Anadolu Üniversitesi Açiköğretim Fakültesi Öğrencilerinin Örgütsel Bağlılıkları

Year 2010, Issue: 23, 39 - 50, 01.02.2010

Emine Demiray Şensu Curabay

Abstract

Uzaktan öğretim çağdaşve yeni eğitim teknolojilerinin bir boyutudur ve uzaktan öğretim uygulamalarının bazıkavramsal dayanaklarıvardır. Bunlar; yeni eğitim-öğretim olanağıyaratma, iş-eğitim bütünlüğünü sağlama, eğitim ve öğretimde demokratikleşme, yaşam boyu eğitim, bireysel olgulara dönüklük, kurumlardan etkili yararlanma, teknoloji-eğitim bütünleşmesi, birey ve toplum gereksinmelerine yönelme, üç boyutlu bütünleşmeyi esas alma, büyük kitlelere ulaşma, bireysel-kitlesel öğretim bütünlüğü, eğitim isteği ve mali olanak dengesidir. Türkiye’de Anadolu Üniversitesi bünyesinde 1982 yılından itibaren uzaktan öğretim yöntemiyle eğitim veren İktisat, İşletme ve Açıköğretim Fakültesi bugün 1.000.000’a yakın öğrencisi ile eğitim-öğretimini sürdürmektedir. Çalışmada amaç; Anadolu Üniversitesi İktisat, İşletme ve Açıköğretim Fakültesi’nde öğrenim gören öğrencilerin fakültelerine olan örgütsel bağlılık düzeylerini Meyer ve Allen modelinde yer alan duygusal, devam ve normatif bağlılık kapsamında belirleyebilmektir. Fakültelerin başarılarının artmasıiçin öğrencilerinin fakültelerine olan örgütsel bağlılıklarının üst düzeyde olmasıgerekmektedir. İktisat, İşletme ve Açıköğretim Fakültesi öğrencilerinin örgütsel bağlılıklarınıbelirleyebilmek için öğrencilere, Meyer ve Allen tarafından geliştirilen “Örgütsel Bağlılık Ölçeği” kullanılarak anket uygulanmıştır. Çalışmada örgütsel bağlılık; duygusal bağlılık, devam bağlılığıve normatif bağlılık olarak ele alınmıştır. İktisat-İşletme ve Açıköğretim Fakültesi öğrencilerinin örgütsel bağlılıklarınıbelirleyebilmek için yapılan anket Eskişehir’de ikamet eden ve rastlantısal yöntemle seçilen 500 öğrenciye yüz yüze görüşme tekniği ile uygulanmış, anket dökümleri SPSS programıkullanılarak bilgisayara yüklenmiş, anket sonuçlarının dökümü frekans testi, t-testi ve Anova testi kullanılarak analiz edilmiştir. Sonuçta; Açıköğretim Fakültesi öğrencilerinin fakültelerine yönelik duygusal, devam ve normatif bağlılık düzeylerine ilişkin görüşleri incelendiğinde en yüksek düzeyde devam bağlılığının yer aldığıgörülmüştür. Cinsiyete göre devam bağlılığıortalamasının kadınlarda, yaşa göre devam bağlılığının 30-40 yaş, normatif bağlılığın 17-22 yaşaralığında yüksek olduğu, duygusal bağlılık ortalamasında yaşaralıklarıarasında önemli bir fark görülmediği saptanmıştır. Medeni duruma göre ise devam bağlılığıortalamasının evlilerde, duygusal ve normatif bağlılık ortalamasının ise bekarlarda yüksek olduğu, sınıflara göre ise duygusal ve devam bağlılığının dördüncü sınıf öğrencilerinde, normatif bağlılık ortalamasının ise üçüncü sınıf öğrencilerinde daha yüksek olduğu belirlenmiştir.

Keywords

Anadolu Üniversitesi, uzaktan eğitim, açıköğretim, açıköğretim öğrencileri, örgütsel bağlılık.

Organizational Commitment of Anadolu University Open Education Faculty Students’

Abstract

Distance education program is a dimension of contemporary and new education technologies. Concepts and applications in this field are the results of a series of educational demands and developments in various communication and education technologies. Distance education applications have some conceptual bases. These are creating new education opportunities, realizing work-education unity, getting democratic in education, lifelong education, tendency to individual matters, effective use of institutions, integration of technology and education, tendency to individual and social needs, taking three dimensional integration as the main principle publishing, printed materials and face to face education , reaching maximum mass, individual and mass education integrity and education demand and financial matters balance. Economics, Business Administration and Open Education faculties, which have been giving education within Anadolu University since 1982 in Turkey, are carrying on education with nearly 1.000.000 students. Open education system in Anadolu University is an integration of printed course books, supporting TV-radio programs, Video conference, CD-Rom, e-learning, Voice books, Academic counseling services in which face to face teaching is carried out. The aim of this study is to determine organizational commitment levels of students who have been studying at Anadolu University Economics, Business Administration and Open Education faculties in the scope of affective, continuance and nominative commitment in Allen&Meyer model. In the study, organizational commitment of the Economics, Business Administration and Open Education faculty students, who are receiving education by means of distance education, to their faculties is dealt after introducing Anadolu University Distance Education system which gives higher education via distance education method in Turkey. In order to increase the success level of faculties it is required for students to have high level of organizational commitment to their faculties. A questionnaire has been applied by using “Organizational Commitment Scale”, developed by Meyer&Allen to determine organizational commitments of Economics, Business Administration and Open Education students. Organizational commitment is dealt with as affective, continuance and nominative commitment. The questionnaire was applied face to face to randomly chosen 500 students living in Eskişehir and the data was downloaded to the computer by using SPSS program and the results were analyzed in terms of demographic features gender, age, marital status, years of study, work and income level of students by using frequency test, t- test and ANOVA test. As a result of these analyses, when the comments of Open Education Faculty students on levels of affective, continuance and nominative commitment to their faculties were examined, it has been revealed that continuance commitment level has the highest rate. In this study, continuance necessity oriented commitment comes first, affective desire oriented commitment comes second and normative obligation oriented commitment comes last contrary to the literature. This situation is related to the students’ demographic characteristics and the fact that the participants who constitute the sampling of the study are the students of a faculty, which provides education via distance education method. Industrialization, rapid increase of population and economic problems have raised the demand for education and along with the traditional ways, distance education has been also needed. Aiming at meeting the needs for education and providing equal opportunity, distance education creates an education opportunity for people who cannot receive formal education, has insufficient income, works full time, who are relatively older and married. It is quite natural for people in these conditions to be connected to an organization because they need it. In this study, the organizational commitment of students to their faculties was analyzed in terms of affective, continuance and normative commitment. The distribution of affective, continuance and normative commitment levels of students according to their genders was analyzed and it has been seen that continuance commitment level is higher among female participants. When it comes to the commitment levels according to age, the continuance commitment is higher between 30-40 age range, normative commitment is higher in 17-22, and considering the affective commitment, there were no significant difference among the age ranges. The high continuance commitment level between the ages 30-40, which represent the middle age group, is an indicator of the need for the organization. When the continuance commitment level according to marital status was analyzed, continuance commitment is higher among married participants and affective and normative commitment average is higher among single participants. Continuance and affective commitment level is higher among fourth graders and normative commitment is higher among third graders when commitment levels were analyzed according to year of study. Students who also work have higher commitment levels of each dimension than the students who do not work. As to the income level, students who get low income have higher average commitment levels of each dimension than the students who have high income. When the data is considered, it is obvious that Economics, Business Administration and Open Education faculties, which have been giving education via distance education method since 1982, are necessary in Turkish education system and that Anadolu University meets this necessity. When the students’ organizational commitment level is considered; although continuance commitment comes in the first place, affective and normative commitment averages are also notable, which indicates that students have organizational commitment to their faculties. When the statements, which best describe the students’ organizational commitment to their faculties in Table II are examined, students responded as “Agree” and “Totally agree” for the questions “Right now, staying with my faculty is a matter of necessity as much as desire”, “Too much in my life would be disrupted if I decided I wanted to leave my faculty now” and “It would be too costly for me to leave my faculty now” which are related to continuance commitment; for the questions “I enjoy discussing my faculty with people outside it”, “I do not feel like part of the family at my faculty”, “I do not feel a strong sense of belonging to my faculty” and “I really feel as if this faculty's problems are my own”, which are related to affective commitment; and for the question “I was taught to believe in the value of remaining loyal to one faculty” which is related to normative commitment

Keywords

Anadolu University, distance education, open education, open education students, organizational commitment

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