Araştırma Makalesi
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Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians

Yıl 2020, Cilt: 8 Sayı: 4, 1059 - 1079, 27.10.2020

Öz

Bu çalışma, üniversite mezunlarının 21. yüzyıl yeterlik ve becerilerini sektör temsilcileri ve akademisyenlerin bakış açısıyla incelemeyi amaçlamaktadır. Çalışma grubu, 5’i (4 erkek, 1 kadın) akademisyen 5’i (3 erkek, 2 kadın) İnsan Kaynakları departmanlarında yönetici olan toplam 10 katılımcıdan oluşmaktadır. Veriler derinlemesine görüşmeler yoluyla toplanmıştır. Verilerin çözümlenmesinde tümevarımcı içerik analizi yöntemi kullanılmıştır. Analiz sonuçları, mezunların niteliklerinin ve sektörlerin ihtiyaç duyduğu özelliklerin bir tema ve dört alt tema altında gruplandırılabileceğini göstermektedir. Sonuçlara göre, yeterlilik teması bilgi, beceri, kişilik özellikleri ve mesleki kimlik alt temalarını kapsayan tek bir tema olarak ortaya çıkmaktadır. Bulgular, üniversitelerin öğrencilerine alanla ilgili bilgi, beceri ve farkındalık kazandırmasının tek başına yeterli olmadığını, aynı zamanda öğrencilerinin üniversite-sanayi iş birliği kapsamında alanlarıyla ilgili sektörlerle etkileşebilecekleri erken deneyimlerinin de önemli olduğunu işaret etmektedir. Sonuçlar ilgili literatür ışığında tartışılmakta ve bazı öneriler verilmektedir.

Kaynakça

  • Alismail, H. A., & McGuire, P. (2015). 21st-Century standards and curriculum: current research and practice. Journal of Education and Practice, 6(6), 150-154.
  • Ananiadou, K., & Claro, M. (2009). 21st-century skills and competences for new millennium learners in OECD countries, OECD Education Working Papers, No. 41, OECD Publishing. http://dx.doi.org/10.1787/218525261154
  • Aydeniz, M. (2017). Eğitim sistemimiz ve 21. yüzyıl hayalimiz: 2045 hedeflerine ilerlerken, Türkiye için STEM Odaklı ekonomik bir yol haritası. University of Tennessee, Knoxville.
  • Balcar, J. (2020). Future skills needs in EU and skills transferability in 2020: Sector meta-analysis (March 31, 2011). Ekonomicka Revue, 14(1), 5-20.
  • Bankel, J., Berggren, K. F., Blom, K., Crawley, E. F., Wiklund, I., & Östlund, S. (2003). The CDIO syllabus: a comparative study of expected student proficiency. European Journal of Engineering Education, 28(3), 297-315.
  • Cansoy, R. (2018). Uluslararası çerçevelere göre 21.yüzyıl becerileri ve eğitim sisteminde kazandırılması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7 (4), 3112-3134.
  • Çiftçi, M., & Öztürk, U. C. (2013). Yetkinlik bazlı personel seçme faaliyetleri ve Türkiye’deki büyük ölçekli işletmelerin işgören seçme modeli tercihlerindeki eğilimler. Sosyal Ekonomik Araştırmalar Dergisi, 13(25), 145-172.
  • Cohen, J. D., Renken, M., & Calandra, B. (2017). Urban middle school students, twenty-first century skills, and STEM-ICT careers: Selected findings from a front-end analysis. TechTrends, 61(4), 380–385. https://doi.org/10.1007/s11528-017-0170-8
  • Coşkun, S., Kır, A., & Coşkun, S. (2017). İş dünyasının muhasebe eğitiminden beklentilerinin değerlendirilmesine yönelik bir araştırma. Uluslararası Yönetim İktisat ve İşletme Dergisi, 13(5), 330-341.
  • Council of Higher Education (2010). National qualifications framework for higher education in Turkey, http://tyyc.yok.gov.tr/
  • Davies, A, Fidler, D & Gorbis, M. (2011). Future work skills 2020, Institute for the future for University of Phoenix Research Institute, Palo Alto, viewed 18 Feb 2020, http://www.iftf.org/futureworkskills/
  • Dede, C. (2010). Comparing frameworks for 21st centuryskills. In J. Bellanca and R. Brandt (Eds.), 21st-century skills rethinking how students learn (pp.51-75). Bloomington, IN: Solution Tree Press.
  • Dewey, J. (1998). The essential Dewey: Pragmatism, education, democracy (Vol. 1). Indiana University Press.
  • Düzakın, E., & Yılmaz, Ö. (2009). İşletme mezunlarının iş hayatındaki yeri ve işletme eğitimi: 1000 büyük sanayi kuruluşunun işletme mezunlarından beklentileri üzerine araştırma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 149-164.
  • Gabric, D. & McFadden, K.L. 2000. Student and employer perceptions of desirable entry-level operations management skills. Mid-American Journal of Business, 16, 51-59.
  • Greenlaw, J. (2015). Deconstructing the metanarrative of the 21st-century skills Movement. Educational Philosophy and Theory, 47(9), 894–903.
  • Gube, M., & Lajoie, S. (2020). Adaptive expertise and creative thinking: A synthetic review and implications for practice. Thinking Skills and Creativity, 35, 100630. https://doi.org/10.1016/j.tsc.2020.100630.
  • Hamarat, E. (2019). 21. Yüzyıl becerileri odağında Türkiye’nin eğitim politikaları. SETA/Analiz. İstanbul.
  • Hilton, M. (2015). Preparing students for life and work. Issues in Science and Technology, 31(4), 63-66.
  • Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources. FL: Florida
  • Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education, 18(4-5), 369-385.
  • Jackson, D. (2016). Re-conceptualizing graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35(5), 925-939.
  • Kavanagh, M. H., & Drennan, L. (2008). What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting & Finance, 48(2), 279-300.
  • Köseoğlu, F., & Tümay, H. (2013). Bilim eğitiminde yapılandırıcı paradigma. Ankara: Pegem Akademi.
  • Lapek, J. (2017). 21st century skills: A tools student need. Retrieved from https://www.questia.com/magazine/1G1-491407251/21st-century-skills-the-tools-student-need.
  • Lin, Y. C., Yu, C., & Yi, C. C. (2014). The effects of positive affect, person-job fit, and well-being on job performance. Social Behavior and Personality: An International Journal, 42(9), 1537-1547.
  • Lin, S., Lamond, D., Yang, C. L., & Hwang, M. (2014). Personality traits and simultaneous reciprocal influences between job performance and job satisfaction. Chinese Management Studies,8 (1), 6-26.
  • Özgüngör, S. ve Duru, E. (2014). Öğretim elemanları ve ders özelliklerinin öğretim elemanlarının performanslarına ilişkin değerlendirmelerle ilişkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 175–188.
  • Özsoy, E., & Gürbüzoğlu, Y. E. (2019). Beyaz yakalı çalışanlarda aranan becerilerin belirlenmesine yönelik bir araştırma. International Journal of Management and Administration, 3(5), 149-160.
  • Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri, 3. Baskıdan Çeviri, Patton, M. Q., Qualitative Research and Evaluation Methods, Bütün, M. ve Demir, S. B. (Ed), Pegem Yayınevi, Ankara.
  • Ritz, J. M., & Bevins, P. S. (2019). Economies, innovations, technology, and engineering education: The connections. Retrieved from
  • http://www.ers.usda.gov/datafiles/Intemational_Macroeconomic_Data/Historical_Data_Files/Historical, Erişim:13.10.2019
  • Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st century: A content analysis of job advertisements. Educational Researcher. https://doi.org/10.3102/0013189X19890600
  • Rychen, D. S., & Salganik, L. H. (Eds.). (2003). Key competencies for a successful life and well-functioning society. Hogrefe Publishing.
  • Salas-Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management & E-Learning: An International Journal, 5(1), 248-262.
  • Skorikov, V. B., & Vondracek, F. W. (2007). Vocational identity. In Career development in childhood and adolescence (pp. 143-168). Brill Sense.
  • Soulé, H., & Warrick, T. (2015). Defining 21st-century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178-186.http://dx.doi.org/10.1037/aca0000017
  • Şimşek, H. ve Adıgüzel, T. (2012). Yükseköğretimde yeni bir üniversite paradigmasına doğru. Eğitim ve Bilim, 37(166). 250-261.
  • Tavşancıl, E., & Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. Epsilon Yayınları: İstanbul.
  • Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. John Wiley & Sons.
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2019). Determinants of 21st-century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
  • World Economic Forum Report (2019). Global competitiveness report 2019, How to end a lost decade of productivity growth. http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılı

Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians

Yıl 2020, Cilt: 8 Sayı: 4, 1059 - 1079, 27.10.2020

Öz

This study aims to explore the 21st-century competencies and skills of university graduates from the perspectives of sector representatives and academicians. The study group consists of 10 participants, 5 (4 male, 1 female) academician and 5 (3 male, 2 female) managers in the Human Resources departments. Data were collected through in-depth interviews. Inductive content analysis method was used to analyze the data. The results of the analysis show that the qualifications of graduates and the features required by the sectors can be grouped under one theme and four sub-themes. According to the results, the theme of competence emerges as a single theme covering the sub-themes of knowledge, skill, personality traits, and vocational identity. Findings show that students' early experiences with which they can interact with sectors relevant to their fields are important. The results are discussed in light of the relevant literature and some suggestions are given.

Kaynakça

  • Alismail, H. A., & McGuire, P. (2015). 21st-Century standards and curriculum: current research and practice. Journal of Education and Practice, 6(6), 150-154.
  • Ananiadou, K., & Claro, M. (2009). 21st-century skills and competences for new millennium learners in OECD countries, OECD Education Working Papers, No. 41, OECD Publishing. http://dx.doi.org/10.1787/218525261154
  • Aydeniz, M. (2017). Eğitim sistemimiz ve 21. yüzyıl hayalimiz: 2045 hedeflerine ilerlerken, Türkiye için STEM Odaklı ekonomik bir yol haritası. University of Tennessee, Knoxville.
  • Balcar, J. (2020). Future skills needs in EU and skills transferability in 2020: Sector meta-analysis (March 31, 2011). Ekonomicka Revue, 14(1), 5-20.
  • Bankel, J., Berggren, K. F., Blom, K., Crawley, E. F., Wiklund, I., & Östlund, S. (2003). The CDIO syllabus: a comparative study of expected student proficiency. European Journal of Engineering Education, 28(3), 297-315.
  • Cansoy, R. (2018). Uluslararası çerçevelere göre 21.yüzyıl becerileri ve eğitim sisteminde kazandırılması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7 (4), 3112-3134.
  • Çiftçi, M., & Öztürk, U. C. (2013). Yetkinlik bazlı personel seçme faaliyetleri ve Türkiye’deki büyük ölçekli işletmelerin işgören seçme modeli tercihlerindeki eğilimler. Sosyal Ekonomik Araştırmalar Dergisi, 13(25), 145-172.
  • Cohen, J. D., Renken, M., & Calandra, B. (2017). Urban middle school students, twenty-first century skills, and STEM-ICT careers: Selected findings from a front-end analysis. TechTrends, 61(4), 380–385. https://doi.org/10.1007/s11528-017-0170-8
  • Coşkun, S., Kır, A., & Coşkun, S. (2017). İş dünyasının muhasebe eğitiminden beklentilerinin değerlendirilmesine yönelik bir araştırma. Uluslararası Yönetim İktisat ve İşletme Dergisi, 13(5), 330-341.
  • Council of Higher Education (2010). National qualifications framework for higher education in Turkey, http://tyyc.yok.gov.tr/
  • Davies, A, Fidler, D & Gorbis, M. (2011). Future work skills 2020, Institute for the future for University of Phoenix Research Institute, Palo Alto, viewed 18 Feb 2020, http://www.iftf.org/futureworkskills/
  • Dede, C. (2010). Comparing frameworks for 21st centuryskills. In J. Bellanca and R. Brandt (Eds.), 21st-century skills rethinking how students learn (pp.51-75). Bloomington, IN: Solution Tree Press.
  • Dewey, J. (1998). The essential Dewey: Pragmatism, education, democracy (Vol. 1). Indiana University Press.
  • Düzakın, E., & Yılmaz, Ö. (2009). İşletme mezunlarının iş hayatındaki yeri ve işletme eğitimi: 1000 büyük sanayi kuruluşunun işletme mezunlarından beklentileri üzerine araştırma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 149-164.
  • Gabric, D. & McFadden, K.L. 2000. Student and employer perceptions of desirable entry-level operations management skills. Mid-American Journal of Business, 16, 51-59.
  • Greenlaw, J. (2015). Deconstructing the metanarrative of the 21st-century skills Movement. Educational Philosophy and Theory, 47(9), 894–903.
  • Gube, M., & Lajoie, S. (2020). Adaptive expertise and creative thinking: A synthetic review and implications for practice. Thinking Skills and Creativity, 35, 100630. https://doi.org/10.1016/j.tsc.2020.100630.
  • Hamarat, E. (2019). 21. Yüzyıl becerileri odağında Türkiye’nin eğitim politikaları. SETA/Analiz. İstanbul.
  • Hilton, M. (2015). Preparing students for life and work. Issues in Science and Technology, 31(4), 63-66.
  • Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources. FL: Florida
  • Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education, 18(4-5), 369-385.
  • Jackson, D. (2016). Re-conceptualizing graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35(5), 925-939.
  • Kavanagh, M. H., & Drennan, L. (2008). What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting & Finance, 48(2), 279-300.
  • Köseoğlu, F., & Tümay, H. (2013). Bilim eğitiminde yapılandırıcı paradigma. Ankara: Pegem Akademi.
  • Lapek, J. (2017). 21st century skills: A tools student need. Retrieved from https://www.questia.com/magazine/1G1-491407251/21st-century-skills-the-tools-student-need.
  • Lin, Y. C., Yu, C., & Yi, C. C. (2014). The effects of positive affect, person-job fit, and well-being on job performance. Social Behavior and Personality: An International Journal, 42(9), 1537-1547.
  • Lin, S., Lamond, D., Yang, C. L., & Hwang, M. (2014). Personality traits and simultaneous reciprocal influences between job performance and job satisfaction. Chinese Management Studies,8 (1), 6-26.
  • Özgüngör, S. ve Duru, E. (2014). Öğretim elemanları ve ders özelliklerinin öğretim elemanlarının performanslarına ilişkin değerlendirmelerle ilişkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 175–188.
  • Özsoy, E., & Gürbüzoğlu, Y. E. (2019). Beyaz yakalı çalışanlarda aranan becerilerin belirlenmesine yönelik bir araştırma. International Journal of Management and Administration, 3(5), 149-160.
  • Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri, 3. Baskıdan Çeviri, Patton, M. Q., Qualitative Research and Evaluation Methods, Bütün, M. ve Demir, S. B. (Ed), Pegem Yayınevi, Ankara.
  • Ritz, J. M., & Bevins, P. S. (2019). Economies, innovations, technology, and engineering education: The connections. Retrieved from
  • http://www.ers.usda.gov/datafiles/Intemational_Macroeconomic_Data/Historical_Data_Files/Historical, Erişim:13.10.2019
  • Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st century: A content analysis of job advertisements. Educational Researcher. https://doi.org/10.3102/0013189X19890600
  • Rychen, D. S., & Salganik, L. H. (Eds.). (2003). Key competencies for a successful life and well-functioning society. Hogrefe Publishing.
  • Salas-Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management & E-Learning: An International Journal, 5(1), 248-262.
  • Skorikov, V. B., & Vondracek, F. W. (2007). Vocational identity. In Career development in childhood and adolescence (pp. 143-168). Brill Sense.
  • Soulé, H., & Warrick, T. (2015). Defining 21st-century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178-186.http://dx.doi.org/10.1037/aca0000017
  • Şimşek, H. ve Adıgüzel, T. (2012). Yükseköğretimde yeni bir üniversite paradigmasına doğru. Eğitim ve Bilim, 37(166). 250-261.
  • Tavşancıl, E., & Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. Epsilon Yayınları: İstanbul.
  • Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. John Wiley & Sons.
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2019). Determinants of 21st-century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
  • World Economic Forum Report (2019). Global competitiveness report 2019, How to end a lost decade of productivity growth. http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılı
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Erdinç Duru

Asuman Duatepe Paksu

Murat Balkıs Bu kişi benim

Sibel Duru

Mehmet Emin Bakay

Yayımlanma Tarihi 27 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 8 Sayı: 4

Kaynak Göster

APA Duru, E., Duatepe Paksu, A., Balkıs, M., Duru, S., vd. (2020). Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians. Eğitimde Nitel Araştırmalar Dergisi, 8(4), 1059-1079.
AMA Duru E, Duatepe Paksu A, Balkıs M, Duru S, Bakay ME. Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians. Derginin Amacı ve Kapsamı. Ekim 2020;8(4):1059-1079.
Chicago Duru, Erdinç, Asuman Duatepe Paksu, Murat Balkıs, Sibel Duru, ve Mehmet Emin Bakay. “Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians”. Eğitimde Nitel Araştırmalar Dergisi 8, sy. 4 (Ekim 2020): 1059-79.
EndNote Duru E, Duatepe Paksu A, Balkıs M, Duru S, Bakay ME (01 Ekim 2020) Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians. Eğitimde Nitel Araştırmalar Dergisi 8 4 1059–1079.
IEEE E. Duru, A. Duatepe Paksu, M. Balkıs, S. Duru, ve M. E. Bakay, “Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians”, Derginin Amacı ve Kapsamı, c. 8, sy. 4, ss. 1059–1079, 2020.
ISNAD Duru, Erdinç vd. “Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians”. Eğitimde Nitel Araştırmalar Dergisi 8/4 (Ekim 2020), 1059-1079.
JAMA Duru E, Duatepe Paksu A, Balkıs M, Duru S, Bakay ME. Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians. Derginin Amacı ve Kapsamı. 2020;8:1059–1079.
MLA Duru, Erdinç vd. “Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians”. Eğitimde Nitel Araştırmalar Dergisi, c. 8, sy. 4, 2020, ss. 1059-7.
Vancouver Duru E, Duatepe Paksu A, Balkıs M, Duru S, Bakay ME. Examination of 21st-Century Competencies and Skills of Graduates from the Perspective of Sector Representatives and Academicians. Derginin Amacı ve Kapsamı. 2020;8(4):1059-7.