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Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma

Year 2022, , 488 - 496, 31.12.2022

Esra Eret , Melih Çakar , Algı Demirbaş , Seçkin Eroğlu

https://doi.org/10.5961/higheredusci.1136280

Abstract

Manufacturing high-profit goods in the information and technology age requires solid foundations in basic sciences. However, despite their interests and high success, basic sciences often fail to attract university candidates due to the perceived job insecurity after graduation. To challenge this notion, the current study aimed to examine biology graduates’ profiles and career life. As a survey study, an online questionnaire was administered to 56 graduates of the biological sciences department. The findings showed that almost all graduates chose biology due to their interest in the first place. The majority thought that their undergraduate education prepared them effectively for their future career, and they acquired 21st-century skills adequately, except for entrepreneurship skills. They found a job related to their major in one to two years. They were primarily employed in universities and got academic positions. They were satisfied with their jobs. The study concluded that higher education attains its aim to match passionate people in line with their interests; however, it still needs to update curricula considering current knowledge, skills, and competencies. The implications may encourage university candidates to follow their passion in pursuing a career in basic sciences, particularly in Biology.

Keywords

Higher education basic sciences biology graduates career choice employability

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İstihdam Edilmek mi Yoksa Temel Bilim Tutkusu mu? Biyoloji Mezunlarının Yükseköğretim Diploması Aldıktan Sonraki Kariyer Yaşantıları

Year 2022, , 488 - 496, 31.12.2022

Esra Eret , Melih Çakar , Algı Demirbaş , Seçkin Eroğlu

https://doi.org/10.5961/higheredusci.1136280

Abstract

Bilgi ve teknoloji çağında kârı yüksek mallar üretebilmek için temel bilimlerde sağlam temellere sahip olmak gereklidir. Ancak, bazı üniversite adayları genellikle mezuniyet sonrası iş güvencesizliği yaşayacakları düşüncesiyle ilgi duymalarına ve bu alanlarda yüksek başarı göstermelerine rağmen, temel bilimlerle ilgili alanları tercih etmemektedirler. Mevcut çalışma, bahsedilen bu durumu daha yakından incelemek amacıyla biyoloji mezunlarının profillerini ve kariyer yaşantılarını incelemeyi amaçlamaktadır. Tarama çalışması olarak tasarlanan çalışmada biyolojik bilimler bölümünden 56 mezuna çevrimiçi anket uygulanmıştır. Bulgular hemen hemen tüm mezunların biyolojiyi ilk etapta ilgilerinden dolayı seçtiklerini göstermiştir. Mezunların çoğunluğu aldıkları lisans eğitiminin onları gelecekteki kariyerleri için etkili bir şekilde hazırladığını ve girişimcilik becerileri dışında, 21. yüzyıl becerilerini yeterince kazandıklarını düşünmektedir. Mezunlar bir ila iki yıl içinde mezuniyet alanlarıyla ilgili özellikle üniversitelerde akademik pozisyonlarda iş bulmuşlardır ve çalıştıkları işlerinden memnunlardır. Çalışmada, yükseköğretimin insanları ilgi alanları doğrultusunda alan ve mesleklerle eşleştirme konusundaki amacına ulaştığı sonucuna varılmıştır; ancak yine de günümüzdeki ihtiyaç duyulan bilgi, beceri ve yetkinlikler göz önünde bulundurarak yükseköğretim programlarının güncellenmesi gerekmektedir. Sonuçlar, üniversite adaylarını temel bilimlerde, özellikle Biyoloji alanında kariyer yapma tutkularının peşinden gitmeye teşvik edebilir.

Keywords

Yükseköğretim temel bilimler biyoloji mezunları kariyer seçimi istihdam edilebilirlik

References

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  • Akar, E. Ö., İzzet, A., Üniversitesi, B., Fakültesi, E., Öğretim, O., Ve, F., Alanları, M., & Bölümü, E. (2014). Fen edebiyat fakültesi biyoloji bölümü mezunlari neden öğretmen olmak istiyor? Dergipark.Org.Tr, 22(1). https://dergipark.org.tr/en/download/article-file/209947
  • Akgunduz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science and Technology Education, 12(5), 1365–1377. https://doi.org/10.12973/eurasia.2016.1518a
  • Aksu, M., Demir, C. E., Daloglu, A., Yildirim, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30(1), 91–101. https://doi.org/10.1016/j.ijedudev.2009.06.005
  • Araneo, K., Schwebach, J. R., & Csikari, M. (2017). Advising Biology Majors about Career Choices: Resources & Information for Biology Instructors. American Biology Teacher, 79(1), 14–21. https://doi.org/10.1525/abt.2017.79.1.14
  • Bahar, A., & Adiguzel, T. (2016). Analysis of factors influencing interest in STEM career: Comparison between American and Turkish high school students with high ability. Journal of STEM Education : Innovations and Research, 17(3), 64–69. http://ezproxy.libproxy.db.erau.edu/login?url=https://search.proquest.com/docview/1833037480?accountid=27203
  • Dağlı, A., & Baysal, N. (2016). Yaşam doyum ölçeği̇ni̇n Türkçe’ye uyarlanmasi: geçerli̇k ve güveni̇rli̇k çalişmasi. Elektronik Sosyal Bilimler Dergisi, 15(59). https://doi.org/10.17755/esosder.263229
  • DeWitt, J., Archer, L., & Moote, J. (2019). 15/16-Year-Old Students' Reasons for Choosing and Not Choosing Physics at a Level. International Journal of Science and Mathematics Education, 17(6), 1071–1087. https://doi.org/10.1007/s10763-018-9900-4
  • Diener, E., Emmons, R. A., Larsem, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
  • Erdogan, R. T. (2018). Yükseköğretim Akademik Yılı Açılış Töreninde Yaptıkları Konuşma. https://www.tccb.gov.tr/konusmalar/353/99365/yuksekogretim-akademik-yili-acilis-toreninde-yaptiklari-konusma
  • Author. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching. 282. https://open.metu.edu.tr/handle/11511/22664
  • Author. (2021). Who are going to teach in 21st century classes? a glance at teacher candidates to know our future teachers. In M. Alanoğlu (Ed.), EDUCATION & SCIENCE 2021-II (pp. 25–42). İstanbul: Efe Akademi Publishing. https://avesis.metu.edu.tr/yayin/9fe8fc96-be92-46e4-a231-8806b1c42040/education-science-2021-ii
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  • Fraenkel, Jack R., Wallen, N. E. (2009). How to Design and Evaluate Research in Education. McGraw-Hill Higher Education, 0, 707. http://www.johnlpryor.com/JP_Digital_Portfolio/EDU_7901_files/EDU 7901 Data Definitions.pdf
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127–146. https://doi.org/10.1002/tea.20267
  • Grayson, M. S., Newton, D. A., & Thompson, L. F. (2012). Payback time: The associations of debt and income with medical student career choice. Medical Education, 46(10), 983–991. https://doi.org/10.1111/j.1365-2923.2012.04340.x
  • Gruzdev, M. V., Kuznetsova, I. V., Tarkhanova, I. Y., & Kazakova, E. I. (2018). University graduates' soft skills: The employers' opinion. European Journal of Contemporary Education, 7(4), 690–698. https://doi.org/10.13187/ejced.2018.4.690
  • Gülmez, N., & Okur, M. E. (2021). Üniversite Kariyer Merkezlerinin Dünyadaki Gelişimi ve Türkiye Örneği. TroyAcademy, 6(1), 116–137. https://doi.org/10.31454/troyacademy.894132
  • Günay, D., Günay, A., & Atatekin, E. (2013). Türkiye’de temel bilimlerde sarsılış: Ülkenin sarsılışı. Yükseköğretim ve Bilim Dergisi, 3(2), 85–96. https://app.trdizin.gov.tr/makale/TVRZeE56WTJOZz09/turkiye-de-temel-bilimlerde-sarsilis-ulkenin-sarsilisi
  • Heo, M. (2008). Who chooses science? The aspirations for science of academically advanced high school students. https://getd.libs.uga.edu/pdfs/heo_misook_200812_phd.pdf
  • Jiang, Z., Hu, X., Wang, Z., & Jiang, X. (2017). Career Decision Self-Efficacy and Life Satisfaction in China: An Empirical Analysis. Social Indicators Research, 132(1), 137–154. https://doi.org/10.1007/s11205-015-1201-5
  • Johnson, M., Jain, R., Brennan-Tonetta, P., Swartz, E., Silver, D., Paolini, J., Mamonov, S., & Hill, C. (2021). Impact of Big Data and Artificial Intelligence on Industry: Developing a Workforce Roadmap for a Data Driven Economy. Global Journal of Flexible Systems Management, 22(3), 197–217. https://doi.org/10.1007/s40171-021-00272-y
  • Kabil, N. S., Allam, G. G., & Abd El-Geleel, O. M. (2018a). Motivational reasons for choosing dentistry as a professional career & factors affecting specialty choice among final year dental students. Future Dental Journal, 4(2), 308–313. https://doi.org/10.1016/j.fdj.2018.04.002
  • Kabil, N. S., Allam, G. G., & Abd El-Geleel, O. M. (2018b). Motivational reasons for choosing dentistry as a professional career & factors affecting specialty choice among final year dental students. Future Dental Journal, 4(2), 308–313. https://doi.org/10.1016/j.fdj.2018.04.002
  • Karaaslan, S. (2017). Ankara’daki üniversitelerin kariyer merkezleri üzerine bir değerlendirme. https://www.researchgate.net/profile/Sibel-Karaaslan/publication/313051152_ANKARA’DAKI_UNIVERSITELERIN_KARIYER_MERKEZLERI_UZERINE_BIR_DEGERLENDIRME/links/588edf7992851cef1362d64c/ANKARADAKI-UeNIVERSITELERIN-KARIYER-MERKEZLERI-UeZERINE-BIR-DEGERLENDIRME.pd
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There are 51 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Esra Eret 0000-0002-0908-8630

Melih Çakar 0000-0001-5625-5705

Algı Demirbaş 0000-0001-5555-6290

Seçkin Eroğlu 0000-0002-9494-7080

Publication Date December 31, 2022
Published in Issue Year 2022

Cite

APA Eret, E., Çakar, M., Demirbaş, A., Eroğlu, S. (2022). Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma. Yükseköğretim Ve Bilim Dergisi, 12(3), 488-496. https://doi.org/10.5961/higheredusci.1136280
AMA Eret E, Çakar M, Demirbaş A, Eroğlu S. Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma. J Higher Edu Sci. December 2022;12(3):488-496. doi:10.5961/higheredusci.1136280
Chicago Eret, Esra, Melih Çakar, Algı Demirbaş, and Seçkin Eroğlu. “Employability Versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma”. Yükseköğretim Ve Bilim Dergisi 12, no. 3 (December 2022): 488-96. https://doi.org/10.5961/higheredusci.1136280.
EndNote Eret E, Çakar M, Demirbaş A, Eroğlu S (December 1, 2022) Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma. Yükseköğretim ve Bilim Dergisi 12 3 488–496.
IEEE E. Eret, M. Çakar, A. Demirbaş, and S. Eroğlu, “Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma”, J Higher Edu Sci, vol. 12, no. 3, pp. 488–496, 2022, doi: 10.5961/higheredusci.1136280.
ISNAD Eret, Esra et al. “Employability Versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma”. Yükseköğretim ve Bilim Dergisi 12/3 (December 2022), 488-496. https://doi.org/10.5961/higheredusci.1136280.
JAMA Eret E, Çakar M, Demirbaş A, Eroğlu S. Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma. J Higher Edu Sci. 2022;12:488–496.
MLA Eret, Esra et al. “Employability Versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma”. Yükseköğretim Ve Bilim Dergisi, vol. 12, no. 3, 2022, pp. 488-96, doi:10.5961/higheredusci.1136280.
Vancouver Eret E, Çakar M, Demirbaş A, Eroğlu S. Employability versus Passion for Basic Sciences: Career Paths of Biology Graduates After Getting Higher Education Diploma. J Higher Edu Sci. 2022;12(3):488-96.