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“Yönetim‐Organizasyon” Ders Kitaplarında Biçim ve İdeoloji

Year 2009, Volume: 4 Issue: 1, 239 - 258, 01.04.2009

Abstract

Bu çalışmanın başlıca iki amacı vardır. Birincisi, seçilmiş “yönetim‐organizasyon” ders kitapları‐ nın biçimlerinin okunabilirlik, içerik, literatür kullanımı mercek altına alınmasıdır. İkincisi ise, seçilen iki konuda ‐güçlendirme ve küçülme‐ kullandıkları dilden hareketle bu ders kitapların‐ da açık veya örtülü olarak sinmiş ideolojiyi açığa çıkarmaktır. Kullandıkları dilin incelenmesi sonucunda bütün kitapların liberal‐kapitalist ideolojinin ve söylemin etkisi altında oldukları ve yönetim‐organizasyon alanındaki alternatif görüşleri ihmal ettikleri ortaya konmuştur. Yine görülmüştür ki bu kitapların biçimlerinde önemli eksiklikler vardır ve bu alanda acilen bazı aka‐ demik norm ve gayrı resmi düzenlemelerin geliştirilmesi gerekmektedir

References

  • Akat, İ., G. Budak ve G. Budak (1994), İşletme Yönetimi, İstanbul: Beta.
  • Alred, G. J. ve E. A Thelen (1993), “Are Textbooks Contributions to Scholarship?” College Composition and Communication, 44(4), 466‐477.
  • Barnard, C. (2003), Language, Ideology and Japanese History Textbooks, Routledge: Curzon.
  • Bayraktaroğlu, S. (2006), İnsan Kaynakları Yönetimi (2. baskı), Sakarya: Sakarya Yayıncılık.
  • Boskin, M. J. (1988), “Observations on the Use of Textbooks in the Teaching of Principles of Economics”, The Journal of Economic Education, 19(2), 157‐164.
  • Bowen, D. D. (1980), “Experiential and Traditional Teaching of OB: A Dubious Distinction”, Exchange: The Organizational Behavior Teaching Journal, 5(3), 7‐12.
  • Bowman, J. S., E. M. Berman ve J. P. West (2001), “The Profession of Public Administration: An Ethics Edge in Introductory Textbooks?”, Public Administration Review, 61(2), 194‐205.
  • Can, H. (2005), Organizasyon ve Yönetim, Ankara: Siyasal Kitabevi.
  • Desler, G. (2001), Management (2. ed), Prentice Hall.
  • Dick, P. (2004), “Discourse Analysis”, (içinde) Cassel, C. Ve Symon, G. (derleyenler) Essential Guide to Qualitative Methods in Organizational Research, Sage Publications.
  • Dilley, M. B. (1967), “Textbooks Used in Accounting Courses”, The Accounting Review, 42(4), 800‐802.
  • Downs, A. (1995), Corporate Executions : The Ugly Truth About Layoffs‐How Corporate Greed is Shattering Lives, Companies, and Communities, CIP.
  • Efil, İ. (2006), İşletmelerde Yönetim ve Organizasyon, İstanbul: Alfa Aktüel Yayınla‐ rı.
  • Eren, E. (2003), Yönetim ve Organizasyon (Çağdaş ve Küresel Yaklaşımlar), İstan‐ bul: Beta.
  • Fairclough, N. (1992), Discourse and Social Change, Cambridge: Polity Press.
  • Genç, N. (2004), Yönetim ve Organizasyon‐Çağdaş Sistemler ve Yaklaşımlar, Anka‐ ra: Seçkin.
  • Gilbert, D. R. (2003), “Propaganda, Trusteeship, and Artifact: Locating a New Place for the Management Textbook”, Journal of Management Education, 27, 730‐733.
  • Graham, F. C. (1988), “Some Observations on Sociology Textbooks: An Editorial Perspective”, Teaching Sociology, 16(4), 356‐365.
  • Hill, R. (2000), “The Case of the Missing Organizations: Co‐Operatives and the Textbooks”, The Journal of Economic Education, 31(3), 281‐295.
  • Kent, C. A. (1989), “The Treatment of Entrepreneurship in Principles of Economics Textbooks”, The Journal of Economic Education, (20)2, 153‐164.
  • Kent, C. A. ve Rushing, F.W. (1999), “Coverage of Entrepreneurship in Principles of Economics Textbooks: An Update”, The Journal of Economic Education, 30(2), 184‐188.
  • Koçel, T. (2003), İşletme Yöneticiliği, Yçnetim ve Organizasyon, Organizasyonlarda Davranış, Klasik‐Modern‐Çağdaş ve Güncel Yaklaşımlar, İstanbul:Beta.
  • Linstead, S., L. Fulop, S. Lilley (2004), Management and Organization: A Critical Approach, Palgrave‐Mcmillan.
  • Lisovskaya, E. ve V. Karpov (1999), “New Ideologies in Postcommunist Russian Textbooks”, Comparative Education Review, 43(4), 522‐543.
  • Moss, M. G. (2000), “The Language of School Textbooks and The Ideology of Science”, Zona Próxıma, 1, 44‐55.
  • Nelson, J. L. ve W. B. Stanley (1985), “Academic Freedom: 50 Years standing Stil”, Social Education, 49, 662‐666.
  • Norgaard, R. L. (1981), “The Evolution of Business Finance Textbooks”, Financial Management, 10(2) Tenth Anniversary Issue: The Evolution of the Finance Discipline, 34‐45.
  • Oktik, Ş. (2007), “Yükseköğretim Yeterlilikler Çerçevesi”, Yükseköğretim Yeterlikler Komisyonu, YÖK.
  • Parker, I. (2004), “Discourse Analysis”, (içinde) Flick, U., von Kardorff, E. ve Steinke, I. (Derleyenler), A Companion to Qualitative Research, Sage Publications. Persell, C. H. (1988), “Reflections on Sociology Textbooks by a Teacher, Scholar, and Author”, Teaching Sociology, 16(4), 399‐402.
  • Potterfeld, T. A. (1999), The Business of Employee Empowerment : Democracy and Ideology in the Workplace, Greenwood Publishing Group.
  • Spacks, P. M. (1993), “Image and Action: Critics of the Academy”, Callaloo, 16(2), 293‐302.
  • Tischler, H. L. (1988), “Textbooks Are a Reflection of the Discipline”, Teaching Sociology, 16(4), 370‐372.
  • Tyack, D. (1999), “Monuments Between Covers: The Politics of Textbooks.” American Behavioral Scientist 42, 922.
  • Villere, M. F. ve G. K. Stearns (1976), “The Readability of Organizational Behavior Textbooks” The Academy of Management Journal, 19(1), 132‐137.
  • Watts, M. (1987), “Ideology, Textbooks, and the Teaching of Economics”, Theory Into Practice, 26(3), Developing Economic Literacy, 190‐197.
  • Witzel, M. (2004), Management: The Basics, Routledge.
  • Wong, S. L. (1991), “Evaluating the Content of Textbooks: Public Interests and Professional Authority”, Sociology of Education, 64(1) Special Issue on Sociology of the Curriculum, 11‐18.
  • Yanowitz, K. L. ve K. J. Weathers (2004), “Do Boys and Girls Act Differently in the Classroom? A Content Analysis of Student Characters in Educational Psychology Textbooks”, Sex Roles, 51, (1‐2), 101‐107.

Format and Ideology on “Management‐ Organization” Textbooks

Year 2009, Volume: 4 Issue: 1, 239 - 258, 01.04.2009

Abstract

The aim of this study is twofold: first, to scrutinize the formats readability, contents, literature usage of the selected “management‐ organization” textbooks and second, to explore the ideology extrinsically or intrinsically inherited within those textbooks by examining the language they apply in two selected topics, Empowerment and Downsizing. By examining the language they use, it is found out that all the textbooks are under the influence of liberal‐ capitalist ideology and discourse and neglect alternative approaches to” management‐ organization” subject matter. It is also found out that their formats are so poor that some academic norms and codes urgently needed to be developed.

References

  • Akat, İ., G. Budak ve G. Budak (1994), İşletme Yönetimi, İstanbul: Beta.
  • Alred, G. J. ve E. A Thelen (1993), “Are Textbooks Contributions to Scholarship?” College Composition and Communication, 44(4), 466‐477.
  • Barnard, C. (2003), Language, Ideology and Japanese History Textbooks, Routledge: Curzon.
  • Bayraktaroğlu, S. (2006), İnsan Kaynakları Yönetimi (2. baskı), Sakarya: Sakarya Yayıncılık.
  • Boskin, M. J. (1988), “Observations on the Use of Textbooks in the Teaching of Principles of Economics”, The Journal of Economic Education, 19(2), 157‐164.
  • Bowen, D. D. (1980), “Experiential and Traditional Teaching of OB: A Dubious Distinction”, Exchange: The Organizational Behavior Teaching Journal, 5(3), 7‐12.
  • Bowman, J. S., E. M. Berman ve J. P. West (2001), “The Profession of Public Administration: An Ethics Edge in Introductory Textbooks?”, Public Administration Review, 61(2), 194‐205.
  • Can, H. (2005), Organizasyon ve Yönetim, Ankara: Siyasal Kitabevi.
  • Desler, G. (2001), Management (2. ed), Prentice Hall.
  • Dick, P. (2004), “Discourse Analysis”, (içinde) Cassel, C. Ve Symon, G. (derleyenler) Essential Guide to Qualitative Methods in Organizational Research, Sage Publications.
  • Dilley, M. B. (1967), “Textbooks Used in Accounting Courses”, The Accounting Review, 42(4), 800‐802.
  • Downs, A. (1995), Corporate Executions : The Ugly Truth About Layoffs‐How Corporate Greed is Shattering Lives, Companies, and Communities, CIP.
  • Efil, İ. (2006), İşletmelerde Yönetim ve Organizasyon, İstanbul: Alfa Aktüel Yayınla‐ rı.
  • Eren, E. (2003), Yönetim ve Organizasyon (Çağdaş ve Küresel Yaklaşımlar), İstan‐ bul: Beta.
  • Fairclough, N. (1992), Discourse and Social Change, Cambridge: Polity Press.
  • Genç, N. (2004), Yönetim ve Organizasyon‐Çağdaş Sistemler ve Yaklaşımlar, Anka‐ ra: Seçkin.
  • Gilbert, D. R. (2003), “Propaganda, Trusteeship, and Artifact: Locating a New Place for the Management Textbook”, Journal of Management Education, 27, 730‐733.
  • Graham, F. C. (1988), “Some Observations on Sociology Textbooks: An Editorial Perspective”, Teaching Sociology, 16(4), 356‐365.
  • Hill, R. (2000), “The Case of the Missing Organizations: Co‐Operatives and the Textbooks”, The Journal of Economic Education, 31(3), 281‐295.
  • Kent, C. A. (1989), “The Treatment of Entrepreneurship in Principles of Economics Textbooks”, The Journal of Economic Education, (20)2, 153‐164.
  • Kent, C. A. ve Rushing, F.W. (1999), “Coverage of Entrepreneurship in Principles of Economics Textbooks: An Update”, The Journal of Economic Education, 30(2), 184‐188.
  • Koçel, T. (2003), İşletme Yöneticiliği, Yçnetim ve Organizasyon, Organizasyonlarda Davranış, Klasik‐Modern‐Çağdaş ve Güncel Yaklaşımlar, İstanbul:Beta.
  • Linstead, S., L. Fulop, S. Lilley (2004), Management and Organization: A Critical Approach, Palgrave‐Mcmillan.
  • Lisovskaya, E. ve V. Karpov (1999), “New Ideologies in Postcommunist Russian Textbooks”, Comparative Education Review, 43(4), 522‐543.
  • Moss, M. G. (2000), “The Language of School Textbooks and The Ideology of Science”, Zona Próxıma, 1, 44‐55.
  • Nelson, J. L. ve W. B. Stanley (1985), “Academic Freedom: 50 Years standing Stil”, Social Education, 49, 662‐666.
  • Norgaard, R. L. (1981), “The Evolution of Business Finance Textbooks”, Financial Management, 10(2) Tenth Anniversary Issue: The Evolution of the Finance Discipline, 34‐45.
  • Oktik, Ş. (2007), “Yükseköğretim Yeterlilikler Çerçevesi”, Yükseköğretim Yeterlikler Komisyonu, YÖK.
  • Parker, I. (2004), “Discourse Analysis”, (içinde) Flick, U., von Kardorff, E. ve Steinke, I. (Derleyenler), A Companion to Qualitative Research, Sage Publications. Persell, C. H. (1988), “Reflections on Sociology Textbooks by a Teacher, Scholar, and Author”, Teaching Sociology, 16(4), 399‐402.
  • Potterfeld, T. A. (1999), The Business of Employee Empowerment : Democracy and Ideology in the Workplace, Greenwood Publishing Group.
  • Spacks, P. M. (1993), “Image and Action: Critics of the Academy”, Callaloo, 16(2), 293‐302.
  • Tischler, H. L. (1988), “Textbooks Are a Reflection of the Discipline”, Teaching Sociology, 16(4), 370‐372.
  • Tyack, D. (1999), “Monuments Between Covers: The Politics of Textbooks.” American Behavioral Scientist 42, 922.
  • Villere, M. F. ve G. K. Stearns (1976), “The Readability of Organizational Behavior Textbooks” The Academy of Management Journal, 19(1), 132‐137.
  • Watts, M. (1987), “Ideology, Textbooks, and the Teaching of Economics”, Theory Into Practice, 26(3), Developing Economic Literacy, 190‐197.
  • Witzel, M. (2004), Management: The Basics, Routledge.
  • Wong, S. L. (1991), “Evaluating the Content of Textbooks: Public Interests and Professional Authority”, Sociology of Education, 64(1) Special Issue on Sociology of the Curriculum, 11‐18.
  • Yanowitz, K. L. ve K. J. Weathers (2004), “Do Boys and Girls Act Differently in the Classroom? A Content Analysis of Student Characters in Educational Psychology Textbooks”, Sex Roles, 51, (1‐2), 101‐107.
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Recai Coşkun This is me

Publication Date April 1, 2009
Published in Issue Year 2009 Volume: 4 Issue: 1

Cite

APA Coşkun, R. (2009). “Yönetim‐Organizasyon” Ders Kitaplarında Biçim ve İdeoloji. Eskişehir Osmangazi Üniversitesi İktisadi Ve İdari Bilimler Dergisi, 4(1), 239-258.