭ ﺩﺭﻭﺱ ﺩﻭﺭﻩ ‪۲۲ ...............................................................................................‬‬
‫ﺩﺭﻭﺱ ﺟﺒﺮﺍﻧﻲ ‪۲۳.....................................................................................................‬‬
‫ﺩﺭﻭﺱ ﺍﺻﻠﻲ ‪۲۳.......................................................................................................‬‬
‫ﺩﺭﻭﺱ ﺍﺧﺘﻴﺎﺭﻱ ‪۲۴....................................................................................................‬‬
‫‪i‬‬
۲۵ ..................................................................................................... ‫ﺳﺮﻓﺼﻞ ﺩﺭﻭﺱ‬
۲۶............................................ (Advanced Software Engineering) ‫ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ ﭘﻴﺸﺮﻓﺘﻪ‬
۲۷.................................................................... (Software Architecture) ‫ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
۲۸....................................................................... (Business Architecture) ‫ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‬
۲۹............. (Information Technology Enterprise Architecture) ‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
۳۰.............................................(Information & Data Architecture) ‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﺩﻩ‬
۳۲................................................................... (Architectural Patterns) ‫ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
۳۳.............. (Security Architecture of Information Systems) ‫ﻣﻌﻤﺎﺭﻱ ﺍﻣﻨﻴﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬
۳۴........(Chief Information Officers & National Projects) ‫ﻣﺪﻳﺮﺍﻥ ﺍﺭﺷﺪ ﺍﻃﻼﻋﺎﺕ ﻭ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻠﻲ‬
Large Scale Information Systems
) ‫ﺍﻳﺠــﺎﺩ ﻭ ﺗﻮﺳــﻌﻪ ﺳﻴﺴــﺘﻢﻫــﺎﻱ ﺍﻃﻼﻋــﺎﺗﻲ ﻣﻘﻴــﺎﺱ ﻭﺳــﻴﻊ‬
۳۵......................................................................................................... (Development
۳۶........................................................ (E-Commerce Security) ‫ﺍﻣﻨﻴﺖ ﺗﺠﺎﺭﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬
۳۷..............................................(Intelligent Agents Modeling) ‫ﻣﺪﻟﺴﺎﺯﻱ ﻋﺎﻣﻞﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ‬
۳۹............................................... (Enterprise Resource Planning) ‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻧﻲ‬
۴۱........................................................................ (Business Intelligence) ‫ﻫﻮﺵ ﺗﺠﺎﺭﻱ‬
۴۳.................................. (Business Process Re-Engineering) ‫ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ‬
۴۵................................ (Intelligent Decision Support Systems) ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻫﻮﺷﻤﻨﺪ‬
۴۷.................................................................. (Knowledge Management) ‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
ii
‫ﺿﺮﻭﺭﺕ ﺗﺎﺳﻴﺲ ﺩﻭﺭﻩ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﻣﻘﺪﻣﻪ‬
‫ﺗﺤﻮﻻﺕ ﮔﺴﺘﺮﺩﻩ ﻭ ﺳﺮﻳﻊ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴﺮ ﺳﺒﺐ ﺷﺪﻩ ﮐﻪ ﺍﻳﻦ ﺩﺍﻧﺶ ﺍﺯ ﺣﺎﻟﺖ ﻣﺰﻳﺖ ﺑﻪ‬
‫ﺍﺟﺒﺎﺭ ﺗﺒﺪﻳﻞ ﺷﻮﺩ‪ .‬ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﻫﻤﺎﻧﻨﺪ ﺑﻘﻴﻪ ﮐﺸﻮﺭﻫﺎ ﺍﺯ ﺍﻳﻦ ﺗﺤﻮﻻﺕ ﺑﻲﻧﺼﻴﺐ ﻧﻤﺎﻧﺪﻩ ﻭ ﻓﻌﺎﻟﻴﺖﻫـﺎﻱ ﺑﺴـﻴﺎﺭﻱ ﺩﺭ‬
‫ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺗﻮﺳﻂ ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﺷﺮﮐﺖﻫﺎ ﻭ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺳـﻴﺮ ﺭﺷـﺪ ﺍﻳـﻦ ﺗﺤـﻮﻻﺕ ﺍﺯ‬
‫ﻃﺮﻓﻲ ﺍﻳﻦ ﺍﻣﻴﺪ ﺭﺍ ﻣﻲﺩﻫﺪ ﮐﻪ ﺟﺎﻣﻌﻪ ﺍﻳﺮﺍﻧﻲ ﺑﻪ ﺳﻤﺖ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﺭﮐﻦ ﺗﻮﻟﻴـﺪ ﻭ‬
‫ﺗﻮﺳﻌﻪ ﺩﺭ ﻫﺰﺍﺭﻩ ﺟﺪﻳﺪ ﻣﺘﻤﺎﻳﻞ ﺷﺪﻩ ﻭ ﺍﺯ ﻣﺰﺍﻳﺎﻱ ﺑﻴﺸـﻤﺎﺭ ﺁﻥ ﺍﺳـﺘﻔﺎﺩﻩ ﻧﻤﺎﻳـﺪ ﻭ ﺍﺯ ﻃﺮﻓـﻲ ﺗﻮﺳـﻌﻪ ﻧﺎﻫﻤﺎﻫﻨـﮓ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﻳﻦ ﻧﮕﺮﺍﻧﻲ ﺭﺍ ﺍﻳﺠﺎﺩ ﻣﻲﻧﻤﺎﻳﺪ ﮐﻪ ﺟﺎﻣﻌﻪ ﺑﻪ ﺳﻤﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻧﺎﺑﻬﻴﻨﻪ ﻭ ﺣﺘﻲ ﻣﺼﺮﻑﮔـﺮﺍ ﺍﺯ ﺍﻳـﻦ‬
‫ﺩﺍﻧﺶ ﻧﻮﻳﻦ ﮐﺸﻴﺪﻩ ﺷﻮﺩ‪.‬‬
‫ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﺻﻮﺭﺕ ﺑﻬﻴﻨﻪ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺩﺍﻧﺶ ﻭ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻧﻮﻳﻦ ﺑﻪ ﻣﺘﺨﺼﺼﺎﻧﻲ ﻧﻴﺎﺯ ﺩﺍﺭﺩ ﮐﻪ ﺑـﺎ‬
‫ﺩﺍﺷﺘﻦ ﺩﻭ ﻋﻨﺼﺮ ﻗﺒﻠﻲ‪ ،‬ﺗﻮﺍﻧﺎﻳﻲ ﻻﺯﻡ ﺑﺮﺍﻱ ﺑﮑﺎﺭﮔﻴﺮﻱ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻣﻨﺎﺳـﺐ ﺭﺍ ﺩﺭ ﺭﺍﺳـﺘﺎﻱ ﺍﻫـﺪﺍﻑ ﻭ‬
‫ﻣﺎﻣﻮﺭﻳﺖﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺧﻮﻳﺶ ﺩﺍﺭﺍ ﺑﺎﺷﻨﺪ‪ .‬ﻣﻄﻤﺌﻨﺎﹰ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺘﺨﺼﺺ ﺑﻪ ﻳﮑﺒﺎﺭﻩ ﻭ ﺑﺪﻭﻥ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﻳﺠﺎﺩ‬
‫ﻧﻤﻲﺷﻮﻧﺪ‪ ،‬ﺑﻠﮑﻪ ﺗﺮﺑﻴﺖ ﭼﻨﻴﻦ ﻧﻴﺮﻭﻫﺎﻱ ﻣﺘﺨﺼﺼﻲ ﻧﻴﺎﺯ ﺑﻪ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻫﺪﻑﮔﺮﺍ‪ ،‬ﺑﺴﺘﺮﺳﺎﺯﻱ ﻣﻨﺎﺳﺐ ﻭ ﺍﺳـﺘﻔﺎﺩﻩ‬
‫ﺍﺯ ﺗﺠﺮﺑﻴﺎﺕ ﻣﺘﺨﺼﺼﺎﻥ ﻣﻮﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻧﻴﺎﺯ ﺍﺳﺖ ﺗﺎ ﻣﺘﺨﺼﺼﺎﻥ ﺭﻭﺷﻲ ﺍﺻﻮﻟﻲ‪ ،‬ﻣﻨﺴﺠﻢ ﻭ ﻣﻄﻤﺌﻦ‬
‫ﺭﺍ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺑﻬﻴﻨﻪ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﺩﻫﻨﺪ ﮐﻪ ﻣﺘﺎﺳﻔﺎﻧﻪ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ‪ ،‬ﭼﻨـﻴﻦ ﺭﻭﺷـﻲ‬
‫ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻧﻤﻲﮔﻴﺮﺩ‪.‬‬
‫ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ‪ ،‬ﻳﮑﻲ ﺍﺯ ﺑﺮﺗﺮﻳﻦ ﺭﺍﻩﺣﻞﻫﺎﻱ ﺗﻮﺳﻌﻪ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺑﻬﻴﻨـﻪ ﺍﺯ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ ﺳـﺎﺯﻣﺎﻥﻫـﺎ‪،‬‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ »ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ« ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﺍﻫﮑﺎﺭ ﮐﻪ ﺑﺮ ﻃﺒﻖ ﺗﺤﻘﻴﻘﺎﺕ ﻣﻮﺳﺴﻪ ﺗﻮﺳـﻌﻪﻫـﺎﻱ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ١‬ﺍﺯ ﺳﺎﻝ ‪ ۲۰۰۳‬ﺑﻪ ﺻﺪﺭ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻣﺪﻳﺮﺍﻥ ﻋﺎﻟﻲ ﻭ ﻣﺪﻳﺮﺍﻥ ﺭﺩﻩ ﺑﺎﻻﻱ ﺳﺎﺯﻣﺎﻥﻫـﺎ‬
‫ﺩﺭ ﺭﺳﻴﺪﻩ ﺍﺳﺖ‪ ،‬ﻫﻢ ﺍﮐﻨﻮﻥ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺩﻭﻟﺖﻫﺎ‪ ،‬ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺷﺮﮐﺖﻫﺎﻱ ﺑـﺰﺭﮒ ﻭ ﮐﻮﭼـﮏ ﻗـﺮﺍﺭ‬
‫ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻗﺪﺭﺕ ﺍﻳﻦ ﻓﺮﺁﻳﻨﺪ ﻣﻌﻤﺎﺭﻱ ﻣﺤﻮﺭ ﺗﺎ ﺑﺪﺍﻧﺠﺎ ﺍﺳﺖ ﮐﻪ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫـﺎ ﺑـﻪ ﻣﻨﺰﻟـﻪ‬
‫ﻋﺪﻡ ﻫﻤﺎﻫﻨﮕﻲ ﺳﺎﺯﻣﺎﻥ ﺑﺎ ﺗﻐﻴﻴﺮﺍﺕ ﺟﻬﺎﻧﻲ ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﺩ‪ .‬ﻣﻄﻤﺌﻨﺎﹰ ﺳﺎﺯﻣﺎﻧﻲ ﮐﻪ ﻧﺘﻮﺍﻧـﺪ ﺧـﻮﺩ ﺭﺍ ﺑـﺎ ﺗﻐﻴﻴـﺮﺍﺕ‬
‫ﺟﻬﺎﻧﻲ ﻫﻤﺎﻫﻨﮓ ﻧﻤﺎﻳﺪ‪ ،‬ﻧﻤﻲﺗﻮﺍﻧﺪ ﺟﺎﻳﮕﺎﻫﻲ ﺭﺍ ﺩﺭ ﺑﺎﺯﺍﺭ ﺁﻳﻨﺪﻩ ﺑﺮﺍﻱ ﺧﻮﺩ ﺗﺼﻮﺭ ﻧﻤﺎﻳﺪ‪.‬‬
‫)‪Institute of Federal Enterprise Architecture Development (IFEAD‬‬
‫‪۲‬‬
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‫ﻣﻔﻬﻮﻡ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺍﻣﺮﻭﺯﻩ ﻛﻪ ﺍﻏﻠﺐ ﺩﺍﺭﺍﻱ ﺍﺑﻌﺎﺩ ﻭ ﺳﺎﺧﺘﺎﺭﻫﺎﻱ ﭘﻴﭽﻴﺪﻩ ﻭ ﺍﺯ ﻧﻈﺮ ﻓﻴﺰﻳﻜﻲ ﺗﻮﺯﻳـﻊ ﺷـﺪﻩ ﻫﺴـﺘﻨﺪ‬
‫ﺗﻨﻬﺎ ﺫﻛﺮ ﺍﻳﻨﻜﻪ ﭼﻪ ﻛﺎﺭﻫﺎﻳﻲ ﺑﺎﻳﺪ ﺗﻮﺳﻂ ﭼﻪ ﮐﺴﺎﻧﻲ )ﺷﺮﺡ ﻭﻇﺎﻳﻒ( ﺍﻧﺠﺎﻡ ﺷﻮﺩ ﻛﺎﻓﻲ ﻧﻴﺴـﺖ‪ ،‬ﺑﻠﻜـﻪ ﻓﺮﺁﻳﻨـﺪﻫﺎ‪،‬‬
‫ﺩﺍﺩﻩﻫﺎ‪ ،‬ﺍﻫﺪﺍﻑ ﻭ ﻧﻘﺶ ﺍﻓﺮﺍﺩﻱ ﮐﻪ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﻧﺠﺎﻡ ﻭﻇﻴﻔﻪ ﻣﻲﮐﻨﻨﺪ ﺑﺎﻳﺪ ﺑﺎ ﺍﻫﺪﺍﻑ ﻭ ﺭﺍﻫﺒﺮﺩﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﮐـﻪ ﺩﺭ‬
‫ﻗﺎﻟﺐ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺭﺍﻫﺒﺮﺩﻱ ﺍﺭﺍﺋﻪ ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻫﻤﺨﻮﺍﻧﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﭼﻨﻴﻦ ﺍﻣﺮﻱ ﻣﺴـﺘﻠﺰﻡ ﺁﻥ ﺍﺳـﺖ ﻛـﻪ ﺳـﺎﺯﻣﺎﻥ‬
‫ﺩﺍﺭﺍﻱ ﻳﻚ ﻧﻘﺸﻪ ﺍﺯ ﺗﻤﺎﻡ ﺍﺑﻌﺎﺩ ﺧﻮﺩ ﺑﺎﺷﺪ ﺗﺎ ﺑﺘﻮﺍﻧﺪ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ ﻧﻘﺸﻪ‪ ،‬ﺭﻭﺍﺑـﻂ ﺑـﻴﻦ ﺍﺑﻌـﺎﺩ ﺳـﺎﺯﻣﺎﻥ ﺭﺍ ﺩﺭﮎ‬
‫ﻧﻤﻮﺩﻩ ﻭ ﺩﺭ ﺻﻮﺭﺕ ﻧﻴﺎﺯ ﺑﺎ ﺗﻐﻴﻴﺮﺍﺕ ﻫﻤﺎﻫﻨﮓ ﻧﻤﺎﻳﺪ‪ .‬ﺍﻳﻦ ﻧﻘﺸﻪ ﺍﺯ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻛﻪ ﺣﺎﻭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﻓﺮﺍﺩ‪ ،‬ﻓﺮﺁﻳﻨﺪﻫﺎ‪،‬‬
‫ﻣﮑﺎﻥﻫﺎ ﻭ ﺩﻳﮕﺮ ﺍﺑﻌﺎﺩ ﻭ ﺧﺼﻮﺻﻴﺎﺕ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ ،‬ﺑﺎ ﺗﻌﺮﻳﻔﻲ ﺩﻗﻴﻘﺘﺮ »ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ« ﻧﺎﻣﻴﺪﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﭼﺎﺭﭼﻮﺑﻲ ﺑﺮﺍﻱ ﺗﺒﺒﻴﻦ‪ ،‬ﻫﻤﺎﻫﻨﮓﺳﺎﺯﻱ ﻭ ﻫﻤﺴﻮﺳﺎﺯﻱ ﻛﻠﻴﺔ ﻓﻌﺎﻟﻴﺖﻫﺎ ﻭ ﻋﻨﺎﺻـﺮ‬
‫ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﺟﻬﺖ ﻧﻴﻞ ﺑﻪ ﺍﻫﺪﺍﻑ ﺭﺍﻫﺒﺮﺩﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ .‬ﻣﻌﻤﺎﺭ ﺳﺎﺯﻣﺎﻧﻲ ﻫﻤﺎﻧﻨﺪ ﺩﻳﮕﺮ ﻣﻌﻤﺎﺭﺍﻥ ﺑﺎ ﺑﺨـﺶﻫـﺎﻱ‬
‫ﻣﺨﺘﻠﻒ ﺳﻴﺴﺘﻢ ﺩﺭﮔﻴﺮ ﻣﻲﺷﻮﺩ ﺍﻣﺎ ﺑﺮﺧﻼﻑ ﺩﻳﮕﺮ ﻣﻌﻤﺎﺭﻱﻫﺎ‪ ،‬ﻣﻌﻤﺎﺭ ﺑﺎ ﺳﻴﺴﺘﻤﻲ ﻣﻮﺍﺟﻪ ﺍﺳـﺖ ﻛـﻪ ﺍﺟـﺰﺍﻱ ﺁﻥ‬
‫ﺍﻏﻠﺐ ﻏﻴﺮﻓﻴﺰﻳﻜﻲ‪ ،‬ﻏﻴﺮﻗﺎﺑﻞ ﻟﻤﺲ ﻭ ﻣﻔﻬﻮﻣﻲ ﺑﻮﺩﻩ ﻭ ﺭﻭﺍﺑﻂ ﺣﺎﻛﻢ ﺑﺮ ﺁﻧﻬﺎ ﻣﻨﺒﻌﺚ ﺍﺯ ﺭﻭﺍﺑـﻂ ﻭ ﻓﺮﻫﻨـﮓ ﻛـﺎﺭﻱ ﻭ‬
‫)ﻳﺎ( ﺍﻧﺴﺎﻧﻲ ﺍﺳﺖ‪ .‬ﺟﻬﺖ ﺗﻮﺻﻴﻒ ﭼﻨﻴﻦ ﺳﻴﺴﺘﻤﻲ‪ ،‬ﺍﻭ ﻧﻤﻲﺗﻮﺍﻧﺪ ﺍﺯ ﺭﻭﺵﻫﺎﻱ ﺭﺍﻳـﺞ ﺑـﺮﺍﻱ ﺩﻳﮕـﺮ ﻣﻌﻤـﺎﺭﻱﻫـﺎ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﺎﻳﺪ ﻭ ﻧﻴﺎﺯ ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺪﻝﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺍﺭﺩ‪ .‬ﻣـﻲﺗـﻮﺍﻥ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺑـﺎ ﻣﺠﻤﻮﻋـﻪﺍﻱ ﺍﺯ‬
‫ﻣﺪﻝﻫﺎﻱ ﺑﻬﻢ ﭘﻴﻮﺳﺘﻪ ﻭ ﻣﺮﺗﺒﻂ ﻧﻤﺎﻳﺶ ﺩﺍﺩ ﻛﻪ ﺍﻧﺘﺨﺎﺏ ﺑﻴﻦ ﺍﻧﻮﺍﻉ ﻣﺪﻝﻫﺎﻱ ﻣﻨﺎﺳﺐ ﺑﺮ ﻋﻬﺪﺓ ﻣﻌﻤﺎﺭ ﺍﺳﺖ‪.‬‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﻳﺸﻪ ﮔﺮﻓﺘﻪ ﺍﺯ ﺑﺤﺚ »ﻣﻌﻤﺎﺭﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ« ﻭ ﺑﻪ ﺧﺼﻮﺹ »ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ«‬
‫ﻭ ﺍﺩﺍﻣﻪ ﺍﻳﻦ ﻧﻮﻉ ﺍﺯ ﻣﻌﻤﺎﺭﻱﻫﺎ ﺑﻄﻮﺭ ﺧﺎﺹ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ .‬ﺗﻔﺎﻭﺕ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻣﻌﻤﺎﺭﻱ ﺳﻴﺴﺘﻢﻫـﺎﻱ‬
‫ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺗﻤـﺎﻡ ﺟﻨﺒـﻪﻫـﺎﻱ ﺳـﺎﺯﻣﺎﻥ ﻧﻈﻴـﺮ ﻛـﺎﺭﺑﺮﺍﻥ‪ ،‬ﻣﻮﻗﻌﻴـﺖ ﺟﻐﺮﺍﻓﻴـﺎﻳﻲ‬
‫ﺳﻴﺴﺘﻢﻫﺎ‪ ،‬ﻧﺤﻮﺓ ﺗﻮﺯﻳﻊ ﺁﻧﻬﺎ‪ ،‬ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ‪ ،‬ﺍﻧﮕﻴﺰﺓ ﻛﺎﺭﻫﺎ‪ ،‬ﺭﺍﻫﺒﺮﺩﻫﺎ‪ ،‬ﻣﺎﻣﻮﺭﻳﺖﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﻭ ﻏﻴﺮﻩ ﺭﺍ ﺩﺭ ﻧﻈﺮ‬
‫ﻣﻲﮔﻴﺮﺩ‪ ،‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﺗﻨﻬﺎ ﺑﺮ ﺍﻃﻼﻋﺎﺕ ﻣﺘﻤﺮﮐﺰ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑـﺎ‬
‫ﻳﻚ ﻧﻮﻉ ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﺩﺭ ﻛﻞ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺍﺯ ﻣﻨﻈﺮ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﺭﻭﺑـﺮﻭ ﻫﺴـﺘﻴﻢ ﻛـﻪ ﺳـﻌﻲ ﺩﺭ ﺑﻬﺒـﻮﺩ‬
‫ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻛﺎﺭﻱ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﻃﺮﻳﻖ ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺍﺭﺩ‪ .‬ﺍﻳـﻦ ﺭﻭﺵ ﺍﺯ ﻟﺤـﺎﻅ ﺗـﺎﺭﻳﺨﻲ ﭘﻴﺸـﻴﻨﺔ‬
‫ﻃﻮﻻﻧﻲ ﻧﺪﺍﺭﺩ ﻭ ﺩﺭ ﺑﻴﻦ ﺑﻘﻴﻪ ﺭﻭﺵﻫﺎ ﺍﺯ ﺗﺎﺯﻩﺗﺮﻳﻦﻫﺎﺳﺖ ﻭ ﺩﺭ ﻃﺒﻘﻪﺑﻨﺪﻱ ﺁﻧﻬﺎ ﺍﺯ ﮔﻮﻧﺔ ﺳﺎﺯﻣﺎﻥﮔﺮﺍ ﻭ ﺩﺍﺩﻩﮔﺮﺍﺳﺖ‬
‫ﻭ ﻧﺎﺷﻲ ﺍﺯ ﮔﺴﺘﺮﺵ ﺑﻜﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺍﻓﺰﺍﻳﺶ ﺗﻌﺎﻣﻼﺕ ﺩﺭﻭﻥ ﻭ ﺑـﺮﻭﻥ ﺳـﺎﺯﻣﺎﻧﻲ ﻭ‬
‫ﻫﻤﭽﻨﻴﻦ ﺷﺘﺎﺏ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺗﻐﻴﻴﺮﺍﺕ ﺍﺳﺖ ﻛﻪ ﺑﺤﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺭﺍ ﺍﻳﺠﺎﺩ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
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‫ﺩﺭ ﺳﺎﻝ ‪ ۱۹۹۲‬ﻭﺯﺍﺭﺕ ﺩﻓﺎﻉ ﺁﻣﺮﻳﻜﺎ ﭘﺮﻭﮊﻩﺍﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ‪ TAFIM١‬ﺭﺍ ﺑﺎ ﻫﺪﻑ ﺗﻬﻴﻪ ﻳﻚ ﻃـﺮﺡ ﺟـﺎﻣﻊ ﺑـﺮﺍﻱ‬
‫ﺍﻧﺴﺠﺎﻡ ﻭ ﻫﻤﺎﻫﻨﮕﻲ ﻛﻠﻴﺔ ﻣﻨﺎﺑﻊ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭ ﺩﺍﺧﻞ ﻣﺠﻤﻮﻋﻪ ﻭﺯﺍﺭﺕ ﺁﻏﺎﺯ ﻧﻤﻮﺩ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ ۱۹۹۴‬ﺍﻳﻦ ﻭﺯﺍﺭﺕ ﺑـﺎ‬
‫ﺍﻧﺘﺸﺎﺭ ﺑﻴﺎﻧﻴﻪﺍﻱ ﮐﻠﻴﺔ ﻭﺍﺣﺪﻫﺎﻱ ﺗﺎﺑﻌﻪ ﺧﻮﺩ ﺭﺍ ﻣﻠﺰﻡ ﺑﻪ ﺍﺟﺮﺍﻱ ﻧﺘﺎﻳﺞ ‪ TAFIM‬ﻭ ﺍﻧﻄﺒـﺎﻕ ﺳﻴﺴـﺘﻢﻫـﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ‬
‫ﺧﻮﺩ ﺑﺎ ﺁﻥ ﻧﻤﻮﺩ‪ TAFIM .‬ﺍﺯ ﺁﻥ ﺗﺎﺭﻳﺦ ﺗﺎﻛﻨﻮﻥ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺣﺎﻝ ﺑـﺎﺯﻧﮕﺮﻱ ﻭ ﺍﺻـﻼﺡ ﺑـﻮﺩﻩ ﻭ ﺩﺭ ﺣـﺎﻝ ﺣﺎﺿـﺮ‬
‫ﻧﺴﺨﻪ ‪ ۳‬ﺁﻥ ﺗﻮﺳﻂ ﻭﺯﺍﺭﺕ ﺩﻓﺎﻉ ﺁﻣﺮﻳﮑﺎ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺍﻳﻦ ﺗﺠﺮﺑـﻪ ﻭﺯﺍﺭﺕ ﺩﻓـﺎﻉ‪ ،‬ﻣـﻮﺭﺩ ﺍﺳـﺘﻘﺒﺎﻝ‬
‫ﺳﺎﻳﺮ ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎ ﻭ ﻣﻮﺳﺴﺎﺕ ﺩﻭﻟﺘﻲ ﻗﺮﺍﺭ ﮔﺮﻓـﺖ ﻭ ﺭﻭﺵﻫـﺎ ﻭ ﺍﻟﮕﻮﻫـﺎﻱ ﺑﻜـﺎﺭ ﺭﻓﺘـﻪ ﺩﺭ ‪ TAFIM‬ﺩﺭ ﺳـﺎﻳﺮ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﻧﻴﺰ ﺑﻪ ﻛﺎﺭ ﮔﺮﻓﺘﻪ ﺷﺪ‪.‬‬
‫ﺑﺮﺍﺳﺎﺱ ﺗﺠﺮﺑﻴﺎﺕ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﭘﺮﻭﮊﻩ ‪ ،TAFIM‬ﺩﺭ ﺳﺎﻝ ‪ ۱۹۹۶‬ﻗﺎﻧﻮﻧﻲ ﺑﻨﺎﻡ »ﻛﻠﻴﻨﮕﺮ‪ -‬ﻛﻮﻫﻦ‪ «٢‬ﺩﺭ ﻛﻨﮕـﺮﺓ‬
‫ﺁﻣﺮﻳﻜﺎ ﺑﻪ ﺗﺼﻮﻳﺐ ﺭﺳﻴﺪ ﻛﻪ ﺑﺮ ﻃﺒﻖ ﺍﻳﻦ ﻗﺎﻧﻮﻥ ﻭ ﺑﺮ ﭘﺎﻳﺔ ﻧﺘﺎﻳﺞ ‪ TAFIM‬ﻫﻤﻪ ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎ ﻭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺩﻭﻟﺘﻲ‬
‫ﺁﻣﺮﻳﻜﺎ ﻣﻠﺰﻡ ﺑﻪ ﺗﻨﻈﻴﻢ ﻣﻌﻤﺎﺭﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺩ ﺷﺪﻧﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﻣﺴـﺌﻮﻟﻴﺖ ﺗـﺪﻭﻳﻦ‪ ،‬ﺍﺻـﻼﺡ ﻭ‬
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‫ﺍﺟﺮﺍﻱ ﻣﻌﻤﺎﺭﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻫﺮ ﺳﺎﺯﻣﺎﻥ ﺑﺮﻃﺒﻖ ﺍﻳﻦ ﻗﺎﻧﻮﻥ ﺑﺮﻋﻬـﺪﺓ ﻣـﺪﻳﺮ ﺍﺭﺷـﺪ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ‬
‫ﺳﺎﺯﻣﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ .‬ﺑﻪ ﺩﻧﺒﺎﻝ ﺗﺼﻮﻳﺐ ﻗﺎﻧﻮﻥ ﻛﻠﻴﻨﮕﺮ‪-‬ﻛﻮﻫﻦ ﻛﻪ ﻣﻬﻤﺘﺮﻳﻦ ﺳـﻨﺪ ﻗـﺎﻧﻮﻧﻲ ﺩﺭ ﻣـﻮﺭﺩ ﺍﻟـﺰﺍﻡ ﺗﻨﻈـﻴﻢ‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺩﻭﻟﺘﻲ ﺁﻣﺮﻳﻜﺎﺳﺖ‪ ،‬ﺳﺎﺯﻣﺎﻥ ﺑﺮﻧﺎﻣﻪ ﻭ ﺑﻮﺩﺟﻪ ﺁﻣﺮﻳﻜﺎ‪ ٤‬ﻧﻴﺰ ﺩﺭ ﺭﻫﻨﻤﻮﺩﻱ ﻛﻪ ﺩﺭ‬
‫ﺳﺎﻝ ‪ ۱۹۹۶‬ﻣﻨﺘﺸﺮ ﺳﺎﺧﺖ ﺑﺮ ﻟﺰﻭﻡ ﻫﻤﺎﻫﻨﮕﻲ ﻃﺮﺡﻫﺎ ﻭ ﻫﺰﻳﻨﻪﻫﺎﻱ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺗﻮﺳﻂ ﻣﻮﺳﺴﺎﺕ ﺩﻭﻟﺘﻲ ﺁﻣﺮﻳﻜﺎ ﺑﺎ‬
‫ﻣﻌﻤﺎﺭﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥ ﺗﺎﻛﻴﺪ ﻧﻤﻮﺩ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﺗـﺎﺭﻳﺦ ﺍﻏﻠـﺐ ﻣﻮﺳﺴـﺎﺕ ﺩﻭﻟﺘـﻲ ﺁﻣﺮﻳﻜـﺎ ﺍﺯ ﺟﻤﻠـﻪ‬
‫ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎ‪ ،‬ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﻧﻴﺮﻭﻱ ﺍﻧﺘﻈﺎﻣﻲ ﻭ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻳﻲ ﻛﻪ ﺍﺯ ﺑﻮﺩﺟﻪ ﺩﻭﻟﺘﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻨـﺪ‪ ،‬ﭘـﺮﻭﮊﻩﻫـﺎﻳﻲ ﺭﺍ‬
‫ﺑﺮﺍﻱ ﺗﻨﻈﻴﻢ ﻭ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺧﻮﺩ ﺁﻏﺎﺯ ﻧﻤﻮﺩﻧـﺪ‪ .‬ﺳـﭙﺲ ﺷـﻮﺭﺍﻱ ﻣـﺪﻳﺮﺍﻥ ﺍﺭﺷـﺪ ﻓﻨـﺎﻭﺭﻱ‬
‫ﺍﻃﻼﻋﺎﺕ ﺁﻣﺮﻳﻜﺎ ﺳﻨﺪﻱ ﺭﺍ ﻣﻨﺘﺸﺮ ﺳﺎﺧﺖ ﻛﻪ ﺣﺎﻭﻱ ﭼﺎﺭﭼﻮﺏ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﻭﻟﺖ ﻓﺪﺭﺍﻝ‪ ٥‬ﺑـﻮﺩ ﻛـﻪ ﺳـﻨﺪ‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﻭﻟﺖ ﻓﺪﺭﺍﻝ ﻣﺤﺴﻮﺏ ﻣﻲﺷﺪ ﻭ ﻣﺴﺘﻤﺮﺍﹰ ﺩﺭ ﺣﺎﻝ ﺑﺎﺯﻧﮕﺮﻱ ﻭ ﺍﺻﻼﺡ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺳﻨﺪ ﺍﻟﮕﻮﻳﻲ‬
‫ﺑﺮﺍﻱ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺑﺰﺭﮒ ﻭ ﻣﺸﺘﺮﻱ ﻣﺪﺍﺭ ﺍﺳﺖ‪.‬‬
‫ﺍﺩﺑﻴﺎﺕ ﻭ ﺍﻟﮕﻮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻣﺘﺎﺛﺮ ﺍﺯ ﺩﻳﺪﮔﺎﻩﻫﺎﻱ ﺟـﺎﻥ ﺯﻛﻤـﻦ‪ ٦‬ﺍﺳـﺖ‪ .‬ﺯﻛﻤـﻦ ﺍﺯ ﭘﮋﻭﻫﺸـﮕﺮﺍﻥ ﺑﻨـﺎﻡ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺍﺳﺖ ﻭ ﭼﺎﺭﭼﻮﺏ ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﺗﻮﺳﻂ ﺍﻭ‪ ،‬ﭘﺎﻳﺔ ﺍﻏﻠﺐ ﭼﺎﺭﭼﻮﺏﻫـﺎﻱ ﻣـﻮﺭﺩ ﺍﺳـﺘﻔﺎﺩﻩ ﺩﺭ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﺍﺳﺖ‪ .‬ﺍﻟﮕﻮﻱ ﭘﺎﻳﺔ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﮐﻪ ﺍﻟﮕﻮﻱ »ﻣﺪﻝ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ« ﺍﺳﺖ ﻛﻪ ﻋﻤﻮﻣﺎﹰ ﺷﺎﻣﻞ ﺳـﻪ‬
‫‪1‬‬
‫‪Technical Architecture Framework for Information Management‬‬
‫‪Clinger-Cohen Act‬‬
‫‪1‬‬
‫)‪Chief Information Officer (CIO‬‬
‫‪4‬‬
‫)‪Office of Management and Budget (OMB‬‬
‫‪5‬‬
‫)‪Federal Enterprise Architecture Framework (FEAF‬‬
‫‪6‬‬
‫‪John Zachman‬‬
‫‪2‬‬
‫‪۴‬‬
‫ﻻﻳﺔ ﻓﻨﺎﻭﺭﻱ‪ ،‬ﺳﻴﺴﺘﻢ ﻭ ﻣﺪﻝﻫﺎﻱ ﺣﺮﻓﻪ ﺑﻮﺩﻩ ﺍﺳﺖ ﻛﻪ ﻣﻮﺳﺴﻪ ﻣﻠﻲ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ ﻭ ﻓﻨﺎﻭﺭﻱ ﺁﻣﺮﻳﻜـﺎ‪ ١‬ﺁﻥ ﺭﺍ ﺑـﺮﺍﻱ‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻗﺎﻟﺐ ﻳﻚ ﻣﺪﻝ ﭘﻨﺞ ﻻﻳﻪ ﭘﻴﺸﻨﻬﺎﺩ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺪﻝ ‪ NIST‬ﺩﺭ ﺩﻭﻟﺖ ﻓﺪﺭﺍﻝ ﺁﻣﺮﻳﻜﺎ ﺑﻌﻨﻮﺍﻥ‬
‫ﺍﺑﺰﺍﺭﻱ ﺑﺮﺍﻱ ﻣﺪﻳﺮﻳﺖ ﺗﻮﺳﻌﻪ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺍﺭﺗﺒﺎﻁ ﺩﺭﻭﻧﻲ ﻣﺤﻴﻂ ﺣﺮﻓﻪ‪ ،‬ﺍﻃﻼﻋـﺎﺕ ﻭ ﻓﻨـﺎﻭﺭﻱ ﺳـﺎﺯﻣﺎﻥ ﺭﺍ‬
‫ﻧﻤﺎﻳﺶ ﻣﻲﺩﻫﺪ‪ .‬ﺍﻳﻦ ﻣﺪﻝ ﭘﻨﺞ ﻻﻳﻪﺍﻱ ﺍﺟﺎﺯﻩ ﺳـﺎﺯﻣﺎﻧﺪﻫﻲ‪ ،‬ﻃـﺮﺡ ﺭﻳـﺰﻱ ﻭ ﺳـﺎﺧﺖ ﻳـﻚ ﻣﺠﻤﻮﻋـﻪ ﻣﺠﺘﻤـﻊ ﺍﺯ‬
‫ﺍﻃﻼﻋﺎﺕ ﻭ ﻣﻌﻤﺎﺭﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﻣﻲﺩﻫﺪ‪ .‬ﺑﺎ ﺁﻧﻜﻪ ﺍﻳﻦ ﭘﻨﺞ ﻻﻳﻪ ﺑﺼﻮﺭﺕ ﻣﺠﺰﺍ ﺗﻌﺮﻳﻒ ﺷﺪﻩﺍﻧـﺪ ﺍﻣـﺎ ﺑـﺎ‬
‫ﻳﻜﺪﻳﮕﺮ ﻣﺮﺗﺒﻂ ﻭ ﻣﺘﺼﻞ ﻫﺴﺘﻨﺪ‪ .‬ﻣﺠﻤﻊ ﻣﺪﻳﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺁﻣﺮﻳﻜﺎ ﺍﻳﻦ ﻣﺪﻝ ﭘﻨﺢ ﻻﻳﻪ ﺭﺍ ﺍﻟﺒﺘـﻪ ﺑـﺎ ﺍﻧـﺪﻛﻲ‬
‫ﺗﻐﻴﻴﺮ ﻣﻔﻬﻮﻣﻲ ﻛﻪ ﭘﻴﺸﺮﻓﺖﻫﺎﻱ ﺟﺪﻳﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﺩ‪ ،‬ﺑﺮﺍﻱ ﭼـﺎﺭﭼﻮﺏ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻥ‬
‫ﻓﺪﺭﺍﻝ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺮﺍﻱ ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ ﻻﻳﻪﻫﺎ ﻧﻪ ﺗﻨﻬﺎ ﺑﺎﻳﺪ ﻭﺿﻌﻴﺖ ﻣﻮﺟﻮﺩ ﻣﺤﻴﻂ‬
‫ﺭﺍ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺑﺮﺍﻱ ﻫﺮ ﻳﻚ ﺍﺯ ﻻﻳﻪﻫﺎ ﺗﻮﺻﻴﻒ ﻧﻤﺎﻳﻨﺪ ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﻭﺿﻌﻴﺖ ﻣﻄﻠﻮﺏ ﻣﻮﺭﺩ ﻧﻈـﺮ‬
‫ﻣﺪﻳﺮﺍﻥ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﻧﻴﺰ ﺗﺒﻴﻴﻦ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ‪/‬ﻧﻴﺎﺯﻣﻨﺪﻳﻬﺎﻱ ﺍﺟﺒﺎﺭﻱ‬
‫ﻭ ﻏﻴﺮ ﺍﺟﺒﺎﺭﻱ ﺧﺎﺭﺟﻲ‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ‪/‬ﻧﻴﺎﺯﻣﻨﺪﻳﻬﺎﻱ‬
‫ﺍﺟﺒﺎﺭﻱ ﻭ ﻏﻴﺮ ﺍﺟﺒﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ‬
‫)‪(Business‬‬
‫ﺭﺍﻩ ﺍﻧﺪﺍﺯﻱ ﻣﻲﻛﻨﺪ‬
‫ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‬
‫‪Information‬‬
‫ﺗﺠﻮﻳﺰ ﻣﻲﻛﻨﺪ‬
‫ﺗﻌﻴﻴﻦ ﻣﻲﻛﻨﺪ‬
‫‪Application‬‬
‫ﺣﻤﺎﻳﺖ ﻣﻲﺷﻮﺩ ﺑﻮﺳﻴﻠﻪ‬
‫‪Data‬‬
‫‪Technology‬‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﺑﺎﺯﺧﻮﺭﺩ‬
‫ﻣﻌﻤﺎﺭﻱ ﻛﺎﺭﺑﺮﺩ‬
‫ﻣﻌﻤﺎﺭﻱ ﺩﺍﺩﻩ‬
‫ﻣﻌﻤﺎﺭﻱ ﻓﻨﺎﻭﺭﻱ‬
‫ﻣﺪﻝ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻮﺳﺴﻪ ﻣﻠﻲ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ ﻭ ﻓﻨﺎﻭﺭﻱ ﺁﻣﺮﻳﻜﺎ )‪(NIST‬‬
‫ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺮﺍﻱ ﺭﺳﻴﺪﻥ ﺑﻪ ﻭﺿﻌﻴﺘﻲ ﻛﻪ ﺑﺘﻮﺍﻥ ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﺪﻭﻳﻦ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﻗﺎﺑـﻞ ﺍﻧﻌﻄـﺎﻑ‬
‫ﻧﻤﻮﺩ‪ ،‬ﺍﺑﺘﺪﺍ ﻧﻴﺎﺯ ﺍﺳﺖ ﻣﻮﻟﻔﻪﻫﺎﻳﻲ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮﻧﺪ ﻛﻪ ﻧﻪ ﺗﻨﻬﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺮﭘﺎﻳﺔ ﺁﻧﻬﺎ ﺍﺳﺘﻮﺍﺭ ﺷﻮﺩ ﺑﻠﻜﻪ‬
‫ﻧﺮﻣﺎﻝ ﺷﺪﻩ‪ ،‬ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﻭ ﻗﺎﺑﻞ ﺍﺗﺼﺎﻝ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﺑﺎﺷﻨﺪ‪ .‬ﻣﻄﻤﺌﻨﺎﹰ ﺍﻳﻦ ﻣﻮﻟﻔﻪﻫﺎ ﺩﺭ ﺩﺭﻭﻥ ﺳﺎﺯﻣﺎﻥ ﻭﺟـﻮﺩ ﺧﻮﺍﻫﻨـﺪ‬
‫ﺩﺍﺷﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻮﻟﻔﻪﻫﺎ ﺩﺭ ﺍﺻﻄﻼﺡ »ﻋﻨﺎﺻﺮ ﭘﺎﻳﻪ« ﮔﻔﺘﻪ ﻣﻲﺷﻮﺩ‪ .‬ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺗﺮﻛﻴﺒـﻲ ﺗﻌﺮﻳـﻒ ﺷـﺪﻩ ﺍﺯ‬
‫)‪National Institute of Standards and Technology (NIST‬‬
‫‪۵‬‬
‫‪1‬‬
‫ﻋﻨﺎﺻﺮ ﭘﺎﻳﻪ ﻳﻚ ﺳﺎﺯﻣﺎﻥ ﻛﻪ ﻣﻄﺎﺑﻖ ﺑﺎ ﺭﺍﻫﺒﺮﺩﻫﺎ ﻭ ﻣﺎﻣﻮﺭﻳﺖﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ ﺑﺎ ﻫـﻢ ﺗﺮﻛﻴـﺐ ﺷـﺪﻩﺍﻧـﺪ‪ ،‬ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ‬
‫ﻋﻨﺎﺻﺮ ﭘﺎﻳﻪ ﻛﻪ ﺩﺭ ﻫﺮ ﺳﺎﺯﻣﺎﻧﻲ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪ :‬ﺍﻃﻼﻋﺎﺕ‪ ،‬ﻓﺮﺁﻳﻨﺪﻫﺎ‪ ،‬ﻣﻜـﺎﻥﻫـﺎ‪ ،‬ﺯﻣﺎﻧﺒﻨـﺪﻱﻫـﺎ‪ ،‬ﺍﻓـﺮﺍﺩ ﻭ‬
‫ﺍﻧﮕﻴﺰﻩﻫﺎ ﻛﻪ ﺧﻮﺍﺹ‪ ،‬ﻋﻤﻠﻜﺮﺩ ﻭ ﻧﺤﻮﺓ ﺍﺭﺗﺒﺎﻁ ﺁﻧﻬﺎ ﺑﺎ ﺳﺎﻳﺮ ﻋﻨﺎﺻﺮ ﺑﻮﺳﻴﻠﻪ ﻣﺪﻝ)ﻫﺎﻳﻲ( ﺗﻮﺻـﻴﻒ ﻣـﻲﺷـﻮﻧﺪ‪ .‬ﺩﺭ‬
‫ﻭﺍﻗﻊ‪ ،‬ﺍﻳﻦ ﻣﺪﻝﻫﺎﻱ ﻣﺨﺘﻠﻒ ﮐﻪ ﺑﻮﺳﻴﻠﻪ ﻳﻚ ﭼﺎﺭﭼﻮﺏ‪ ،‬ﺩﺳﺘﻪﺑﻨﺪﻱ ﺧﻮﺍﻫﻨﺪ ﺷﺪ‪ ،‬ﻣﺤﺼﻮﻻﺕ ﻣﻌﻤﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬
‫ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻲﺩﻫﻨﺪ‪ .‬ﺧﺼﻮﺻﻴﺎﺕ ﻣﻮﻟﻔﻪﻫﺎ ﺗﺎﺛﻴﺮ ﻣﺴﺘﻘﻴﻢ ﺑﺮ ﻣﻌﻤﺎﺭﻱ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪ ،‬ﺗﺎ ﺟﺎﺋﻴﻜﻪ ﺍﻧﻌﻄﺎﻑﭘﺬﻳﺮﻱ ﻛﻪ‬
‫ﻳﻜﻲ ﺍﺯ ﺧﺼﻮﺻﻴﺎﺕ ﻣﻌﻤﺎﺭﻱ ﺧﻮﺏ ﺍﺳﺖ ﻭﻗﺘﻲ ﺣﺎﺻﻞ ﻣﻲﺷﻮﺩ ﻛـﻪ ﻣﻮﻟﻔـﻪﻫـﺎﻱ ﺗﺸـﻜﻴﻞ ﺩﻫﻨـﺪﺓ ﺁﻥ ﻗﺎﺑﻠﻴـﺖ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﺠﺪﺩ‪ ،‬ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺷﺪﻩ ﻭ ﻗﺎﺑﻠﻴﺖ ﺍﺭﺗﺒﺎﻃﻲ ﺑﺎﻻﻳﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺍﻳﻦ ﺳﻪ ﻗﺎﺑﻠﻴﺖ ﺳـﺒﺐ ﻣـﻲﺷـﻮﻧﺪ ﻛـﻪ ﺩﺭ‬
‫ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ‪ ،‬ﺑﺘﻮﺍﻥ ﺍﺯ ﻣﻮﻟﻔﻪﻫﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻣﺠﺪﺩ ﻧﻤﻮﺩ‪ ،‬ﻓﻬﻢ ﺳﻴﺴﺘﻢ ﺳﺎﺩﻩﺗـﺮ ﻭ ﺗﻐﻴﻴﺮﭘـﺬﻳﺮﻱ ﻣﻌﻤـﺎﺭﻱ ﺣﺎﺻـﻞ‬
‫ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﻳﻚ ﺩﺳﺘﻪﺑﻨﺪﻱ ﻛﻠﻲ‪ ،‬ﻣﺤﺼﻮﻻﺕ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﻗﺎﺑﻞ ﺗﻘﺴﻴﻢ ﻫﺴﺘﻨﺪ‪ :‬ﻣﺤﺼﻮﻻﺕ ﺿﺮﻭﺭﻱ‬
‫ﻭ ﻣﺤﺼﻮﻻﺕ ﭘﺸﺘﻴﺒﺎﻥ‪ .‬ﻣﺤﺼﻮﻻﺕ ﺿﺮﻭﺭﻱ ﺑﻪ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﻣﺤﺼﻮﻻﺕ ﺍﻃﻼﻕ ﻣﻲﺷﻮﺩ ﻛﻪ ﺣـﺬﻑ ﺁﻧﻬـﺎ ﻣﻤﻜـﻦ‬
‫ﻧﺒﻮﺩﻩ ﻭ ﺑﺪﻭﻥ ﺁﻧﻬﺎ ﻣﻌﻤﺎﺭﻱ ﻛﺎﻣﻞ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﻣﺤﺼﻮﻻﺕ ﭘﺸﺘﻴﺒﺎﻥ ﺑﻪ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﻣﺤﺼﻮﻻﺕ ﺍﻃﻼﻕ ﻣـﻲﺷـﻮﺩ‬
‫ﻛﻪ ﻭﺟﻮﺩ ﺁﻧﻬﺎ ﺿﺮﻭﺭﻱ ﻧﺒﻮﺩﻩ ﻭﻟﻲ ﺑﻪ ﺗﺸﺨﻴﺺ ﻣﻌﻤﺎﺭﻱ ﺟﻬﺖ ﺭﻭﺷﻦﺗـﺮ ﺷـﺪﻥ ﺑﺮﺧـﻲ ﺍﺯ ﺟﻨﺒـﻪﻫـﺎﻱ ﺧـﺎﺹ‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﻮﻟﻴﺪ ﺁﻧﻬﺎ ﻣﻲﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻣﺤﺼﻮﻻﺕ ﻣﻲﺗﻮﺍﻧﻨﺪ ﻛﻤﻚ ﻣﻮﺛﺮﻱ ﺩﺭ ﺍﺭﺍﺋﻪ ﺩﺭﻙ ﻳﺎ ﺗﺼﻮﻳﺮﻱ ﺑﻬﺘﺮ ﺍﺯ‬
‫ﻣﻌﻤﺎﺭﻱ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻣﺤﺼﻮﻻﺕ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻛﺎﻣﻼﹰ ﻧﺮﻣﺎﻝ ﺑﻮﺩﻩ ﻭ ﻃﺮﺍﺣﻲ ﺁﻧﻬﺎ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﻛﻪ ﻗﺎﺩﺭ ﺑـﻪ ﺍﻳﺠـﺎﺩ‬
‫»ﺯﻳﺮ ﺳﺎﺧﺖ« ﺑﺎﺷﻨﺪ‪ .‬ﻣﻬﻤﺘﺮﻳﻦ ﻧﻜﺘﻪ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺍﺟﺰﺍﺋﻲ ﻛﻪ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺑﻪ ﻋﻨﻮﺍﻥ ﺯﻳﺮ ﺳﺎﺧﺖ ﺩﺭ ﻧﻈـﺮ ﮔﺮﻓﺘـﻪ‬
‫ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻗﺎﺑﻠﻴﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻣﺠﺪﺩ ﺁﻧﻬﺎﺳـﺖ‪ .‬ﺩﺭ ﺻـﻮﺭﺗﻴﻜﻪ ﺍﻳـﻦ ﻣﻮﺿـﻮﻉ ﻣﻤﻜـﻦ ﺍﺳـﺖ ﺩﺭ ﻣـﻮﺭﺩ ﻣﺤﺼـﻮﻻﺕ‬
‫ﻣﺘﺪﻭﻟﻮﮊﻱﻫﺎﻱ ﺗﺤﻠﻴﻞ ﻭ ﻃﺮﺍﺣﻲ ﻣﺘﺪﺍﻭﻝ ﺻﺎﺩﻕ ﻧﺒﺎﺷﺪ‪ .‬ﻣﺤﺼﻮﻻﺕ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺑﺘـﺪﺍﺋﻲ ﻭ ﺳـﺎﺩﻩ ﺑـﻮﺩﻩ ﻭ‬
‫ﺍﻳﻦ ﻗﺎﺑﻠﻴﺖ ﺭﺍ ﺩﺍﺭﻧﺪ ﻛﻪ ﺑﺼﻮﺭﺕ ﺩﻳﮕﺮﻱ ﺳﺎﺧﺘﻪ ﺷﻮﻧﺪ ﻛﻪ ﺍﻳﻦ ﻫﻤﺎﻥ ﺍﻧﻌﻄﺎﻑﭘـﺬﻳﺮﻱ ﺍﺳـﺖ ﻛـﻪ ﺑـﺪﻧﺒﺎﻝ ﺁﻥ ﺩﺭ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻫﺴﺘﻴﻢ‪ .‬ﺩﺭ ﻣﻘﺎﻳﺴﻪ‪ ،‬ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻋﻤﻮﻣﺎﹰ ﻣﺤﺼﻮﻻﺗﻲ ﻗﺎﺑﻞ ﺍﻧﻌﻄﺎﻑ ﺗﻮﻟﻴﺪ ﻧﻤﻲﻛﻨﻨـﺪ ﻭ‬
‫ﻣﺤﺼﻮﻻﺕ ﺑﺎ ﻫﺪﻑ ﻛﺎﻣﻼﹰ ﺭﻭﺷﻨﻲ ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺑﻬﺘﺮ‪ ،‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﻮﺻﻴﻒﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﺍﻳﻦ ﺍﻣﻜﺎﻥ ﺑﺮﺍﻱ ﻣﺪﻳﺮﺍﻥ ﺍﺭﺷﺪ ﺑﻮﺟﻮﺩ ﻣﻲﺁﻳﺪ ﻛﻪ ﺩﺭ ﺻﻮﺭﺕ ﻟﺰﻭﻡ ﺍﻗﺪﺍﻡ ﺑﻪ ﺍﻳﺠﺎﺩ ﺗﺮﻛﻴﺒﻲ ﺟﺪﻳﺪ ﺍﺯ ﻋﻨﺎﺻﺮ ﭘﺎﻳﻪ ﻭ‬
‫ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﻴﻦ ﺁﻧﻬﺎ ﻧﻤﺎﻳﻨﺪ‪.‬‬
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‫ﺧﺮﻭﺟﻲﻫﺎ ﻭ ﻧﺘﺎﻳﺞ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﻣﺤﺼﻮﻻﺕ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻫﻤﺎﻥ ﺧﺮﻭﺟﻲﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﻫﺴـﺘﻨﺪ ﮐـﻪ ﺑﻮﺳـﻴﻠﻪ ﻓﺮﺁﻳﻨـﺪ ﺗـﺪﻭﻳﻦ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﻳﺠﺎﺩ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﻓﺮﺁﻳﻨﺪ‪ ،‬ﺩﺭ ﻛﻨﺎﺭ ﺩﻳﮕﺮ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺍﺻﻠﻲ ﺳﺎﺯﻣﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺑﺼـﻮﺭﺕ‬
‫ﭘﻴﻮﺳﺘﻪ ﺍﺟﺮﺍ ﻣﻲﺷﻮﺩ‪ .‬ﺑﻄﻮﺭ ﻛﻠﻲ‪ ،‬ﺍﻳﻦ ﻓﺮﺁﻳﻨﺪ ﺷﺎﻣﻞ ﺳﻪ ﻣﺮﺣﻠﻪ ﺍﺻـﻠﻲ ﺍﺳـﺖ ﻛـﻪ ﻋﺒﺎﺭﺗﻨـﺪ ﺍﺯ‪ (۱ :‬ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱ‬
‫ﺭﺍﻫﺒﺮﺩﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‪ (۲ ،‬ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ (۳ ،‬ﺍﺟﺮﺍﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪.‬‬
‫ﻧﺘﻴﺠﺔ ﺍﺻﻠﻲ ﻛﻪ ﺍﺯ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﺪ ﻧﻈﺮ ﺍﺳﺖ ﺁﮔـﺎﻫﻲ‪ ،‬ﺭﺍﻫﻨﻤـﺎﺋﻲ ﻭ ﺍﺟﺒـﺎﺭ ﺑﺮﺧـﻲ ﺗﺼـﻤﻴﻤﺎﺕ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﻣﺨﺼﻮﺻﺎﹰ ﺗﺼﻤﻴﻤﺎﺗﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻣﻮﺭﺩ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺩﺭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﺧﺬ ﻣﻲﺷﻮﺩ‪ .‬ﻋـﻼﻭﻩ ﺑـﺮ‬
‫ﺍﻳﻨﻬﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﺘﺎﻳﺞ ﺫﻳﻞ ﺭﺍ ﺑﺮﺍﻱ ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﺍﺭﻣﻐﺎﻥ ﺧﻮﺍﻫﺪ ﺁﻭﺭﺩ‪:‬‬
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‫ﺍﻳﺠﺎﺩ ﻧﻈﺎﻣﻲ ﻗﺎﺑﻞ ﻣﻘﺎﻳﺴﻪ ﺩﺭ ﺗﻮﺻﻴﻒ ﺳﻴﺴﺘﻢﻫﺎ‪ -‬ﻃﺮﺍﺣﻲ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺎﻣﻮﺭﻳﺖﻫﺎ‪ ،‬ﻓﺮﺁﻳﻨﺪﻫﺎ‬
‫ﻭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﮐﻪ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺑﺰﺭﮒ ﺑـﻪ ﮐـﺎﺭ ﮔﺮﻓﺘـﻪ ﻣـﻲﺷـﻮﻧﺪ‪ ،‬ﻧﻴﺎﺯﻣﻨـﺪ ﻭﺟـﻮﺩ‬
‫ﺍﻟﮕﻮﻫﺎﻱ ﻣﻨﺎﺳﺐ ﻭ ﺍﺳـﺘﺎﻧﺪﺍﺭﺩ ﺟﻬـﺖ ﺗﻮﺻـﻴﻒ ﺁﻧﻬﺎﺳـﺖ‪ .‬ﺩﺭ ﻏﻴـﺮ ﺍﻳﻨﺼـﻮﺭﺕ ﺍﻣﮑـﺎﻥ ﻣﻘﺎﻳﺴـﻪ‬
‫ﺧﺮﻭﺟﻲﻫﺎﻱ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺎ ﻫﻢ ﻭﺟﻮﺩ ﻧﺪﺍﺷﺘﻪ ﻭ ﻓﺮﺁﻳﻨﺪ ﻳﮑﭙﺎﺭﭼﮕﻲ ﺩﭼﺎﺭ ﭼـﺎﻟﺶﻫـﺎﻱ‬
‫ﺍﺳﺎﺳﻲ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬
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‫ﺣﺬﻑ ﺍﻓﺰﻭﻧﮕﻲ‪ -‬ﺍﻳﻦ ﻣﺸﻜﻞ ﻳﻜﻲ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻣﺸﻜﻼﺕ ﺑﺨﺶ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ‬
‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺻﻮﺭﺗﻴﻜﻪ‪ ،‬ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺮﺍﺣﺘﻲ ﺍﻓﺰﻭﻧﮕﻲ ﺭﺍ ﺩﺭ ﺣﻴﻄﺔ ﺣﺮﻓـﻪ ﺷﻨﺎﺳـﺎﻳﻲ ﻭ ﺍﻣﻜـﺎﻥ‬
‫ﺣﺬﻑ ﺭﺍ ﻓﺮﺍﻫﻢ ﻣﻲﺁﻭﺭﺩ‪ .‬ﺑﻌﻨﻮﺍﻥ ﻧﻤﻮﻧﻪ‪ ،‬ﺑﺨﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥ ﻣﻤﻜﻦ ﺍﺳﺖ ﻣﺤﺼﻮﻻﺗﻲ ﺑـﺎ‬
‫ﻗﺎﺑﻠﻴﺖﻫﺎﻱ ﺗﻜﺮﺍﺭﻱ ﺗﻮﻟﻴﺪ ﻧﻤﺎﻳﻨﺪ ﻭ ﻳﺎ ﺗﺠﺮﺑﻪﺍﻱ ﺭﺍ ﺩﺭ ﻳﻚ ﺣﻴﻄﺔ ﻛـﺎﺭﻱ ﻛـﻪ ﻗـﺒﻼﹰ ﺍﻧﺠـﺎﻡ ﺷـﺪﻩ‬
‫ﻣﺠﺪﺩﺍﹰ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ‪ .‬ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻲﺗﻮﺍﻧﺪ ﺍﻳﻦ ﻫﺰﻳﻨﻪﻫﺎﻱ ﺍﺿﺎﻓﻲ ﺭﺍ ﺑﺼﻮﺭﺕ ﻣﻮﺛﺮﻱ ﻛﺎﻫﺶ‬
‫ﺩﻫﺪ‪.‬‬
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‫ﻳﻜﭙﺎﺭﭼﮕﻲ‪ -‬ﺍﻳﺠﺎﺩ ﻳﻜﭙﺎﺭﭼﮕﻲ ﺍﻃﻼﻋﺎﺗﻲ ﺑﺎ ﺍﺩﻏﺎﻡ ﻭ ﺑﻪ ﺍﺷﺘﺮﺍﻙﮔـﺬﺍﺭﻱ ﺍﻃﻼﻋـﺎﺕ‪ ،‬ﺍﺯ ﻧﺘـﺎﻳﺞ ﺑـﻪ‬
‫ﻛﺎﺭﮔﻴﺮﻱ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺎ ﺍﻳﺠﺎﺩ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺧﺎﺹ‪ ،‬ﻗﻮﺍﻋﺪﻱ‬
‫ﺑﺮﺍﻱ ﺑﻪ ﺍﺷﺘﺮﺍﻙﮔﺬﺍﺭﻱ ﺩﺍﺩﻩﻫﺎ ﺍﻳﺠﺎﺩ ﻣﻲﻧﻤﺎﻳﺪ‪ ،‬ﻛﻪ ﺍﻣﻜﺎﻥ ﺭﺩ ﻭ ﺑﺪﻝ ﻧﻤﻮﺩﻥ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳـﻄﻮﺡ‬
‫ﻣﺨﺘﻠﻒ ﺍﺯ ﭘﺎﻳﮕﺎﻩﺩﺍﺩﻩﻫﺎ ﺗﺎ ﺯﻳﺮﺳﻴﺴﺘﻢﻫﺎ ﻭ ﺗﻐﻴﻴﺮﺍﺕ ﻓﺮﺍﺳﺎﺧﺘﺎﺭﻱ ﺑﺮﺍﻱ ﺍﺧﺬ ﻧﺘﻴﺠﺔ ﻣﻄﻠـﻮﺏ ﻣﻬﻴـﺎ‬
‫ﺷﻮﺩ‪.‬‬
‫‪۷‬‬
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‫ﻫﻤﮕﺮﺍﻳﻲ ﺑﻪ ﺳﻤﺖ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ‪ -‬ﺑـﺎ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺍﻣﮑـﺎﻥ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ‬
‫ﻣﺪﻝﻫﺎﻱ ﻣﺮﺟﻊ ﻧﻈﻴﺮ »ﻣﺪﻝ ﻣﺮﺟﻊ ﮐﺎﺭﺍﻳﻲ«‪» ،‬ﻣﺪﻝ ﻣﺮﺟﻊ ﺧﺪﻣﺎﺗﻲ« ﻭ »ﻣﺪﻝ ﻣﺮﺟﻊ ﻓﻨﻲ« ﺩﺭ ﺳﻄﺢ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺩﺭ ﺳﻄﺢ ﺩﻭﻟﺖ ﺑﻮﺟﻮﺩ ﺁﻣﺪﻩ ﻭ ﻳﮏ ﻧﻮﻉ ﻫﻤﮕﺮﺍﻳﻲ ﺩﺭ ﻻﻳﻪﻫﺎﻱ‬
‫ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺣﺎﺻﻞ ﻣﻲﺷـﻮﺩ‪ .‬ﺍﻳـﻦ ﻫﻤﮕﺮﺍﻳـﻲ ﻭ ﻧﺰﺩﻳﮑـﻲ ﺩﺭ ﻧﻬﺎﻳـﺖ ﻣﻨﺠـﺮ ﺑـﻪ ﮐـﺎﻫﺶ‬
‫ﻫﺰﻳﻨﻪﻫﺎﻱ ﻧﺎﺷﻲ ﺍﺯ ﺩﻭﺑﺎﺭﻩ ﮐﺎﺭﻱﻫﺎ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺳﻴﺴﺘﻢﻫﺎﻱ ﻧﺎﻫﻤﮕﻮﻥ ﻭ ﻋﺪﻡ ﺗﻌﺎﻣﻞﭘـﺬﻳﺮﻱ ﺑـﻴﻦ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﺷﺪﻩ ﻭﮐﺎﻫﺶ ﺑﻲﺍﻧﺪﺍﺯﻩ ﻫﺰﻳﻨﻪﻫﺎ ﻭ ﺍﻓﺰﺍﻳﺶ ﮐﺎﺭﺍﻳﻲ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺩﺭ ﭘﻲ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬
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‫ﺑﻬﺒﻮﺩ ﺭﻭﺵﻫﺎ ﻭ ﻓﺮﺁﻳﻨﺪﻫﺎ ﺩﺭ ﻣﺎﻣﻮﺭﻳﺖﻫﺎﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪ -‬ﻳﮑﻲ ﺍﺯ ﺩﺳـﺘﺎﻭﺭﺩﻫﺎﻱ ﻣﻬـﻢ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺑﺰﺭﮒ ﺍﻃﻼﻋﺎﺗﻲ ﮐﺸﻒ ﻭ ﺣﺬﻑ ﻓﺮﺁﻳﻨـﺪﻫﺎﻱ ﺍﺿـﺎﻓﻲ ﺩﺭ ﺟﻬـﺖ ﺍﺟـﺮﺍﻱ ﻣﺎﻣﻮﺭﻳـﺖ‬
‫ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻣﻌﻤﺎﺭﻱ ﺧﻮﺩ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﺷﺎﻣﻞ ﺑﺎﺯﻣﻬﻨﺪﺳﻲ ﻓﺮﺁﻳﻨﺪﻫﺎ ﻧﻴﺴـﺖ‪ ،‬ﺍﻣـﺎ ﻣﻘﺪﻣـﻪ ﺍﻧﺠـﺎﻡ‬
‫ﭼﻨﻴﻦ ﻓﻌﺎﻟﻴﺘﻲ ﺗﻠﻘﻲ ﻣﻲﺷﻮﺩ‪ .‬ﺍﺻﻠﻲﺗﺮﻳﻦ ﻫﺪﻑ ﺍﺯ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺗﻤﺮﮐﺰ ﺑـﺮ ﺩﺍﺩﻩﻫـﺎ ﻭ‬
‫ﻓﺮﺁﻳﻨﺪﻫﺎ ﻭ ﺗﻌﺎﻣﻼﺕ ﺑﻴﻦ ﺁﻧﻬﺎ ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺑﻬﻴﻨﻪﺳﺎﺯﻱ ﻓﺮﺁﻳﻨﺪﻫﺎ ﻣﻲﺍﻧﺠﺎﻣﺪ‪.‬‬
‫ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﻣﻬﻤﺘﺮﻳﻦ ﺩﻟﻴﻞ ﺭﻭﻳﻜﺮﺩ ﺟﻬﺎﻧﻲ ﺑﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻴﺎﺯ ﺭﻭﺯﺍﻓﺰﻭﻥ ﺑﻪ ﺗﻌﺎﻣﻞ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗـﻊ‪ ،‬ﺍﻳـﻦ ﻳﻜـﻲ ﺍﺯ‬
‫ﻣﻬﻤﺘﺮﻳﻦ ﻣﺴﺎﺋﻠﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎﻋﺚ ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩﻥ ﺭﻭﻳﻜﺮﺩﻫﺎﻱ ﭘﻴﺸﻴﻦ ﺑﻪ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺕ )ﻣﺎﻧﻨﺪ‬
‫ﻃﺮﺡﻫﺎﻱ ﺟﺎﻣﻊ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ( ﺑﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻲﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻧﻴﺎﺯ‪ ،‬ﺗﻨﻬﺎ ﺑـﻪ ﺗﻌﺎﻣـﻞ ﻣﻴـﺎﻥ ﺳﻴﺴـﺘﻢﻫـﺎﻱ‬
‫ﺍﻃﻼﻋﺎﺗﻲ ﻳﻚ ﺳﺎﺯﻣﺎﻥ ﺧﺎﺹ ﻣﻨﺘﻬﻲ ﻧﻤﻲﺷﻮﺩ‪ .‬ﺯﻣﺎﻧﻲ ﻛﻪ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻪ ﺑﺰﺭﮔﻲ ﻳﻚ ﺩﻭﻟﺖ ﻗﺼـﺪ ﺩﺍﺭﺩ ﺍﺯ ﻣﺰﺍﻳـﺎﻱ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻬﺮﻩﻣﻨﺪ ﺷﻮﺩ ﺑﺎﻳﺪ ﺑﺘﻮﺍﻧﺪ ﻣﺤﻜﻲ ﺑﺮﺍﻱ ﺍﺭﺯﻳﺎﺑﻲ ﺻﺤﺖ ﻭ ﺩﻗﺖ ﻃﺮﺡﻫﺎﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺷـﺪﻩ ﺑـﺮﺍﻱ‬
‫ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻫﺪﺍﻑ ﺧﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﺮﺁﻳﻨﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻣﻌﻤﺎﺭﻱﻫﺎﻱ ﺍﻳﺠـﺎﺩ ﺷـﺪﻩ ﺩﺭ ﻫـﺮ‬
‫ﺑﺨﺶ ﻭ ﺳﺎﺯﮔﺎﺭﻱ ﻣﻴﺎﻥ ﺍﻳﻦ ﻣﻌﻤﺎﺭﻱﻫﺎ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺑﻪ ﺻﻮﺭﺕ ﺟﺎﻣﻌﻲ ﺍﺭﺯﻳﺎﺑﻲ ﺷﻮﻧﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﺩﻭﻟـﺖ ﺍﻳـﻦ‬
‫ﺍﻣﻜﺎﻥ ﺭﺍ ﺧﻮﺍﻫﺪ ﻳﺎﻓﺖ ﺗﺎ ﺍﺯ ﺯﻳﺮﺳﺎﺧﺖﻫﺎﻱ ﻳﮑﭙﺎﺭﭼﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﻧﺘﻴﺠﺔ ﻃﺮﺡﻫﺎﻱ ﻣﺨﺘﻠﻒ‬
‫ﺑﻪ ﻣﻨﻈﻮﺭ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺳﺮﻋﺖ ﻋﻤﻞ ﻭ ﺍﺛﺮﺑﺨﺸﻲ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﻓﺮﺍﺳﺎﺯﻣﺎﻧﻲ )ﻭ ﭼﻨﺪ ﺳﺎﺯﻣﺎﻧﻲ( ﺑﻪ ﻭﻳﮋﻩ ﺩﺭ ﺯﻣﺎﻥﻫﺎﻱ‬
‫ﺑﺤﺮﺍﻥ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﺪ‪.‬‬
‫ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻨﻨﺪﻩ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﺍﻓﺮﺍﺩ ﻣﺨﺘﻠﻒ ﻣﻲﺗﻮﺍﻧﻨـﺪ ﻛﺎﺭﺑﺮﺩﻫـﺎﻱ ﻣﺨﺘﻠﻔـﻲ ﺍﺯ ﺁﻥ ﺩﺍﺷـﺘﻪ‬
‫ﺑﺎﺷﻨﺪ‪ .‬ﭘﺲ ﺍﺯ ﺗﻮﻟﻴﺪ ﻣﺤﺼﻮﻻﺕ ﻣﻌﻤﺎﺭﻱ‪ ،‬ﻣﺤﺼﻮﻻﺕ ﻓﻮﻕ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺫﻳﻨﻔﻌـﺎﻥ ﺳـﺎﺯﻣﺎﻥ ﻗـﺮﺍﺭ ﺩﺍﺩﻩ ﻣـﻲﺷـﻮﻧﺪ‪.‬‬
‫ﺗﻮﺻﻴﻒﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺤﺼـﻮﻻﺕ ﻛـﻪ ﻋﻤـﺪﺗﺎﹰ ﺑـﻪ ﺻـﻮﺭﺕ ﮔﺮﺍﻓﻴﻜـﻲ ﺍﺭﺍﺋـﻪ ﻣـﻲﺷـﻮﻧﺪ ﻛﻤـﻚ ﺯﻳـﺎﺩﻱ ﺑـﻪ‬
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‫ﺗﺼﻤﻴﻢﮔﻴﺮﻱﻫﺎ‪ ،‬ﺗﺤﻠﻴﻞﻫﺎﻱ ﺭﺍﻫﺒﺮﺩﻱ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺍﺻﻼﺡ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻛﺎﺭﻱ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺳﻨﺠﺶ ﻛﺎﺭﺍﺋﻲ‪ ،‬ﭘﻴﺶﺑﻴﻨﻲ‬
‫ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺗﻐﻴﻴﺮﺍﺕ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻫﺰﻳﻨﻪﻫﺎ ﻭ ﻏﻴﺮﻩ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﻫﺮ ﻓﺮﺩ‪ ،‬ﺑﺴـﺘﻪ ﺑـﻪ ﺟﺎﻳﮕـﺎﻩ ﺧـﻮﺩ ﻣـﻲﺗﻮﺍﻧﻨـﺪ ﺭﻭﻱ‬
‫ﺩﻳﺪﮔﺎﻩ ﺧﺎﺻﻲ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﻣﺘﻤﺮﻛﺰ ﺷﻮﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻳﻚ ﻣﺨﺰﻥ ﺍﻃﻼﻋﺎﺗﻲ ﻛﺎﻣﻞ ﺍﺯ ﻛﻞ ﺳﺎﺯﻣﺎﻥ‬
‫ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻣﻲﮔﺬﺍﺭﺩ ﻛﻪ ﻣﻄﺎﻟﺐ ﺁﻥ ﺑﻪ ﺻﻮﺭﺕ ﺍﺻﻮﻟﻲ ﻃﺒﻘﻪﺑﻨﺪﻱﺷﺪﻩ ﻭ ﻗﺎﺑﻞ ﺍﺳﺘﻔﺎﺩﻩ ﺑﺮﺍﻱ ﻫﻤﻪ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﮔﺮﺍﻳﺶ ﺟﻬﺎﻧﻲ ﺑﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﺑﺎ ﺁﻧﮑﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﺴﺒﺖ ﺑﻪ ﺩﻳﮕﺮ ﺭﻭﺵﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﮑﺎﺭﮔﻴﺮﻱ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ‬
‫ﺭﻭﺷﻲ ﻧﻮﻳﻦ ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﺑﺪﻟﻴﻞ ﻧﺘﺎﻳﺠﻲ ﮐﻪ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﺷﺪ‪ ،‬ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﻣﻮﺭﺩ ﺗﻮﺟـﻪ ﺑﺴـﻴﺎﺭﻱ ﺍﺯ‬
‫ﺩﻭﻟﺖﻫﺎ‪ ،‬ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺷﺮﮐﺖﻫﺎﻱ ﺑﺰﺭﮒ ﻭ ﮐﻮﭼﮏ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﺩﻻﻳـﻞ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﻪ ﺣﻤﺎﻳﺖ ﺍﺯ ﺗﺼﻤﻴﻢﮔﻴﺮﻱﻫﺎﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﻣﻨـﺎﺑﻊ ﺍﻃﻼﻋـﺎﺗﻲ‪ ،‬ﻧﻘﺸـﻪ ﺭﺍﻫـﻲ‬
‫ﺑﺮﺍﻱ ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮﺍﺕ‪ ،‬ﺣﻤﺎﻳﺖ ﺍﺯ ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢ ﻭ ﻣﺪﻳﺮﻳﺖ ﭘﻴﭽﻴﺪﮔﻲ ﺍﺷـﺎﺭﻩ ﻧﻤـﻮﺩ‪ .‬ﺩﺭ ﻭﺍﻗـﻊ‪ ،‬ﺍﻳـﻦ ﺩﻻﻳـﻞ‪،‬‬
‫ﻣﺸﮑﻼﺕ ﻭ ﻧﻴﺎﺯﻫﺎﻱ ﻋﻤﺪﻩ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺩﺭ ﻣﺪﻳﺮﻳﺖ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻫﺴـﺘﻨﺪ‪ .‬ﺗﻮﺟـﻪ ﺑـﻪ ﺍﻳـﻦ ﺩﻻﻳـﻞ ﻭ ﻧﺘـﺎﻳﺞ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺎ ﺭﻭﻳﮑﺮﺩ ﺗﺎﻣﻴﻦ ﺧﻮﺍﺳـﺘﻪﻫـﺎﻱ ﺳـﺎﺯﻣﺎﻥﻫـﺎ ﺩﺭ ﻓﻨـﺎﻭﺭﻱ‬
‫ﺍﻃﻼﻋﺎﺕ ﻗﺪﻡ ﺑﺮﺩﺍﺷﺘﻪ ﻭ ﺑﺎ ﺷﻨﺎﺧﺖ ﺍﺯ ﻧﻴﺎﺯﻫﺎ ﻭ ﻣﺸﮑﻼﺕ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺩﺭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻮﺟﻮﺩ ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﮐﺸﻮﺭﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻌﺎﻟﻴﺖ ﻣﻲﻧﻤﺎﻳﻨﺪ ﮐﻪ ﺑﺮ ﺍﺳﺎﺱ ﮔﺰﺍﺭﺷـﺎﺕ ‪ IFEAD‬ﺩﺭ ﺳـﺎﻝ‬
‫‪ ،۲۰۰۵‬ﺣﺪﻭﺩ ‪ ۱۴۹‬ﮐﺸﻮﺭ ﺑﻪ ﻋﻨﻮﺍﻥ ﮐﺸﻮﺭﻫﺎﻱ ﻓﻌﺎﻝ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩﺍﻧﺪ‪ .‬ﺩﺭ ﺍﻳـﻦ ﻣﻴـﺎﻥ‬
‫ﮐﺸﻮﺭ ﺁﻣﺮﻳﮑﺎ ﺑﺎ ﺩﺍﺷﺘﻦ ﺗﻘﺮﻳﺒﺎﹰ ‪ ۴۵‬ﺩﺭﺻﺪ ﻓﻌﺎﻟﻴﺖ‪ ،‬ﺩﺭ ﺭﺍﺱ ﮐﺸﻮﺭﻫﺎﻱ ﻓﻌﺎﻝ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﮐﺸﻮﺭ ﻣﺎ ﺍﻳـﺮﺍﻥ‪ ،‬ﺩﺭ ﺍﻳـﻦ‬
‫ﻓﻬﺮﺳﺖ‪ ،‬ﺩﺭ ﺭﺩﻩ ﺳﻴﺰﺩﻫﻢ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﮐﻪ ﻧﺴﺒﺖ ﺑﻪ ﮐﺸﻮﺭﻫﺎﻳﻲ ﭼﻮﻥ ﭼﻴﻦ‪ ،‬ﺳﻮﺋﻴﺲ‪ ،‬ﺍﻳﺘﺎﻟﻴﺎ ﻭ ﺍﺳﭙﺎﻧﻴﺎ ﺭﺩﻩ ﺑـﺎﻻﺗﺮﻱ‬
‫ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻦ ﻓﻬﺮﺳﺖ ﻭ ﺷﻤﺎﺭ ﮐﺸﻮﺭﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻌﺎﻟﻴﺖ ﺩﺍﺭﻧـﺪ‪ ،‬ﺷـﺎﻳﺪ ﺩﻳﮕـﺮ‬
‫ﻧﺘﻮﺍﻥ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺭﻭﺷﻲ ﻧﻮﭘﺎ ﻭ ﮐﻢ ﺗﺠﺮﺑﻪ ﺩﺭ ﻣﺪﻳﺮﻳﺖ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻧﺎﻣﻴﺪ‪.‬‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﺩﻭﻟﺖﻫﺎ ﻣﻮﺭﺩ ﺣﻤﺎﻳﺖ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ ﺑﻠﮑﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺩﻻﻳﻞ ﺑﺎﻻ ﻣﻮﺭﺩ ﺗﻮﺟﻪ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﻣﻮﺳﺴﺎﺕ ﺑﺴﻴﺎﺭﻱ ﻧﻴﺰ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺑﻪ ﺟﺎﻱ ﺍﻳﻨﮑﻪ ﻓﻬﺮﺳﺖ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺷﺮﮐﺖﻫﺎﻳﻲ‬
‫ﮐﻪ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ ،‬ﺍﺭﺍﺋﻪ ﺷﻮﺩ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﻓﻬﺮﺳﺖ ﺳﺎﺯﻣﺎﻥﻫﺎﻳﻲ ﺍﺭﺍﺋـﻪ ﺷـﻮﺩ ﮐـﻪ ﻫﻨـﻮﺯ‬
‫ﺍﻗﺪﺍﻣﻲ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺑﮑﺎﺭﮔﻴﺮﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻨﻤﻮﺩﻩﺍﻧﺪ‪ .‬ﺟﺎﻟﺐ ﺍﻳﻨﮑﻪ ﺷﺮﮐﺖ ﻣﺘﺎ ﺩﺭ ﺳـﺎﻝ‪ ۲۰۰۰‬ﮔﺰﺍﺭﺷـﻲ ﺭﺍ‬
‫ﭼﺎﭖ ﻧﻤـﻮﺩ ﮐـﻪ ﻃﺒـﻖ ﺁﻥ ﺗـﺎ ﭘﺎﻳـﺎﻥ ﺳـﺎﻝ ‪ ۲۰۰۵‬ﺗـﻴﻢﻫـﺎﻱ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺑـﺎﺯﻳﮕﺮﺍﻥ ﺍﺻـﻠﻲ ﺩﺭ ﻋﺮﺻـﻪ‬
‫ﺍﺳﺘــﺮﺍﺗﮋﻱﻫﺎﻱ ﻛﺴﺐ ﻭ ﻛﺎﺭ ﺑﺮﺍﻱ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺗﻐﻴﻴﺮ ﻭ ﺍﺩﻏﺎﻡﻫﺎ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﮔـﺰﺍﺭﺵ ﻭ ﮔـﺰﺍﺭﺵﻫـﺎﻳﻲ ﺍﺯ‬
‫‪۹‬‬
‫ﺍﻳﻦ ﺩﺳﺖ ﮐﻪ ﺑﻮﺳﻴﻠﻪ ﻣﻮﺳﺴﺎﺕ ﻭ ﺩﻭﻟﺖﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻣﻨﺘﺸﺮ ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ ﭘﻴﺶﺑﻴﻨﻲﻫـﺎﻱ ﺍﻧﺠـﺎﻡ‬
‫ﺷﺪﻩ ﺑﺮﺍﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺷﺪﻩ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺗﺠﺮﺑﻪ ﮐﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﮕﺎﻣﻲ ﻫﻤﭽﻮﻥ ﮐﺎﻧﺎﺩﺍ‪ ،‬ﺁﻣﺮﻳﮑﺎ‪ ،‬ﺁﻟﻤﺎﻥ‪ ،‬ﺍﻧﮕﻠﺴﺘﺎﻥ‪ ،‬ﺍﺳﺘﺮﺍﻟﻴﺎ ﻭ ﺩﺍﻧﻤﺎﺭﮎ ﺣﺎﮐﻲ ﺍﺯ ﺍﻳﻦ ﺍﻣـﺮ‬
‫ﺍﺳﺖ ﮐﻪ ﺗﻨﻬﺎ ﻣﺴﻴﺮﻱ ﮐﻪ ﻣﻲﺗﻮﺍﻧﺪ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱ ﺩﺭ ﺑﺨﺶ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺭﺍ ﺳـﺎﺯﻣﺎﻧﺪﻫﻲ ﻧﻤﺎﻳـﺪ ﻭ ﺭﺍﻩ ﺭﺍ‬
‫ﺑﺮﺍﻱ ﺍﺳﺘﻘﺮﺍﺭ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ ﻓﺮﺍﻫﻢ ﮐﻨﺪ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﺗﺪﻭﻳﻦ ﭼﺎﺭﭼﻮﺑﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﺭﺍﺋﻪ ﻭ‬
‫ﺍﺭﺯﻳﺎﺑﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﻣﻘﻴﺎﺱ ﻣﻠﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻧﻴﺎﺯ ﺑﻪ ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﻗﻮﺍﻧﻴﻦ‪ ،‬ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ‪ ،‬ﺭﻭﺵﻫـﺎ‪،‬‬
‫ﻣﻮﻟﻔﻪﻫﺎ‪ ،‬ﺍﻟﮕﻮﻫﺎ ﻭ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻞﻫﺎﻳﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺳﺮﺍﺳﺮ ﺩﻭﻟﺖ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﮔﻴﺮﺩ ﺗﺎ ﺗﻀﻤﻴﻦﮐﻨﻨﺪﺓ ﺳـﻄﺢ‬
‫ﻣﻄﻠﻮﺏ ﺗﻌﺎﻣﻞﭘﺬﻳﺮﻱ ﻣﻴﺎﻥ ﻣﻌﻤﺎﺭﻱﻫﺎﻱ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺫﻳﻞ‪ ،‬ﻭﺿﻌﻴﺖ ﭼﻨـﺪ ﮐﺸـﻮﺭ ﭘﻴﺸـﺮﻭ ﺩﺭ‬
‫ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ‪:‬‬
‫‪ .۱‬ﺁﻣﺮﻳﮑﺎ‪ :‬ﺍﻳﻦ ﮐﺸﻮﺭ ﺍﺯ ﺳﺎﻝ ‪ ۱۹۹۶‬ﻣﻴﻼﺩﻱ ﻗﺎﻧﻮﻧﻲ ﺭﺍ ﺗﺤـﺖ ﻋﻨـﻮﺍﻥ ﻗـﺎﻧﻮﻥ ﮐﻠﻴﻨﮕـﺮ‪-‬ﮐـﻮﻫﻦ ﺑـﻪ ﻣﻨﻈـﻮﺭ‬
‫ﺣﻤﺎﻳﺖ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻣﻠﻲ ﺩﺭ ﮐﻨﮕﺮﻩ ﺑﻪ ﺗﺼﻮﻳﺐ ﺭﺳﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ ۱۹۹۹‬ﭼﺎﺭﭼﻮﺑﻲ ﺗﺤﺖ‬
‫ﻧﺎﻡ ﭼﺎﺭﭼﻮﺏ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﺪﺭﺍﻝ ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﺍﮔـﺮ ﭼـﻪ ﺑـﻪ ﺻـﺮﺍﺣﺖ ﺍﺯ ﺁﻥ ﺑـﻪ ﻋﻨـﻮﺍﻥ‬
‫ﭼﺎﺭﭼﻮﺏ ﻣﻠﻲ ﻳﺎ ﺩﻭﻟﺘﻲ ﺑﺮﺍﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﻢ ﺑﺮﺩﻩ ﻧﺸﺪﻩ ﺍﺳﺖ ﺍﻣـﺎ ﻧـﻮﻉ ﻧﮕـﺎﻩ ﺍﻧﺠﻤـﻦ ﻣـﺪﻳﺮﺍﻥ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺁﻣﺮﻳﮑﺎ ﺑﻪ ﺁﻥ ﻭ ﺳﺎﺧﺘﺎﺭ ﺍﺟﺰﺍﻳﺶ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ ﭼﻨﻴﻦ ﺭﻓﺘﺎﺭﻱ ﺍﺯ ﺁﻥ ﺍﻧﺘﻈﺎﺭ ﻣﻲﺭﻭﺩ‪.‬‬
‫‪ .۲‬ﺍﻧﮕﻠﺴﺘﺎﻥ‪ :‬ﺍﻳﻦ ﮐﺸﻮﺭ ﺍﺯ ﻧﻈﺮ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﺭﺩﻩ ﺩﻭﻡ ﻗـﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﮔـﺮ ﭼـﻪ ﮐﺎﺭﻫـﺎﻱ‬
‫ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﻧﻤﻲﺗﻮﺍﻥ ﮐﺎﻣﻼﹰ ﺩﺭ ﺭﺍﺳـﺘﺎﻱ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺩﺍﻧﺴـﺖ‪ ،‬ﺍﻣـﺎ‬
‫ﺩﺳﺖ ﮐﻢ ﺑﻪ ﺑﺨﺶ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺍﺯ ﺁﻥ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻧﮕﻠﺴﺘﺎﻥ ﭼﺎﺭﭼﻮﺑﻲ ﺗﺤـﺖ ﻋﻨـﻮﺍﻥ »ﭼـﺎﺭﭼﻮﺏ‬
‫ﺗﻌﺎﻣﻞﭘﺬﻳﺮﻱ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮑـﻲ« )‪ (eGIF‬ﺗـﺪﻭﻳﻦ ﺷـﺪﻩ ﺍﺳـﺖ ﮐـﻪ ﺑـﻪ ﻭﻳـﮋﻩ ﺍﺯ ﻧﻈـﺮ ﻓﻨـﻲ ﭘﻮﺷـﺎﻧﻨﺪﺓ‬
‫ﺑﺨﺶﻫﺎﻱ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺍﺯ ﺍﻫﺪﺍﻑ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﺖ‪ eGIF .‬ﻣﺸﺨﻪﻫﺎ ﻭ ﺳﻴﺎﺳﺖﻫـﺎﻱ ﻓﻨـﻲ ﺭﺍ ﺑـﻪ‬
‫ﻣﻨﻈﻮﺭ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻌﺎﻣﻞﭘﺬﻳﺮﻱ ﻭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻭ ﺍﺭﺗﺒﺎﻃﻲ ﭘﻴﻮﺳـﺘﻪ ﺩﺭ ﺑﺨـﺶ ﻋﻤـﻮﻣﻲ ﺑـﺮﺍﻱ‬
‫ﺩﻭﻟﺖ ﺗﻌﻴﻴﻦ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬
‫‪ .۳‬ﮐﺎﻧﺎﺩﺍ‪ :‬ﺍﺯ ﮐﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻭ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺭﺩﻩ ﺳﻮﻡ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬
‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﮐﺎﻧﺎﺩﺍ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺍﻳﺠﺎﺩ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ‪ ،‬ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﺮﭘﺎﻳﺔ ﻣﻌﻤﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺍﺯ ﺳـﺎﻝ‬
‫‪ ۲۰۰۰‬ﺷﺮﻭﻉ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺳﻪ ﻻﻳﻪ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﮐﻪ ﺩﺭ ﺳﻄﺢ ﺩﻭﻟﺖ ﮐﺎﻧﺎﺩﺍ ﻣـﻮﺭﺩ ﺍﺳـﺘﻔﺎﺩﻩ ﻗـﺮﺍﺭ‬
‫ﻣﻲﮔﻴﺮﻧﺪ‪ ،‬ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﻓﻨﻲ‪ ،‬ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‪.‬‬
‫‪۱۰‬‬
‫‪ .۴‬ﺁﻟﻤﺎﻥ‪ :‬ﺩﻭﻟﺖ ﺁﻟﻤﺎﻥ ﺩﺭ ﺳﺎﻝ ‪ ۲۰۰۵‬ﺑﻪ ﺭﺗﺒﻪ ﻫﻔﺘﻢ ﻓﻌﺎﻟﻴﺖﻫـﺎﻱ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺭﺳـﻴﺪﻩ ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ‬
‫ﮐﺸﻮﺭ‪ ،‬ﺍﺯ ﺑﺮﺍﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ‪ ،‬ﭼﺎﺭﭼﻮﺏ ﻣﻌﻤـﺎﺭﻱﻫـﺎﻱ ﻭ ﺍﺳـﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺑﺮﻧﺎﻣـﻪﻫـﺎﻱ‬
‫ﮐﺎﺭﺑﺮﺩﻱ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ ﺁﻟﻤﺎﻥ )‪ (SAGA‬ﺭﺍ ﺩﺭ ﺳﺎﻝ ‪ ۲۰۰۳‬ﺗﻌﺮﻳﻒ ﻧﻤﻮﺩﻩ ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ ﻣﻌﻤـﺎﺭﻱﻫـﺎ‬
‫ﻋﻤﺪﺗﺎﹰ ﺑﺮ ﺍﺻﻮﻟﻲ ﻫﻤﭽـﻮﻥ ﻳﮑـﻲ ﺑـﺮﺍﻱ ﻫﻤـﻪ ﻭ ﻧﮕـﺎﻩ ﻭ ﺍﺣﺴـﺎﺱ ﻳﮑﭙﺎﺭﭼـﻪ ﺍﺭﺍﺋـﻪ ﺷـﺪﻩﺍﻧـﺪ‪.‬‬
‫‪SAGA‬‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ‪ ،‬ﻗﺎﻟﺐﻫﺎ ﻭ ﻣﺸﺨﺼﻪ ﻫﺎﻱ ﺿﺮﻭﺭﻱ ﺭﺍ ﺗﻌﺮﻳﻒ ﻧﻤﻮﺩﻩ‪ ،‬ﻗﻮﺍﻋﺪ ﺗﻄﺒﻴﻖﭘﺬﻳﺮﻱ ﺭﺍ ﺗﻌﻴﻴﻦ ﻣﻲﻧﻤﺎﻳﺪ‬
‫ﻭ ﺁﻧﻬﺎ ﺭﺍ ﻫﻤﺰﻣﺎﻥ ﺑﺎ ﭘﻴﺸﺮﻓﺖ ﻓﻨﺎﻭﺭﻱ ﺑﻬﻨﮕﺎﻡ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬
‫ﺑﺮﺭﺳﻲ ﻭ ﻣﻄﺎﻟﻌﻪ ﮐﺸﻮﺭﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻣﻮﻓﻘﻴﺖﻫﺎﻳﻲ ﮐﺴﺐ ﻧﻤﻮﺩﻩﺍﻧﺪ‪ ،‬ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ‬
‫ﺩﺭ ﺍﻳﻦ ﮐﺸﻮﺭﻫﺎ‪ ،‬ﺍﺑﺘﺪﺍ ﺍﺳﺎﺱ ﻭ ﻓﺮﺁﻳﻨﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﺳﻄﺢ ﺩﻭﻟﺖ ﻣﻮﺭﺩ ﺗﺎﺋﻴﺪ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ ﻭ ﺳـﭙﺲ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﻳﮑﭙﺎﺭﭼﻪ ﻭ ﻣﻨﺴﺠﻢ ﺩﺭ ﺗﻤﺎﻡ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﻣﻮﺳﺴﺎﺕ ﺩﻭﻟﺘﻲ ﭘﻴﮕﻴﺮﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳـﻦ ﺭﻭﻧـﺪ ﺻـﺤﻴﺢ‪،‬‬
‫ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻧﺘﺎﻳﺞ ﺫﮐﺮ ﺷﺪﻩ ﺭﺍ ﺗﺴﻬﻴﻞ ﻧﻤﻮﺩﻩ ﻭ ﺭﺍﻩ ﺗﻐﻴﻴﺮﭘﺬﻳﺮﻱ ﻭ ﺗﻄﺒﻴﻖﭘﺬﻳﺮﻱ ﺩﻭﻟﺖ‪ ،‬ﻣﺘﻨﺎﺳﺐ ﺑـﺎ ﭼـﺎﻟﺶﻫـﺎﻱ‬
‫ﺟﻬﺎﻧﻲ ﺭﺍ ﻫﻤﻮﺍﺭ ﻣﻲﺳﺎﺯﺩ‪ .‬ﺩﺭ ﮐﺸﻮﺭ ﻣﺎ ﻧﻴﺰ‪ ،‬ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﭘـﻨﺞ ﺳـﺎﻟﻪ ﭼﻬـﺎﺭﻡ ‪ ۱۳۸۸-۱۳۸۴‬ﺗﻬﻴـﻪ ﺑﺮﻧﺎﻣـﻪ ﺟـﺎﻣﻊ ﻭ‬
‫ﻓﺮﺍﮔﻴﺮ ﺗﻮﺳﻌﻪ ﻛﺎﺭﺑﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻫﻤﺎﻫﻨﮓ ﺑﺎ ﺑﺮﻧﺎﻣﻪ ﺭﺍﻫﺒﺮﺩﻱ ﺳﺎﺯﻣﺎﻥﻫـﺎ ﻛـﻪ ﭼﺸـﻢﺍﻧـﺪﺍﺯ‪،‬‬
‫ﻣﺎﻣﻮﺭﻳﺖﻫﺎ‪ ،‬ﺍﻫﺪﺍﻑ ﺭﺍﻫﺒﺮﺩﻱ‪ ،‬ﺭﺍﻫﺒﺮﺩﻫﺎ ﻭ ﻛﻠﻴﻪ ﭘﺮﻭﮊﻩﻫﺎ ﻭ ﺍﻗﺪﺍﻣﺎﺕ ﻣﺮﺑﻮﻃﻪ ﺭﺍ ﺑﺎ ﺗﻮﺟﻪ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ ﺍﺯ ﺗﺠﺰﻳـﻪ‬
‫ﻭ ﺗﺤﻠﻴﻞ ﻣﺤﻴﻂ ﺩﺭﻭﻥ ﻭ ﺑﺮﻭﻥ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻄﻮﺭ ﺭﻭﺷﻦ ﺗﺮﺳﻴﻢ ﻛﺮﺩﻩ ﺑﺎﺷﺪ ﺩﺭ ﺍﻭﻟﻮﻳـﺖﻫـﺎﻱ ﺍﺻـﻠﻲ ﻗـﺮﺍﺭ ﮔﺮﻓﺘـﻪ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺍﻏﻠﺐ ﺩﻭﻟﺖﻫﺎ‪ ،‬ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﻣﻮﺳﺴﺎﺗﻲ ﮐﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻌﺎﻟﻴﺖ ﺩﺍﺭﻧﺪ‪ ،‬ﻣﺴﺘﻨﺪﺍﺕ ﺧـﻮﺩ ﺭﺍ ﺩﺭ‬
‫ﻭﺏ ﺳﺎﻳﺖﻫﺎﻱ ﺧﻮﺩ ﻣﻨﺘﺸﺮ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺳﺎﻳﺖﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺭﺍ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻲﺗﻮﺍﻥ‬
‫ﻳﺎﻓﺖ ﮐﻪ ﺍﺯ ﺁﻥ ﺟﻤﻠﻪ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﻭﺏ ﺳﺎﻳﺖ ﺍﻧﺴﺘﻴﺘﻮ ﺗﻮﺳﻌﻪﻫﺎﻱ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬
‫)‪http://www.enterprise-‬‬
‫‪ ،(architecture.info‬ﺍﻧﺴﺘﻴﺘﻮ ﺗﻮﺳﻌﻪﻫﺎﻱ ﭼﺎﺭﭼﻮﺏ ﺯﮐﻤﻦ )‪ ،(http://www.zifa.com‬ﺍﻧﺴـﺘﻴﻮ ﺁﻣـﻮﺯﺵ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﻓﺪﺭﺍﻝ )‪ (http://www.feacinstitute.org‬ﻭ ﻏﻴﺮﻩ ﺍﺷﺎﺭﻩ ﻧﻤﻮﺩ‪.‬‬
‫ﻧﻴﺎﺯ ﺑﻪ ﺍﻳﻦ ﺩﻭﺭﻩ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ‬
‫ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﻫﻤﺎﻧﻨﺪ ﺩﻳﮕﺮ ﮐﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺭﺷﺪ‪ ،‬ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺷﺮﻭﻉ ﺷﺪﻩ ﻭ ﺩﺭ ﺑﺮﺧـﻲ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﻭﺯﺍﺭﺕﺧﺎﻧﻪﻫﺎ ﻫﻤﺎﻧﻨﺪ ﻭﺯﺍﺭﺕ ﺟﻬﺎﺩ ﮐﺸﺎﻭﺭﺯﻱ‪ ،‬ﻭﺯﺍﺭﺕ ﺩﻓﺎﻉ‪ ،‬ﻭﺯﺍﺭﺕ ﺻﻨﺎﻳﻊ ﻭ ﻣﻌﺎﺩﻥ‪ ،‬ﻭﺯﺍﺭﺕ ﺭﺍﻩ‬
‫ﻭ ﺗﺮﺍﺑﺮﻱ‪ ،‬ﻭﺯﺍﺭﺕ ﺍﻣﻮﺭ ﺧﺎﺭﺟﻪ‪ ،‬ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ‪ ،‬ﻭﺯﺍﺭﺕ ﺑﻬﺪﺍﺷـﺖ‪ ،‬ﺩﺭﻣـﺎﻥ ﻭ ﺁﻣـﻮﺯﺵ ﭘﺰﺷـﮑﻲ‪،‬‬
‫‪۱۱‬‬
‫ﻭﺯﺍﺭﺕ ﺑﺎﺯﺭﮔﺎﻧﻲ‪ ،‬ﺳﺎﺯﻣﺎﻥ ﮔﻤﺮﮎ‪ ،‬ﻣﺮﮐـﺰ ﺁﻣـﺎﺭ ﺍﻳـﺮﺍﻥ‪ ،‬ﺳـﺎﺯﻣﺎﻥ ﺍﻧـﺮﮊﻱ ﺍﺗﻤـﻲ ﻭ ﺳـﺎﺯﻣﺎﻥ ﻣﻴـﺮﺍﺙ ﻓﺮﻫﻨﮕـﻲ ﻭ‬
‫ﮔﺮﺩﺷﮕﺮﻱ ﺍﺯ ﺁﻥ ﺑﺮﺍﻱ ﺗﺒﻴﻴﻦ ﻭ ﻣﺪﻳﺮﻳﺖ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺩﻭﻟﺘﻲ ﻧﺸﺎﻥ ﺍﺯ ﻋﺰﻡ ﺩﻭﻟﺖ ﺩﺭ ﺳﺮ ﻭ ﺳﺎﻣﺎﻥ ﺩﺍﺩﻥ ﺑﻪ ﺭﻭﺵﻫـﺎﻱ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﭘﻴﭽﻴﺪﻩ ﺩﻭﻟﺘﻲ ﺍﺳﺖ ﮐﻪ ﮔﺎﻫـﺎﹰ ﺑﺴـﻴﺎﺭ ﻣﺘﻨـﻮﻉ ﻭ ﻧﺎﻫﻤﺎﻫﻨـﮓ ﻫﺴـﺘﻨﺪ‪ .‬ﻫﻤـﻴﻦ ﺍﻣـﺮ ﺩﺭ ﺳـﺎﺯﻣﺎﻥﻫـﺎﻱ‬
‫ﺧﺼﻮﺻﻲ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺍﻏﻠﺐ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺧﺼﻮﺻﻲ ﻗﺒﻞ ﺍﺯ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺩﻭﻟﺘﻲ ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﻌﺮﻳﻒ‪ ،‬ﺍﺳـﺘﻔﺎﺩﻩ‬
‫ﻭ ﺍﻧﺘﺸﺎﺭ ﺟﺰﻭﺍﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻤﻮﺩﻩﺍﻧﺪ‪.‬‬
‫ﭘﻴﺸﺮﻓﺖ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﺭﻭﺵ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴـﺮ‬
‫ﭼﻨﺎﻥ ﺑﻮﺩﻩ ﺍﺳﺖ ﮐﻪ ﺑﻴﺸﺘﺮﻳﻦ ﺟﺴﺘﺠﻮﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﻋﺒﺎﺭﺕ »ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ« ﺑﺮ ﻃﺒﻖ ﺁﻣﺎﺭ ﻣﻮﺗـﻮﺭ ﺟﺴـﺘﺠﻮﻱ‬
‫ﮔﻮﮔﻞ‬
‫)‪Trends‬‬
‫‪ (Google‬ﻣﺘﻌﻠﻖ ﺑﻪ ﺍﻳﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﻣﺮ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ ﺟﺎﻣﻌﻪ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺍﻳـﺮﺍﻥ ﺑـﻪ‬
‫ﺳﻤﺖ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﺭﺍﻩﺣﻞ ﺑﺮﺗﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﮔﺎﻡ ﺑﺮﺩﺍﺷﺘﻪ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ ﻣﻴـﺎﻥ‬
‫ﻧﻘﺶ ﮐﻤﻴﺘﻪ ﻓﻨﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﮐﻪ ﺗﻨﻬﺎ ﮐﻤﻴﺘﻪ ﺗﺨﺼﺼﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﮐﺸﻮﺭ ﺍﺳﺖ ﺭﺍ ﻧﺒﺎﻳﺪ‬
‫ﻧﺪﻳﺪﻩ ﮔﺮﻓﺖ‪ .‬ﺍﻳﻦ ﻛﻤﻴﺘﻪ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ‪ ،‬ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺩﺑﻴﺮﺧﺎﻧﻪ ﺷﻮﺭﺍﻱ ﻋﺎﻟﻲ ﺍﻃﻼﻉ ﺭﺳﺎﻧﻲ ﺑﻮﺩﻩ ﻭ ﺑﺎ ﻫﺪﻑ ﺑﺴﻂ‪،‬‬
‫ﺑﻮﻣﻲ ﺳﺎﺯﻱ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﺗﻜﻔﺎ ﺍﺯ ﻣﻬﺮ ﻣﺎﻩ ‪ ۱۳۸۲‬ﺁﻏـﺎﺯ ﺑـﻪ ﻛـﺎﺭ‬
‫ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻭﻟﻴﻦ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻴﺰ ﺑﺎ ﻫﺪﻑ ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﻣـﺪﻳﺮﺍﻥ ﺍﺭﺷـﺪ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎ ﻋﻠﻮﻡ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺩﺭ ﺧﺼﻮﺹ ﻣﻔـﺎﻫﻴﻢ ﺿـﺮﻭﺭﺕ ﻭ ﻧﻘـﺶ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﺗﻮﺳﻌﻪ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﻣﻠﻲ ﺗﻮﺳﻂ ﺍﻳﻦ ﮐﻤﻴﺘﻪ ﻃﺮﺍﺣﻲ ﻭ ﺍﺟﺮﺍ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﻳﻦ ﮐﻤﻴﺘﻪ ﺍﻗـﺪﺍﻡ ﺑـﻪ‬
‫ﺍﻧﺘﺸﺎﺭ ﮐﺘﺎﺏﻫﺎﻳﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺯ ﺟﻤﻠﻪ »ﭼﺎﺭﭼﻮﺏ ﻣﻠﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﻳﺮﺍﻥ« ﻭ »ﻣﻘﺪﻣﻪﺍﻱ ﺑﺮ‬
‫ﻣﻌﻤـــﺎﺭﻱ ﺳـــﺎﺯﻣﺎﻧﻲ )ﻭﻳـــﮋﻩ ﻣـــﺪﻳﺮﺍﻥ(« ﻭ ﺍﻳﺠـــﺎﺩ ﻭﺏ ﺳـــﺎﻳﺖ ﺑـــﺮﺍﻱ ﻣﻌﻤـــﺎﺭﻱ ﺳـــﺎﺯﻣﺎﻧﻲ ﺑـــﻪ ﻧـــﺎﻡ‬
‫‪ http://www.enterprisearchitecture.ir‬ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﺗﺠﺮﺑﻴﺎﺗﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨـﻪ ﺑﺪﺳـﺖ ﺁﻣـﺪﻩ‬
‫ﺍﺳﺖ‪ ،‬ﺩﻳﮕﺮ ﺍﻳﻦ ﺩﺍﻧﺶ‪ ،‬ﺑﻪ ﺩﺍﻧﺶ ﭘﺎﻳﻪﺍﻱ ﺑﺮﺍﻱ ﻣﺪﻳﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻧﻲ ﺗﺒﺪﻳﻞ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﺑﻨـﺎﺑﺮﺍﻳﻦ‬
‫ﻣﺪﻳﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎﻳﺪ ﺑﺎ ﻣﻔﺎﻫﻴﻢ‪ ،‬ﻓﻌﺎﻟﻴﺖﻫﺎ ﻭ ﻓﺮﺁﻳﻨﺪ ﺁﻥ ﺁﺷﻨﺎ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﺳـﺎﺯﻣﺎﻥﻫـﺎﻱ ﺧـﻮﺩ‬
‫ﺑﺮﺍﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻫﺪﺍﻑ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﺩﻫﻨﺪ‪ .‬ﺳﻤﻴﻨﺎﺭﻫﺎ ﻭ ﮐﻨﻔﺮﺍﻧﺲﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ‬
‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻣﻲﺗﻮﺍﻧﺪ ﮔﺎﻣﻲ ﻣﺜﺒﺖ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻳﻦ ﻫﺪﻑ ﺑﺎﺷﻨﺪ ﺍﻣﺎ ﺍﻳﻦ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﮐﺎﻓﻲ ﻧﻴﺴـﺖ‪ ،‬ﺯﻳـﺮﺍ‬
‫ﻋﺮﺻﻪ ﮐﺴﺐ ﻭ ﮐﺎﺭ‪ ،‬ﻣﺠﺎﻝ ﻳﺎﺩﮔﻴﺮﻱ ﻣﻔﺎﻫﻴﻢ ﭘﺎﻳﻪ ﺭﺍ ﺑﻪ ﻣﺪﻳﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻧﺨﻮﺍﻫﺪ ﺩﺍﺩ ﻭ ﺍﻳﻦ ﻣﻔﺎﻫﻴﻢ ﺑﺎﻳﺪ‬
‫‪۱۲‬‬
‫ﻗﺒﻞ ﺍﺯ ﻭﺭﻭﺩ ﺑﻪ ﮐﺴﺐ ﻭ ﮐﺎﺭ ﻳﻌﻨﻲ ﺩﺭ ﺣﻴﻦ ﮐﺴﺐ ﻋﻠﻢ ﻭ ﺩﺍﻧﺶ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﻓﺮﺍﮔﺮﻓﺘﻪ ﺷﻮﻧﺪ‪ .‬ﻓﺮﺍﮔﻴﺮﻱ ﻣﻔﺎﻫﻴﻢ ﻭ‬
‫ﺍﺻﻮﻝ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺳﺒﺐ ﻣﻲﺷﻮﺩ ﮐﻪ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺍﻭﻻﹰ ﺑﻪ ﻋﻠﻮﻡ ﻭ ﺭﻭﺵﻫﺎﻱ ﻧـﻮﻳﻦ ﺑﮑـﺎﺭﮔﻴﺮﻱ ﻭ‬
‫ﻣﺪﻳﺮﻳﺖ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺩﻧﻴﺎ ﻣﺠﻬﺰ ﺑﺎﺷﻨﺪ ﻭ ﺛﺎﻧﻴﺎﹰ ﻗﺪﺭﺕ ﺍﺟﺮﺍﻳﻲ ﺍﻳﻦ ﺍﻓـﺮﺍﺩ ﺭﺍ ﺑـﻪ ﺩﻟﻴـﻞ ﮐـﺎﺭﺑﺮﺩﻱ ﺑـﻮﺩﻥ‪،‬‬
‫ﺑﺎﻻﺗﺮ ﺑﺮﺩﻩ ﮐﻪ ﺑﻨﻮﺑﻪ ﺧﻮﺩ ﺳﺒﺐ ﮐﺎﻫﺶ ﺭﻳﺴﮏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬
‫ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴﺮ‪ ،‬ﮔﺮﺍﻳﺶﻫﺎﻱ ﻣﺘﻌﺪﺩﻱ ﻧﻈﻴﺮ ﻣﻬﻨﺪﺳﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ‪ ،‬ﻣـﺪﻳﺮﻳﺖ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﻭ‬
‫ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ ﺩﺭ ﺳﻄﺢ ﮐﺎﺭﺷﻨﺎﺳﻲ ﻭ ﮐﺎﺭﺷﻨﺎﺳﻲﺍﺭﺷﺪ ﻣﻌﺮﻓﻲ ﺷﺪﻩﺍﻧﺪ ﮐﻪ ﻫﺪﻑ ﺍﺻﻠﻲ ﺁﻧﻬـﺎ ﺁﺷـﻨﺎ ﻧﻤـﻮﺩﻥ‬
‫ﻓﺮﺍﮔﻴﺮﺍﻥ ﺑﺎ ﺍﺻﻮﻝ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ ﺍﺳﺖ‪ .‬ﺑﺎ ﺁﻧﮑﻪ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺍﻳﻦ ﮔـﺮﺍﻳﺶﻫـﺎ ﻣـﻲﺗﻮﺍﻧﻨـﺪ‬
‫ﮐﻤﮏ ﺷﺎﻳﺎﻧﻲ ﺑﻪ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺮﺍﻱ ﺍﺭﺗﻘﺎﺀ ﺳﻄﺢ ﺩﺍﻧﺶ ﺳﺎﺯﻣﺎﻥ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺍﻣﺎ ﺑﻪ ﺑﺪﻟﻴﻞ ﻋﺪﻡ ﻭﺟﻮﺩ ﻧﮕﺮﺵ ﺟـﺎﻣﻊ ﺑـﻪ‬
‫ﺗﻮﻟﻴﺪ ﻭ ﺗﻮﺳﻌﻪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺩﺭ ﺍﻳﻦ ﮔﺮﺍﻳﺶﻫﺎ‪ ،‬ﻓﺮﺍﮔﻴﺮﺍﻥ ﻧﻤﻲﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺍﺟـﺮﺍﻱ ﻓﺮﺁﻳﻨـﺪ ﻃـﺮﺡ ﺟـﺎﻣﻊ‬
‫ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻧﻘﺶ ﭼﻨﺪﺍﻧﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﻣﻌﻤﺎﺭ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮﻉ ﻧﮕﺮﺷﻲ ﮐﻪ ﺑﻪ‬
‫ﺳﺎﺯﻣﺎﻥ ﻭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥ ﺩﺍﺭﺩ‪ ،‬ﻭ ﻧﻴﺰ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺑﺮﺧﻮﺭﺩﺍﺭﻱ ﺍﺯ ﭘﺸﺘﻮﺍﻧﻪ ﻋﻤﻠﻲ ﻭ ﺍﺟﺮﺍﻳﻲ ﻣـﻲﺗﻮﺍﻧـﺪ‬
‫ﺩﺭ ﺍﺟﺮﺍﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻘﺸﻲ ﺗﺎﺛﻴﺮﮔﺬﺍﺭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ‪ ،‬ﭘﻴﺶﺯﻣﻴﻨﻪ ﻣﻬﻨﺪﺳـﻲ ﻧـﺮﻡﺍﻓـﺰﺍﺭ ﺑـﻪ‬
‫ﻣﻌﻤﺎﺭ ﮐﻤﮏ ﻣﻲﻧﻤﺎﻳﺪ ﺗﺎ ﺩﺭ ﺍﺟﺮﺍﻱ ﻃﺮﺡﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻣﻮﻓﻖ ﺑﺎﺷﺪ‪.‬‬
‫ﻭﺿﻌﻴﺖ ﺳﺎﻳﺮ ﮐﺸﻮﺭﻫﺎ‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺠﺮﺑﻴﺎﺗﻲ ﮐﻪ ﮐﺸﻮﺭﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﺭﺍﻩﺣـﻞ‬
‫ﺑﺮﺗﺮ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺑﺎﻳﺪ ﺑﻪ ﻧﺤﻮﺓ ﺗﺮﺑﻴﺖ ﺍﻓﺮﺍﺩﻱ ﮐﻪ ﺑﺘﻮﺍﻥ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻓﻌﺎﻟﻴﺖ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ ،‬ﻧﻴﺰ ﺗﻮﺟﻪ ﻧﻤـﻮﺩ‪ .‬ﺑـﻪ‬
‫ﻃﻮﺭ ﮐﻠﻲ ﺩﻭﺭﻩ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻪ ﺷﮑﻞﻫﺎﻱ ﻣﺘﻔﺎﻭﺗﻲ ﺩﺭ ﮐﺸﻮﺭﻫﺎﻱ ﻣﺨﺘﻠـﻒ ﻭﺟـﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑـﺎﺭﺯﺗﺮﻳﻦ ﺷـﮑﻞ‬
‫ﺩﻭﺭﻩ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻣﻮﺳﺴﺎﺕ ﻭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺧﺼﻮﺻﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺍﻳﻦ ﺩﻭﺭﻩ ﺭﺍ ﺑﺎ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺘﺨﺼﺼـﺎﻥ‬
‫ﻣﺠﺮﺏ ﺧﻮﺩ ﺑﺮﮔﺰﺍﺭ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﺩﺭﻭﺳﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩﻫﺎ ﺍﺭﺍﺋﻪ ﻣﻲﺷﻮﺩ‪ ،‬ﻣﻌﻤﻮﻻﹰ ﮐﻮﺗﺎﻩ ﻣﺪﺕ ﺑﻮﺩﻩ ﻭ ﺑـﻴﻦ ‪ ۷‬ﺗـﺎ‬
‫‪ ۱۰‬ﺟﻠﺴﻪ ﺑﻪ ﺻﻮﺭﺕ ﻓﺸﺮﺩﻩ ﻭ ﻳﺎ ﻫﻔﺘﮕﻲ ﺑﺮﮔﺰﺍﺭ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺗﻤﺮﮐـﺰ ﺍﻳـﻦ ﻣﻮﺳﺴـﺎﺕ‪ ،‬ﺍﻏﻠـﺐ ﺑـﺮ ﺭﻭﻱ ﻗﺴـﻤﺖ‬
‫ﺧﺎﺻﻲ ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﺎﻧﻨﺪ ﭼﺎﺭﭼﻮﺏ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻳﺎ ﻓﺮﺁﻳﻨﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻲﺑﺎﺷﺪ ﮐـﻪ ﭘـﻴﺶ‬
‫ﻧﻴﺎﺯ ﺁﻧﻬﺎ‪ ،‬ﺁﺷﻨﺎﻳﻲ ﻓﺮﺍﮔﻴﺮﻧﺪﻩ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﺍﻭﻟﻴﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺍﻳﻦ ﺩﻭﺭﻩﻫﺎ ﺑﻴﺸﺘﺮ ﻣﺪ ﻧﻈﺮ ﻣﺪﻳﺮﺍﻥ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻓﻌﻠﻲ ﺍﺳﺖ ﮐﻪ ﺗﺠﺮﺑﻴﺎﺗﻲ ﺩﺭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﮐﺴﺐ ﻧﻤﻮﺩﻩﺍﻧﺪ ﻭ ﻗﺼﺪ ﺩﺍﺭﻧﺪ ﺩﺍﻧﺶ ﺟﺪﻳـﺪﻱ‬
‫ﺭﺍ ﺑﻴﺎﻣﻮﺯﻧﺪ‪.‬‬
‫‪۱۳‬‬
‫ﺷﮑﻞ ﺩﻳﮕﺮﻱ ﺍﺯ ﺩﻭﺭﻩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﺪﺭﻳﺲ ﻣﻔﺎﻫﻴﻢ ﺍﻭﻟﻴﻪ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺩﺭ ﻗﺎﻟـﺐ‬
‫ﺩﺭﺱﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﺯ ﺟﻤﻠﻪ ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﺳﻴﺴﺘﻢﻫﺎ‪ ،‬ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺑﺰﺭﮒ ﻭ ﻳﺎ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺍﺳـﺖ‪.‬‬
‫ﺍﻳﻦ ﺭﻭﺵ ﺑﻴﺸﺘﺮ ﺩﺭ ﺩﺍﻧﺸﮑﺪﻩﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﻳﺎ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ ﻣﻮﺭﺩ ﺍﺳـﺘﻔﺎﺩﻩ ﻗـﺮﺍﺭ ﻣـﻲﮔﻴـﺮﺩ ﻭ‬
‫ﻓﺮﺍﮔﻴﺮﺍﻥ ﺑﺼﻮﺭﺕ ﮐﻠﻲ ﺑﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻣﻔﺎﻫﻴﻢ ﺁﻥ ﺩﺭ ﻗﺎﻟﺐ ﺩﺭﻭﺱ ﺫﮐﺮ ﺷﺪﻩ ﺑﻬﻤـﺮﺍﻩ ﺩﻳﮕـﺮ ﺭﻭﺵﻫـﺎﻱ‬
‫ﺗﻮﺳﻌﻪ ﻭ ﺗﻮﻟﻴﺪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻭ ﻣﺪﻳﺮﻳﺖ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺁﺷﻨﺎ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﺭﻭﺵ ﺍﻏﻠﺐ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺸﻮﺭﻫﺎﻳﻲ‬
‫ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ ﮐﻪ ﻣﺘﺨﺼﺺ ﮐﺎﻓﻲ ﺑﺮﺍﻱ ﺗﺪﺭﻳﺲ ﺩﻭﺭﻩ ﮐﺎﻣﻞ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺟﺎﻟﺐ ﺍﻳﻨﮑـﻪ‬
‫ﺍﻏﻠﺐ ﮐﺸﻮﺭﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻌﺎﻟﻴﺖ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﺯ ﺍﻳﻦ ﺭﻭﺵ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻧﻤﺎﻳﻨﺪ ﺗﺎ ﺁﮔﺎﻫﻲ ﮐﻠـﻲ‬
‫ﺍﺯ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺑﻪ ﻓﺮﺍﮔﻴﺮﺍﻥ ﻣﻨﺘﻘﻞ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺩﺭ ﮐﺸﻮﺭﻫﺎﻳﻲ ﮐﻪ ﺍﺯ ﻣﺘﺨﺼﺼﺎﻥ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﺭﺍﺋﻪ ﺩﻭﺭﻩ ﮐﺎﻣﻞ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﻳـﻦ ﺩﻭﺭﻩ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﺟﺎﻣﻊ ﻭ ﺩﺭ ﻗﺎﻟﺐ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺭﺍﺋﻪ ﻣﻲﺷﻮﺩ‪ .‬ﺩﺭ ﭼﻨﺪ ﺩﺍﻧﺸﮕﺎﻫﻲ ﮐﻪ ﺍﻳﻦ ﺩﻭﺭﻩ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﮐﺎﻣﻞ ﺍﺭﺍﺋﻪ ﻣﻲﺷﻮﺩ‪ ،‬ﺁﺷﻨﺎﻳﻲ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺑﺎ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﻴﺶﻧﻴﺎﺯ ﻣﺤﺴﻮﺏ ﻣﻲﺷـﻮﺩ‪ .‬ﺑـﻪ‬
‫ﻋﺒﺎﺭﺕ ﺑﻬﺘﺮ‪ ،‬ﻓﺮﺍﮔﻴﺮﺍﻥ ﺍﻳﻦ ﺩﻭﺭﻩ ﺩﺍﺭﺍﻱ ﻣﺪﺭﮎ ﮐﺎﺭﺷﻨﺎﺳﻲ ﻋﻠﻮﻡ ﮐﺎﻣﭙﻴﻮﺗﺮ‪ ،‬ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻳﺎ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﻫﺴﺘﻨﺪ‪ .‬ﺗﻤﺮﮐﺰ ﺍﺻﻠﻲ ﺩﺭﻭﺱ ﺑﺮ ﺗﻮﻟﻴﺪ ﻭ ﻃﺮﺍﺣﻲ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺑﺰﺭﮒ ﺑـﺎ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻧﮕـﺮﺵ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬
‫ﺍﺳﺖ ﻭ ﺩﺭﻭﺳﻲ ﻫﻤﺎﻧﻨﺪ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻓﺮﺁﻳﻨﺪ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﭼﺎﺭﭼﻮﺏﻫﺎﻱ ﻣﺘﺪﺍﻭﻝ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺟﺰﺀ ﺍﺻﻠﻲﺗﺮﻳﻦ ﺩﺭﻭﺱ ﺍﻳﻦ ﺩﻭﺭﻩ ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫ﺩﺭ ﺑﻴﻦ ﺳﻪ ﺭﻭﺷﻲ ﮐﻪ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻣﻄﺮﺡ ﺷﺪ‪ ،‬ﺍﺭﺍﺋﻪ ﮐﺎﻣﻞ ﺩﻭﺭﻩ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻴﺸﺘﺮ‬
‫ﺑﺮﺍﻱ ﺗﺮﺑﻴﺖ ﻣﻌﻤﺎﺭﺍﻥ ﺳﺎﺯﻣﺎﻧﻲ ﺟﺪﻳﺪ ﻣﺪ ﻧﻈﺮ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮﺩ‪ ،‬ﺯﻳﺮﺍ ﺍﻓﺮﺍﺩﻱ ﮐﻪ ﺍﻳﻦ ﺩﻭﺭﻩ ﺭﺍ ﻃـﻲ ﻣـﻲﮐﻨﻨـﺪ‪،‬‬
‫ﺗﻮﺍﻧﺎﻳﻲ ﻻﺯﻡ ﺑﺮﺍﻱ ﺩﺭﮎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻩ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﻋﻤﻠﻲ ﺑﺎ ﺍﺟﺮﺍﻱ ﭘﺮﻭﮊﻩﻫـﺎﻱ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭﮔﻴﺮ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﻣﻲﺗﻮﺍﻧﻨﺪ ﻣﺴﺘﻘﻴﻤﺎﹰ ﻭﺍﺭﺩ ﻣﺤﻴﻂ ﮐﺎﺭ ﺷـﻮﻧﺪ ﻭ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻣـﺪﻳﺮﻳﺖ ﻓﻨـﺎﻭﺭﻱ‬
‫ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺗﺪﻭﻳﻦ ﻭ ﮐﻨﺘﺮﻝ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﺎ ﺭﻭﺵ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺑﺮﻋﻬﺪﻩ ﮔﻴﺮﻧـﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻴﮑـﻪ‬
‫ﺩﺭ ﺩﻭ ﺭﻭﺵ ﻗﺒﻠﻲ‪ ،‬ﺍﻓﺮﺍﺩ ﺑﻪ ﺻﻮﺭﺕ ﮐﻠﻲ ﺑﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺁﺷﻨﺎ ﺧﻮﺍﻫﻨﺪ ﺷﺪ‪ ،‬ﺩﺭ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷـﺪ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻓﺮﺍﮔﻴﺮﻧﺪﻩ ﺑﻪ ﺻﻮﺭﺕ ﺧﺎﺹ ﺑﺎ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺁﺷﻨﺎ ﺷﺪﻩ ﻭ ﺩﺭ ﻭﺍﻗﻊ ﻣﺘﺨﺼﺺ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬
‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺑﺮ ﻃﺒﻖ ﺗﺤﻘﻴﻘﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺗﻮﺳﻂ ﺍﻧﺴﺘﻴﻮ ﺗﻮﺳﻌﻪﻫﺎﻱ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺣـﺪﻭﺩ ‪ ۲۰‬ﺩﺭﺻـﺪ ﺍﺯ ﻣﻌﻤـﺎﺭﺍﻥ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﺳﺎﻝ ‪ ۲۰۰۵‬ﺍﺯ ﺗﺤﺼﻴﻼﺕ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﻫﺴﺘﻨﺪ ﮐﻪ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻝﻫﺎﻱ ﻗﺒـﻞ ﮐـﺎﻫﺶ ﺩﺍﺷـﺘﻪ‬
‫‪۱۴‬‬
‫ﺍﺳﺖ‪ ،‬ﺍﻳﻦ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ ﺗﺤﺼﻴﻼﺕ ﺩﺍﻧﺸﮕﺎﻫﻲ ﮐﻪ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺗﻮﺍﻧـﺎﻳﻲ ﻻﺯﻡ ﺑـﺮﺍﻱ ﺍﺟـﺮﺍﻱ‬
‫ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺑﻪ ﻣﺪﻳﺮﺍﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻧﻤﻲﺩﻫﺪ ﻭ ﻧﻴﺎﺯ ﺑﻪ ﻣﺘﺨﺼﺼﺎﻥ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺑـﻴﺶ‬
‫ﺍﺯ ﭘﻴﺶ ﺍﺣﺴﺎﺱ ﻣﻲﺷﻮﺩ‪ .‬ﺍﺯ ﻃﺮﻓﻲ ﻫﻤﻴﻦ ﺗﺤﻘﻴﻘﺎﺕ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﮐﻪ ﺁﻣﺎﺭ ﺍﻓﺮﺍﺩﻱ ﮐﻪ ﺧﻮﺩ ﺍﻗـﺪﺍﻡ ﺑـﻪ ﻳـﺎﺩﮔﻴﺮﻱ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻤﻮﺩﻩﺍﻧﺪ‪ ،‬ﺑﻪ ﻃﺮﺯ ﭼﺸﻤﮕﻴﺮﻱ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﻣﺮ ﻧﺸﺎﻥﺩﻫﻨﺪﻩ ﺩﺭﮎ ﻣﺪﻳﺮﺍﻥ ﻓﻨـﺎﻭﺭﻱ‬
‫ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﻣﺸﮑﻼﺕ ﺳﺎﺯﻣﺎﻥ ﺧﻮﺩ ﻭ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﺍﻩ ﻓﺎﺋﻖ ﺁﻣﺪﻥ ﺑﺮ ﺁﻥ‪ ،‬ﻳﻌﻨﻲ ﻫﻤﺎﻥ ﺭﻭﻳﮑﺮﺩ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺗﻮﺍﻧﻤﻨﺪﻱ ﻓﺮﺍﮔﻴﺮﺍﻥ ﭘﺲ ﺍﺯ ﻃﻲ ﺩﻭﺭﻩ‬
‫ﻣﺎﻣﻮﺭﻳﺖ ﺍﺻﻠﻲ ﺍﻳﻦ ﺩﻭﺭﻩ ﺍﺭﺗﻘﺎﺀ ﺩﺍﻧﺎﺋﻲ ﻭ ﺗﻮﺍﻧﻤﻨﺪﺳﺎﺯﻱ ﮐﺎﺭﺷﻨﺎﺳﺎﻥ ﺍﺭﺷﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ‪ ،‬ﺩﺭ ﻣـﺪﻳﺮﻳﺖ‪،‬‬
‫ﻫﺪﺍﻳﺖ‪ ،‬ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻭ ﻧﮕﻬﺪﺍﺷﺖ ﻣﻮﺛﺮ ﻭ ﺑﺮ ﭘﺎﻳﻪ ﻣﻌﻤﺎﺭﻱ ﺳﻴﺴـﺘﻢﻫـﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﻣـﻮﺭﺩ ﻧﻴـﺎﺯ ﺳـﺎﺯﻣﺎﻥﻫـﺎ ﺩﺭ‬
‫ﺯﻣﻴﻨﻪﻫﺎﻱ ﮐﺎﺭﺑﺮﺩﻱ‪ ،‬ﻓﻨﺎﻭﺭﻱ‪ ،‬ﺳﻴﺴﺘﻢ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺑﻬﺘﺮ‪ ،‬ﺗﻤﺮﮐﺰ ﺑﺮ ﭘﺮﻭﺭﺵ ﻣﻬﻨﺪﺳﻴﻨﻲ ﺍﺳـﺖ‬
‫ﮐﻪ ﺑﺎ ﻓﺮﺍﺭﻭﺵ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺯﻣﻴﻨـﻪﻫـﺎﻱ ﻣـﺬﮐﻮﺭ‪ ،‬ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ‬
‫ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﺩﺭ ﺟﻬﺘﻲ ﻫﻤﺴﻮ ﻭ ﻫﻤﺎﻫﻨﮓ ﺑﺎ ﺍﻫﺪﺍﻑ ﺳﺎﺯﻣﺎﻥ ﺳﻮﻕ ﺩﻫﻨﺪ‪.‬‬
‫ﺩﻭﺭﻩ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻬﻨﺪﺳﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ‪ Master Degree in Enterprise Architecture‬ﺑـﻪ ﻫـﺪﻑ‬
‫ﭘﺬﻳﺮﺵ ﻓﺎﺭﻍ ﺍﻟﺘﺤﺼﻴﻼﻥ ﺩﻭﺭﻩﻫﺎﻱ ﮐﺎﺭﺷﻨﺎﺳﻲ ﺩﺭ ﺭﺷﺘﻪﻫﺎﻱ ﻣﻬﻨﺪﺳﻲ ﮐﺎﻣﭙﻴﻮﺗﺮ ﻭ ﻣﻬﻨﺪﺳﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﻣﻬﻨﺪﺳﻴﻨﻲ ﺍﺳﺖ ﮐﻪ ﻗﺎﺩﺭ ﺑﺎﺷﻨﺪ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﺫﻳﻞ ﺍﻧﺠﺎﻡ ﻭﻇﻴﻔﻪ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺗﺎﺳﻴﺲ ﺧﻮﺍﻫﺪ ﮔﺮﺩﻳﺪ‪:‬‬
‫‪-۱‬‬
‫ﺍﺭﺗﻘﺎﺀ ﺗﻮﺍﻥ ﻋﻠﻤﻲ ﮐﺸﻮﺭ ﺩﺭ ﺯﻣﻴﻨﺔ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺑﺨﺼﻮﺹ ﺭﻭﻳﮑﺮﺩ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪.‬‬
‫‪-۲‬‬
‫ﺍﻳﺠﺎﺩ ﺗﺤﻮﻝ ﺍﺯ ﻃﺮﻳﻖ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻓﻨﺎﻭﺭﻱﻫﺎﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺟﻨﺒﻪﻫﺎﻱ ﺗﮑﻨﻮﻟـﻮﮊﻳﮑﻲ ﺁﻥ ﺑـﺎ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺎ ﻫﺪﻑ ﺍﺭﺗﻘﺎﺀ ﻋﻤﻠﮑﺮﺩ ﺳﺎﺯﻣﺎﻥ‪.‬‬
‫‪-۳‬‬
‫ﺣﺪﺍﮐﺜﺮ ﺑﻬﺮﻩﻭﺭﻱ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﺎ ﻫﺪﻑ ﺑﻬﺒﻮﺩ ﻓﺮﺁﻳﻨﺪﻫﺎ ﻭ ﮐﺎﺭﺍﻳﻲ ﺳﺎﺯﻣﺎﻧﻲ‪.‬‬
‫‪-۴‬‬
‫ﺑﻪ ﮐﺎﺭﮔﻴﺮﻱ ﻣﻮﺛﺮ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺗﻘﻮﻳﺖ ﻣﺰﻳﺖﻫﺎﻱ ﺭﻗﺎﺑﺘﻲ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺍﻳﺠـﺎﺩ ﭘﺎﻳـﻪﺍﻱ ﺑـﺮﺍﻱ‬
‫ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﻭﻟﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ‬
‫‪-۵‬‬
‫ﭘﺸﺘﻴﺒﺎﻧﻲ ﺍﺯ ﻓﺮﺁﻳﻨﺪ ﻃﺮﺍﺣـﻲ‪ ،‬ﻫـﺪﺍﻳﺖ ﻭ ﺭﺍﻫﺒـﺮﻱ ﺗﻐﻴﻴـﺮﺍﺕ ﺗﮑﻨﻮﻟﻮﮊﻳـﮏ ﻭ ﺗﻐﻴﻴـﺮﺍﺕ ﺳﻴﺴـﺘﻢﻫـﺎ ﺩﺭ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎ ﻓﺮﺁﻳﻨﺪ ﺍﺟﺮﺍ ﻭ ﻧﮕﻬﺪﺍﺷﺖ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪.‬‬
‫‪-۶‬‬
‫ﺍﺭﺍﺋﻪ ﺧﺪﻣﺎﺕ ﻣﺸﺎﻭﺭﻩﺍﻱ ﻭ ﺗﺨﺼﺼـﻲ ﺩﺭ ﺯﻣﻴﻨـﻪ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﻭ ﮐﺎﺭﺑﺮﺩﻫـﺎﻱ ﺁﻥ ﺑـﻪ ﻣـﺪﻳﺮﺍﻥ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﮐﺸﻮﺭ‪.‬‬
‫‪۱۵‬‬
‫ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ﺍﺭﺍﺋﻪﺩﻫﻨﺪﻩ ﮐﺎﺭﺷﻨﺎﺳﻲﺍﺭﺷﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﺩﺍﻧﺸﮕﺎﻩ‬
‫‪RMIT‬‬
‫ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ ﺍﻭﻟﻴﻦ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺍﺳﺖ ﮐﻪ ﮐﺎﺭﺷﻨﺎﺳﻲﺍﺭﺷﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺭﺍ ﺍﺭﺍﺋﻪ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻃـﻮﻝ ﺩﻭﺭﻩ‬
‫ﺗﻤﺎﻡ ﻭﻗﺖ ﻳﮏ ﺳﺎﻝ ﻭ ﻧﻴﻢ ﻭ ﭘﺎﺭﻩ ﻭﻗﺖ ﺳﻪ ﺳﺎﻝ ﺍﺳﺖ‪ .‬ﻓﺮﺍﮔﻴﺮﺍﻥ ﺑﺎﻳﺪ ﺣﺪﺍﻗﻞ ﺩﺍﺭﺍﻱ ﻣﺪﺭﮎ ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓـﺰﺍﺭ‪،‬‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻳﺎ ﻋﻠـﻮﻡ ﮐـﺎﻣﭙﻴﻮﺗﺮ ﺑﺎﺷـﻨﺪ‪ .‬ﺍﻳـﻦ ﺩﺍﻧﺸـﮕﺎﻩ ﺩﺭ ﺍﺳـﺘﺮﺍﻟﻴﺎ ﻭﺍﻗـﻊ ﺷـﺪﻩ ﻭ ﺁﺩﺭﺱ ﻭﺏ ﺳـﺎﻳﺖ ﺁﻥ‬
‫‪ http://www.rmit.edu.au‬ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﺩﺍﻧﺸﮕﺎﻩ‬
‫‪Carnfield‬‬
‫ﺗﻤﺮﮐﺰ ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ ﺑﺮ ﺭﻭﻱ ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺮﭘﺎﻳﺔ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﺍﺳـﺖ‪ .‬ﻓﺮﺍﮔﻴﺮﺍﻧـﻲ ﮐـﻪ‬
‫ﺑﺘﻮﺍﻧﻨﺪ ﺩﻭﺭﺓ ﺗﻤﺎﻡ ﻭﻗﺖ ﻳﮏﺳﺎﻟﻪ ﺭﺍ ﺑﻪ ﺍﺗﻤﺎﻡ ﺑﺮﺳﺎﻧﻨﺪ‪ ،‬ﮔﻮﺍﻫﻲ ﮐﺎﺭﺷﻨﺎﺳﻲﺍﺭﺷﺪ »ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺳﺎﺯﻣﺎﻧﻲ« ﺭﺍ‬
‫ﮐﺴﺐ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﻣﺤﻞ ﺩﺍﻧﺸﮕﺎﻩ ﺍﻧﮕﻠﺴﺘﺎﻥ ﻭ ﺁﺩﺭﺱ ﻭﺏ ﺳﺎﻳﺖ ‪ http://www.cranfield.ac.uk‬ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﺩﺍﻧﺸﮕﺎﻩ‬
‫‪National Defense University‬‬
‫ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ ﺯﻳﺮ ﻧﻈﺮ ﻭﺯﺍﺭﺕ ﺩﻓﺎﻉ ﺁﻣﺮﻳﮑﺎ ﺍﺩﺍﺭﻩ ﻣﻲﺷﻮﺩ ﻭ ﺗﻤﺮﮐﺰ ﺁﻥ ﺑﺮ ﺗﺮﺑﻴـﺖ ﺍﻓـﺮﺍﺩ ﻣﺘﺨﺼـﺺ ﺩﺭ ﺯﻣﻴﻨـﻪ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺮﺍﻱ ﺍﺟﺮﺍﻱ ﻗﺎﻧﻮﻥ »ﮐﻠﻴﻨﮕﺮ‪-‬ﮐﻮﻫﻦ« ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﺁﻣﺮﻳﮑﺎﺳﺖ‪ .‬ﮔﻮﺍﻫﻲ»ﻣﻌﻤﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ«‬
‫ﺑﻪ ﺍﻓﺮﺍﺩﻱ ﮐﻪ ﺑﺘﻮﺍﻧﻨﺪ ﺩﺭﻭﺱ ﺍﺻﻠﻲ ﻭ ﻭﻳﮋﻩ ﺭﺍ ﺑﮕﺬﺍﺭﻧﻨﺪ‪ ،‬ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﺍﻏﻠﺐ ﺩﺭﻭﺱ ﺑﺮ ﭘﺎﻳﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻭ‬
‫ﻓﺮﺁﻳﻨـــﺪ ﺗـــﺪﻭﻳﻦ ﺁﻥ ﻫﺴـــﺘﻨﺪ‪ .‬ﺍﻳـــﻦ ﺩﺍﻧﺸـــﮕﺎﻩ ﺩﺭ ﺁﻣﺮﻳﮑـــﺎ ﻭﺍﻗـــﻊ ﺷـــﺪﻩ ﻭ ﺁﺩﺭﺱ ﻭﺏ ﺳـــﺎﻳﺖ ﺁﻥ‬
‫‪http://www.ndu.edu/irmc‬‬
‫ﺩﺍﻧﺸﮕﺎﻩ‬
‫ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪Golden Gate‬‬
‫ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ ﺑﺮ ﺭﻭﻱ ﺗﺮﺑﻴﺖ ﺍﻓﺮﺍﺩﻱ ﮐﻪ ﺑﺘﻮﺍﻧﻨﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻋﻤﻠﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻣﺪﻳﺮﻳﺖ‬
‫ﻭ ﺍﺟﺮﺍ ﮐﻨﻨﺪ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬ﻓﺮﺍﮔﻴﺮﺍﻥ ﻋﻼﻭﻩ ﺑﺮ ﺩﺭﻭﺱ ﻧﺮﻡﺍﻓﺰﺍﺭﻱ ﺑﺮﺧـﻲ ﺩﺭﻭﺱ ﻣـﺪﻳﺮﻳﺘﻲ ﺑـﺮﺍﻱ ﻣـﺪﻳﺮﻳﺖ‬
‫ﭘﺮﻭﮊﻩﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥ ﺭﺍ ﻓﺮﺍ ﻣﻲﮔﻴﺮﻧـﺪ ﻭ ﭘـﺲ ﺍﺯ ﻃـﻲ ﺩﻭﺭﻩ‪ ،‬ﮔـﻮﺍﻫﻲ »ﻣـﺪﻳﺮﻳﺖ ﺳﻴﺴـﺘﻢﻫـﺎﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ« ﺭﺍ ﮐﺴﺐ ﻣﻲﻧﻤﺎﻳﻨﺪ‪ .‬ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ ﺩﺭ ﺁﻣﺮﻳﮑﺎ ﻭﺍﻗﻊ ﺷﺪﻩ ﻭ ﺁﺩﺭﺱ ﻭﺏ ﺳﺎﻳﺖ ﺁﻥ‬
‫ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪۱۶‬‬
‫‪http://www.ggu.edu‬‬
‫ﻣﻨﺎﺑﻊ‬
‫ ﭼﺎﺭﭼﻮﺏ ﻣﻠﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﻳﺮﺍﻥ؛ ﺍﻟﮕـﻮﻱ ﺗـﺪﻭﻳﻦ ﻃـﺮﺡ ﺟـﺎﻣﻊ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ‬-۱
‫ ﺩﺑﻴﺮﺧﺎﻧـﻪ ﺷـﻮﺭﺍﻱ ﻋـﺎﻟﻲ‬،‫ ﻓﺮﻳـﺪﻭﻥ‬،‫ ﺷـﻤﺲ‬،‫ ﺣﻤﻴـﺪ ﺭﺿـﺎ‬،‫ ﻧﻴﮑـﻮﻓﺮ‬،‫ ﻋﻠـﻲ‬،‫ ﻓﺘﺢ ﺍﻟﻠﻬـﻲ‬،‫ﺳﺎﺯﻣﺎﻥﻫﺎ‬
.۱۳۸۴ ،‫ ﺗﻬﺮﺍﻥ‬،‫ﺍﻃﻼﻉﺭﺳﺎﻧﻲ‬
‫ ﺩﺑﻴﺮﺧﺎﻧـﻪ ﺷـﻮﺭﺍﻱ ﻋـﺎﻟﻲ‬،‫ ﻋﺴـﮑﺮ‬،‫ ﺻﻤﺪﻱ ﺍﻭﺍﻧﺴﺮ‬،(‫ ﻣﻘﺪﻣﻪﺍﻱ ﺑﺮ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ )ﻭﻳﮋﻩ ﻣﺪﻳﺮﺍﻥ‬-۲
.۱۳۸۴ ،‫ ﺗﻬﺮﺍﻥ‬،‫ﺍﻃﻼﻉﺭﺳﺎﻧﻲ‬
‫ ﺳـﺎﻝ‬،‫ ﻣﺎﻫﻨﺎﻣﻪ ﺗﻮﺳﻌﻪ ﻭ ﮐﺎﺭﺑﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭ ﺍﻃﻼﻋﺎﺕ )ﺗﮑﻔﺎ(؛ ﻭﻳﮋﻩ ﻣﻌﻤﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ‬-۳
.۱۳۸۳ ‫ ﻣﻬﺮﻣﺎﻩ‬،‫ ﺷﻤﺎﺭﻩ ﺳﻮﻡ‬،‫ﺩﻭﻡ‬
“A Framework for Information System Architecture”, J. A. Zachman, IBM System Journal, Vol. 26, No.
3, 1987, pp. 454-470.
“A Practical Guide to Federal Enterprise Architecture”, version 1.0, U.S. Chief Information Officer
Council, 2001.
“DoD Technical Architecture Framework for Information Management (TAFIM)”, Version 3.0, Defense
Information Systems Agency, 30 April 1996.
“Enterprise Architecture Artifacts vs. Application Development Artifacts”, J. A. Zachman, 1999,
http://www.zifa.com/zifa05.pdf.
“Information Management Directions: The Integration Challenge”, NIST Special Publication 500-167,
September 1989.
“The Information Technology Management Reform Act”, Office of Management and Budget, USA.
1996, http://www.defenselink.mil/nii/org/cio/doc/CCA-Book-Final.pdf.
“Trends in Enterprise Architecture: How are Organizations Progressing?”, J. Schekkerman, Report of the
Third Measurement, IFEAD, December 2005, http://www.enterprise-architecture.info.
۱۷
‫ﻣﺸﺨﺼﺎﺕ ﮐﻠﻲ ﺩﻭﺭﻩ‬
‫ﺗﻌﺮﻳﻒ‪ ،‬ﺍﻫﺪﺍﻑ‪ ،‬ﻃﻮﻝ ﻭ ﺷﻜﻞ ﻧﻈﺎﻡ ﺩﻭﺭﻩ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻬﻨﺪﺳﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﮔﺮﺍﻳﺶ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫ﻣﻘﺪﻣﻪ‬
‫ﺩﺭ ﺍﺟﺮﺍﻱ ﺍﺻﻮﻝ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻥ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﺑﻨﺪ "ﺏ" ﺍﺻـﻮﻝ ‪ ۲‬ﻭ ‪ ۱۲‬ﺍﺻـﻞ ﺳـﻮﻡ‪ ،‬ﻭ‬
‫ﺍﻳﺠﺎﺩ ﺷﺮﺍﻳﻂ ﺗﺤﻘﻖ ﺑﻨﺪ ‪ ۴‬ﻫﻤﻴﻦ ﺍﺻﻮﻝ ﻭ ﻧﻴﺰ ﺍﺟﺮﺍﻱ ﺍﺻﻞ ‪ ۳۰‬ﻭ ﺑﻨﺪ ‪ ۷‬ﺍﺻﻞ ‪ ۴۳‬ﻭ ﺍﻳﺠﺎﺩ ﺷﺮﺍﻳﻂ ﺗﺤﻘﻖ ﺑﻨﺪﻫﺎﻱ‬
‫‪ ۸‬ﻭ ‪ ۱‬ﺍﻳﻦ ﺍﺻﻞ ﻭ ﺍﺻﻮﻝ ﺩﻳﮕﺮ ﻭ ﻧﻈﺮ ﺑﻪ ﺭﺷﺪ ﺍﺳﺘﻔﺎﺩﺓ ﺻﻨﻌﺘﻲ‪ ،‬ﺗﺠﺎﺭﻱ‪ ،‬ﺧﺪﻣﺎﺗﻲ ﻭ ﺩﻭﻟﺘﻲ ﺍﺯ ﻛـﺎﻣﭙﻴﻮﺗﺮ ﻭ ﻟـﺰﻭﻡ‬
‫ﺑﻬﺮﻩ ﻣﻨﺪﻱ ﻣﻮﺛﺮ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﺫﺧﻴﺮﻩ ﺷﺪﻩ ﻭ ﻣﺒﺎﺩﻟﻪ ﺷـﺪﻩ ﺩﺭ ﺳﻴﺴـﺘﻢﻫـﺎﻱ ﻛـﺎﻣﭙﻴﻮﺗﺮﻱ ﻭ ﺷـﺒﻜﻪﻫـﺎﻱ ﺍﺭﺗﺒـﺎﻃﻲ‬
‫ﻛﺎﻣﭙﻴﻮﺗﺮﻱ ﻭ ﻧﻴﺰ ﻣﺪﻳﺮﻳﺖ ﻳﮑﭙﺎﺭﭼﻪ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻧﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﺩﻭﺭﻩ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻬﻨﺪﺳﻲ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﺎ ﮔﺮﺍﻳﺶ »ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ« ﺗﺪﻭﻳﻦ ﻣﻲﮔﺮﺩﺩ‪.‬‬
‫ﺗﻌﺮﻳﻒ ﻭ ﺍﻫﺪﺍﻑ‬
‫ﺩﻭﺭﻩ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻣﻬﻨﺪﺳﻲ "ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ" ﮔـﺮﺍﻳﺶ ﻣﻌﻤـﺎﺭﻱ ﺳـﺎﺯﻣﺎﻧﻲ ﻳﻜـﻲ ﺍﺯ ﻣﺠﻤﻮﻋـﻪﻫـﺎﻱ‬
‫ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﻓﻨﻲ ﻣﻬﻨﺪﺳﻲ ﺍﺳﺖ ﮐﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﻗﺎﺩﺭ ﺑﺎﺷﻨﺪ ﺩﺭ ﺍﺑﻌﺎﺩ ﻛﻠﻲ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﺍﻧﻮﺍﻉ‬
‫ﺳﻴﺴﺘﻤﻬﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺭﺍﻩﺣﻞﻫﺎﻱ ﻛﺎﺭﺑﺮﺩﻱ ﺍﺭﺍﺋﻪ ﺩﻫﻨﺪ ﻭ ﺑﺎ ﺩﺍﺷﺘﻦ ﺗﺒﺤـﺮ ﻋﻤﻠـﻲ ﻭ ﺩﺭﻙ ﺗﺌـﻮﺭﻱ ﻻﺯﻡ ﺑﺘﻮﺍﻧﻨـﺪ‬
‫ﻃﺮﺍﺣﻲ‪ ،‬ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺗﻜﻨﻴﻚﻫﺎ‪ ،‬ﺭﻭﺵﻫـﺎ ﻭ ﺭﻭﻳـﻪﻫـﺎﻱ ﻻﺯﻡ ﺑـﺮﺍﻱ ﺑﺮﻧﺎﻣـﻪ ﺭﻳـﺰﻱ ﺭﺍﻫﺒـﺮﺩﻱ‬
‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﻋﻤﻠﻲ ﺳﺎﺯﻧﺪ ﻭ ﻧﻴﺰ ﺑﺘﻮﺍﻧﻨﺪ ﭘﮋﻭﻫﺶﻫﺎﻱ ﺍﻭﻟﻴﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺩﺍﻧـﺶ ﺭﺍ ﺍﻧﺠـﺎﻡ ﺩﺍﺩﻩ ﻭ ﺳـﺒﺐ‬
‫ﺍﺭﺗﻘﺎﺀ ﺩﺍﻧﺶ ﻭ ﺗﻜﻨﻮﻟﻮﮊﻱ ﻣﺮﺑﻮﻃﻪ ﺩﺭ ﻛﺸﻮﺭ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﻣﻬﺎﺭﺕﻫﺎﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ‬
‫ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﻳﻦ ﺭﺷﺘﻪ ﻗﺎﺩﺭ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ ﺑﻌﻨﻮﺍﻥ ﻛﺎﺭﺷﻨﺎﺱ ﺍﺭﺷﺪ ﺭﺍﻩ ﺣﻞﻫﺎﻳﻲ ﻛﺎﺭﺑﺮﺩﻱ ﺑﻤﻨﻈﻮﺭ ﺗـﺄﻣﻴﻦ‬
‫ﺑﺮﻧﺎﻣﻪ ﺟﺎﻣﻊ ﻭﻧﻘﺸﻪ ﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﻴﺴﺘﻤﻬﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺭﺍ ﺍﺭﺍﺋﻪ ﺩﻫﻨﺪ‪ .‬ﺁﻧﻬﺎ ﻗﺎﺩﺭﻧﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺁﻣﻮﺧﺘﻪﻫﺎﻱ ﺧﻮﺩ‬
‫ﺑﺎ ﺭﻋﺎﻳﺖ ﺗﻤﺎﻣﻲ ﺟﻮﺍﻧﺐ ﻋﻠﻤﻲ‪ ،‬ﻓﻨﻲ ﻭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻴﺎﺯﻫﺎﻱ ﺟﻮﺍﻣﻊ ﺭﺍﻩﺣﻞﻫﺎﻱ ﺑﻬﻴﻨﻪ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻩ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ‬
‫ﻧﺘﻴﺠﻪ ﺑﺮﺳﺎﻧﻨﺪ‪.‬‬
‫‪۱۹‬‬
‫ﻃﻮﻝ ﺩﻭﺭﻩ ﻭ ﺷﻜﻞ ﻧﻈﺎﻡ‬
‫ﺑﺮﻧﺎﻣﻪ ﺩﺭﺳﻲ ﺩﻭﺭﻩ ﺑﺮﺍﻱ ‪ ۴‬ﻧﻴﻢﺳﺎﻝ ﻃﺮﺡﺭﻳﺰﻱ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﻃﻮﻝ ﺁﻥ ﺣﺪﺍﻛﺜﺮ ‪ ۳‬ﺳﺎﻝ ﻣﻲﺑﺎﺷﺪ )ﻃﺒﻖ ﻣﻘﺮﺭﺍﺕ‬
‫ﻭﺯﺍﺭﺕ ﻋﻠﻮﻡ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ( ﻭ ﻃﻮﻝ ﻫﺮ ﺗﺮﻡ ‪ ۱۶‬ﻫﻔﺘﻪ ﺁﻣﻮﺯﺷﻲ ﻛﺎﻣﻞ‪ ،‬ﻣﺪﺕ ﻫﺮ ﻭﺍﺣـﺪ ﺩﺭﺱ ﻧﻈـﺮﻱ ‪۱۶‬‬
‫ﺳﺎﻋﺖ‪ ،‬ﻭ ﺑﺮﺍﻱ ﺩﺭﻭﺱ ﻋﻤﻠﻲ ﻭ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ‪ ۴۸‬ﺳﺎﻋﺖ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﻭﺍﺣﺪﻫﺎﻱ ﺩﺭﺳﻲ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪﻫﺎﻱ ﺩﺭﺳﻲ ﺍﻳﻦ ﺩﻭﺭﻩ ﻋﻼﻭﻩ ﺑﺮ ﺩﺭﻭﺱ ﺟﺒﺮﺍﻧﻲ ﺑﺮﺍﺑﺮ ‪ ۳۲‬ﻭﺍﺣﺪ ﺑﺼـﻮﺭﺕ ﺯﻳـﺮ ﺍﺳـﺖ‪ .‬ﺣـﺪﺍﮐﺜﺮ‬
‫ﻣﻴﺰﺍﻥ ﺩﺭﻭﺱ ﺟﺒﺮﺍﻧﻲ ‪ ۱۲‬ﻭﺍﺣﺪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫‪ .۱‬ﺩﺭﻭﺱ ﺍﺟﺒﺎﺭﻱ ﺣﺪﺍﻗﻞ ‪ ۱۲‬ﻭﺍﺣﺪ‬
‫‪ .۲‬ﺩﺭﻭﺱ ﺍﺧﺘﻴﺎﺭﻱ ﺣﺪﺍﻛﺜﺮ ‪ ۱۲‬ﻭﺍﺣﺪ‬
‫‪ .۳‬ﺭﻭﺵ ﺗﺤﻘﻴﻖ ﻭ ﺳﻤﻴﻨﺎﺭ ‪ ۲‬ﻭﺍﺣﺪ‬
‫‪ .۴‬ﭘﺮﻭﮊﻩ‬
‫ﺟﻤــﻊ ﻛــﻞ‬
‫‪ ۶‬ﻭﺍﺣﺪ‬
‫‪۳۲‬‬
‫ﺭﻭﺵ ﺗﺤﻘﻴﻖ ﻭ ﺳﻤﻴﻨﺎﺭ‬
‫ﮔﺬﺭﺍﻧﺪﻥ ﺩﺭﺱ ﺳﻤﻴﻨﺎﺭ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﻭﺭﻩ ﺍﺟﺒﺎﺭﻱ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﻧﺘﺨﺎﺏ ﻳﻚ ﻣﻮﺿﻮﻉ‬
‫ﻭ ﻳﻚ ﺍﺳﺘﺎﺩ ﻣﺸﺎﻭﺭ ﭘﻴﺮﺍﻣﻮﻥ ﻣﻮﺿﻮﻉ ﺧﺎﺻﻲ ﻣﻄﺎﻟﻌﻪ ﻭ ﺗﺤﻘﻴﻖ ﺑﻌﻤﻞ ﻣﻲﺁﻭﺭﺩ‪ .‬ﺍﻳﻦ ﺗﺤﻘﻴﻖ ﺑﺎﻳﺴﺘﻲ ﺷﺎﻣﻞ ﺳـﺎﺑﻘﻪ‬
‫ﻛﺎﺭ‪ ،‬ﻭﺿﻌﻴﺖ ﺗﺎ ﺯﻣﺎﻥ ﺣﺎﺿﺮ ﻭ ﺭﻭﺍﻟﻬﺎﻱ ﺁﺗﻲ ﭘﻴﺶﺑﻴﻨﻲ ﺷﺪﻩ ﺩﺭﺑﺎﺭﺓ ﻣﻮﺿﻮﻉ ﺑﺎﺷﺪ‪ .‬ﻧﺘﻴﺠﺔ ﺗﺤﻘﻴﻖ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﺍﻳﻦ‬
‫ﺩﺭﺱ ﺑﺎﻳﺴﺘﻲ ﺑﺼﻮﺭﺕ ﻳﻚ ﺍﺭﺍﺋﻪ ﺷﻔﺎﻫﻲ ﻭ ﻳﻚ ﮔﺰﺍﺭﺵ ﻛﺘﺒﻲ ﺍﺭﺍﺋﻪ ﺷﻮﺩ‪.‬‬
‫ﭘﺮﻭﮊﻩ ﺗﺤﻘﻴﻖ )ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪ(‬
‫ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻫﺮ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﻧﺠﺎﻡ ﻳﻚ ﭘﺎﻳﺎﻥ ﻧﺎﻣﺔ ‪ ۶‬ﻭﺍﺣﺪﻱ ﺩﺭ ﻣﻮﺭﺩ ﻣﺴﺄﻟﺔ ﺧﺎﺻﻲ ﺑﻪ ﺗﺤﻘﻴـﻖ ﻣـﻲﭘـﺮﺩﺍﺯﺩ‪.‬‬
‫ﻣﻮﺿﻮﻉ ﭘﺎﻳﺎﻥﻧﺎﻣﻪ ﺍﻟﺰﺍﻣﺎﹰ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﻳﻜﻲ ﺍﺯ ﺯﻣﻴﻨﻪﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎﺷﺪ ﻭ ﺯﻣﻴﻨﺔ ﻋﻤﻠﻲ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﻧﺠﺎﻡ ﺁﻥ ﺑﺎ ﺩﺭﻭﺱ‬
‫ﺍﺧﺬ ﺷﺪﻩ ﺗﻮﺳﻂ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻓﺮﺍﻫﻢ ﺷﺪﻩ ﺑﺎﺷﺪ‪ .‬ﻧﺤﻮﺓ ﺗﺼﻮﻳﺐ ﻣﻮﺿﻮﻉ ﭘﺎﻳﺎﻥﻧﺎﻣﻪ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﻓﺎﻉ ﺁﻥ‬
‫ﻣﻄﺎﺑﻖ ﺁﺋﻴﻦﻧﺎﻣﻪﻫﺎﻱ ﺗﺤﺼﻴﻼﺕ ﺗﻜﻤﻴﻠﻲ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪۲۰‬‬
‫ﺷﺮﺍﻳﻂ ﭘﺬﻳﺮﺵ‬
‫ﭘﺬﻳﺮﺵ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻣﻨﻮﻁ ﺑﻪ ﻣﻮﻓﻘﻴﺖ ﺩﺭ ﺁﺯﻣﻮﻥ ﻣﺘﻤﺮﻛﺰ ﻭﺭﻭﺩﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﺭﺷﺘﺔ ﻣﻬﻨﺪﺳﻲ ﻓﻨـﺎﻭﺭﻱ‬
‫ﺍﻃﻼﻋﺎﺕ ﻭ ﻫﻤﭽﻨﻴﻦ ﻗﺒﻮﻟﻲ ﺩﺭ ﻣﺼﺎﺣﺒﺔ ﺁﺯﻣﻮﻥ ﺷﻔﺎﻫﻲ ﺍﺳﺖ‪.‬‬
‫ﻓﺎﺭﻍﺍﻟﺘﺤﺼﻴﻼﻥ ﺩﻭﺭﻩﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻣﻬﻨﺪﺳﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﻣﻬﻨﺪﺳﻲ ﻛـﺎﻣﭙﻴﻮﺗﺮ)ﻧـﺮﻡ ﺍﻓـﺰﺍﺭ ﻭ ﺳـﺨﺖ‬
‫ﺍﻓﺰﺍﺭ(‪ ،‬ﻣﻬﻨﺪﺳﻲ ﺑﺮﻕ ‪ ،‬ﻣﻬﻨﺪﺳﻲ ﺻﻨﺎﻳﻊ ‪ ،‬ﺭﻳﺎﺿﻴﺎﺕ ﮐﺎﺭﺑﺮﺩﻱ ﻭ ﻋﻠﻮﻡ ﻛﺎﻣﭙﻴﻮﺗﺮ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺍﻳـﻦ ﺩﻭﺭﻩ ﺷـﺮﻛﺖ‬
‫ﻛﻨﻨﺪ‪.‬‬
‫ﺩﺭﻭﺱ ﺍﻣﺘﺤﺎﻧﻲ ﺟﻬﺖ ﺍﺭﺯﻳﺎﺑﻲ ﺩﺭ ﺁﺯﻣﻮﻥ ﻣﺘﻤﺮﻛﺰ ﺷﺎﻣﻞ ﺳﺎﺧﺘﻤﺎﻥﻫﺎﻱ ﮔﺴﺴﺘﻪ‪ ،‬ﺳﺎﺧﺘﻤﺎﻥ ﺩﺍﺩﻩﻫـﺎ‪ ،‬ﻃﺮﺍﺣـﻲ‬
‫ﺍﻟﮕﻮﺭﻳﺘﻢ‪ ،‬ﻣﻌﻤﺎﺭﻱ ﻛـﺎﻣﭙﻴﻮﺗﺮ‪ ،‬ﺍﺻـﻮﻝ ﻃﺮﺍﺣـﻲ ﭘﺎﻳﮕـﺎﻩ ﺩﺍﺩﻩﻫـﺎ‪ ،‬ﻣﻬﻨﺪﺳـﻲ ﻧـﺮﻡﺍﻓـﺰﺍﺭ ‪ ۱‬ﻭ ‪ ،۲‬ﺯﺑـﺎﻥ ﺗﺨﺼﺼـﻲ‪،‬‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﻋﺎﻣﻞ‪ ،‬ﺷﺒﻜﻪﻫﺎﻱ ﻛﺎﻣﭙﻴﻮﺗﺮﻱ ﻭ ﻫﻮﺵ ﻣﺼﻨﻮﻋﻲ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪۲۱‬‬
‫ﺑﺮﻧﺎﻣﻪ ﻭ ﺩﺭﻭﺱ ﺩﻭﺭﻩ‬
‫ﺩﺭﻭﺱ ﺟﺒﺮﺍﻧﻲ‬
‫ﺗﻮﺿﻴﺤﺎﺕ‬
‫ﻭﺍﺣﺪ‬
‫ﻋﻨﻮﺍﻥ ﺩﺭﺱ‬
‫ﺭﺩﻳﻒ‬
Information Technology Strategic Planning
۳
‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﮏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
۱
Software Engineering (I)
۳
۱ ‫ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
۲
Software Engineering (II)
۳
۲ ‫ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
۳
Fundamental and Principles of Management
۳
‫ﺍﺻﻮﻝ ﻭ ﻣﺒﺎﻧﻲ ﻣﺪﻳﺮﻳﺖ‬
۴
Information Technology Engineering (I)
۳
۱ ‫ﻣﻬﻨﺪﺳﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
۵
Computer Networks (I)
۳
۱ ‫ﺷﺒﮑﻪﻫﺎﻱ ﮐﺎﻣﭙﻴﻮﺗﺮﻱ‬
۶
Information Technology Project Management
۳
‫ﻣﺪﻳﺮﻳﺖ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
۷
‫ﺩﺭﻭﺱ ﺍﺻﻠﻲ‬
‫ﺗﻮﺿﻴﺤﺎﺕ‬
‫ﻭﺍﺣﺪ‬
‫ﻋﻨﻮﺍﻥ ﺩﺭﺱ‬
‫ﺭﺩﻳﻒ‬
Advanced Software Engineering
۳
‫ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ ﭘﻴﺸﺮﻓﺘﻪ‬
۱
Business Architecture
۳
‫ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‬
۲
Information Technology Enterprise
Architecture
Large Scale Information Systems
Development
۳
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
۳
۳
‫ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ‬
۴
Software Architecture
۳
‫ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
۵
Information & Data Architecture
۳
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﺩﻩﻫﺎ‬
۶
Architectural Patterns
۳
‫ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
۷
۳
‫ﻣﻌﻤﺎﺭﻱ ﺍﻣﻨﻴﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬
۸
۳
‫ﻣﺪﻳﺮﻳﺖ ﺍﺭﺷﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻠﻲ‬
۹
Security Architecture of
Information Systems
Chief Information Officers &
National Projects
۲۳
‫ﺩﺭﻭﺱ ﺍﺧﺘﻴﺎﺭﻱ‬
‫ﺗﻮﺿﻴﺤﺎﺕ‬
‫ﻭﺍﺣﺪ‬
‫ﻋﻨﻮﺍﻥ ﺩﺭﺱ‬
‫ﺭﺩﻳﻒ‬
Security of Electronic Commerce
۳
‫ﺍﻣﻨﻴﺖ ﺗﺠﺎﺭﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬
۱
Intelligent Agents Modeling
۳
‫ﻣﺪﻟﺴﺎﺯﻱ ﻋﺎﻣﻞﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ‬
۲
Enterprise Resource Planning
۳
‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻧﻲ‬
۳
Business Intelligence
۳
‫ﻫﻮﺵ ﺗﺠﺎﺭﻱ‬
۴
Business Process Re-Engineering
۳
‫ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ‬
۵
Intelligent Decision Support Systems
۳
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻫﻮﺷﻤﻨﺪ‬
۶
Knowledge Management
۳
‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
۷
Advanced Topics in Enterprise Architecture
۳
‫ﻣﺒﺎﺣﺚ ﭘﻴﺸﺮﻓﺘﻪ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
۸
۲۴
‫ﺳﺮﻓﺼﻞ ﺩﺭﻭﺱ‬
‫ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ ﭘﻴﺸﺮﻓﺘﻪ )‪(Advanced Software Engineering‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺷﻴﻮﻩ ﻫﺎﯼ ﺟﺪﻳﺪ ﺗﻮﺳﻌﻪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻭ ﻣﻔﺎﻫﻴﻢ ﮐﺎﺭﺑﺮﺩﻱ ﺁﻥ‪،‬‬
‫ﺗﻮﻟﻴﺪ ﻭ ﺗﻮﺳﻌﻪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺑﺮﺍﺳﺎﺱ ﻣﺘﺪﻭﻟﻮﮊﻱ ‪ ،RUP‬ﺷﻨﺎﺧﺖ ﻣﺘﺪﻭﻟﻮﮊﻱﻫﺎﻱ ﭼﺎﺑﮏ‪ ،‬ﻣﻬﻨﺪﺳﻲ ﻭﺏ‪ ,‬ﺍﻟﮕﻮﻫﺎﻱ ﻃﺮﺍﺣﻲ ﻭ‬
‫ﺭﻭﺵﻫﺎﻱ ﻧﻮﻳﻦ ﺗﻮﻟﻴﺪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺍﺳﺖ‪.‬‬
‫·‬
‫ﺑﺤﺮﺍﻥ ﻧﺮﻡ ﺍﻓﺰﺍﺭ ﻭ ﺑﺮﺭﺳﻲ ﻣﺴﺌﻠﻪ ﭘﻴﭽﻴﺪﮔﻲ ﺩﺭ ﻧﺮﻡ ﺍﻓﺰﺍﺭ‬
‫·‬
‫ﻣﻌﺮﻓﻲ ﺍﺻﻮﻝ ﺷﺊﮔﺮﺍﺋﻲ ﺑﺮﺍﻱ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﭘﻴﭽﻴﺪﮔﻲ ﻧﺮﻡ ﺍﻓﺰﺍﺭ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﺷﻨﺎﺳﺎﺋﻲ ﻭ ﻳﺎﻓﺘﻦ ﻛﻼﺱﻫﺎ‬
‫·‬
‫ﻣﻌﺮﻓﻲ ﻓﺮﺁﻳﻨﺪ ﺗﻮﻟﻴﺪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻭ ﻣﺘﺪﻭﻟﻮﮊﻱ‬
‫·‬
‫ﺑﺮﺭﺳﻲ ﺳﺎﺧﺘﺎﺭﻱ‬
‫·‬
‫ﻧﻈﻢﻫﺎﻱ‬
‫·‬
‫ﻣﺪﻟﺴﺎﺯﻱ ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﻱ‬
‫·‬
‫ﻣﺪﻟﺴﺎﺯﻱ ﮐﻼﺱﻫﺎ‬
‫·‬
‫ﻣﺪﻟﺴﺎﺯﻱ ﺗﻌﺎﻣﻞ‪ ،‬ﺣﺎﻟﺖ ﻭ ﻓﻌﺎﻟﻴﺖ‬
‫·‬
‫ﺑﺴﺘﻪﻫﺎ‪ ،‬ﻣﺪﻟﺴﺎﺯﻱ ﻣﻮﻟﻔﻪﻫﺎ‪ ،‬ﻭ ﻣﺪﻟﺴﺎﺯﻱ ﺍﺳﺘﻘﺮﺍﺭ‬
‫·‬
‫ﻣﻌﺮﻓﻲ ﺭﻭﺵﻫﺎﻱ ﺳﺮﻳﻊﺍﻻﻧﺘﻘﺎﻝ )ﭼﺎﺑﮏ( ﺗﻮﺳﻌﻪ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
‫·‬
‫ﻣﻬﻨﺪﺳﻲ ﻭﺏ‬
‫·‬
‫ﺑﺮﺭﺳﻲ‬
‫·‬
‫ﺍﻟﮕﻮﻫﺎﻱ ﻃﺮﺍﺣﻲ‬
‫·‬
‫ﺷﺒﮑﻪﻫﺎﻱ ﭘﺘﺮﻱ‬
‫·‬
‫ﺗﻮﺳﻌﻪ‬
‫·‬
‫ﺗﻮﺳﻌﻪ ﺟﻨﺒﻪﮔﺮﺍ )‪(Aspect-Oriented‬‬
‫‪USDP‬‬
‫‪RUP‬‬
‫‪RUP‬‬
‫‪UML 2.0‬‬
‫‪Agent-Oriented‬‬
‫‪P. Kruchten, The Rational Unified Process: An Introduction, 3rd Edition, Addison Wesley, 2003.‬‬
‫·‬
‫‪Cockburn, Alistair, Agile Software Development: The Cooperative Game, Second Edition, Addison Wesley‬‬
‫‪Professional, 2006.‬‬
‫·‬
‫‪Hamilton, Kim, and Miles, Russell, Learning UML 2.0, O'Reilly, 2006.‬‬
‫·‬
‫‪۲۶‬‬
‫ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ )‪(Software Architecture‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪ :‬ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ ﭘﻴﺸﺮﻓﺘﻪ‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‪ ،‬ﺟﺎﻳﮕـﺎﻩ ﻭ ﻧﻘـﺶ ﻣﻌﻤـﺎﺭﻱ ﺩﺭ‬
‫ﻓﺮﺁﻳﻨﺪ ﺗﻮﺳﻌﻪ ﻧﺮﻡﺍﻓﺰﺍﺭ‪ ،‬ﻃﺮﺍﺣﻲ‪ ،‬ﻣﺴﺘﻨﺪﺳﺎﺯﻱ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻭ ﺗﻮﺳﻌﻪ ﻣﻮﻟﻔﻪﻣﺤﻮﺭ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺍﺳﺖ‪.‬‬
‫·‬
‫ﺗﻌﺎﺭﻳﻒ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
‫·‬
‫ﭼﺮﺧﻪ ﺣﻴﺎﺕ ﻣﻌﻤﺎﺭﻱ‬
‫·‬
‫ﻧﻴﺎﺯﻣﻨﺪﻱﻫﺎﻱ ﻭﻇﻴﻔﻪﻣﻨﺪﻱ ﻭ ﻏﻴﺮﻭﻇﻴﻔﻪﻣﻨﺪﻱ )ﺧﺼﻮﺻﻴﺎﺕ ﮐﻴﻔﻲ(‬
‫·‬
‫ﻧﻘﺶ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺩﺭ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻭﻳﮋﮔﻲﻫﺎﻱ ﮐﻴﻔﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
‫·‬
‫ﺟﺎﻳﮕﺎﻩ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﺗﻮﺳﻌﻪ ﻣﺤﺼﻮﻝ ﻧﺮﻡﺍﻓﺰﺍﺭﻱ‬
‫·‬
‫ﺗﺎﮐﺘﻴﮏﻫﺎ‪ ،‬ﺍﻟﮕﻮﻫﺎ ﻭ ﺳﺒﮏﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺧﺼﻮﺻﻴﺎﺕ ﮐﻴﻔﻲ‬
‫·‬
‫ﻃﺮﺍﺣﻲ ﻣﻌﻤﺎﺭﻱ‬
‫·‬
‫ﻣﺴﺘﻨﺪﺳﺎﺯﻱ ﻣﻌﻤﺎﺭﻱ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
‫·‬
‫ﺑﺎﺯﻳﺎﺑﻲ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
‫·‬
‫ﺯﺑﺎﻥﻫﺎﻱ ﺗﻮﺻﻴﻒ ﻣﻌﻤﺎﺭﻱ‬
‫·‬
‫ﺧﻂﺗﻮﻟﻴﺪ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻭ ﻣﻌﻤﺎﺭﻱ‬
‫·‬
‫ﺗﻮﺳﻌﻪ ﺑﺮﭘﺎﻳﻪ ﻣﻌﻤﺎﺭﻱ ﻣﻮﻟﻔﻪﻣﺤﻮﺭ‬
‫·‬
‫ﻣﺒﺎﺣﺚ ﻧﻮﻳﻦ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﻧﺮﻡﺍﻓﺰﺍﺭ‬
‫‪Len Bass, Paul Clements, Rick Kazman, Software Architecture in Practice, Addison Wesley, 2003.‬‬
‫·‬
‫‪By Paul Clements, et. al., Documenting Software Architectures: Views and Beyond, Addison Wesley, 2002.‬‬
‫·‬
‫‪Stephen T. Albin, The Art of Software Architecture: Design Methods and Techniques, John Wiley & Sons,‬‬
‫‪2003.‬‬
‫·‬
‫‪۲۷‬‬
‫ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ )‪(Business Architecture‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﺣﺮﻓﻪ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺿﺮﻭﺭﺕ ﻧﮕﺎﻩ ﻣﻌﻤﺎﺭﺍﻧﻪ ﺑـﻪ ﺣﺮﻓـﻪ‬
‫ﺩﺭ ﺳﺎﺯﻣﺎﻧﻬﺎﻱ ﺍﻣﺮﻭﺯﻱ‪ ،‬ﻋﻨﺎﺻﺮ ﺗﺎﺛﻴﺮﮔﺬﺍﺭ ﺑﺮ ﺁﻥ ﻭ ﺭﻭﻳﮑﺮﺩﻫﺎ‪ ،‬ﺍﺑﺰﺍﺭﻫﺎ‪ ،‬ﻣﺪﻝﻫﺎ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﻧﻮﻳﻦ ﻣﺮﺗﺒﻂ ﺑﺎ ﺣﺮﻓﻪ ﺳﺎﺯﻣﺎﻥ‬
‫ﺍﺳﺖ‪.‬‬
‫·‬
‫ﺣﺮﻓﻪ ﻭ ﺍﺟﺰﺍﻱ ﺁﻥ‬
‫·‬
‫ﺍﻟﺰﺍﻡ ﺩﺭ ﺗﻐﻴﻴﺮ ﺣﺮﻓﻪ )ﭼﺎﺑﮑﻲ ﺩﺭ ﺣﺮﻓﻪ(‬
‫·‬
‫ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ ﻭ ﻧﻘﺶ ﺁﻥ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺗﺤﻠﻴﻞ ﺣﺮﻓﻪ‬
‫·‬
‫ﺍﺯ ﺑﻴﻦ ﺑﺮﺩﻥ ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﺭﺍﻫﺒﺮﺩ ﻭ ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‬
‫·‬
‫ﭘﻴﺸﺮﺍﻥﻫﺎﻱ ﺣﺮﻓﻪ‪ ،‬ﭼﺎﺭﭼﻮﺏ ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‪ ،‬ﻣﺪﻝﻫﺎﻱ ﻣﺮﺟﻊ ﺣﺮﻓﻪ ﻭ ﺟﺰﺋﻴﺎﺕ ﺁﻥ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﭘﻮﺭﺗﻔﻠﻴﻮ ﺍﻧﺘﻘﺎﻝ )ﺭﻭﺵﻫﺎﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﺤﻮﻳﻞ ﺩﺍﺩﻧﻲﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ(‬
‫·‬
‫ﺍﻟﮕﻮﻫﺎﻱ ﺣﺮﻓﻪ ﻭ ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‬
‫·‬
‫ﻫﺴﺘﺎﻥﺷﻨﺎﺳﻲ ﻭ ﻧﻘﺶ ﺁﻥ ﺩﺭ ﻣﺪﻟﺴﺎﺯﻱ ﺣﺮﻓﻪ‬
‫·‬
‫ﺗﺠﺮﺑﻴﺎﺕ ﻣﻮﻓﻖ – ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺣﺎﻓﻈﻪ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻧﻘﺶ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﺣﺎﻓﻈﻪ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﻣﺪﻟﺴﺎﺯﻱ ﺣﺮﻓﻪ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ )‪ BPR ،BPMS‬ﻭ ‪(BPI‬‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ ﻭ ﺧﺮﻭﺟﻲﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺣﺮﻓﻪ‬
‫·‬
‫ﺍﺳﺘﺨﺮﺍﺝ ﻭ ﻃﺮﺍﺣﻲ ﺳﺮﻭﻳﺲﻫﺎﻱ ﺣﺮﻓﻪ )ﻣﻌﺮﻓﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺮﻭﻳﺲﮔﺮﺍ‪ -‬ﺣﺮﻓﻪ(‬
‫‪Whittle, Ralph, Myrick, Conrad, Enterprise Business Architecture: The Formal Link between Strategy and‬‬
‫·‬
‫‪Results, CRC Press, 2005.‬‬
‫‪Marc Lankhorst, Enterprise Architecture at Work: Modelling, Communication, and Analysis, Springer-‬‬
‫·‬
‫‪Verlag, 2005.‬‬
‫‪Chang, James F., Business Process Management Systems: Strategy and Implementation, Auerbach‬‬
‫·‬
‫‪Publications, 2006.‬‬
‫‪Dan Minoli, Enterprise Architecture A to Z: Frameworks, Business Process Modeling, SOA, and‬‬
‫‪Infrastructure Technology, Taylor & Francis Group, 2008.‬‬
‫‪۲۸‬‬
‫·‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )‪(Information Technology Enterprise Architecture‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻧﻘـﺶ ﻣـﺪﻳﺮﻳﺖ ﺍﺭﺷـﺪ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ‪،‬‬
‫ﻣﻔﺎﻫﻴﻢ ﻭ ﺭﻭﻳﮑﺮﺩﻫﺎﻱ ﻧﻮﻳﻦ ﻣﺒﺘﻨﻲ ﺑﺮ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻓﺮﺍﮔﻴﺮﻱ ﭼﺎﺭﭼﻮﺑﻬﺎ ﻭ ﻣﺘﺪﻭﻟﻮﮊﻳﻬﺎﻱ ﺭﺍﻳﺞ ﺩﺭ ﺣﻮﺯﻩ ﻣﻌﻤـﺎﺭﻱ‬
‫ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻣﻄﻠﻮﺏ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﻳﮑﺮﺩ ﻣﻌﻤﺎﺭﻱ ﺍﺳﺖ‪.‬‬
‫·‬
‫ﻣﻔﺎﻫﻴﻢ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻧﻘﺶ ﻣﺪﻳﺮﻳﺖ ﺍﺭﺷﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﻣﻘﺎﻳﺴﻪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺑﺎ ﺭﻭﺵﻫﺎﻱ ﺩﻳﮕﺮ‬
‫·‬
‫ﺟﺎﻳﮕﺎﻩ ﮐﻨﻮﻧﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻓﺮﺁﻳﻨﺪ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻧﻘﺶ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺭﺍﻫﺒﺮﺩﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﭼﺎﺭﭼﻮﺏﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ )‪(Zachman, FEAF, DoDAF, ToGAF‬‬
‫·‬
‫ﻣﺘﺪﻭﻟﻮﮊﻱﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ )‪(IE, EAP, ADM‬‬
‫·‬
‫ﺧﺮﻭﺟﻲﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺍﺭﺯﻳﺎﺑﻲ ﻧﺘﺎﻳﺞ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫‪Dan Minoli, Enterprise Architecture A to Z: Frameworks, Business Process Modeling, SOA, and‬‬
‫‪Infrastructure Technology, Taylor & Francis Group, 2008.‬‬
‫·‬
‫‪Perks, Col, and Beveridge, Tony, Guide to Enterprise IT Architecture, Springer, 2002.‬‬
‫·‬
‫‪S. H. Spewak, Enterprise Architecture Planning: Developing a Blueprint for Data, Applications, and‬‬
‫‪Technology, Wiley, 1993.‬‬
‫·‬
‫‪Jaap Schekkerman, How to Survive in the Jungle of Enterprise Architecture Frameworks: Creating or‬‬
‫‪Choosing an Enterprise Architecture Framework, Trafford, 2006.‬‬
‫·‬
‫‪۲۹‬‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﺩﻩ )‪(Information & Data Architecture‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﺩﺍﺩﻩﻫﺎ ﻭ ﺩﺍﻧﺶ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ ﻭ ﺑـﺎﺯﺑﻴﻨﻲ‬
‫ﺍﻳﻦ ﻣﻔﺎﻫﻴﻢ ﺑﺎ ﻧﮕﺎﻩ ﻣﻌﻤﺎﺭﻱ‪ ،‬ﺷﻨﺎﺧﺖ ﺭﻭﻳﮑﺮﺩﻫﺎﻱ ﺑﮑﺎﺭﮔﻴﺮﻱ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﺩﻩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﺩﻳﺪ ﻣﻌﻤـﺎﺭ‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺭﻭﺵﻫﺎﻱ ﻧﻮﻳﻦ ﺗﻮﺯﻳﻊ‪ ،‬ﺳﺎﻣﺎﻧﺪﻫﻲ ﻭ ﺍﻣﻨﻴﺖ ﺩﺍﺩﻩﻫﺎ ﺍﺳﺖ‪.‬‬
‫·‬
‫·‬
‫·‬
‫·‬
‫·‬
‫ﻣﻌﺮﻓﻲ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫‪o‬‬
‫ﻣﻌﺮﻓﻲ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺗﺎﺭﻳﺨﭽﻪ ﺁﻥ‬
‫‪o‬‬
‫ﻣﻌﺮﻓﻲ ﺩﺍﺩﻩ‪ ،‬ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﻧﺶ‬
‫‪o‬‬
‫ﻧﻘﺶ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ‬
‫‪o‬‬
‫ﺿﺮﻭﺭﺕ ﻧﻴﺎﺯ ﺑﻪ ﻣﻌﻤﺎﺭﻱ ﺩﺍﺩﻩ ﻭ ﺍﻃﻼﻋﺎﺕ‬
‫ﻣﺪﻝﺳﺎﺯﻱ ﺩﺍﺩﻩ‬
‫‪o‬‬
‫ﻣﻔﺎﻫﻴﻢ ﻣﺪﻝﺳﺎﺯﻱ‬
‫‪o‬‬
‫ﺭﻭﺵﻫﺎﻱ ﻣﺪﻝﺳﺎﺯﻱ ﺩﺍﺩﻩﻫﺎ‬
‫ﻣﺪﻝﻫﺎﻱ ﺗﻮﺯﻳﻊ ﺩﺍﺩﻩﻫﺎ‬
‫‪o‬‬
‫ﭘﺎﻳﮕﺎﻩ ﺩﺍﺩﻩﻫﺎﻱ ﻧﺎﻣﺘﻤﺮﮐﺰ ﺩﺭ ﻣﻘﺎﺑﻞ ﭘﺎﻳﮕﺎﻩ ﺩﺍﺩﻩﻫﺎﻱ ﺗﻮﺯﻳﻊ ﺷﺪﻩ‬
‫‪o‬‬
‫ﺭﻭﺵﻫﺎﻱ ﺗﻮﺯﻳﻊ ﺩﺍﺩﻩﻫﺎ‬
‫‪o‬‬
‫ﻣﺪﻝﻫﺎﻱ ﭘﺎﻳﮕﺎﻩ ﺩﺍﺩﻩﻫﺎﻱ ﺗﻮﺯﻳﻊ ﺷﺪﻩ‬
‫ﺍﻣﻨﻴﺖ ﺩﺍﺩﻩﻫﺎ‬
‫‪o‬‬
‫ﻣﻔﺎﻫﻴﻢ‬
‫‪o‬‬
‫ﺑﺮﭼﺴﺐﮔﺬﺍﺭﻱ‪ ،‬ﺩﺳﺘﻪﺑﻨﺪﻱ ﻭ ﻃﺒﻘﻪﺑﻨﺪﻱ ﺍﻃﻼﻋﺎﺕ‬
‫‪o‬‬
‫ﺭﻭﺵﻫﺎﻱ ﺍﻳﺠﺎﺩ ﺍﻣﻨﻴﺖ‬
‫‪o‬‬
‫ﺭﻭﺵﻫﺎﻱ ﺍﻳﺠﺎﺩ ﺍﻣﻨﻴﺖ ﺩﺭ ﻭﺏ‬
‫ﻧﻘﺶ ﻣﻌﻤﺎﺭﻱ ﺩﺍﺩﻩ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫‪o‬‬
‫ﻣﻌﺮﻓﻲ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﭼﺎﺭﭼﻮﺏ ﺯﮐﻤﻦ ﻭ ﻣﺪﻝ‬
‫‪۳۰‬‬
‫‪NIST‬‬
‫ﻃﺮﺍﺣﻲ ﭘﺎﻳﮕﺎﻩ ﺩﺍﺩﻩﻫﺎ ﺑﺮﺍﻱ ﻧﮕﻬﺪﺍﺭﻱ ﺧﺮﻭﺟﻲﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
o
‫ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﺧﺮﻭﺟﻲﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬
o
‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﻧﻤﺎﻳﺶ ﺍﻃﻼﻋﺎﺕ ﻭ ﺧﺮﻭﺟﻲﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
o
‫ﻣﻌﻤﺎﺭﻱ ﺩﺍﺩﻩ ﺩﺭ ﻭﺿﻊ ﻣﻮﺟﻮﺩ‬
o
(Date Gap Analysis) ‫ﺭﻭﺵﻫﺎﻱ ﺗﺤﻠﻴﻞ ﺩﺍﺩﻩﻫﺎ‬
o
‫ﻣﻌﻤﺎﺭﻱ ﺩﺍﺩﻩ ﺩﺭ ﻭﺿﻊ ﻣﻄﻠﻮﺏ‬
o
‫ﺗﻌﺮﻳﻒ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻣﺮﺣﻠﻪ ﮔﺬﺍﺭ‬
o
(Data Mining) ‫( ﻭ ﮐﺎﻭﺵ ﺩﺍﺩﻩ‬Data Warehousing) ‫ﺍﻧﺒﺎﺭﻩ ﺩﺍﺩﻩﻫﺎ‬
·
‫ﻣﻌﻤﺎﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬
·
·
Peter Morville, and Louis Rosenfeld, Information Architecture for the World Wide Web, 3rd Edition,
O'Reilly, 2006.
·
Spewak, Steven H., Enterprise Architecture Planning: Developing a Blueprint for Data, Applications, and
Technology, Wiley, 1993.
·
M. Tamer Ozsu, Principles of Distributed Database Systems, 3rd Edition, 2007.
·
Micheline Kamber and Jiawei Han, Data Mining: Concepts and Techniques, Second Edition, Morgan
Kaufmann, 2005.
·
Dan Minoli, Enterprise Architecture A to Z: Frameworks, Business Process Modeling, SOA, and
Infrastructure Technology, Taylor & Francis Group, 2008.
۳۱
(Architectural Patterns) ‫ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
:‫ﭘﻴﺸﻨﻴﺎﺯ‬
۴۸:‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‬
‫ﻧﻈﺮﻱ‬:‫ﻧﻮﻉ ﻭﺍﺣﺪ‬
۳:‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‬
،‫ ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻣﺮﺗﺒﻂ ﺑﺎ ﺍﻟﮕﻮﻫـﺎ ﻭ ﺑﻬﺘـﺮﻳﻦ ﺗﺠﺮﺑﻴـﺎﺕ ﻣﻌﻤـﺎﺭﻱ‬:‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‬
‫ﻧﺤﻮﺓ ﺗﻮﺻﻴﻒ ﻭ ﺑﻴﺎﻥ ﺁﻧﻬﺎ ﻭ ﺍﻟﮕﻮﺑﺮﺩﺍﺭﯼ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﺗﺪﻭﻳﻦ ﻣﻌﻤﺎﺭﯼ ﺳﺎﺯﻣﺎﻧﯽ ﻭ ﺗﻮﻟﻴﺪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬
.‫ﻫﺎﯼ ﺍﻣﺮﻭﺯﻱ ﺍﺳﺖ‬
‫ﻣﻔﺎﻫﻴﻢ ﺍﻟﮕﻮﻫﺎ ﻭ ﺳﺒﮏﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
·
‫ﻧﻘﺶ ﺍﻟﮕﻮﻫﺎﻱ ﺩﺭ ﻣﻌﻤﺎﺭﻱ‬
·
‫ﭼﮕﻮﻧﮕﻲ ﺍﻳﺠﺎﺩ ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
·
‫ﺗﻮﺻﻴﻒ ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
·
‫ﺑﺮﺭﺳﻲ ﺍﻧﻮﺍﻉ ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
·
‫ﺍﻟﮕﻮﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ‬
·
‫ﺍﻟﮕﻮﻫﺎﻱ ﻃﺮﺍﺣﻲ‬
·
‫ﺍﻟﮕﻮﻫﺎﻱ ﺗﺠﻤﻴﻊ ﮐﺎﺭﺑﺮﺩ‬
·
‫ﺍﻟﮕﻮﻫﺎﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
·
·
F. Buschmann, et. al., Pattern-Oriented Software Architecture: A system of Patterns, Kindle Edition, 1996.
·
M. Kircher, P. Jain, Pattern-Oriented Software Architecture: Patterns for Resource Management, Vol. 3,
Wiley, 2004.
·
Gregor Hohpe, and Bobby Woolf, Enterprise Integration Patterns: Designing, Building, and Deploying
Messaging Solutions, Addison-Wesley, 2003.
·
Martin Fowler, Patterns of Enterprise Application Architecture, Addison-Wesley, 2002.
·
Frank Buschmann, Kevlin Henney, Douglas C. Schmidt, Pattern-Oriented Software Architecture: Patterns
for Resource Management, Vol. 4, Wiley, 2007.
۳۲
‫ﻣﻌﻤﺎﺭﻱ ﺍﻣﻨﻴﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ )‪(Security Architecture of Information Systems‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻣﺮﺗﺒﻂ ﺑﺎ ﺍﻣﻨﻴﺖ ﻭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻣـﻦ ﺍﻃﻼﻋـﺎﺗﻲ ﺩﺭ‬
‫ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﺭﻭﺵﻫﺎ ﻭ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ ﻭ ﺑﮑﺎﺭﮔﻴﺮﻱ ﺭﻭﺵﻫﺎﻱ ﺍﻣـﻦ ﺩﺭ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ‬
‫ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺷﻨﺎﺧﺖ ﺟﺎﻳﮕﺎﻩ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ ﻣﻌﻤـﺎﺭﻱ ﺳﻴﺴـﺘﻢﻫـﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﻭ ﺿـﺮﻭﺭﺕ ﺗـﺪﻭﻳﻦ‬
‫ﻣﻌﻤﺎﺭﻱ ﺍﻣﻨﻴﺖ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺍﺯ ﺍﻫﺪﺍﻑ ﺍﻳﻦ ﺩﺭﺱ ﺍﺳﺖ‪.‬‬
‫·‬
‫ﻣﻘﺪﻣﻪﺍﻱ ﺑﺮ ﺍﻣﻨﻴﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﺗﺎﺭﻳﺨﭽﻪ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺣﻔﻆ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﺷﻨﺎﺳﺎﻳﻲ ﮐﺎﺭﺑﺮﺍﻥ ﻭ ﺭﻣﺰﻧﮕﺎﺭﻱ‬
‫·‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ ﻭ ﭘﺮﻭﺗﮑﻞﻫﺎﻱ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﺗﺤﺖ ﻭﺏ‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﭘﻴﺎﻡﻫﺎﻱ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ‬
‫·‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ ﻭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺟﺎﻳﮕﺎﻩ ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬
‫·‬
‫ﭼﺎﺭﭼﻮﺏﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺍﻣﻨﻴﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬
‫·‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ ﻭ ﺧﻄﻮﻁ ﺭﺍﻫﻨﻤﺎﻱ ﻃﺮﺍﺣﻲ ﻣﻌﻤﺎﺭﻱ ﺍﻣﻨﻴﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬
‫‪Jan Killmeyer Tudor, Information Security Architecture: An Integrated Approach to Security in the‬‬
‫·‬
‫‪Organization, Auerbach, 2000.‬‬
‫‪John Sherwood, Andrew Clark, and David Lynas, Enterprise Security Architecture: A Business-Driven‬‬
‫·‬
‫‪Approach, cmp, 2005.‬‬
‫‪Christopher King, Ertem Osmanoglu, and Curtis Dalton, Security Architecture: Design, Deployment and‬‬
‫·‬
‫‪Operation, Osborne/McGraw-Hill, 2001.‬‬
‫‪Charlie Kaufman, Radia Perlman, and Mike Speciner, Network Security – Private Communication in a‬‬
‫·‬
‫‪Public World, Second edition, Prentice Hall, 2002.‬‬
‫‪Robert C. Newman, Enterprise Security, First edition, Prentice Hall, 2003 .‬‬
‫·‬
‫‪Lawrence Oliva and Mehdi Khosrow-Pour, E-Commerce Security: Advice from Experts (IT Solutions‬‬
‫‪series), Cybertech Publishing, 2004.‬‬
‫·‬
‫‪۳۳‬‬
‫ﻣﺪﻳﺮﺍﻥ ﺍﺭﺷﺪ ﺍﻃﻼﻋﺎﺕ ﻭ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻠﻲ )‪(Chief Information Officers & National Projects‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻧﻘـﺶ ﻭ ﻭﻇـﺎﻳﻒ ﻣـﺪﻳﺮﻳﺖ ﺍﺭﺷـﺪ ﻓﻨـﺎﻭﺭﻱ ﺍﻃﻼﻋـﺎﺕ‪،‬‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎ ﻭ ﺭﻭﺵﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ ﻭ ﺩﺍﻧﺶ ﺳـﺎﺯﻣﺎﻥ ﺍﺳـﺖ‪ .‬ﺑـﻪ ﻋـﻼﻭﻩ‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﻓﻨﻮﻥ ﻣﺪﻳﺮﻳﺖ ﭘﺮﻭﮊﻩ ﻫﺎﻱ ﺑﺰﺭﮒ ﻣﻠﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻭﻳﮋﻩ ﻣﻼﺣﻈﺎﺕ ﻣـﺪﻳﺮﻳﺖ ﭘـﺮﻭﮊﻩ ﻫـﺎﻱ‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ ﻧﻴﺰ ﺍﺯ ﺟﻤﻠﻪ ﺍﻫﺪﺍﻑ ﺍﻳﻦ ﺩﺭﺱ ﺍﺳﺖ‪.‬‬
‫·‬
‫ﻣﺪﻳﺮ ﺍﺭﺷﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﻭﻇﺎﻳﻒ ﻭ ﺟﺎﻳﮕﺎﻩ ﺁﻥ ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺗﺸﺮﻳﺢ ﻧﻘﺶ ﻣﺪﻳﺮﻳﺖ ﺍﺭﺷﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺭﺍﻫﺒﺮﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺵﻫﺎﻱ ﻣﺪﻳﺮﻳﺘﻲ ﺩﺭ ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻓﺮﺁﻳﻨﺪ ﺍﺳﺘﻘﺮﺍﺭ )ﺍﺟﺮﺍﻱ( ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺑﮑﺎﺭﮔﻴﺮﻱ ﺍﺑﺰﺍﺭﻫﺎﻱ ﮐﻨﺘﺮﻝ ﭘﺮﻭﮊﻩ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﺗﺠﻤﻴﻊ ﻭ ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻓﺮﻫﻨﮓﺳﺎﺯﻣﺎﻧﻲ ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﺍﺟﺮﺍﻱ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻣﺪﻝ ﺑﻠﻮﻍ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ ﻭ ﺩﺍﺭﺍﻳﻲﻫﺎ ﻭ ﻧﮕﻬﺪﺍﺷﺖ ﺩﺭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻣﻌﻤﺎﺭﻱ ﺳﺎﺯﻣﺎﻧﻲ‬
‫‪Gregory, S. Smith, Straight to the Top: Becoming a World-Class CIO, Wiley, 2006.‬‬
‫·‬
‫‪Schubert, Karl D., CIO Survival Guide: The Roles and Responsibilities of the CIO, John Wiley & Sons,‬‬
‫·‬
‫‪2004.‬‬
‫‪Broadbent, Marianne, and Kitzis, Ellen, The New CIO Leader: Setting the Agenda and Delivering Results,‬‬
‫·‬
‫‪Harvard Business School Press, 2004.‬‬
‫‪Lane, Dean, CIO Wisdom: Best Practices from Silicon Valley, Prentice Hall PTR, 2003.‬‬
‫·‬
‫‪Dan Minoli, Enterprise Architecture A to Z: Frameworks, Business Process Modeling, SOA, and‬‬
‫‪Infrastructure Technology, Taylor & Francis Group, 2008.‬‬
‫·‬
‫‪۳۴‬‬
‫ﺍﻳﺠﺎﺩ ﻭ ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ )‪(Large Scale Information Systems Development‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﺯ ﺍﻳﻦ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋـﺎﺗﻲ ﻣﻘﻴـﺎﺱ ﻭﺳـﻴﻊ ﻭ ﻓﺮﺁﻳﻨـﺪ‬
‫ﺗﻮﺳﻌﻪ ﻭ ﺍﻳﺠﺎﺩ ﺍﻳﻦ ﺳﻴﺴﺘﻢﻫﺎ ﺑﺮ ﺍﺳﺎﺱ ﺍﺻﻮﻝ ﻣﻬﻨﺪﺳﻲ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺍﺳﺖ‪ .‬ﺳﻴﺮ ﺗﻜﺎﻣﻠﻲ ﻭ ﺭﻭﻧﺪ ﺭﻭ ﺑﻪ ﺭﺷﺪ ﻛـﺎﺭﺑﺮﻱ ﺍﻳـﻦ‬
‫ﺳﻴﺴﺘﻢﻫﺎ ﻭ ﭼﺎﻟﺶﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺍﺯ ﺍﺑﻌﺎﺩ ﻣﺨﺘﻠﻒ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﻣـﻲﮔﻴـﺮﺩ‪ .‬ﺑﺤـﺚ ﺳﻴﺴـﺘﻢﻫـﺎﻱ ‪ ERP‬ﻭ ﻣـﺪﻳﺮﻳﺖ‬
‫ﭘﺮﻭﮊﻩﻫﺎﻱ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ ﻣﻄﺮﺡ ﻭ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﺭﺍﻳﻪ ﺗﺼﻮﻳﺮﻱ ﺍﺯ ﻃﺮﺍﺣﻲ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﭼﻨﻴﻦ ﺳﻴﺴـﺘﻢﻫـﺎﻳﻲ‪ ،‬ﻧﻤﻮﻧـﻪﻫـﺎﻱ‬
‫ﺍﺟﺮﺍ ﺷﺪﻩ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺟﻬﺎﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻮﺭﺩ ﻛﺎﻭﻱ ﻣﻄﺮﺡ ﻣﻲﮔﺮﺩﺩ‪.‬‬
‫·‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ‬
‫·‬
‫ﭼﺎﻟﺶﻫﺎﻱ ﻧﺮﻡﺍﻓﺰﺍﺭﻱ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺑﺎ ﻣﻘﻴﺎﺱ ﻓﻮﻕ ﻭﺳﻴﻊ‬
‫·‬
‫ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ ﻣﺒﺘﻨﻲ ﺑﺮ ﻣﻮﻟﻔﻪ‬
‫·‬
‫ﺳﺮﻭﻳﺲﮔﺮﺍﻳﻲ ﻭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ‬
‫·‬
‫ﻣﻔﺎﻫﻴﻢ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻧﻲ‬
‫·‬
‫ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ‬
‫·‬
‫ﺭﻭﺵﻫﺎﻱ ﺑﺮﺁﻭﺭﺩ ﻣﻨﺎﺑﻊ ﻭ ﺗﻼﺵ ﺩﺭ ﺍﻳﺠﺎﺩ ﻭ ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﭘﺮﻭﮊﻩ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ‬
‫·‬
‫ﺳﻨﺠﺶ ﻭ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻋﻤﻠﻜﺮﺩ ﺳﻴﺴﺘﻢﻫﺎﻱ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ‬
‫·‬
‫ﺑﺮﺭﺳﻲ ﺗﺠﺎﺭﺏ ﺍﻳﺠﺎﺩ ﻭ ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻘﻴﺎﺱ ﻭﺳﻴﻊ )ﺗﺠﺎﺭﺏ ﻣﻮﻓﻖ(‬
‫‪Linda Northrop, et al., Ultra-Large-Scale Systems: The Software Challenge of the Future; Software‬‬
‫‪Engineering Institute, Carnegie Mellon University, 2006.‬‬
‫·‬
‫‪The Challenges of Complex IT Projects; The report of a working group from The Royal Academy of‬‬
‫‪Engineering and The British Computer Society; 2004. www.raeng.org.uk‬‬
‫·‬
‫‪Alan W. Brown, Large-Scale, Component-Based Development, Prentice all PTR Hall, First Edition, 2000.‬‬
‫·‬
‫‪Liaquat Hossain, Jon David Patrick and M.A. Rashid, Enterprise Resource Planning: Global Opportunities‬‬
‫‪& Challenges, Idea Group Publishing, 2002.‬‬
‫·‬
‫‪Zoran Stojanović, Ajantha Dahanayake, Service-oriented Software System Engineering: Challenges and‬‬
‫‪Practices, Idea Group Publishing, 2005.‬‬
‫·‬
‫‪Pressman, Roger S., Software Engineering: A Practitioner’s Approach, 6th ed., McGraw-Hill, 2005.‬‬
‫·‬
‫‪A guide to the Project Management Body of Knowledge; Project Management Institute, 2000.‬‬
‫·‬
‫‪۳۵‬‬
‫ﺍﻣﻨﻴﺖ ﺗﺠﺎﺭﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ )‪(E-Commerce Security‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻫﻤﻴﺖ ﭼﺸﻤﮕﻴﺮ ﺍﻣﻨﻴﺖ ﺑﺮﺍﻱ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺭﮐﻲ ﻋﻤﻴﻖ ﺍﺯ ﻣﺴﺎﺋﻞ‬
‫ﺍﻣﻨﻴﺘﻲ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ ﻭ ﺭﺍﻩﺣﻞﻫﺎﻱ ﻣﺮﺑﻮﻃﻪ ﻓﺮﺍﻫﻢ ﻣﻲﮔﺮﺩﺩ‪ .‬ﺩﺭ ﺍﻳـﻦ ﺩﺭﺱ ﻣﺴـﺎﺋﻞ ﻣﺘﻨـﻮﻉ ﻣﻄـﺮﺡ‪ ،‬ﺍﺯ‬
‫ﻃﺮﺍﺣﻲ ‪ Secure Web‬ﻭ ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ‪ Secure Mobile Commerce‬ﮔﺮﻓﺘﻪ ﺗﺎ ﺍﻣﻨﻴﺖ ﺩﺭﻭﻧﻲ ﺷﺒﮑﻪ‪ ،‬ﺗﺎ ﺍﻣﻨﻴﺖ ﮐﺎﺭﻣﻨـﺪﺍﻥ ﻭ‬
‫ﺗﺼﺪﻳﻖ ﺍﺻﺎﻟﺖ ﺁﻧﻬﺎ ﻣﻄﺮﺡ ﻣﻲﺷﻮﺩ‪.‬‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﺍﻃﻼﻋﺎﺕ‬
‫·‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﭘﺮﺩﺍﺧﺖ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ‬
‫·‬
‫ﺳﺮﻭﻳﺲﻫﺎﻱ ﺍﻣﻨﻴﺘﻲ ﭘﺮﺩﺍﺧﺖ‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﻋﻤﻠﻴﺎﺕ ﭘﺮﺩﺍﺧﺖ‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﭘﻮﻝ ﺩﻳﺠﻴﺘﺎﻝ‬
‫·‬
‫ﭘﺮﻭﺗﮑﻞ‬
‫·‬
‫ﺍﻣﻨﻴﺖ‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﻋﺎﻣﻞﻫﺎﻱ ﻣﺘﺤﺮﮎ )‪(Mobile Agents‬‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﺗﺠﺎﺭﻱ ﻣﺘﺤﺮﮎ‬
‫·‬
‫ﺍﻣﻨﻴﺖ ﮐﺎﺭﺕﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ‬
‫‪IOTP‬‬
‫‪Web‬‬
‫‪Vesna Hassler, Security Fundamentals for E-Commerce, Artech House Publishers, 2000.‬‬
‫·‬
‫‪Jon C. Graff, Cryptography and E-Commerce: A Wiley Tech Brief, Wiley, 2000.‬‬
‫·‬
‫‪Anup K. Ghosh, E-Commerce Security: Weak Links, Best Defenses, Wiley, 1998.‬‬
‫·‬
‫‪Mostafa Hashem Sherif, Protocols for Secure Electronic Commerce, CRC Press, 2000.‬‬
‫·‬
‫‪Lawrence Oliva, Mehdi Khosrow-Pour, E-Commerce Security: Advice from Experts, Cybertech Publishing,‬‬
‫‪2004.‬‬
‫·‬
‫‪۳۶‬‬
‫ﻣﺪﻟﺴﺎﺯﻱ ﻋﺎﻣﻞﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ )‪(Intelligent Agents Modeling‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪ :‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑـﺎ ﻓﻨـﺎﻭﺭﻱ ﻋﺎﻣـﻞ)‪ (Agent‬ﻭ ﻧﻘـﺶ ﺁﻥ ﺩﺭ ﺗﺠـﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮑـﻲ ﺁﺷـﻨﺎ‬
‫ﻣﻲﺷﻮﻧﺪ‪.‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﭘﺲ ﺍﺯ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻋﺎﻣـﻞ ﻭ ﻭﻳﮋﮔﻴﻬـﺎﻱ ﻋﺎﻣـﻞﻫـﺎ ﻭ ﻫﻤﭽﻨـﻴﻦ ﻣﻮﺿـﻮﻋﺎﺕ ﻣﻄـﺮﺡ ﺩﺭ ﺗﺠـﺎﺭﺕ‬
‫ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ ﺑﻪ ﻧﻘﺶ ﻋﺎﻣﻞ ﺩﺭ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ ﺑﻪ ﻫﻤﺮﺍﻩ ﻧﻤﻮﻧﻪﻫﺎﻱ ﮐﺎﺭﺑﺮﺩﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺷﺪﻩ ﭘﺮﺩﺍﺧﺘﻪ ﻣﻲﺷﻮﺩ‪.‬‬
‫·‬
‫·‬
‫·‬
‫·‬
‫·‬
‫ﻋﺎﻣﻞﻫﺎ‬
‫‪o‬‬
‫ﻫﻮﺵ ﻣﺼﻨﻮﻋﻲ ﺗﻮﺯﻳﻊ ﺷﺪﻩ‬
‫‪o‬‬
‫ﺗﻌﺮﻳﻒ ﻋﺎﻣﻞ‬
‫‪o‬‬
‫ﻭﻳﮋﮔﻲﻫﺎﻱ ﻋﺎﻣﻞ‬
‫‪o‬‬
‫ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ﻋﺎﻣﻞ‬
‫‪o‬‬
‫ﻣﻌﻤﺎﺭﻱﻫﺎﻱ ﻋﺎﻣﻞﻫﺎ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﺗﻌﺮﻳﻒ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﺗﮑﻨﻴﮏﻫﺎﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﻫﻤﺎﻫﻨﮕﻲ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﺗﻮﺍﻓﻖ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﺳﺎﺧﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫‪o‬‬
‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﻃﺮﺍﺣﻲ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭼﻨﺪ ﻋﺎﻣﻠﻪ‬
‫ﻧﻘﺶ ﻋﺎﻣﻞﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ ﺩﺭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﻧﻘﺶ ﻋﺎﻣﻞﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ ﺩﺭ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮏ‬
‫‪o‬‬
‫ﻧﻘﺶ ﺁﻧﻬﺎ ﺩﺭ ﻣﺪﻝ ﺧﺮﻳﺪ ﻣﺸﺘﺮﻱ‬
‫‪o‬‬
‫ﻧﻘﺶ ﺁﻧﻬﺎ ﺩﺭ ﻣﺪﻳﺮﻳﺖ ﺯﻧﺠﻴﺮﻩ ﻋﺮﺿﻪ‬
‫ﻣﻄﺎﻟﻌﻪ ﻣﻮﺭﺩﻱ‬
‫‪۳۷‬‬
·
Michael Wooldridge, An Introduction to MultiAgent Systems, John Wiley & Sons, 2002.
·
Brahim Chaib-draa, Jörg Müller, Multiagent based Supply Chain Management, Springer, 2006.
·
R. Aron, A. Sundararajan, S. Viswanathan, Intelligent agents in electronic markets for information goods:
customization, preference revelation and pricing, Elsevier, 2006.
·
Matthias Klusch, Intelligent Information Agents: Agent-Based Information Discovery and Management on
the Internet, Springer, 1999.
۳۸
‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻣﻨﺎﺑﻊ ﺳﺎﺯﻣﺎﻧﻲ )‪(Enterprise Resource Planning‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺗﺌﻮﺭﻱ ﻭ ﭘﺮﻭﺳﻪﻫﺎﻱ ﻣـﺮﺗﺒﻂ ﺑـﺎ ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱ ﻣﻨـﺎﺑﻊ ﺳـﺎﺯﻣﺎﻥ‬
‫)‪ (ERP‬ﺁﺷﻨﺎ ﻣﻲﺷﻮﻧﺪ ﻭ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺭﻣﻲﻳﺎﺑﻨﺪ ﮐﻪ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻥ ﻫﺰﻳﻨﻪﻫﺎ ﺭﺍ ﺍﺯ ﻃﺮﻳﻖ ﺣﺬﻑ ﺍﺗﻼﻑﻫـﺎﻱ ﺑـﻪ ﻭﺟـﻮﺩ‬
‫ﺁﻣﺪﻩ ﺗﻮﺳﻂ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭ ﻫﻤﺎﻫﻨﮕﻲﻫﺎﻱ ﺿﻌﻴﻒ ﺩﺍﺧﻞ ﺷﺮﮐﺖ ﻳﺎ ﺑﻴﻦ ﺷﺮﮐﺖ ﻭ ﻣﺸﺘﺮﻳﺎﻥ‪/‬ﻋﺮﺿﻪ ﮐﻨﻨﺪﮔﺎﻥ‪ ،‬ﮐـﺎﻫﺶ ﺩﺍﺩ‪.‬‬
‫ﺑﻪ ﻋﻼﻭﻩ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ‪ ،‬ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺳﻴﺴﺘﻢﻫﺎ ﻭ ﻋﻤﻠﻴﺎﺕ ﻣﺨﺘﻠﻒ ﺩﺭﻭﻥ ﻳﮏ ﺳﺎﺯﻣﺎﻥ )ﺗﻮﻟﻴـﺪﻱ( ﺁﺷـﻨﺎ ﻣـﻲﺷـﻮﻧﺪ ﻭ‬
‫ﻣﻲﺁﻣﻮﺯﻧﺪ ﮐﻪ ﭼﮕﻮﻧﻪ ﺗﻤﺎﻡ ﺍﻳﻦ ﺳﻴﺴﺘﻢﻫﺎ ﺭﺍ ﺩﺭ ﻗﺎﻟﺐ ﻳﮏ ﺳﻴﺴﺘﻢ ‪ ERP‬ﺑﺮﺍﻱ ﺍﻓﺰﺍﻳﺶ ﺍﺛﺮ ﺑﺨﺸﻲ ﻭ ﮐﺎﺭﺁﻳﻲ ﺳﺎﺯﻣﺎﻥ ﭼﻪ‬
‫ﺩﺭ ﺩﺍﺧﻞ ﭼﻪ ﺩﺭ ﺧـﺎﺭﺝ ﺁﻥ‪ ،‬ﻳﮑﭙﺎﺭﭼـﻪ ﮐﻨﻨـﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﺩﺍﻧﺸـﺠﻮﻳﺎﻥ ﺩﺭ ﺍﻳـﻦ ﺩﺭﺱ ﺑـﺎ ﻣﻔـﺎﻫﻴﻢ ﻭ ﺳـﺎﺧﺘﺎﺭ ﺗﮑﻨﻴﮑـﻲ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ‪ ERP‬ﺁﺷﻨﺎ ﻣﻲﺷﻮﻧﺪ ﻭ ﻣﻄﺎﻟﺐ ﻣﺮﺑﻮﻃﻪ ﺑﻪ ﺍﺟﺮﺍﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ‪ ERP‬ﺩﺭ ﺳﺎﺯﻣﺎﻧﻬﺎ ﻭ ﻧﻴـﺰ ﺍﻧﺘﺨـﺎﺏ ﻧـﺮﻡﺍﻓـﺰﺍﺭ‬
‫ﻣﻨﺎﺳﺐ ﺭﺍ ﻣﻲﺁﻣﻮﺯﻧﺪ‪.‬‬
‫·‬
‫·‬
‫ﻋﻤﻠﻴﺎﺕ ﻭ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥ‬
‫‪o‬‬
‫ﺑﺎﺯﺍﺭﻳﺎﺑﻲ‬
‫‪o‬‬
‫ﺧﺮﻳﺪ ﻭ ﻣﺪﻳﺮﻳﺖ ﻣﻮﺟﻮﺩﻱ‬
‫‪o‬‬
‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫‪o‬‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﺑﺎﺯﺍﺭﻳﺎﺑﻲ ﻭ ﻓﺮﺁﻳﻨﺪ ﺳﻔﺎﺭﺵ ﻓﺮﻭﺵ‬
‫‪o‬‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﺪﻳﺮﻳﺖ ﻣﻮﺍﺩ ﻭ ﺗﻮﻟﻴﺪ‬
‫‪o‬‬
‫ﻣﺎﻟﻲ ﻭ ﺣﺴﺎﺑﺪﺍﺭﻱ‬
‫ﻋﻤﻠﻴﺎﺕ ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ‬
‫‪o‬‬
‫ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ ﻣﻬﻨﺪﺳﻲ‬
‫‪o‬‬
‫ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ ﺗﻮﻟﻴﺪ‬
‫‪o‬‬
‫ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ ﺧﺪﻣﺎﺕ ﭘﺸﺘﻴﺒﺎﻧﻲ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﻓﺮﺁﻳﻨﺪ ﺗﮑﻤﻴﻞ ﺳﻔﺎﺭﺵ ﻳﮑﭙﺎﺭﭼﻪ ﺷﺪﻩ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ‬
‫·‬
‫ﻃﺮﺍﺣﻲ ﻭ ﺍﺟﺮﺍﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
‫‪o‬‬
‫‪ERP‬‬
‫ﺍﺟﺮﺍﻱ ﻣﻮﻓﻘﻴﺖﺁﻣﻴﺰ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
‫‪ERP‬‬
‫‪۳۹‬‬
‫‪ERP‬‬
‫ﻃﺮﺍﺣﻲ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
o
‫ﺍﺟﺮﺍﻱ ﻓﺎﺯﺑﻨﺪﻱ ﺷﺪﻩ‬
o
‫ﺁﻣﻮﺯﺵ‬
o
ERP
‫ﻣﺴﺎﺋﻞ ﻓﻨﻲ‬
‫ﻣﺤﺎﺳﺒﺎﺕ‬
o
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
o
Clinet/Server
ERP
ERP
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
o
‫ﺳﺎﺧﺘﺎﺭ ﻓﻨﻲ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
o
‫ ﺩﺭ ﺍﻳﻨﺘﺮﻧﺖ‬R/3 ‫ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺗﺠﺎﺭﻱ‬
o
‫ﻣﺮﻭﺭ ﮐﻠﻲ ﺑﺮ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﮐﺎﺭﺑﺮﺩﻱ ﺗﺠﺎﺭﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ‬
o
R/3
R/3
R/3
‫ ﻭ‬R/3 ‫ﺳﻴﺴﺘﻢﻫﺎﻱ‬
ERP
‫ﺍﻧﺘﺨﺎﺏ ﻧﺮﻡﺍﻓﺰﺍﺭ ﻣﻨﺎﺳﺐ‬
·
·
·
·
Avraham Shtub, Enterprise Resource Planning (ERP): The Dynamics of Operations Management,
Springer, 1999.
·
Gary A Langenwalter, Enterprise Resources Planning and Beyond: Integrating Your Entire Organization,
CRC, 1999.
·
Joseph Brady, Ellen Monk, Bret Wagner, Concepts in Enterprise Resource Planning, Course Technology,
2001.
·
Jim Mazzullo, Peter Wheatley, SAP R/3 for Everyone: Step-by-Step Instructions, Practical Advice, and
Other Tips and Tricks for Working with SAP , Prentice Hall PTR, 2005.
·
Bret Wagner, Ellen Monk, Enterprise Resource Planning, Course Technology, 2008.
۴۰
‫ﻫﻮﺵ ﺗﺠﺎﺭﻱ )‪(Business Intelligence‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﻣﻔﺎﻫﻴﻢ ﻫﻮﺵ ﺗﺠﺎﺭﻱ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ ﺁﺷـﻨﺎ ﻣـﻲﺷـﻮﻧﺪ‪.‬‬
‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻲﺁﻣﻮﺯﻧﺪ ﮐﻪ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺑﺎ ﺑﮑﺎﺭﮔﻴﺮﻱ ﺗﮑﻨﻴﮏﻫﺎﻱ ﺗﺤﻠﻴﻠـﻲ‪ ،‬ﺩﺍﺩﻩﮐـﺎﻭﻱ ﻭ ﺍﻧﺒـﺎﺭ ﺩﺍﺩﻩﻫـﺎ ﺗﻮﺍﻧـﺎﻳﻲ ﻭ‬
‫ﻗﺎﺑﻠﻴﺖ ﭘﺎﺳﺨﮕﻮﻳﻲ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺑﻪ ﭘﺮﺳﺶﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺑﺎﺯﺍﺭ ﻓﺸﺮﺩﻩ ﺭﻗﺎﺑﺘﻲ ﻣﻄﺮﺡ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫·‬
‫ﺗﻌﺮﻳﻒ ﻫﻮﺵ ﺗﺠﺎﺭﻱ‬
‫·‬
‫ﻣﻌﺮﻓﻲ ﺳﺎﺯﻣﺎﻥﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ‬
‫·‬
‫ﻣﻌﻤﺎﺭﻱﻫﺎﻱ ﻫﻮﺵ ﺗﺠﺎﺭﻱ‬
‫·‬
‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﺮﺍﻱ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻫﻮﺵ ﺗﺠﺎﺭﻱ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ‬
‫·‬
‫ﺳﻨﺠﺶ ﺗﺠﺎﺭﻱ )ﺗﺤﻠﻴﻞ‪ ،‬ﺗﺼﻤﻴﻢﮔﻴﺮﻱ‪ ،‬ﺳﻨﺎﺭﻳﻮﻫﺎ‪ ،‬ﺷﺎﺧﺺﻫﺎﻱ ﮐﻠﻴﺪﻱ ﻋﻤﻠﮑﺮﺩ(‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻫﻮﺵ ﺗﺠﺎﺭﻱ‬
‫·‬
‫ﻫﻮﺵ ﺗﺠﺎﺭﻱ ﻭ ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ‬
‫·‬
‫ﻣﻔﺎﻫﻴﻢ ﻭ ﺍﺻﻮﻝ ﺍﻭﻟﻴﻪ ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ‬
‫·‬
‫ﻃﺮﺍﺣﻲ ﻭ ﻣﻌﻤﺎﺭﻱ ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ‬
‫·‬
‫ﻣﺪﻝﻫﺎﻱ ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ‬
‫·‬
‫ﭘﺮﺩﺍﺯﺵ ﺗﺤﻠﻴﻠﻲ ﺑﺮﺧﻂ )‪(Online Analytical Processing‬‬
‫·‬
‫ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ ﺩﺭ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ )ﻣﻄﺎﻟﻌﻪ ﻣﻮﺭﺩﻱ(‬
‫·‬
‫ﻫﻮﺵ ﺗﺠﺎﺭﻱ ﻭ ﺩﺍﺩﻩﮐﺎﻭﻱ‬
‫·‬
‫ﻣﻔﺎﻫﻴﻢ ﻭﺍﺻﻮﻝ ﺩﺍﺩﻩﮐﺎﻭﻱ‬
‫·‬
‫ﮐﺎﺭﮐﺮﺩﻫﺎﻱ ﺩﺍﺩﻩﮐﺎﻭﻱ‬
‫·‬
‫ﺗﮑﻨﻴﮏﻫﺎ ﻭ ﺭﻭﺵﻫﺎﻱ ﺩﺍﺩﻩﮐﺎﻭﻱ‬
‫·‬
‫ﻣﻌﻤﺎﺭﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺩﺍﺩﻩﮐﺎﻭﻱ‬
‫·‬
‫ﻓﺮﺁﻳﻨﺪ ﺗﻮﺳﻌﻪ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺩﺍﺩﻩﮐﺎﻭﻱ‬
‫·‬
‫ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ﺩﺍﺩﻩﮐﺎﻭﻱ ﺩﺭ ﺗﺠﺎﺭﺕ ﺍﻟﮑﺘﺮﻭﻧﻴﮑﻲ – ﻣﻄﺎﻟﻌﻪ ﻣﻮﺭﺩﻱ‬
‫‪۴۱‬‬
·
Larissa T. Moss and Shaku Atre, Business Intelligence Roadmap: The Complete Project Lifecycle for
Decision-Support Applications, Addison-Wesley Professional, 2003.
·
David Hussey and Per V. Jenster, Competitor Intelligence: Turning Analysis into Success, Wiley, 1999.
·
Paulraj Ponniah, Data Warehousing Fundamentals: A Comprehensive Guide for IT Professionals, WileyInterscience, 2001.
·
Micheline Kamber Jiawei Han, Data Mining: Concepts and Techniques, Second Edition, Morgan
Kaufmann, 2005.
۴۲
‫ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ )‪(Business Process Re-Engineering‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﻫﺪﻑ ﺍﻳﻦ ﺩﺭﺱ ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ ﻭ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﺳـﺎﺯﻣﺎﻥ ﺍﺳـﺖ‪ .‬ﺩﺍﻧﺸـﺠﻮﻳﺎﻥ ﺩﺭ ﺍﻳـﻦ‬
‫ﺩﺭﺱ‪ ،‬ﺍﺯ ﻧﻘﺶ ﻭ ﺍﻫﻤﻴﺖ ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺁﮔﺎﻩ ﻣﻲﺷﻮﻧﺪ ﻭ ﺭﻭﺵﻫـﺎ ﻭ ﺍﺑـﺰﺍﺭﻫـﺎﻱ ﻣﺘـﺪﺍﻭﻝ ‪ BPR‬ﺭﺍ ﻓـﺮﺍ‬
‫ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻗﺎﺩﺭ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ ﺗﺎ ﭘﺮﻭﺳﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺎﺯﻣﺎﻥﻫـﺎ ﺭﺍ ﺑﺸﻨﺎﺳـﻨﺪ‪ ،‬ﺗﺤﻠﻴـﻞ ﮐﻨﻨـﺪ ﻭ ﺁﻧﻬـﺎ ﻣﺠـﺪﺩﺍﹰ‬
‫ﻃﺮﺍﺣﻲ ﻧﻤﺎﻳﻨﺪ ﺗﺎ ﺑﻪ ﺍﻫﺪﺍﻑ ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ ﮐﻪ ﺍﻓﺰﺍﻳﺶ ﮐﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮ ﺑﺨﺸﻲ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺩﺭ ﻣﺤـﻴﻂﻫـﺎﻱ ﺭﻗـﺎﺑﺘﻲ‪ ،‬ﭘﻮﻳـﺎ‬
‫ﻣﺘﻤﺮﮐﺰ ﺑﺮ ﻣﺸﺘﺮﻱ ﻭ ‪ ...‬ﺍﺳﺖ‪ ،‬ﺩﺳﺖ ﻳﺎﺑﻨﺪ‪.‬‬
‫·‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ‬
‫·‬
‫ﺩﻟﻴﻞ ﺗﺎﮐﻴﺪ ﺑﺮ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ‬
‫·‬
‫ﺯﻣﺎﻥ ﻭ ﻣﺴﺌﻮﻝ ﻣﻬﻨﺪﺳﻲ ﻣﺠﺪﺩ‬
‫·‬
‫ﺷﻨﺎﺧﺖ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺣﺮﻓﻪ‬
‫·‬
‫ﻣﺪﻝﺳﺎﺯﻱ ﻭ ﻣﺴﺘﻨﺪﺳﺎﺯﻱ ﻓﺮﺁﻳﻨﺪﻫﺎ‬
‫·‬
‫ﻃﺮﺍﺣﻲ ﻣﺠﺪﺩ ﻓﺮﺁﻳﻨﺪﻫﺎ‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺩﺭﮎ ﻣﺸﮑﻞ‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺗﺤﻠﻴﻞ ﻣﺸﮑﻞ‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﺑﻬﺒﻮﺩ‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺍﺟﺮﺍ‬
‫·‬
‫ﻣﻮﻓﻘﻴﺖ ﺩﺭ‬
‫·‬
‫ﻧﻘﺶ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺳﺎﺯﻣﺎﻥ‬
‫·‬
‫ﻣﺤﮏﺯﻧﻲ ﻓﺮﺁﻳﻨﺪﻫﺎ‬
‫·‬
‫ﻧﮕﺎﺷﺖ ﻓﺮﺁﻳﻨﺪﻫﺎ‬
‫‪BPR‬‬
‫‪BPR‬‬
‫‪Michael Hammer, James Champy, Reengineering the Corporation: A Manifesto for Business Revolution,‬‬
‫‪Harper Information, 2001.‬‬
‫·‬
‫‪H. James Harrington, Business Process Improvement: The Breakthrough Strategy for Total Quality,‬‬
‫‪Productivity, and Competitiveness, McGraw-Hill, 1991.‬‬
‫·‬
‫‪Bjorn Andersen, Business Process Improvement Toolbox, ASQ Quality Press, 1998.‬‬
‫·‬
‫‪۴۳‬‬
·
Chang, James F., Business Process Management Systems: Strategy and Implementation, Auerbach
Publications, 2006.
·
Joe Peppard, Philip Rowland, The Essence of Business Process Reengineering, Prentice Hall, 1995.
۴۴
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻫﻮﺷﻤﻨﺪ )‪(Intelligent Decision Support Systems‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﺍﻳﻦ ﺩﺭﺱ ﺑﻪ ﻃﺮﺍﺣﻲ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻱ ﺑﺮﺍﻱ ﺗﺼﻤﻴﻢﮐﮕﻴﺮﻱ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﺗﺠﺰﻳـﻪ ﻭ ﺗﺤﻠﻴـﻞ‪،‬‬
‫ﻃﺮﺍﺣﻲ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺍﺳﺘﺮﺍﺗﮋﻳﮏ‪ ،‬ﺷﺎﻣﻞ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢ ﻳﺎﺭ‪ ،‬ﺳﻴﺴـﺘﻢﻫـﺎﻱ ﮔـﺮﻭﻩ ﻳـﺎﺭ ﻭ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﻃﻼﻋﺎﺕ ﺍﺟﺮﺍﻳﻲ ﻣﻲﭘﺮﺩﺍﺯﺩ‪.‬‬
‫·‬
‫ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﻭ ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﻣﺪﻳﺮﻳﺘﻲ‬
‫·‬
‫ﻓﺮﺁﻳﻨﺪ ﺣﻞ ﻣﺴﺌﻠﻪ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﮐﺎﻣﭙﻴﻮﺗﺮﻱ ﺍﺯ ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﻣﺪﻳﺮﻳﺖ‬
‫·‬
‫ﺗﻌﺮﻳﻒ ﺳﻴﺴﺘﻢ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﮐﺎﺭﺑﺮﺩﻫﺎﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﺍﺟﺰﺍ ﻭ ﭼﺎﺭﭼﻮﺏ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﺩﻩﻫﺎ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ ﻭ ﺩﺍﺩﻩﮐﺎﻭﻱ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﭘﺮﺩﺍﺯﺵ ﺗﺤﻠﻴﻠﻲ ﺍﻧﺒﺎﺭ ﺩﺍﺩﻩﻫﺎ ﻭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﻣﺪﻳﺮﻳﺖ ﻣﺪﻝ ﺩﺭ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﻃﺮﺍﺣﻲ ﻭﺍﺳﻂ ﮐﺎﺭﺑﺮ ﺑﺮﺍﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﻓﺮﺁﻳﻨﺪ ﺗﻮﺳﻌﺔ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﺍﺑﺰﺍﺭﻫﺎ‪ ،‬ﺗﮑﻨﻴﮏﻫﺎ ﻭ ﺭﻭﺵﻫﺎﻱ ﺳﺎﺧﺖ ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ‬
‫·‬
‫ﺑﺮﺭﺳﻲ ﭼﻨﺪ ﺳﻴﺴﺘﻢ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻧﻤﻮﻧﻪ‬
‫·‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﮔﺮﻭﻫﻲ ﻭ ﺷﺒﮑﻪ ﺷﺪﻩ‬
‫·‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺍﻧﺶ ﻭ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
‫·‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻭ ﻫﻮﺵ ﻣﺼﻨﻮﻋﻲ‬
‫·‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺗﺼﻤﻴﻢﻳﺎﺭ ﻭ ﻋﺎﻣﻞﻫﺎﻱ ﻫﻮﺷﻤﻨﺪ‬
‫·‬
‫ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻭ ﻳﮑﭙﺎﺭﭼﻪﺳﺎﺯﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﺪﻳﺮﻳﺖ‬
‫·‬
‫ﺍﺛﺮﮔﺬﺍﺭﻱ ﺳﻴﺴﺘﻢﻫﺎﻱ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﺪﻳﺮﻳﺖ ﺑﺮ ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺟﻮﺍﻣﻊ‬
‫‪۴۵‬‬
‫ﻧﻤﻮﻧﻪﻫﺎﻱ ﮐﺎﺭﺑﺮﺩﻱ‬
·
·
Efraim Turban, Jay E. Aronson, Ting-Peng Liang, Decision Support Systems and Intelligent Systems,
Prentice Hall, 7th ed., 2005.
·
George M. Marakas, Decision Support Systems in the 21st Century, Prentice Hall, 1998.
·
Jatinder N.D. Gupta, Guisseppi A. Forgionne, Manuel Mora, Intelligent Decision-making Support Systems:
Foundations, Applications and Challenges, Springer, 2006.
۴۶
‫ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ )‪(Knowledge Management‬‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪۳:‬‬
‫ﻧﻮﻉ ﻭﺍﺣﺪ‪:‬ﻧﻈﺮﻱ‬
‫ﺗﻌﺪﺍﺩ ﺳﺎﻋﺖ‪۴۸:‬‬
‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬‬
‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻭ ﺗﺎﺭﻳﺨﭽﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻫﻤﭽﻨﻴﻦ ﺍﺭﺗﺒﺎﻁ ﺁﻥ ﺑﺎ ﺍﻃﻼﻋﺎﺕ ﻭ‬
‫ﻣﺪﻳﺮﻳﺖ ﺍﻃﻼﻋﺎﺕ ﺁﺷﻨﺎ ﻣﻲﺷﻮﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺭﻭﺷﻬﺎ ﻭ ﻧﮑﺎﺕ ﻣﻬـﻢ ﺩﺭ ﭘﻴـﺎﺩﻩﺳـﺎﺯﻱ ﻣـﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﺩﺭ ﺳـﺎﺯﻣﺎﻥﻫـﺎ ﻭ‬
‫ﻣﺸﮑﻼﺕ ﺁﻥ‪ ،‬ﺗﮑﻨﻮﻟﻮﮊﻱﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ ،‬ﺳﻴﺴﺘﻢﻫﺎﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻭ ﻧﺤﻮﻩ ﺗﻮﺳﻌﻪ ﺁﻧﻬﺎ ﻭ ﻧﻴﺰ‬
‫ﺍﺳﺘﺮﺍﺗﮋﻱﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﺛﺮﺍﺕ ﻣـﺪﻳﺮﻳﺖ ﺩﺍﻧـﺶ ﺩﺭ ﺣﻴﻄـﻪﻫـﺎﻱ ﻣﺨﺘﻠـﻒ‬
‫ﺻﻨﻌﺖ ﻭ ﺩﻭﻟﺖ ﻣﻄﺮﺡ ﻣﻲﮔﺮﺩﺩ‪.‬‬
‫·‬
‫ﺩﺍﻧﺶ‪ ،‬ﻳﺎﺩﮔﻴﺮﻱ‪ ،‬ﻋﻤﻠﮑﺮﺩ ﻭ ﺭﻗﺎﺑﺖ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﺩﺍﻧﺶ ﻣﺤﻮﺭ‬
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‫ﭼﺮﺧﻪ ﺩﺍﻧﺶ‪ ،‬ﺧﻠﻖ‪ ،‬ﺟﻤﻊﺁﻭﺭﻱ‪ ،‬ﺑﺎﺯﻳﺎﺑﻲ ﻭ ﺑﻪﮐﺎﺭﮔﻴﺮﻱ‬
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‫ﺷﻨﺎﺧﺖ ﮐﺎﺭﻣﻨﺪﺍﻥ ﻭ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺩﺍﻧﺶﻣﺪﺍﺭ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬
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‫ﻧﻘﺶ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ‬
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‫ﺍﺑﺰﺍﺭﻫﺎ ﻭ ﺗﮑﻨﻴﮏﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
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‫ﺗﮑﻨﻮﻟﻮﮊﻱﻫﺎﻱ ﺳﺨﺖﺍﻓﺰﺍﺭﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
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‫ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ :‬ﮔﺮﻭﻩﻫﺎﻱ ﮐﺎﺭﻱ‬
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‫ﻓﺮﻫﻨﮓ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‪ :‬ﺗﺒﺎﺩﻝ ﺍﻃﻼﻋﺎﺕ‬
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‫ﺍﺳﺘﺮﺍﺗﮋﻱﻫﺎﻱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
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‫ﺁﻳﻨﺪﻩ ﻭ ﭼﺸﻢﺍﻧﺪﺍﺯﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﺩﺍﻧﺶ‬
‫‪Amrit Tiwana, Knowledge Management Toolkit, The: Practical Techniques for Building a Knowledge‬‬
‫‪Management System, Pearson Education, 1999.‬‬
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‫‪Jay Liebowitz, Knowledge Management: Learning from Knowledge Engineering, CRC, 2001.‬‬
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‫‪American Society for Information Science (Corporate Author), Kanti Srikantaiah (Editor), Michael E. D.‬‬
‫‪Koenig (Editor), T. Kanti Srikantaiah, Knowledge Management for the Information Professional,‬‬
‫‪Information Today, 2000.‬‬
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‫‪Kimiz Dalkir, Knowledge Management in Theory and Practice, Butterworth-Heinemann, 2006.‬‬
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‫‪Carl Frappaolo, Knowledge Management, Capstone, 2nd edition, 2006.‬‬
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