Mühendislik Mesleki Sorumluluk Değerlendirme Aracının (MSDA) Türk Kültürüne Uyarlanması

Year 2025, Volume: 15 Issue: 2, 337 - 352, 07.08.2025

Güneş Korkmaz , Çetin Toraman , Engin Demir

https://doi.org/10.53478/yuksekogretim.1466372

Abstract

Toplumsal dönüşüm, gelişen endüstri beklentileri ve sürdürülebilirlik endişeleri nedeniyle mühendislik eğitiminde önemli bir değişim yaşanmıştır. Sonuç olarak, öğrenciler için temel bir yeterlilik olarak sosyal sorumluluğu vurgulayan etik eğitimiyle birlikte mühendislik eğitim programında yeni yeterlilikler dahil edilmiştir. Bu makale “Mühendislik Mesleki Sorumluluk Değerlendirmesi (EPRA)”nın Türk kültürüne uyarlanmasını amaçlamaktadır. Veriler iki farklı gruptan elde edilmiştir. 1. gruptaki katılımcılar 490 mühendislik fakültesi öğrencisinden, ikinci gruptaki katılımcılar ise 747 öğrenciden oluşmaktadır. Orijinal ölçek 51 madde ve 8 faktörden oluşmaktadır. Ölçeğin yapı geçerliğini incelemek amacıyla Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. AFA sonucunda bazı maddeler ölçekten çıkarılarak 25 maddelik üç faktörlü bir yapı elde edilmiştir. Uyarlanan ölçek, mühendislik eğitimcileri ve araştırmacılar tarafından öğrencilerin sosyal sorumluluk düzeylerine ilişkin çıkarımlarda bulunmak amacıyla kullanılabilecek güvenilir bir ölçme aracıdır. Uyarlanan ölçeğin, mühendislik eğitimcileri ve araştırmacılar için öğrencilerin sosyal sorumluluk düzeylerine ilişkin bilgiler sunan güvenilir bir ölçüm aracı olduğu kanıtlanmıştır. CTT ve IRT içerisindeki güvenilirlik değerleri de birbirini desteklemektedir. IRT’den elde edilen marjinal güvenirlik katsayısı 0,98, CTT içindeki Cronbach Alpha 0,97 ve Omega 0,97 olarak bulunmuştur.

Keywords

Yükseköğretim, Mühendislik Eğitim Programı, Sosyal Sorumluluk, Mesleki Sorumluluk, Ölçek Uyarlama

Adaptation of the Engineering Professional Responsibility Assessment Tool (EPRA) to Turkish Engineering Students

Abstract

There has been a significant shift in engineering education due to societal transformation, evolving industry expectations, and sustainability concerns. Consequently, new competencies have been incorporated into engineering curricula, with ethics education emphasizing social responsibility as a core competency for students. This paper aims to adapt the “Engineering Professional Responsibility Assessment (EPRA)” to Turkish culture. Data were obtained from two different groups. The participants in the 1st group consisted of 490 students from the faculty of engineering and the second group consisted of 747 students. The original scale consists of 51 items and 8 factors. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to examine the construct validity of the scale. As a result of EFA, some items were removed from the scale, and a three-factor structure with 25 items was obtained. The adapted scale is a reliable measurement tool that can be used by engineering educators and researchers to make inferences about students’ social responsibility levels. The adapted scale proves to be a reliable measurement tool, offering insights into students’ levels of social responsibility for engineering educators and researchers. The reliability values within CTT and IRT also support each other. The marginal reliability coefficient from the IRT was 0.98, while the Cronbach Alpha within the CTT was 0.97 and the Omega was 0.97.

Keywords

Higher Education, Engineering Curriculum, Social Responsibility, Professional Responsibility, Scale Adaptation

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