Girişimcilik Eğitimi ve Algıda Değişim: Türkiye’de Zorunlu Girişimcilik Dersi Deneyiminin İlk Sonuçları

Year 2015, Issue: 34, 15 - 26, 01.08.2015

Hilmi Bahadır Akın Yavuz Demirel

Abstract

Girişimcilik özellikle merkezi planlama sistemlerinin gerilemesinin ardından gelişmiş ve gelişmekte olan ülkelerde önemi vurgulanan bir konu haline gelmiştir. Devletin ekonomideki ağırlığının azaltılmasına dönük artan eğilimler, piyasaların işleyebilmesinin yegâne unsuru olan ve her ölçekte işletmenin kurulması, çalıştırılması ve büyütülmesi hususundaki en kritik faktör olan girişimcileri ekonomi politikalarının da merkezine yerleştirmiştir. Bu kapsamda, girişimciliğin yaygınlaştırılması ve buna bağlı olarak ekonomik büyüme ve refah hedeflerine ulaşmaya dönük politikaların gelişmiş ve gelişmekte olan ülkelerde pek az istisnayla yaygınlaştığı görülmektedir. Diğer yandan, girişimcilik ve girişimcilik eğitimi alanındaki araştırmaların popülerliğine karşın, yenilikçilik yapan, iş kuran ve büyüten, böylece yeni iş imkanları yaratan girişimcilerin sayısı gerçekte pek de fazla değildir. İnsanları farklı istihdam alanları arasından girişimcilik seçeneğine yöneltmek zannedildiği kadar kolay değildir. Bu sebeple girişimcilik temelli serbest piyasa sistemini benimsemiş ülke hükümet yetkilileri, bireyleri girişimciliği bir kariyer hedefi olarak tercih etme doğrultusunda motive etme hususunda çeşitli politikalar geliştirmektedirler. Bu yönde, Türkiye’de de kendi işini kurmak isteyen ve girişimciliği tercih eden bireyleri destekleyecek çok çeşitli programlar yürürlüktedir. Bu kapsamda değerlendirilmek üzere, bir devlet üniversitesi olan Aksaray Üniversitesi de, tüm Lisans düzeyindeki eğitim programlarına dört saatlik zorunlu girişimcilik dersi koymuştur. Aksaray Üniversitesi 2012 yılı Eylül ayından geçerli olmak üzere –sadece Milli Eğitim Bakanlığı ve Yükseköğretim Kurulu Başkanlığınca müfredatı belirlenen okullarda seçmeli olmak üzere- tüm lisans bölümlerine zorunlu girişimcilik dersi koymuş, konuya ilişkin olarak KOSGEB ile de Aksaray Üniversitesi mezunlarına kendi işlerini kurma amaçlı finansal imkanlara başvuru hakkı veren bir sertifika sağlanması yönünde anlaşmaya varılmıştır. Mevcut çalışmanın amacı söz konusu ders sonucunda, derse katlan öğrencilerde girişimcilik ve girişimciye yönelik bir algı değişiminin olup olmadığının anlaşılmasıdır. Dersi alan ve almayan 925 öğrenci ile yapılan araştırmanın sonuçları, zorunlu derslerin girişimcilik algısı kadar iş kurma niyetleri üzerinde de olumlu etki yaptığını göstermektedir. Zaman içinde benzer konudaki araştırmaların dersin içeriği, dersi veren öğretim elemanlarının beceri ve nitelikleri, öğrencilerin mezun olduktan sonraki uygulamaları, çalışmaya başladıktan sonra iş hayatındaki yenilikçi davranışlarına etkisi gibi konularda çeşitlendirilmesi, böylece araştırmaların Girişimcilik Eğitimi alanına katkı sağlayacağı düşünülmektedir.

Keywords

Girişimci, Girişimcilik, Girişimcilik Eğitimi, Girişimcilik Algısı

Entrepreneurship Education and Perception Change: The Preliminary Outcomes of Compulsory Entrepreneurship Course Experience in Turkey

Abstract

The importance of entrepreneurship is increasingly emphasized worldwide especially after the decline of centrally planned economic systems. The trends toward reducing the domination of governments in the economy put the entrepreneur, the sole actor who makes the markets work by starting and growing the businesses in any scale, in the center of the economy policies. In this context, the policies toward making entrepreneurship widespread and thereby achieve the aim of economic growth and wealth have been very common in both developed and developing countries for decades with a few exceptions worldwide. On the other hand, despite the increasing popularity of entrepreneur and entrepreneurship research, the number of entrepreneurs who undertake the risks of starting a business and grow it by innovation and thereby create new jobs is not that much in reality. It is not easy to motivate people to become entrepreneurs in the presence of different employment alternatives. So, the governments that chose free market economy system based upon entrepreneurship have been starting policies toward motivating individuals to choose entrepreneurship as a career alternative. Entrepreneurship education is one of the most common tools in this sense and has been used widely both in schools and out of school education. In this direction, programs supporting the entrepreneurs and people who have intentions to start their own businesses in Turkey is a government policy today. Aksaray University, a state university in Turkey, started a compulsory four hour Entrepreneurship course covering all undergraduate departments in Aksaray University. The senate of Aksaray University agreed on the compulsory entrepreneurship courses, which will be effective to all departments beginning from September 2012 -only selective for the departments which have curriculums determined centrally by the Ministry of Education or Higher Education Council of Turkey- and there is also an agreement between KOSGEB Republic of Turkey, Small and Medium Entreprises Development Organzation and Aksaray University to provide students a certificate which gives them the right to apply for certain financial incentives to start their own businesses. The aim of this research is to find out the perception change of students towards entrepreneur and entrepreneurship. A survey was conducted among 925 students who participated in these courses and who did not in Aksaray University and the results show that the compulsory courses have positive impacts on perceptions toward Entrepreneurship, along with the intention to start their own businesses. We hope that similar studies which will focus on the context of the course, the qualifications of the lecturers, the practices of students after graduation, their innovative behaviours in their business life will contribute to the Entrepreneurship Education field

Keywords

Entrepreneur, Entrepreneurship, Entrepreneurship Education, Entrepreneurship Perception

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