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ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ

Yıl 2016, , 65 - 87, 01.12.2016
https://doi.org/10.24889/ifede.268150

Öz

Türk eğitim sistemindeki son gelişmeler ışığında, “etkin öğretim” ve “öğrencilerin değerlendirmesi ile etkin öğretim” kavramlarını bir işletme fakültesi bağlamında araştırmayı amaçladık. Eğitimcilerin genel performansını değerlendirmek amacı ile öğrencilerin ne tür özellikleri dikkate aldığını; eğitimcillerin genel performansını ve derslerini Çalışmamızda, “Student’s Evaluation of Teaching Effectiveness Rating Scale” (SETERS), öğretim değerlendirme üzerine uluslararası boyutlu bir ölçek, Türkiye’deki bir üniversitede, işletme fakültesi altında ele alınmıştır. Ulaşılan bulgular, öğrencilerin “etkin bilgi aktarımı” ve “iletişim becerisi” özelliklerini etkin bir eğitimcide olması gereken önemli unsurlar olarak nitelendirdiklerini göstermektedir

Kaynakça

  • Abrami, P. C., d’Apollonia, S., & Rosenfield, S. (1996). The Dimensionality of student ratings of instruction: what we know and what we do not. In J. C. Smart (Ed.), Higher education: handbook of theory and research (pp. 213-264). New York: Agathon.
  • Açan, B., & Saydan, R. (2009). Öğretim elemanlarının akademik kalite özelliklerinin değerlendirilmesi: Kafkas üniversitesi İİBF örneği. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(2).
  • Allen, S. (2008). 'Warming the climate for learning. Teaching Professor Report, 22 (2). Madison: Magna Publications.
  • Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors: differently? Journal of Educational Psychology, 79(3), 308.
  • Brophy, J., & Good, T. L. (1984). Teacher behavior and student achievement. Occasional Paper (73).
  • Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of teaching? Journal of Higher Education, 17-33.
  • Cohen, P. A., & Herr, G. (1979). Procedure for diagnostic instructional feedback-formative assessment of college-teaching (fact) model. Educational Technology, 19(12), 18-23.
  • Cohen, P. A. (1980). Effectiveness of student-rating feedback for improving findings. Research in Higher Education, 13(4), 321-341. instruction: a meta-analysis of
  • d'Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52(11), 1198-1208.
  • d’Apollonia, S., & Abrami, P. (1996, April). Variables moderating the validity of student ratings of instruction: a meta-analysis. Paper presented in 77th annual meeting of the American Educational Research Association, New York.
  • DeShields Jr, O. W., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: applying Herzberg's two-factor theory. International Journal of Educational Management, 19(2), 128-139.
  • Dodeen, H. (2013). Validity, reliability, and potential bias of short forms of students' evaluation of teaching: the case of UAE university. Educational Assessment, 18(4), 235-250.
  • Emery, C. R., Kramer, T. R., & Tian, R. G. (2003). Return to academic standards: a critique of student evaluations of teaching effectiveness. Quality Assurance in Education, 11(1), 37-46.
  • Feldman, K. A. (1976). The superior college teacher from the students' view. Research in Higher Education, 5(3), 243-288.
  • Francis, C. A. (2011). Student Course Evaluations: Association with Pre- course Attitudes and Comparison of Business Courses in Social Science and Quantitative Topics. North American Journal of Psychology, 13(1).141-154.
  • Galbraith, C. S., Merrill, G. B., & Kline, D. M. (2012). Are student evaluations of teaching effectiveness valid for measuring student learning outcomes in business related classes? A neutral network and Bayesian analyses. Research in Higher Education, 53(3), 353- 374.
  • Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(5), 293-309.
  • Greenwald, A. G., and Gillmore, G. M. (1997). Grading leniency is a removable contaminant of student ratings. American psychologist, 52(11), 1209. (11): 1209-17.
  • Gülcan, Y., Kuştepeli, Y., & Aldemir, C. (2002). Yüksek öğretimde öğrenci doyumu: kuramsal bir çerçeve ve görgül bir araştırma. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 7(1), 99-114.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. New Jersey: Pearson Education.
  • Hattie, J. A. C., & Learning, V. (2009). A synthesis of over 800 meta- analyses relating to achievements. New York.
  • Howard, G. S., & Maxwell, S. E. (1982). Do grades contaminate student evaluations of instruction?. Research in Higher Education, 16(2), 175-188.
  • Karaca, E. (2008). Eğitimde kalite arayışları ve eğitim fakültelerinin yeniden yapılandırılması. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 21, 61-80.
  • LeBlanc, G., & Nguyen, N. (1997). Searching for excellence in business education: an exploratory study of customer impressions of service quality. International Journal of Educational Management, 11(2), 72-79.
  • Letcher, D. W., & Neves, J. S. (2010). Determinants of undergraduate business student satisfaction. Research in Higher Education Journal, 6(1), 1-26.
  • Marsh, H. W. (1987). Students' evaluations of university teaching: research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253-388.
  • Marsh, H. W. (2007). Students’ evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness. In Perry, R. P., & Smart, J. C. (Ed.), The scholarship of teaching and learning in higher education: an evidence-based perspective (pp. 319-383). Netherlands: Springer.
  • Marsh, H. W., & Bailey, M. (1993). Multidimensional students' evaluations of teaching effectiveness: a profile analysis. Journal of Higher Education, 1-18.
  • Marsh, H. W., & Dunkin, M. J. (1992). Students’ evaluations of university teaching: a multidimensional perspective. Higher education: handbook of theory and research, 8, 143-233.
  • Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. (1998). Confirmatory factor analyses of Chinese students' evaluations of university teaching. Structural Equation Modelling: A Multidisciplinary Journal, 5(2), 143-164.
  • Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: the critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187.
  • Martínez-Gómez, M., Sierra, J. M. C., Jabaloyes, J., & Zarzo, M. (2011). A multivariate method for analyzing and improving the use of student evaluation of teaching questionnaires: a case study. Quality & Quantity, 45(6), 1415-1427.
  • Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology 75: 138--149.
  • Nelson, J. P., & Lynch, K. A. (1984). Grade inflation, real income, simultaneity, and teaching evaluations. Journal of Economic Education, 21-37.
  • Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007). Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods analysis. American Educational Research Journal, 44(1), 113-160.
  • Özgüngör, S. (2010). Identifying dimensions of students' ratings that best predict students' self-efficacy, course value and satisfaction. Eurasian Journal of Educational Research (EJER), (38). 146-163.
  • Özgüngör, S. (2013). The relationship between instructor and course characteristics and students’ perception of instructional quality. Procedia-Social and Behavioral Sciences, 93, 1324-1328.
  • Patrick, J., & Smart, R. M. (1998). An empirical evaluation of teacher effectiveness: the emergence of three critical factors. Assessment & Evaluation in Higher Education, 23(2), 165-178.
  • Petridou, E., & Sarri, K. (2004). Evaluation research in business schools: students’ rating myth. The International Journal of Educational Management, 18(3), 152-159.
  • Renaud, R. D., & Murray, H. G. (2005). Factorial validity of student ratings of instruction. Research in Higher Education, 46(8), 929- 953.
  • Santiago, P., & Benavides, F. (2009, December). Teacher evaluation: a conceptual framework and examples of country practices. Paper presented at OECD-Mexico Workshop ‘Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms’, Mexico City.
  • Slate, J. R., LaPrairie, K. N., Schulte, D. P., & Onwuegbuzie, A. J. (2011). Views of effective college faculty: A mixed analysis. Assessment & Evaluation in Higher Education, 36(3), 331-346.
  • Sprinkle, J. E. (2009). Student Perceptions of Educator Effectiveness: A Follow-Up Study. College Student Journal, 43(4).1341-1356.
  • Swartz, C. W., White, K. P. & Stuck, G. B. (1990). The factorial structure of the North Carolina teacher performance appraisal instrument. Educational and Psychological Measurement, 50(1), 175–185
  • Tran, N. D. (2015). Reconceptualisation of approaches to teaching evaluation in higher education. Issues in Educational Research, 25(1), 50-61.
  • Toland, M. D., & De Ayala, R. J. (2005). A multilevel factor analysis of students’ evaluations of teaching. Educational and Psychological Measurement, 65(2), 272-296.
  • Valsan, C., & Sproule, R. (2008). The invisible hands behind the student evaluation of teaching: the rise of the new managerial elite in the governance of higher education. Journal of Economic Issues, 42(4), 939-958.
  • Watkins, D. (1994). Student evaluations of university teaching: a cross- cultural perspective. Research in Higher Education, 35(2), 251-266.
  • Weimer, M. (2007). Content knowledge: a barrier to teaching development in effective strategies for improving college teaching and learning. The Teaching Professor Report 22 (6). Madison: Magna Publications.
  • Yüksek Öğretim Kurulu. (2016). Bologna Process. Retrieved from http://www.yok.gov.tr/web/guest/anasayfa (09.05.16)

EVALUATING THE INSTRUCTOR EFFECTIVENESS: A TURKISH BUSINESS FACULTY EXAMPLE

Yıl 2016, , 65 - 87, 01.12.2016
https://doi.org/10.24889/ifede.268150

Öz

In light of recent developments in the educational system in Turkey, we aimed to investigate students’ evaluation on teaching effectiveness in business school. We attempted to learn the characteristics students consider when they evaluate overall performance of instructors and the factors that influence the students when they appraise the instructors and their courses. In our study, we attempted to draw attention to a verified multidimensional measure of teaching evaluation. For this purpose, Students’ Evaluation of Teaching Effectiveness Rating Scale (SETERS) was used in a business faculty in Turkey. Findings show that students consider “effective knowledge delivery” and “communication skill” as important aspects of a successful instructor

Kaynakça

  • Abrami, P. C., d’Apollonia, S., & Rosenfield, S. (1996). The Dimensionality of student ratings of instruction: what we know and what we do not. In J. C. Smart (Ed.), Higher education: handbook of theory and research (pp. 213-264). New York: Agathon.
  • Açan, B., & Saydan, R. (2009). Öğretim elemanlarının akademik kalite özelliklerinin değerlendirilmesi: Kafkas üniversitesi İİBF örneği. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(2).
  • Allen, S. (2008). 'Warming the climate for learning. Teaching Professor Report, 22 (2). Madison: Magna Publications.
  • Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors: differently? Journal of Educational Psychology, 79(3), 308.
  • Brophy, J., & Good, T. L. (1984). Teacher behavior and student achievement. Occasional Paper (73).
  • Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of teaching? Journal of Higher Education, 17-33.
  • Cohen, P. A., & Herr, G. (1979). Procedure for diagnostic instructional feedback-formative assessment of college-teaching (fact) model. Educational Technology, 19(12), 18-23.
  • Cohen, P. A. (1980). Effectiveness of student-rating feedback for improving findings. Research in Higher Education, 13(4), 321-341. instruction: a meta-analysis of
  • d'Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52(11), 1198-1208.
  • d’Apollonia, S., & Abrami, P. (1996, April). Variables moderating the validity of student ratings of instruction: a meta-analysis. Paper presented in 77th annual meeting of the American Educational Research Association, New York.
  • DeShields Jr, O. W., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: applying Herzberg's two-factor theory. International Journal of Educational Management, 19(2), 128-139.
  • Dodeen, H. (2013). Validity, reliability, and potential bias of short forms of students' evaluation of teaching: the case of UAE university. Educational Assessment, 18(4), 235-250.
  • Emery, C. R., Kramer, T. R., & Tian, R. G. (2003). Return to academic standards: a critique of student evaluations of teaching effectiveness. Quality Assurance in Education, 11(1), 37-46.
  • Feldman, K. A. (1976). The superior college teacher from the students' view. Research in Higher Education, 5(3), 243-288.
  • Francis, C. A. (2011). Student Course Evaluations: Association with Pre- course Attitudes and Comparison of Business Courses in Social Science and Quantitative Topics. North American Journal of Psychology, 13(1).141-154.
  • Galbraith, C. S., Merrill, G. B., & Kline, D. M. (2012). Are student evaluations of teaching effectiveness valid for measuring student learning outcomes in business related classes? A neutral network and Bayesian analyses. Research in Higher Education, 53(3), 353- 374.
  • Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(5), 293-309.
  • Greenwald, A. G., and Gillmore, G. M. (1997). Grading leniency is a removable contaminant of student ratings. American psychologist, 52(11), 1209. (11): 1209-17.
  • Gülcan, Y., Kuştepeli, Y., & Aldemir, C. (2002). Yüksek öğretimde öğrenci doyumu: kuramsal bir çerçeve ve görgül bir araştırma. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 7(1), 99-114.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. New Jersey: Pearson Education.
  • Hattie, J. A. C., & Learning, V. (2009). A synthesis of over 800 meta- analyses relating to achievements. New York.
  • Howard, G. S., & Maxwell, S. E. (1982). Do grades contaminate student evaluations of instruction?. Research in Higher Education, 16(2), 175-188.
  • Karaca, E. (2008). Eğitimde kalite arayışları ve eğitim fakültelerinin yeniden yapılandırılması. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 21, 61-80.
  • LeBlanc, G., & Nguyen, N. (1997). Searching for excellence in business education: an exploratory study of customer impressions of service quality. International Journal of Educational Management, 11(2), 72-79.
  • Letcher, D. W., & Neves, J. S. (2010). Determinants of undergraduate business student satisfaction. Research in Higher Education Journal, 6(1), 1-26.
  • Marsh, H. W. (1987). Students' evaluations of university teaching: research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253-388.
  • Marsh, H. W. (2007). Students’ evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness. In Perry, R. P., & Smart, J. C. (Ed.), The scholarship of teaching and learning in higher education: an evidence-based perspective (pp. 319-383). Netherlands: Springer.
  • Marsh, H. W., & Bailey, M. (1993). Multidimensional students' evaluations of teaching effectiveness: a profile analysis. Journal of Higher Education, 1-18.
  • Marsh, H. W., & Dunkin, M. J. (1992). Students’ evaluations of university teaching: a multidimensional perspective. Higher education: handbook of theory and research, 8, 143-233.
  • Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. (1998). Confirmatory factor analyses of Chinese students' evaluations of university teaching. Structural Equation Modelling: A Multidisciplinary Journal, 5(2), 143-164.
  • Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: the critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187.
  • Martínez-Gómez, M., Sierra, J. M. C., Jabaloyes, J., & Zarzo, M. (2011). A multivariate method for analyzing and improving the use of student evaluation of teaching questionnaires: a case study. Quality & Quantity, 45(6), 1415-1427.
  • Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology 75: 138--149.
  • Nelson, J. P., & Lynch, K. A. (1984). Grade inflation, real income, simultaneity, and teaching evaluations. Journal of Economic Education, 21-37.
  • Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007). Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods analysis. American Educational Research Journal, 44(1), 113-160.
  • Özgüngör, S. (2010). Identifying dimensions of students' ratings that best predict students' self-efficacy, course value and satisfaction. Eurasian Journal of Educational Research (EJER), (38). 146-163.
  • Özgüngör, S. (2013). The relationship between instructor and course characteristics and students’ perception of instructional quality. Procedia-Social and Behavioral Sciences, 93, 1324-1328.
  • Patrick, J., & Smart, R. M. (1998). An empirical evaluation of teacher effectiveness: the emergence of three critical factors. Assessment & Evaluation in Higher Education, 23(2), 165-178.
  • Petridou, E., & Sarri, K. (2004). Evaluation research in business schools: students’ rating myth. The International Journal of Educational Management, 18(3), 152-159.
  • Renaud, R. D., & Murray, H. G. (2005). Factorial validity of student ratings of instruction. Research in Higher Education, 46(8), 929- 953.
  • Santiago, P., & Benavides, F. (2009, December). Teacher evaluation: a conceptual framework and examples of country practices. Paper presented at OECD-Mexico Workshop ‘Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms’, Mexico City.
  • Slate, J. R., LaPrairie, K. N., Schulte, D. P., & Onwuegbuzie, A. J. (2011). Views of effective college faculty: A mixed analysis. Assessment & Evaluation in Higher Education, 36(3), 331-346.
  • Sprinkle, J. E. (2009). Student Perceptions of Educator Effectiveness: A Follow-Up Study. College Student Journal, 43(4).1341-1356.
  • Swartz, C. W., White, K. P. & Stuck, G. B. (1990). The factorial structure of the North Carolina teacher performance appraisal instrument. Educational and Psychological Measurement, 50(1), 175–185
  • Tran, N. D. (2015). Reconceptualisation of approaches to teaching evaluation in higher education. Issues in Educational Research, 25(1), 50-61.
  • Toland, M. D., & De Ayala, R. J. (2005). A multilevel factor analysis of students’ evaluations of teaching. Educational and Psychological Measurement, 65(2), 272-296.
  • Valsan, C., & Sproule, R. (2008). The invisible hands behind the student evaluation of teaching: the rise of the new managerial elite in the governance of higher education. Journal of Economic Issues, 42(4), 939-958.
  • Watkins, D. (1994). Student evaluations of university teaching: a cross- cultural perspective. Research in Higher Education, 35(2), 251-266.
  • Weimer, M. (2007). Content knowledge: a barrier to teaching development in effective strategies for improving college teaching and learning. The Teaching Professor Report 22 (6). Madison: Magna Publications.
  • Yüksek Öğretim Kurulu. (2016). Bologna Process. Retrieved from http://www.yok.gov.tr/web/guest/anasayfa (09.05.16)
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA54HT83PR
Bölüm Makaleler
Yazarlar

Haeeun Kım Bu kişi benim

Melissa N Cagle

Ulaş Çakar Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

APA Kım, H., Cagle, M. N., & Çakar, U. (2016). ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi, 17(1), 65-87. https://doi.org/10.24889/ifede.268150
AMA Kım H, Cagle MN, Çakar U. ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi. Aralık 2016;17(1):65-87. doi:10.24889/ifede.268150
Chicago Kım, Haeeun, Melissa N Cagle, ve Ulaş Çakar. “ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ”. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi 17, sy. 1 (Aralık 2016): 65-87. https://doi.org/10.24889/ifede.268150.
EndNote Kım H, Cagle MN, Çakar U (01 Aralık 2016) ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi 17 1 65–87.
IEEE H. Kım, M. N. Cagle, ve U. Çakar, “ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ”, Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi, c. 17, sy. 1, ss. 65–87, 2016, doi: 10.24889/ifede.268150.
ISNAD Kım, Haeeun vd. “ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ”. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi 17/1 (Aralık 2016), 65-87. https://doi.org/10.24889/ifede.268150.
JAMA Kım H, Cagle MN, Çakar U. ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi. 2016;17:65–87.
MLA Kım, Haeeun vd. “ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ”. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi, c. 17, sy. 1, 2016, ss. 65-87, doi:10.24889/ifede.268150.
Vancouver Kım H, Cagle MN, Çakar U. ÖĞRETİM ÜYESİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ ÜZERİNE BİR TÜRK İŞLETME FAKÜLTESİ ÖRNEĞİ. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi. 2016;17(1):65-87.
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