Bologna Süreci, Avrupalılaşma ve TÜrk Yükseköğretimi: Alandan Bir Araştırma

Year 2017, Issue: 42, 227 - 246, 29.12.2017

Devrim Vural Yılmaz Alper Tütünsatar

Abstract

1990'lı yıllar
Avrupa'da siyasi olarak dinamik ancak çalkantılı yıllar olmuştur. Doğu Avrupa
ülkelerinde yaşanan geçiş süreci Avrupa'nın siyasi, ekonomik ve kültürel olarak
yeniden birleşmesini gündeme getirmiştir. Bu bağlamda eğitim ve özellikle
yükseköğretim ortak bir Avrupa kimliği yaratmak için en uygun alanlardan biri
olarak görülmüş, Avrupa kimliğinin oluşturulmasında üniversiteler arasındaki
etkileşim önemli bir araç olarak kullanılmıştır. Ortak bir Avrupa Yükeköğretim
Alanı ve Avrupa Araştırma Alanı kurmayı hedefleyen ve 1999 yılında yaşama
geçirilen Bologna süreci bu siyasi yaklaşımın bir sonucudur. Bologna süreci
kapsamında birçok ülkenin yükseköğretim sisteminde önemli reformlar
gerçekleştirilmektedir. Ancak, Bologna süreci birçok kişi tarafından farklı
yönlerden eleştirilmekte, akademik camiada sürecin felsefesi üzerinde keskin
ayrımlar ortaya çıkmaktadır. Türkiye de 2001 yılından itibaren Bologna süreci
üyelerinden biri olarak yükseköğretim sisteminde yeniden yapılanma ve Batı
dünyası ile entegrasyon kapsamında reformları uygulamaktadır. Türk
üniversiteleri birçok yapısal reformu başarıyla uygulamakla birlikte
reformların içeriği ve Avrupa kimliğinin oluşumuna katkısı açısından soru
işaretleri doğmaktadır. Bu çalışmada söz konusu tartışmalı alanlar ele
alınmakta ve Türkiye'de Bologna sürecinin işleyişine ilişkin bir araştırmanın
bulguları paylaşılmaktadır. Araştırma Süleyman Demirel Üniversitesi'nde 2017 yılında
145 araştırma görevlisi ile gerçekleştirilen bir anket çalışmasını
kapsamaktadır. Ana bulgular öncelikle araştırma görevlilerinin Bologna süreci
hakkında yeterli bilgiye sahip olmadıklarını göstermiştir. Katılımcıların büyük
bölümü Bologna sürecinin temel olarak ortak bir Avrupa kimliği oluşturma
amacını taşıdığını, ancak henüz böyle bir ortak kimlikten bahsetmenin olanaklı
olmadığını düşünmektedir. Benzer şekilde, katılımcılar Türk yükseköğretimini ve
araştırmacılarını Avrupa Yükseköğretim alanının bir parçası olarak
görmemektedir. Öte yandan, Bologna süreci ulusal kimliğimize bir tehdit olarak
algılanmamaktadır. Araştırma görevlileri Bologna reformlarının uygulanmasını
ise bürokratik ve aşırı işyükü yaratan bir süreç olarak görmekte, demokratik katılımın
yetersizliğine vurgu yapmaktadır.

Keywords

Bologna süreci, Avrupalılaşma, Türk yükseköğretimi

BOLOGNA PROCESS, EUROPEANIZATION AND TURKISH HIGHER EDUCATION: A RESEARCH FROM THE FIELD

Abstract

• The 1990s were
  the years that Europe witnessed very dynamic and also turbulent times.
  Transition in the Eastern Europe paved the way for reunification of Europe in
  political, economic and cultural domains. Education, and higher education in
  particular, has been perceived as one of the most suitable means for creating a
  common European identity. Cooperation among European universities has long been
  promoted as a part of the European cultural project to develop the
  understanding of a European identity among the young generations.  Bologna Process is the outcome of this
  political will declared in 1999 and aimed at creating a common European Higher
  Education Area and European Research Area. There have been significant changes
  in higher education systems of the member countries since then. Yet, after
  nearly two decades from its launch, the process is being questioned by many and
  higher education community deeply divided over the philosophy of Bologna.
  Turkey, as a member of the process since 2001, has also employed Bologna
  reforms for restructring its higher education system and for accelerating the
  integration with the Western world. Turkish universities succesfully
  implemented many of the structural reforms, yet the substance of the
  regulations and contribution of the process in creating a common European
  identity among the scholars are questionable. This paper focuses on these
  issues and reflects the views from the field by presenting findings of a survey
  carried out with research assitants in a Turkish state university. The survey
  was carried out in 2017 with the participation of 145 research assitants
  working in 10 faculties in Suleyman Demirel University. Major findings reveal
  that research assistants have little information on the process. Most of them
  think that the primary aim of Bologna process is to create a European identity,
  yet it is hard to talk about such an identity at the moment. In addition,
  research assistants do not perceive Turkish higher education and researchers as
  a part of European higher education area. On the other hand they do not think
  Bologna process as a threat to national identity. As for the implementation of
  Bologna process, it is seen as a bureaucratic process increasing the workload
  of academics which lacks democratic participation. 

Keywords

Bologna process, Turkish higher education

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