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Orta Kariyer Evresinde Bulunan Akademisyenlerin Akademisyenlik Mesleğine Yönelik Görüşleri

Year 2018, , 35 - 51, 01.06.2018
https://doi.org/10.33400/kuje.422087

Abstract

Akademisyenler ortaya koydukları her türlü çalışma ile üniversitelerin
önemli işlevlerini yerine getirmekte, üniversitelerin bugünü ve geleceğini
belirlemektedirler. Bu bakımdan akademisyenlik mesleğine yönelik çalışmaların
sonuçları her bakımdan önemli katkılar sağlamaktadır. Bu araştırmanın amacı,
orta kariyer evresinde bulunan akademisyenlerin akademisyenlik mesleğine
yönelik görüşlerini irdelemektir. Akademisyenliğin kendi başına bir meslek olup
olmadığı üzerine tartışmalar bulunmakla birlikte, akademisyenliği farklı
uzmanlık alanlarını kapsayan bir meslek olarak tanımlayan çalışmalar sayıca
daha fazladır. Mevcut araştırma akademisyenliği bir meslek olarak ele almakta,
bu mesleği yürütenlerin görüşleri doğrultusunda mesleğin temel özelliklerini
tanımlayacak bulgulara odaklanmaktadır. Araştırma, her bir katılımcının (case)
kendisine has yaşantılarına dayalı olarak akademisyenliğinin algılanan temel
değer ve niteliklerini tanımlamayı hedeflediğinden kolektif araçsal durum
çalışması deseninde tasarlanmış ve devlet üniversitelerinde görev yapmakta
olan, farklı alan uzmanlığına, cinsiyete, unvana ve yaşa sahip 24 orta kariyer
evresi akademisyen ile yürütülmüştür. Orta kariyer evresi mesleki etkinlik
açısından farklı değişim ve tecrübeleri barındıran bir dönem olarak önemli
görülmekle birlikte araştırmalarda göz ardı edilen bir dönem olduğu sıklıkla
belirtilmektedir. Bu bakımdan mevcut çalışmanın orta kariyer evresinde bulunan
akademisyenlerle yürütülmesi tercih edilmiştir. Araştırmanın verileri açık-uçlu
yarı yapılandırılmış görüşme formu kullanılarak elde edilmiş, elde edilen
veriler içerik analizine tabi tutulmuştur. İçerik analizinde toplan yedi
kategori elde edilmiştir. Araştırma bulguları; akademisyenlerin mesleği, iki
yönlü bir meslek, usta-çırak ilişkisiyle edinilen bir meslek, edinilmesi ve
yürütülmesi zor bir meslek, hayatın her yerinde olan bir meslek, para için
yapılmayacak bir meslek, özdenetime dayalı bir meslek ve toplumsal saygınlığı
olan bir meslek olarak tanımladıklarını göstermektedir. Katılımcıların
akademisyenlik mesleğinin özü ile ilgili ortaya koydukları bu görüşlerin,
akademisyenlerin çalışma yaşantılarına yönelik yapılacak düzenlemelerde dikkate
alınması, alınan kararların uygulamaya konulması ve etkili sonuçlar
üretebilmesi bakımından önemlidir.

References

  • Arasa, J. N., & Calvert, M. (2013). Negotiating professional identities in higher education in Kenya: dilemmas and priorities of faculty. Research in Post-Compulsory Education, 18(4), 402-414. Ardıç, K., & Polatçı, S. (2008). Tükenmişlik sendromu akademisyenler üzerinde bir uygulama (GOÜ Örneği). İktisadi ve İdari Bilimler Fakültesi Dergisi, 10(2), 1-28.Austin, A. E. (1990). Faculty Cultures, Faculty Values. New Directions for Institutional Research, 68, 61-74. Dost, M. T., & Cenkseven, F. (2007). Devlet ve vakıf üniversitelerinde çalışan öğretim elemanlarının mesleki sorunları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 203-218. Beck, J., & Young, M. F. D. (2005). The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis. British Journal of Sociology of Education, 26(2), 183-197. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195-209. Blanchette, S. M. (2010). Space and Power in the Ivory Tower: Decision Making in Public Higher Education. Doctoral Dissertation, University of Massachusetts, Boston. Brennan, J. (2007). The Academic Profession and Increasing Expectations of Relevance. In M. Kogan & U. Teichler (Eds.), Key Challenges to the Academic Profession (pp. 19-28). Kasser: Jenior Kassel.Buhai, S. L. (2012). Profession: A Definition. [Article]. Fordham Urban Law Journal, 40(1), 241-281. Cavalli, A., & Teichler, U. (2010). The academic profession: A common core, a diversified group or an outdated ıdea? European Review, 18(1), 1-5. Clark, B. (1987). The Academic Profession: National, Disciplinary and Institutional Settings. London: University of California Press, Ltd.Creswell, J. W. ve Miller D. L. (2000). Determining Validity in Qualitative Inquiry, Theory into Practice, 39:3, 124-130.Dill, D. D. (1982). The structure of the academic profession: toward a definition of ethical ıssues. Journal of Higher Education, 53(3), 255-267. Dost, M. T., & Cenkseven, F. (2007). Devlet ve vakıf üniversitelerinde çalışan öğretim elemanlarının mesleki sorunları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 203-218. Duska, R., Duska, B. S., & Ragatz, J. (2011). Accounting Ethics. West Sussex: John Wiley & Sons, Ltd.Freidson, E. (2001). Professionalism, the third logic: on the practice of knowledge: University of Chicago Press.Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49(1-2), 155-176. Kogan, M. (1999). The culture of academe. Minerva, 37, 63-75. Kogan, M. (2000). Higher education communities and academic identity. Higher Education and Its Communities, 29-37. Kogan, M., Teichler, U., & Kassel, G. (2007). Key challenges to the academic profession. Kassel: Jenior.Kolsaker, A. (2008). Academic professionalism in the managerialist era: a study of English universities. Studies in Higher Education, 33(5), 513-525. Light, D. (1974). The structure of the academic professions. Sociology of Education, 47(1), 2-28. Moed, H. F. (2006). Citation analysis in research evaluation (Vol. 9). Springer Science & Business Media.Moore, M., & Hofman, J. E. (1988). Professional identity in institutions of higher-learning in Israel. Higher Education, 17(1), 69-79. Ortaş, İ. (2004). Öğretim üyesi ya da bilim insanı kimdir. Pivolka, 3(12), 11-16. Öztürk, N. (2008). Akademik kimlik ve etik. Akademik Dizayn Dergisi (Journal of Academic Design), 2(2), 47-56. Parsons, T. (1968). The position of identity in the general theory of action. In C. Gordon & K. J. Gergen (Eds.), The Self in Social Interaction: I Classic and contemporary perspectives (pp. 11-24). Oxford, England: John Wiley & Sons.Piper, D. W. (1994). Are Professors Professional? The Organisation of University Examinations. London: Jessica Kingsley Publications.Ruane, S. G. (2013). Coaching the self: Identity work (ing) and the self-employed professional. Unpublished Dissertation. The University of Massachusetts, Isenberg School of Management. Massachusetts. Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of education policy, 16(2), 149-161. Sager, W. H. (1995). Characteristics of a profession. National Public Accountant, 40(3), 6-21. Schein, E. (2010). Organisational Culture and Leadership. San Francisco: Jossey-Bass.Soyşekerci, S. (2007). Örgütlerde profesyonellerin yönetimi sorunu ve Türkiye'de akademisyenlere yönelik nitel bir araştırma. Basılmamış doktora tezi, Kocaeli Üniversitesi, Kocaeli.Stake, R. E. (2006). Multiple case study analysis. New York: Guilford Press.Taylor, P. G. (1999). Making Sense of Academic Life: Academics, Universities and Change: ERIC.Teichler, U., Arimoto, A., & Cummings, W. K. (2013). The Changing Academic Profession: Major Findings of a Comperative Survey. Dordrecht: Springer Science and Business Media.Yaacoub, H. K. (2011). Professional identities of part-time academics. International Journal of Arts & Sciences, 4(11), 223-252. Ylijoki, O.H. (2008). A clash of academic cultures: The case of Dr. X. In J. Välimaa & O.H. Ylijoki (Eds.), Cultural Perspectives on Higher Education (pp. 75-89). Dordrecht: Springer Netherlands Van der Walt, J. L., Wolhuter, C., Potgieter, F., Higgs, P., Higgs, L., & Ntshoe, I. (2011). The academic profession in the third world: a comparative study. Journal of Third World Studies, 28(2), 233. Vannini, P. (2004). Authenticity and power in the academic profession. Doctoral Dissertation, Washington State University, Washington, the USA. Yıldırım, A., & Şimşek, H. (2001). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.Yin, R. K. (2003). Case Study Research (Third Edition). Thousand Oaks, California: Sage Publishing.Zhang, Z. (2013). The Academic Identity Construction of Junior Faculty in the Context of Higher Education Reforms: Case study of Two Universities in Mainland China. Doctoral Dissertation, The Chinese University of Hong Kong, Hong Kong.

Opinions of Academicians in Middle Career towards Profession of Academics

Year 2018, , 35 - 51, 01.06.2018
https://doi.org/10.33400/kuje.422087

Abstract

Academics accomplish important functions of
universities all through their performances and determine the present and
future of universities. Therefore, studies focusing on academic profession
contribute significantly. Thus, the present study aims to investigate the
perceptions of midcareer academics regarding academic profession. Although
discussions whether academic profession is a distinct profession are two-fold
in the literature, academic profession is defined as a distinct profession that
comprises of different disciplines in many current studies. The present study
defines academic profession as a distinct profession and aims to define the
fundamental characteristics of the profession from the perspective of academics
themselves. Since the focus of the study is the unique experiences and
perceptions of each participant academic (case) in defining the fundamental
values and principles of the profession, collective instrumental case study
design was used, and 24 academics with different disciplines, genders, ages and
titles from two state universities participated the study. Midcareer is
considered to be a significant career stage characterized with change and
development, but takes rather little attention in the current literature. Thus,
midcareer academics were selected for the present study considering that the
findings could better contribute to the literature and practitioners. Data was
collected using semi-structured interview form, and seven categories emerged
after the content analysis.  According to
these findings, midcareer academics define academic profession as a two-fold
profession (teaching and research), acquired through master-apprentice
relationship, one difficult to acquire and perform, comprises whole life,
guided by moral rather than material aspirations, based on self-discipline and
prestigious in society. These findings could guide policy makers in designing
policies that might work better and more effectively in academic life.

References

  • Arasa, J. N., & Calvert, M. (2013). Negotiating professional identities in higher education in Kenya: dilemmas and priorities of faculty. Research in Post-Compulsory Education, 18(4), 402-414. Ardıç, K., & Polatçı, S. (2008). Tükenmişlik sendromu akademisyenler üzerinde bir uygulama (GOÜ Örneği). İktisadi ve İdari Bilimler Fakültesi Dergisi, 10(2), 1-28.Austin, A. E. (1990). Faculty Cultures, Faculty Values. New Directions for Institutional Research, 68, 61-74. Dost, M. T., & Cenkseven, F. (2007). Devlet ve vakıf üniversitelerinde çalışan öğretim elemanlarının mesleki sorunları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 203-218. Beck, J., & Young, M. F. D. (2005). The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis. British Journal of Sociology of Education, 26(2), 183-197. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195-209. Blanchette, S. M. (2010). Space and Power in the Ivory Tower: Decision Making in Public Higher Education. Doctoral Dissertation, University of Massachusetts, Boston. Brennan, J. (2007). The Academic Profession and Increasing Expectations of Relevance. In M. Kogan & U. Teichler (Eds.), Key Challenges to the Academic Profession (pp. 19-28). Kasser: Jenior Kassel.Buhai, S. L. (2012). Profession: A Definition. [Article]. Fordham Urban Law Journal, 40(1), 241-281. Cavalli, A., & Teichler, U. (2010). The academic profession: A common core, a diversified group or an outdated ıdea? European Review, 18(1), 1-5. Clark, B. (1987). The Academic Profession: National, Disciplinary and Institutional Settings. London: University of California Press, Ltd.Creswell, J. W. ve Miller D. L. (2000). Determining Validity in Qualitative Inquiry, Theory into Practice, 39:3, 124-130.Dill, D. D. (1982). The structure of the academic profession: toward a definition of ethical ıssues. Journal of Higher Education, 53(3), 255-267. Dost, M. T., & Cenkseven, F. (2007). Devlet ve vakıf üniversitelerinde çalışan öğretim elemanlarının mesleki sorunları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 203-218. Duska, R., Duska, B. S., & Ragatz, J. (2011). Accounting Ethics. West Sussex: John Wiley & Sons, Ltd.Freidson, E. (2001). Professionalism, the third logic: on the practice of knowledge: University of Chicago Press.Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49(1-2), 155-176. Kogan, M. (1999). The culture of academe. Minerva, 37, 63-75. Kogan, M. (2000). Higher education communities and academic identity. Higher Education and Its Communities, 29-37. Kogan, M., Teichler, U., & Kassel, G. (2007). Key challenges to the academic profession. Kassel: Jenior.Kolsaker, A. (2008). Academic professionalism in the managerialist era: a study of English universities. Studies in Higher Education, 33(5), 513-525. Light, D. (1974). The structure of the academic professions. Sociology of Education, 47(1), 2-28. Moed, H. F. (2006). Citation analysis in research evaluation (Vol. 9). Springer Science & Business Media.Moore, M., & Hofman, J. E. (1988). Professional identity in institutions of higher-learning in Israel. Higher Education, 17(1), 69-79. Ortaş, İ. (2004). Öğretim üyesi ya da bilim insanı kimdir. Pivolka, 3(12), 11-16. Öztürk, N. (2008). Akademik kimlik ve etik. Akademik Dizayn Dergisi (Journal of Academic Design), 2(2), 47-56. Parsons, T. (1968). The position of identity in the general theory of action. In C. Gordon & K. J. Gergen (Eds.), The Self in Social Interaction: I Classic and contemporary perspectives (pp. 11-24). Oxford, England: John Wiley & Sons.Piper, D. W. (1994). Are Professors Professional? The Organisation of University Examinations. London: Jessica Kingsley Publications.Ruane, S. G. (2013). Coaching the self: Identity work (ing) and the self-employed professional. Unpublished Dissertation. The University of Massachusetts, Isenberg School of Management. Massachusetts. Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of education policy, 16(2), 149-161. Sager, W. H. (1995). Characteristics of a profession. National Public Accountant, 40(3), 6-21. Schein, E. (2010). Organisational Culture and Leadership. San Francisco: Jossey-Bass.Soyşekerci, S. (2007). Örgütlerde profesyonellerin yönetimi sorunu ve Türkiye'de akademisyenlere yönelik nitel bir araştırma. Basılmamış doktora tezi, Kocaeli Üniversitesi, Kocaeli.Stake, R. E. (2006). Multiple case study analysis. New York: Guilford Press.Taylor, P. G. (1999). Making Sense of Academic Life: Academics, Universities and Change: ERIC.Teichler, U., Arimoto, A., & Cummings, W. K. (2013). The Changing Academic Profession: Major Findings of a Comperative Survey. Dordrecht: Springer Science and Business Media.Yaacoub, H. K. (2011). Professional identities of part-time academics. International Journal of Arts & Sciences, 4(11), 223-252. Ylijoki, O.H. (2008). A clash of academic cultures: The case of Dr. X. In J. Välimaa & O.H. Ylijoki (Eds.), Cultural Perspectives on Higher Education (pp. 75-89). Dordrecht: Springer Netherlands Van der Walt, J. L., Wolhuter, C., Potgieter, F., Higgs, P., Higgs, L., & Ntshoe, I. (2011). The academic profession in the third world: a comparative study. Journal of Third World Studies, 28(2), 233. Vannini, P. (2004). Authenticity and power in the academic profession. Doctoral Dissertation, Washington State University, Washington, the USA. Yıldırım, A., & Şimşek, H. (2001). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.Yin, R. K. (2003). Case Study Research (Third Edition). Thousand Oaks, California: Sage Publishing.Zhang, Z. (2013). The Academic Identity Construction of Junior Faculty in the Context of Higher Education Reforms: Case study of Two Universities in Mainland China. Doctoral Dissertation, The Chinese University of Hong Kong, Hong Kong.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Tijen Tülübaş This is me

Şöheyda Göktürk

Publication Date June 1, 2018
Submission Date May 10, 2018
Published in Issue Year 2018

Cite

APA Tülübaş, T., & Göktürk, Ş. (2018). Orta Kariyer Evresinde Bulunan Akademisyenlerin Akademisyenlik Mesleğine Yönelik Görüşleri. Kocaeli Üniversitesi Eğitim Dergisi, 1(1), 35-51. https://doi.org/10.33400/kuje.422087



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