Araştırma Makalesi
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Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities

Yıl 2021, Cilt: 10 Sayı: 3, 1602 - 1617, 30.07.2021
https://doi.org/10.33206/mjss.866380

Öz

The aim of this study is to explain the institutionalization mechanisms of a focal institution of higher education and two spawning institutions. In this context, views of faculty members on institutional similarity of universities have been presented. Case study was employed in the research. This research design is also a comparative design as focal institution and spawning institutions were compared in terms of institutionalization in the research. The participants of this research is comprised of 27 faculty members who have been working in focal institution called X University Faculty of Education, and spawning institutions called Y University Faculty of Education and Z University Faculty of Education in Turkey. Focal and spawning institutions differ from other faculties within their universities due to the fact that their goal is to train individual with typical faculty of education culture. Faculties are under the pressure adhering to policies and standards established by the Council of Higher Education such as establishing which courses will be given and restructuring of departments. Spawning faculties are allowed to consult with X University when they are facing uncertainties. In the case of uncertainty, unethical behaviors that the spawning institutions copy or take as a model from the focal institutions need to be prevented.

Destekleyen Kurum

Ankara Üniversitesi BAP Koordinatörlüğü

Proje Numarası

16L0630004

Teşekkür

I would like to thank Prof. Dr. Ali Balci for his great supervision and personnel of Ankara University Scientific Research Projects Coordinatorship for their assistance.

Kaynakça

  • Akman, Y. (2019). Eğitim fakultelerinin misyonları uzerine bir arastirma [A study on the missions of education faculties]. Pamukkale University Journal of Education, 46, 39-56.
  • Alghamdi, A. M. (2020). Transforming into Entrepreneurial Universities: EU-OECD as a Framework for Saudi Universities. Journal of Educational Leadership and Policy Studies, 4(1).
  • Amaral A., & Magalhães A. (2002). The emergent role of external stakeholders in European higher education governance. In A. Amaral, G. A. Jones, & B. Karseth (Eds.), Governing higher education: National perspectives on institutional governance (pp. 1-21). Dordrecht: Springer.
  • Anafinova, S. (2020). The role of rankings in higher education policy: Coercive and normative isomorphism in Kazakhstani higher education. International Journal of Educational Development, 78, 1-13.
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  • Baruch, Y. (2013). Careers in academe: the academic labour market as an eco-system. Career Development International, 18(2), 196-210.
  • Baruch, Y., & Fidan, T. (2019). The Turkish academic labor market as an ecosystem. In T. Fidan (Ed.), Vocational identity and career construction in education (pp. 37-57). USA: IGI Global.
  • Bess, J., & Dee, J. (2008). Understanding college and university organization: Theories for effective policy and practice. Volume I: The state of the system. Virginia: Stylus Publishing.
  • Beydogan, G. S., & Beydogan, O. (2018). Ogrencilerin memnuniyet duzeyleri acisindan egitim fakultelerinde verilen ogretim hizmet kalitesinin karsilastirilmasi [Comparison of the quality of instructional service provided in the education faculties in terms of students’ satisfaction levels]. KEFAD, 19(3), 2521-2540.
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  • Bradford, H., Guzmán, A., & Trujillo, M. A. (2017). Determinants of successful internationalisation processes in business schools. Journal of Higher Education Policy and Management, 39(4), 435-452.
  • Brǿgger, K. (2016). The rule of mimetic desire in higher education: Governing through naming, shaming and faming. British Journal of Sociology of Education, 37(1), 72-91.
  • Bruckmann, S., & Carvalho, T. (2014). The reform process of Portuguese higher education institutions: From collegial to managerial governance. Tertiary Education and Management, 20, 193–206.
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  • Creswell, J. (2016). 30 essential skills for the qualitative researcher. CA: Sage Publications.
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  • DiMaggio, P., & Powell, W. (1991b). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. In W. Powell & Paul D. (Eds.), The new institutionalism in organizational analysis (pp. 63-82). Chicago: The University of Chicago Press.
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Üniversitelerde Kurumsallaşma Mekanizmaları: Türk Üniversiteleri Durum Çalışması

Yıl 2021, Cilt: 10 Sayı: 3, 1602 - 1617, 30.07.2021
https://doi.org/10.33206/mjss.866380

Öz

Bu çalışmanın amacı, odak yükseköğretim kurumunun ve iki yavru kurumun kurumsallaşma mekanizmalarını ortaya koymaktır. Bu bağlamda, öğretim üyelerinin üniversitelerin kurumsal benzerliğine ilişkin görüşleri sunulmuştur. Araştırmada durum çalışması kullanılmıştır. Bu araştırmada odak kurum ile yavru kurumlar, kurumsallaşma konusunda birbirleriyle karşılaştırıldığı için bu araştırmanın deseni, aynı zamanda karşılaştırmalı desendir. Bu araştırmanın çalışma grubunu, Türkiye'deki X Üniversitesi Eğitim Fakültesi adlı odak kurumda çalışan öğretim üyeleri ile Y Üniversitesi Eğitim Fakültesi ve Z Üniversitesi Eğitim Fakültesi olarak adlandırılan yavru kurumlarda çalışan 27 öğretim üyesi oluşturmaktadır. Odak kurum ve yavru kurumların amacının tipik eğitim fakültesi kültürü ile bireyi yetiştirme olması nedeniyle bu kurumlar, üniversitelerindeki diğer fakültelerden farklılık göstermektedir. Fakülteler, okutulan dersleri belirleme ve bölümlerin yeniden yapılandırılması gibi Yükseköğretim Kurulu’nun politikalarına ve koymuş olduğu standartlara uyma baskısı altındadır. Yavru fakültelerinin belirsizliklerle karşılaştıklarında X Üniversitesine danışmalarına olanak verilmektedir. Belirsizlik durumunda, yavru kurumların odak kurumlardan kopyaladığı ya da model aldığı etik olmayan davranışların önlenmesi gerekmektedir.

Proje Numarası

16L0630004

Kaynakça

  • Akman, Y. (2019). Eğitim fakultelerinin misyonları uzerine bir arastirma [A study on the missions of education faculties]. Pamukkale University Journal of Education, 46, 39-56.
  • Alghamdi, A. M. (2020). Transforming into Entrepreneurial Universities: EU-OECD as a Framework for Saudi Universities. Journal of Educational Leadership and Policy Studies, 4(1).
  • Amaral A., & Magalhães A. (2002). The emergent role of external stakeholders in European higher education governance. In A. Amaral, G. A. Jones, & B. Karseth (Eds.), Governing higher education: National perspectives on institutional governance (pp. 1-21). Dordrecht: Springer.
  • Anafinova, S. (2020). The role of rankings in higher education policy: Coercive and normative isomorphism in Kazakhstani higher education. International Journal of Educational Development, 78, 1-13.
  • Aslan, C. (2019). Turkiye’de egitim bilimlerinin kurumsal gelisimi [Institutional development of educational sciences in Turkey]. In B. Aslan, & F. Bikmaz (Eds.), Prof. Dr. Mehmet Ali Kisakurek’e armagan [In loving memory of Prof. Dr. Mehmet Ali Kisakurek] (pp. 407-441). Ankara: Ankara Universitesi Basimevi.
  • Balyer, A. ve Gündüz, Y. (2011). Turk yuksekogretim yonetim sisteminde YOK ile yasanan paradigmatik donusum: Vakif universiteleri celiskisi [Paradigmatic transformation in higher education with YOK: Private universities dilemma]. Journal of Erciyes University Institute of Social Sciences, 31, 69-84.
  • Baruch, Y. (2013). Careers in academe: the academic labour market as an eco-system. Career Development International, 18(2), 196-210.
  • Baruch, Y., & Fidan, T. (2019). The Turkish academic labor market as an ecosystem. In T. Fidan (Ed.), Vocational identity and career construction in education (pp. 37-57). USA: IGI Global.
  • Bess, J., & Dee, J. (2008). Understanding college and university organization: Theories for effective policy and practice. Volume I: The state of the system. Virginia: Stylus Publishing.
  • Beydogan, G. S., & Beydogan, O. (2018). Ogrencilerin memnuniyet duzeyleri acisindan egitim fakultelerinde verilen ogretim hizmet kalitesinin karsilastirilmasi [Comparison of the quality of instructional service provided in the education faculties in terms of students’ satisfaction levels]. KEFAD, 19(3), 2521-2540.
  • Bowl, M., & Hughes, J. (2016). Fair access and fee setting in English universities: what do institutional statements suggest about university strategiesin a stratified quasi-market? Studies in Higher Education, 41(2), 269-287.
  • Bradford, H., Guzmán, A., & Trujillo, M. A. (2017). Determinants of successful internationalisation processes in business schools. Journal of Higher Education Policy and Management, 39(4), 435-452.
  • Brǿgger, K. (2016). The rule of mimetic desire in higher education: Governing through naming, shaming and faming. British Journal of Sociology of Education, 37(1), 72-91.
  • Bruckmann, S., & Carvalho, T. (2014). The reform process of Portuguese higher education institutions: From collegial to managerial governance. Tertiary Education and Management, 20, 193–206.
  • Bryman, A. (2012). Social research methods. (4th edition). New York: Oxford University Press.
  • Cai, Y. (2010). Global isomorphism and govarnance reform in Chinese Higher Education. Tertiary Education and Management, 16(3), 229-241. https://doi.org/10.1080/13583883.2010.497391
  • Cardona, L. M., Pardo, M., & Dasi, A. (2020). The institutional isomorphism in the context of organizational changes in higher education institutions. International Journal of Research in Education and Science (IJRES), 6(1), 61-73.
  • Clark, B. R. (1980). Academic culture (Working Paper). IHERG-42. Yale University, Higher Education Research Group.
  • Cockcroft, T. (2019). Institutional hybridity and cultural isomorphism in contemporary policing. International Journal of Police Science & Management, 21(4), 218-229.
  • Colbeck, C. (2002). Assessing institutionalization of curricular and pedagogical reforms. Research in Higher Education, 43(4), 397- 421.
  • Creswell, J. (2016). 30 essential skills for the qualitative researcher. CA: Sage Publications.
  • D’Aunno, T., Succi, M., & Alexander, J. (2000). The role of institutional and market forces in divergent organizational change. Administrative Science Quarterly, 45(4), 679-703.
  • Dill, D. (2001). The regulation of public research universities: Changes in academic competition and implications for university autonomy and accountability. Higher Education Policy, 14(1), 21-35.
  • Dill, D. (2010). Quality assurance in higher education: Practices and issues. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education. (3rd Edition, pp. 377-383). Oxford: Elsevier.
  • DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Collective rationality and institutional isomorphism in organizational fields. American Sociological Review, 48(2), 147-160.
  • DiMaggio, P., & Powell, W. (1991a). Introduction. In W. Powell & Paul D. (Eds.), The new institutionalism in organizational analysis (pp. 1-38). Chicago: The University of Chicago Press
  • DiMaggio, P., & Powell, W. (1991b). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. In W. Powell & Paul D. (Eds.), The new institutionalism in organizational analysis (pp. 63-82). Chicago: The University of Chicago Press.
  • Dobrev, S., & Gotsopoulos, A. (2010). Legitimacy vacuum, structural imprinting and the first mover disadvantage. Academy of Management Journal, 53(5), 1153- 1174.
  • Eisenhardt, K. (1989). Building theories from case study research. Academy of Management Review, 15, 532-550.
  • Ekström, M. (1992). Causal explanation of social action. The Contribution of Max Weber and of critical realism to a generative view of causal explanation in social science. Acta Sociologica, 35, 107-122.
  • Ethington, P., & McDonagh, E. (1995a). The eclectic center of the new institutionalism: Axes of analysis in comparative perspective. Social Science History, 19(4), 467-477.
  • Finnemore, M. (1996). Norms, culture, and world politics: Insights from sociology’s institutionalism. International Organization, 50(2), 325-347.
  • Frumkin, P., & Galaskiewicz, J. (2004). Institutional isomorphism and public sector organizations. Journal of Public Administration Research and Theory, 14(3), 283-307. https://doi.org/10.1093/jopart/muh028
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Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

İnci Öztürk 0000-0001-9177-2038

Proje Numarası 16L0630004
Yayımlanma Tarihi 30 Temmuz 2021
Gönderilme Tarihi 22 Ocak 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 3

Kaynak Göster

APA Öztürk, İ. (2021). Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities. MANAS Sosyal Araştırmalar Dergisi, 10(3), 1602-1617. https://doi.org/10.33206/mjss.866380
AMA Öztürk İ. Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities. MJSS. Temmuz 2021;10(3):1602-1617. doi:10.33206/mjss.866380
Chicago Öztürk, İnci. “Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities”. MANAS Sosyal Araştırmalar Dergisi 10, sy. 3 (Temmuz 2021): 1602-17. https://doi.org/10.33206/mjss.866380.
EndNote Öztürk İ (01 Temmuz 2021) Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities. MANAS Sosyal Araştırmalar Dergisi 10 3 1602–1617.
IEEE İ. Öztürk, “Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities”, MJSS, c. 10, sy. 3, ss. 1602–1617, 2021, doi: 10.33206/mjss.866380.
ISNAD Öztürk, İnci. “Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities”. MANAS Sosyal Araştırmalar Dergisi 10/3 (Temmuz 2021), 1602-1617. https://doi.org/10.33206/mjss.866380.
JAMA Öztürk İ. Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities. MJSS. 2021;10:1602–1617.
MLA Öztürk, İnci. “Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities”. MANAS Sosyal Araştırmalar Dergisi, c. 10, sy. 3, 2021, ss. 1602-17, doi:10.33206/mjss.866380.
Vancouver Öztürk İ. Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities. MJSS. 2021;10(3):1602-17.

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