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EKONOMİ EĞİTİMİNİN SOSYAL VE POLİTİK DEĞERLER ÜZERİNE ETKİSİ

Yıl 2016, Cilt: 6 Sayı: 2, 14 - 21, 31.10.2016

Öz

Çok
sayıda çalışma, iktisat ve işletme eğitiminin diğer disiplinlere göre insanları
daha bencil yaptığını bulmuşlardır. Özellikle küresel finansal kriz, iktisat ve
işletme eğitiminin sosyal ve politik değerler üzerinde olumsuz etkilerinin
olduğu hakkında ciddi endişelere yol açmıştır. Bu çalışmanın amacı, iktisat ve
işletme eğitiminin sosyal ve politik değer, inanç ve tutumlar üzerinde bir
etkisinin olup olmadığını incelemektir. Bu çalışmada, iktisat ve işletme
çalışmanın etkilerini analiz etmek için bir anket çalışması tasarlandı. Anket,
Kütahya’daki Dumlupınar üniversitesindeki beş farklı bölümünde öğrenim gören
435 öğrenciye uygulanan bazı sorular içermektedir: iktisat, işletme, uygulamalı
bilimler, sosyıoloji ve ilahiyat. Çalışma, sonuç olarak, ekonomi bölümleri ile
diğerleri arasında bazı anlamlı farklılıklara ulaşmıştır.

Kaynakça

  • Bauman, Y. ve Rose, E. (2011). “Selection or indoctrination: Why do economics students donate less than the rest?” Journal of Economic Behavior and Organization 79, 318-327.
  • Benz, M. ve Meier, S. (2008). “Do people behave in experiments as in the field? Evidence from donations. Experimental Economics” Working Paper 11, 268-281.
  • Carter, J. ve Irons, M. (1991). “Are economists different, and if so, why?”, Journal of Economic Perspectives 5, 171-177.
  • Cipriani G.P., Lubian D., ve Zago, A. (2009). “Natural born economists?”, Journal of Economic Psychology 30, 455-468.
  • Cox, S. R., (1998). “Are business and economics students taught to be noncooperative?”, Journal of Education for Business, 74, 69-74.
  • Faravelli, M. (2007), “How context matters: A survey based experiment on distributive justice”, Journal of Public Economics 91, 1399-1422.
  • Frank, B. ve Schulze, G. G. (2000). “Does Economics make citizens corrupt?” Journal of Economic Behavior and Organization, Vol. 43, 101-13.
  • Frank, R., Gilovich, T. ve Regan, D. (1993). Does studying economics inhibit cooperation? Journal of Economic Perspectives 7, 159-71.
  • Frank, R., Gilovich, T., ve Regan, D. (1996). “Do economists make bad citizens?”. Journal of Economic Perspectives 10, 187-92.
  • Frey, B.S. ve Meier, S. (2004), “Pro-social behavior in a natural setting.” Journal of Economic Behavior and Organization, 54, 65-88.
  • Frey, B.S., ve Pommerehne, W.W., (1993). “On the fairness of pricing –an empirical survey among the general population”. Journal of Economic Behavior and Organization 20, 295-307.
  • Haucap, J., ve Just, T. (2003). “Not guilty? Another look at the nature and nurture of economics students”. University of the Federal Armed Forces Hamburg Department of Economics (Discussion Paper No. 8).
  • Hole, A.D., (2013). “How do economists differ from others in distributive situations?” Nordic Journal of Political Economy 38(4).
  • Yoshio, I., ve Oda, S.(2011) "Does cconomics education make bad citizens? The effect of economics education in Japan", Journal of Education for Business, Vol.86, 234-239.
  • Jones, T. M., Thomas, T.. Agle, B., ve Ehreth. J. (1990). “Graduate business education and the moral development of MBA students: Theory and preliminary results”. Paper presented at the annual meeting to the International Association for Business and Society. San Diego, CA.
  • Kahneman, D., Knetsch, J. ve Thaler, R. (1986). “Fairness and the assumptions of economics”, Journal of Business 59, 286-300.”
  • Kirchgassner, G., (2014). “On self-interest and greed”, Journal of Business Economics 84, 1191-1209.
  • Laband, D.N. ve Beil, R. O. (1999). “Are economists more selfish than other social scientists?”, Public Choice, Vol. 100, 85-101.
  • Lopes, J.C., Graça, J. C., ve Correia, R. G. (2015). “Effects of economic education on social and political values, beliefs and attitudes: Results from a survey in Portugal”, Procedia Economics and Finance 30, 468-475.
  • Marwell, G. ve Ames, R. (1981). “Economists free ride, does anyone else? Experiments on the provision of public goods”, Journal of Public Economics, 15, 295-310.
  • Reinhard S. ve Ockenfels, A. (1998). “An experimental solidarity game”, Journal of Economic Behavior and Organization, Vol.34, 517-539.
  • Rubinstein, A. (2006). “A sceptic’s comment on the study of economics”, The Economic Journal, 116, 1-9.
  • Sam, A., Bosshardt, W. ve Watts, M. (2010), Is economics coursework, or majorıng in economics, associated with different civic behaviors?, Journal of Economic Education, Staff Report 450.
  • Sequino S., Stevens, T., ve Lutz, M. A. (1996). “Gender and cooperative behavior: Economic man rides alone”, Feminist Economics, 2, 1-21.
  • Stanley, T.D., ve Tran, U. (1998), “Economics students need not be greedy: fairness and the ultimatum game”, Journal of Socio-Economics, Volume 27, No. 6, 657-664.
  • Wang, L., Malhotra, D., ve Murnighan, J. K. (2011). “Economics education and greed”, Academy of Management Learning and Education 10, 643-660.
  • Yezer, A. M., Goldfarb, R. S. ve Poppen, P. J. (1996). “Does studying economics discourage cooperation? Watch what we do, not what we say or how we play”, Journal of Economic Perspectives 10, 177-186.

THE EFFECTS OF EDUCATION OF ECONOMICS ON SOCIAL AND POLITICAL VALUES

Yıl 2016, Cilt: 6 Sayı: 2, 14 - 21, 31.10.2016

Öz



Many
studies have found that education of economics and management makes people more
selfish than other disciplines. Especially, the global financial crisis has
raised serious concerns about that economics and mangement studying has
negative effects on social and political values. The aim of paper is to examine
whether or not education of economics and management has an effect on social
and political values, believes and attitudes. In the paper, it was designed a
survey to analyse social and political effects of economics and management
studying. The survey includes some questions with 435 students from five
different departments at Dumlupınar University in Kutahya: Economics, business
administratinon, applied sciences, sociology and theology. As a result, the
paper has reached some significant differences between economy deparments and
others.




Kaynakça

  • Bauman, Y. ve Rose, E. (2011). “Selection or indoctrination: Why do economics students donate less than the rest?” Journal of Economic Behavior and Organization 79, 318-327.
  • Benz, M. ve Meier, S. (2008). “Do people behave in experiments as in the field? Evidence from donations. Experimental Economics” Working Paper 11, 268-281.
  • Carter, J. ve Irons, M. (1991). “Are economists different, and if so, why?”, Journal of Economic Perspectives 5, 171-177.
  • Cipriani G.P., Lubian D., ve Zago, A. (2009). “Natural born economists?”, Journal of Economic Psychology 30, 455-468.
  • Cox, S. R., (1998). “Are business and economics students taught to be noncooperative?”, Journal of Education for Business, 74, 69-74.
  • Faravelli, M. (2007), “How context matters: A survey based experiment on distributive justice”, Journal of Public Economics 91, 1399-1422.
  • Frank, B. ve Schulze, G. G. (2000). “Does Economics make citizens corrupt?” Journal of Economic Behavior and Organization, Vol. 43, 101-13.
  • Frank, R., Gilovich, T. ve Regan, D. (1993). Does studying economics inhibit cooperation? Journal of Economic Perspectives 7, 159-71.
  • Frank, R., Gilovich, T., ve Regan, D. (1996). “Do economists make bad citizens?”. Journal of Economic Perspectives 10, 187-92.
  • Frey, B.S. ve Meier, S. (2004), “Pro-social behavior in a natural setting.” Journal of Economic Behavior and Organization, 54, 65-88.
  • Frey, B.S., ve Pommerehne, W.W., (1993). “On the fairness of pricing –an empirical survey among the general population”. Journal of Economic Behavior and Organization 20, 295-307.
  • Haucap, J., ve Just, T. (2003). “Not guilty? Another look at the nature and nurture of economics students”. University of the Federal Armed Forces Hamburg Department of Economics (Discussion Paper No. 8).
  • Hole, A.D., (2013). “How do economists differ from others in distributive situations?” Nordic Journal of Political Economy 38(4).
  • Yoshio, I., ve Oda, S.(2011) "Does cconomics education make bad citizens? The effect of economics education in Japan", Journal of Education for Business, Vol.86, 234-239.
  • Jones, T. M., Thomas, T.. Agle, B., ve Ehreth. J. (1990). “Graduate business education and the moral development of MBA students: Theory and preliminary results”. Paper presented at the annual meeting to the International Association for Business and Society. San Diego, CA.
  • Kahneman, D., Knetsch, J. ve Thaler, R. (1986). “Fairness and the assumptions of economics”, Journal of Business 59, 286-300.”
  • Kirchgassner, G., (2014). “On self-interest and greed”, Journal of Business Economics 84, 1191-1209.
  • Laband, D.N. ve Beil, R. O. (1999). “Are economists more selfish than other social scientists?”, Public Choice, Vol. 100, 85-101.
  • Lopes, J.C., Graça, J. C., ve Correia, R. G. (2015). “Effects of economic education on social and political values, beliefs and attitudes: Results from a survey in Portugal”, Procedia Economics and Finance 30, 468-475.
  • Marwell, G. ve Ames, R. (1981). “Economists free ride, does anyone else? Experiments on the provision of public goods”, Journal of Public Economics, 15, 295-310.
  • Reinhard S. ve Ockenfels, A. (1998). “An experimental solidarity game”, Journal of Economic Behavior and Organization, Vol.34, 517-539.
  • Rubinstein, A. (2006). “A sceptic’s comment on the study of economics”, The Economic Journal, 116, 1-9.
  • Sam, A., Bosshardt, W. ve Watts, M. (2010), Is economics coursework, or majorıng in economics, associated with different civic behaviors?, Journal of Economic Education, Staff Report 450.
  • Sequino S., Stevens, T., ve Lutz, M. A. (1996). “Gender and cooperative behavior: Economic man rides alone”, Feminist Economics, 2, 1-21.
  • Stanley, T.D., ve Tran, U. (1998), “Economics students need not be greedy: fairness and the ultimatum game”, Journal of Socio-Economics, Volume 27, No. 6, 657-664.
  • Wang, L., Malhotra, D., ve Murnighan, J. K. (2011). “Economics education and greed”, Academy of Management Learning and Education 10, 643-660.
  • Yezer, A. M., Goldfarb, R. S. ve Poppen, P. J. (1996). “Does studying economics discourage cooperation? Watch what we do, not what we say or how we play”, Journal of Economic Perspectives 10, 177-186.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ali Şen Bu kişi benim

Yayımlanma Tarihi 31 Ekim 2016
Gönderilme Tarihi 1 Mart 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 6 Sayı: 2

Kaynak Göster

APA Şen, A. (2016). EKONOMİ EĞİTİMİNİN SOSYAL VE POLİTİK DEĞERLER ÜZERİNE ETKİSİ. Ejovoc (Electronic Journal of Vocational Colleges), 6(2), 14-21.