BibTex RIS Kaynak Göster

Akademik Kültürün Oluşmasında Akademisyenlerin Bireysel Mesleki Rollerinin Etkisi

Yıl 2018, Sayı: 1, 117 - 126, 01.04.2018

Öz

Kültür teorisi, birey ve kültür arasında karmaşık ve farkedilmesi güç etkileşimleri önerir. Bu etkileşimin doğasını anlamak için akademisyenlerin bireysel rollerini test ettik böylece farklı bir kültürel bağlamda mevcut bilgiye yeni bir katkı yapmayı amaçladık. 2016 Bahar döneminde veri toplama araçları olarak Akademik Kültür Ölçeği ve Akademisyenlerin Mesleki İyilik Algısı Ölçeğini kullandık. Küme ve rastgele örnekleme tekniğiyle seçilen 303 akademisyene ait verileri çoklu regresyon analizi ve yol analizlerini kullanarak inceledik. Kültür ve birey arasında karşılıklı etkiyi tespit ettik ve bireysel özellikleri temsil eden akademisyenlerin mesleki iyilik algısının akademik kültür üzerinde daha güçlü etkisini belirledik. Böylece, devam eden tarihi tartışmada bireysel görüşü destekleyen bir sonuç elde ettik. Bulgulara dayalı olarak akademik kültürün oluşumunda, teşvik mekanizmalarının düzenlenmesi, sorumluluklar ve kuralların belirlenmesinin iki yönetsel araç olduğunu belirledik. Ek olarak, eğer akademisyenler daha iyi işbirliğine sahip olur ve onların başarıları takdir edilirse, akademik kültürün daha olumlu olacağını önerdik

Kaynakça

  • Aelterman, A., Engels, N., Petegem, K. V., & Verhaeghe, J. P. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-297.
  • Anderson, G. (2008). Mapping academic resistance in the managerial university. Organization, 15(2), 251–270.
  • Bakan, İ., Büyükbeşe, T., & Bedestenci. H. Ç. (2004). Örgüt kültürü: Teorik ve ampirik yaklaşım (Organizational culture: Theoretical and empiric approach). Bursa: Aktüel.
  • Bentley, P. J., Coates, H., Dobson, I. R., Goedegebuure, L., & Meek, V. L. (2013). Academic job satisfaction from an international comparative perspective: Factors associated with satisfaction across 12 countries. In P. J. Bentley, H. Coates, I. R. Dobson, L. Goedegebuure, & V. L. Meek (Eds.), Job satisfaction around the academic world (pp. 239–262). Berlin: Springer.
  • Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press.
  • Butt, R., & Retallick, J. (2002). Professional well being and learning: A study of administrator–teacher workplace relationships. Journal of Educational Enquiry, 3, 17-34.
  • Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework. San Francisco: Jossey-Bass.
  • Chang, S. E., & Lin, C. S. (2007). Exploring organizational culture for information security management. Industrial Management & Data Systems, 107(3), 438-458.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluatin quantitative and qualitative research. Columbus, OH: Pearson.
  • Çetinsaya, G. (2014). Büyüme, kalite ve uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası (Growing, quality and internationalisation: A guide map for higher education in Turkey). Ankara: Yükseköğretim Kurulu.
  • Deal, T., & Kennedy, A. (2000). The new corporate cultures: Revitalizing the workplace after downsizing, mergers, and reengineering. New York: Texere.
  • Shin, J. C., & Jung, J. (2013). Academic job satisfaction and job stress accross countries in the changing academic environment. Higher Education, 67, 603-620, doi:10.1007/s10734-013- 9668-y
  • Smith, P. (2001). Cultural theory: An introduction. Oxford: Blackwell Publishing.
  • Soini, T., Pyhaltö, K., & Pietarinen, J. (2010). Pedagogical well- being: Reflecting learning and well-being in teachers’ work. Teachers and Teaching: Theory and Practice, 16 (6), 735–751.
  • Szelenyi, K., & Rhoads, R. A. (2013). Academic culture and citizenship in transitional societies: Case studies from China and Hungary. Higher Education 66, 425–438, doi:10.1007/ s10734-013-9614z
  • Türk Egitim Derneği (TED). (2009). Ögretmen yeterlikleri (Teachers’ competencies). Ankara: Okan Matbaası
  • Tan, C. N. L. (2016). Enhancing knowledge sharing and research collaboration among academics: The role of knowledge management. Higher Education, 71, 525-556.
  • Turner, N., Barling, J., & Zacharatos, A. (2002). Positive psychology at work. In C. R. Snyder, & S. J. Lopez, (Eds.), Handbook of positive psychology (pp. 715–728). New York, US: Oxford University Press.
  • Välimaa, J., & Ylijoki O. H. (2008). Cultural perspectives on higher education. Dordrecht: Springer.
  • Wan, C. D., Chapman, D. W., Zain, A. N. M., Hutcheson, S., Lee, M., & Austin, A. E. (2015). Academic culture in Malaysia: Sources of satisfaction and frustration. Asia Pacific Education Review, 16, 517-526. doi:10.1007/s12564-015-9398-1
  • Wissema, J. G. (2009). Üçüncü kuşak üniversitelere doğru: Geçiş döneminde üniversiteleri yönetmek (Towards third generation universities: Administering the university in transition period). İstanbul: Özyeğin University Publication.
  • Wong, Y. P., & Zhang, L. (2014). Perceived school culture, personality types, and well-being among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39 (2), 100-108.
  • Yıldırım, K. (2015). Testing the main determinants of teachers’ professional well-being by using a mixed method. Teacher Development, 19(1), 59-78. doi:10.1080/13664530.2014.970 663
  • Yıldırım, K., Arastaman, G., & Dasci, E. (2016). The relationship between teachers’ attitude toward measurement and evaluation and their perceptions of professional well- being. Eurasian Journal of Educational Research, 62, 77-96. doi:10.14689/ejer.2016.58.5 Retrieved from http://www.ejer. com.tr/0DOWNLOAD/pdfler/eng/garastaman62.pdf
  • Yung, R. (2015). Reassessing China’s higher education developments: A focus on academic culture. Asia Pacific Education Review, 16, 527-535.
  • Zilwa, D. (2007). Organizational culture and values and the adaptation of academic units in Australian universities. Higher Education, 54, 557-574.
  • Sckerl, J. A. M. (2002). Organizational culture in higher education effectiveness: A case study for Midwest University in change. Unpublished Doctoral Dissertation. The University of South Dakota.

The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture

Yıl 2018, Sayı: 1, 117 - 126, 01.04.2018

Öz

Cultural theory suggests subtle and complex interactions between individual and the culture. We tested the academicians’ individual role to understand the nature of this interaction so that we intended to make a new contribution into a body of existing knowledge from a different cultural context. We used academic culture scale and academicians’ professional well-being scale as data gathering instruments, which were implemented in 2016 spring term. By using multiple regression analysis and path analysis, we analysed data belonged to 303 academicians selected by cluster and random technique. We found a reciprocal impact between culture and individual, and we also identified much more powerful effect of perceptions of academicians’ professional well-being representing the individual characteristics on the academic culture. Thus, we had a result supporting individualistic views in ongoing historical debate. Based on the findings, designing incentive mechanisms and introducing rules and responsibilities appeared as two administrative tools in forming academic culture. In addition, we suggested that if academicians have better collaboration and their accomplishments are recognised, academic culture would be more positive

Kaynakça

  • Aelterman, A., Engels, N., Petegem, K. V., & Verhaeghe, J. P. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-297.
  • Anderson, G. (2008). Mapping academic resistance in the managerial university. Organization, 15(2), 251–270.
  • Bakan, İ., Büyükbeşe, T., & Bedestenci. H. Ç. (2004). Örgüt kültürü: Teorik ve ampirik yaklaşım (Organizational culture: Theoretical and empiric approach). Bursa: Aktüel.
  • Bentley, P. J., Coates, H., Dobson, I. R., Goedegebuure, L., & Meek, V. L. (2013). Academic job satisfaction from an international comparative perspective: Factors associated with satisfaction across 12 countries. In P. J. Bentley, H. Coates, I. R. Dobson, L. Goedegebuure, & V. L. Meek (Eds.), Job satisfaction around the academic world (pp. 239–262). Berlin: Springer.
  • Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press.
  • Butt, R., & Retallick, J. (2002). Professional well being and learning: A study of administrator–teacher workplace relationships. Journal of Educational Enquiry, 3, 17-34.
  • Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework. San Francisco: Jossey-Bass.
  • Chang, S. E., & Lin, C. S. (2007). Exploring organizational culture for information security management. Industrial Management & Data Systems, 107(3), 438-458.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluatin quantitative and qualitative research. Columbus, OH: Pearson.
  • Çetinsaya, G. (2014). Büyüme, kalite ve uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası (Growing, quality and internationalisation: A guide map for higher education in Turkey). Ankara: Yükseköğretim Kurulu.
  • Deal, T., & Kennedy, A. (2000). The new corporate cultures: Revitalizing the workplace after downsizing, mergers, and reengineering. New York: Texere.
  • Shin, J. C., & Jung, J. (2013). Academic job satisfaction and job stress accross countries in the changing academic environment. Higher Education, 67, 603-620, doi:10.1007/s10734-013- 9668-y
  • Smith, P. (2001). Cultural theory: An introduction. Oxford: Blackwell Publishing.
  • Soini, T., Pyhaltö, K., & Pietarinen, J. (2010). Pedagogical well- being: Reflecting learning and well-being in teachers’ work. Teachers and Teaching: Theory and Practice, 16 (6), 735–751.
  • Szelenyi, K., & Rhoads, R. A. (2013). Academic culture and citizenship in transitional societies: Case studies from China and Hungary. Higher Education 66, 425–438, doi:10.1007/ s10734-013-9614z
  • Türk Egitim Derneği (TED). (2009). Ögretmen yeterlikleri (Teachers’ competencies). Ankara: Okan Matbaası
  • Tan, C. N. L. (2016). Enhancing knowledge sharing and research collaboration among academics: The role of knowledge management. Higher Education, 71, 525-556.
  • Turner, N., Barling, J., & Zacharatos, A. (2002). Positive psychology at work. In C. R. Snyder, & S. J. Lopez, (Eds.), Handbook of positive psychology (pp. 715–728). New York, US: Oxford University Press.
  • Välimaa, J., & Ylijoki O. H. (2008). Cultural perspectives on higher education. Dordrecht: Springer.
  • Wan, C. D., Chapman, D. W., Zain, A. N. M., Hutcheson, S., Lee, M., & Austin, A. E. (2015). Academic culture in Malaysia: Sources of satisfaction and frustration. Asia Pacific Education Review, 16, 517-526. doi:10.1007/s12564-015-9398-1
  • Wissema, J. G. (2009). Üçüncü kuşak üniversitelere doğru: Geçiş döneminde üniversiteleri yönetmek (Towards third generation universities: Administering the university in transition period). İstanbul: Özyeğin University Publication.
  • Wong, Y. P., & Zhang, L. (2014). Perceived school culture, personality types, and well-being among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39 (2), 100-108.
  • Yıldırım, K. (2015). Testing the main determinants of teachers’ professional well-being by using a mixed method. Teacher Development, 19(1), 59-78. doi:10.1080/13664530.2014.970 663
  • Yıldırım, K., Arastaman, G., & Dasci, E. (2016). The relationship between teachers’ attitude toward measurement and evaluation and their perceptions of professional well- being. Eurasian Journal of Educational Research, 62, 77-96. doi:10.14689/ejer.2016.58.5 Retrieved from http://www.ejer. com.tr/0DOWNLOAD/pdfler/eng/garastaman62.pdf
  • Yung, R. (2015). Reassessing China’s higher education developments: A focus on academic culture. Asia Pacific Education Review, 16, 527-535.
  • Zilwa, D. (2007). Organizational culture and values and the adaptation of academic units in Australian universities. Higher Education, 54, 557-574.
  • Sckerl, J. A. M. (2002). Organizational culture in higher education effectiveness: A case study for Midwest University in change. Unpublished Doctoral Dissertation. The University of South Dakota.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Kamil Yıldırım Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 1

Kaynak Göster

APA Yıldırım, K. (2018). The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture. Yükseköğretim Ve Bilim Dergisi(1), 117-126.
AMA Yıldırım K. The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture. J Higher Edu Sci. Nisan 2018;(1):117-126.
Chicago Yıldırım, Kamil. “The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture”. Yükseköğretim Ve Bilim Dergisi, sy. 1 (Nisan 2018): 117-26.
EndNote Yıldırım K (01 Nisan 2018) The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture. Yükseköğretim ve Bilim Dergisi 1 117–126.
IEEE K. Yıldırım, “The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture”, J Higher Edu Sci, sy. 1, ss. 117–126, Nisan 2018.
ISNAD Yıldırım, Kamil. “The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture”. Yükseköğretim ve Bilim Dergisi 1 (Nisan 2018), 117-126.
JAMA Yıldırım K. The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture. J Higher Edu Sci. 2018;:117–126.
MLA Yıldırım, Kamil. “The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture”. Yükseköğretim Ve Bilim Dergisi, sy. 1, 2018, ss. 117-26.
Vancouver Yıldırım K. The Influence of Academicians’ Individual Professional Role in Formation of Academic Culture. J Higher Edu Sci. 2018(1):117-26.