KAMU YÖNETİMİ ÖĞRENCİLERİNİN DERS İÇERİK DEĞERLENDİRMELERİNİ ETKİLEYEN FAKTÖRLER

Year 2020, Volume: 12 Issue: 4, 332 - 344, 05.10.2020

Burak Hergüner

Abstract

Bu çalışma, kamu yönetimi öğrencilerinin aldıkları dersin ders içeriğine yönelik değerlendirmelerini etkileyen faktörleri ortaya koymaktadır. Çalışmadaki empirik veriler üç farklı üniversitede eğitim görmekte olan toplam 171 kamu yönetimi bölümü öğrencisinden anket yoluyla toplanmıştır. Keşfedici faktör analizi, Cronbach’s alfa testi verilerin analizinde kullanılmış ve ayrıca değişkenler arası ilişkiler yapısal eşitlik modellemesi yoluyla sınanmıştır. Bu sayede geçerli ve güvenilir bir model ortaya konmuştur. Çalışmada keşfedici faktör analizi ve doğrulayıcı faktör analizi yöntemleri birarada kullanılarak muhtemel ortak yöntem varyans (OYV) problemi en alt seviyeye indirilmiştir. Çalışmada, kamu ve vakıf üniversitelerinde eğitim gören kamu yönetimi öğrencilerinin ders içeriği değerlendirmeleri arasında anlamlı bir fark bulunmuştur. Ayrıca, öğrencilerin tatmini ve algılanan önem de öğrencilerin ders içerik değerlendirmelerini etkilemektedir.

Keywords

Ders içeriği, Öğrenci tatmini, Kamu yönetimi öğrencileri, Kamu yönetimi

IDENTIFYING THE FACTORS AFFECTING PUBLIC ADMINISTRATION STUDENTS’ COURSE CONTENT EVALUATION

Abstract

This study aims at exploring the elements affecting public administration students’ course content evaluation results. Empirical data were gathered from 171 public administration students from three different universities using the questionnaire method. Exploratory Factor Analysis, Cronbach's alpha test were used to analyze the data and the relationships were examined through Structural Equation Modeling. The current study describes a model in a reliable and valid way. In the study, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were both applied to identify clusters of variables to minimize the potential common method variance (CMV) effect. The study proved that there is a significant difference between public and foundation universities in terms of public administration students’ course content evaluation. Besides, student satisfaction and perceived significance both affect students’ evaluation of course content.

Keywords

Course content, Student satisfaction, Public administration students, Public affairs

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