YÜKSEKÖĞRETİM KÜLTÜRÜ ÖLÇEĞİNİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Öz

Yükseköğretim kültürü, öğretim elemanlarının eylemleriyle değişmekte, geliştirilmekte veya sürdürülmektedir. Böylelikle yükseköğretim kültürü zaman içerisinde ve farklı kurumlarda değişkenlik gösterebilen bir yapı sergilemektedir. Yükseköğretim kurumlarının sürekli değişim gösteren toplum ile birlikte kendisini de değiştirerek ve geliştirerek uyum sağlayabilmesinin yanısıra diğer yükseköğretim kurumlarına karşı rekabet gücünü koruyabilmesinin de önemli olduğu düşünülmektedir. Bu bağlamda çalışmanın amacı öğretim elemanlarının yükseköğretim kültürü algılarını tespit etmeye yönelik geçerli ve güvenilir bir ölçek geliştirmektir. Alanyazın incelemesi sonrası hazırlanan 30 maddelik madde havuzuna sahip taslak ölçek pilot uygulama aşamasında 55 öğretim elemanına; açımlayıcı faktör analizi (AFA) aşamasında 332 öğretim elemanına; doğrulayıcı faktör analizi (DFA) aşamasında ise 277 öğretim elemanına uygulanmıştır. Araştırmanın örneklemi küme örneklem yöntemiyle seçilmiştir. Ölçeğin yapı geçerliği için uygulanan AFA sonucu elde edilen üç alt boyut (dışsal uyum, temel varsayımlar, içsel bütünleşme) DFA sonucu ile doğrulanmıştır. Yükseköğretim kültürü ölçeğinin güvenirlik katsayısı ise Cronbach Alpha katsayısı ile elde edilmiş ve üç alt boyutun da güvenilir olduğu sonucuna ulaşılmıştır. Araştırma sonuçları incelendiğinde yükseköğretim kültürü ölçeğinin öğretim elemanlarının yükseköğretim kültürü algılarını değerlendirmek üzere kullanılabilecek geçerli ve güvenilir bir ölçek olduğun göstermektedir.

Anahtar Kelimeler

• Örgüt kültürü,yükseköğretim kültürü,yükseköğretim yönetimi,ölçek geliştirme

DEVELOPMENT OF HIGHER EDUCATION CULTURE SCALE: A STUDY OF VALIDITY AND RELIABILITY

Abstract

The culture of higher education is being changed, developed or maintained by the actions of the faculty members. Thus, higher education culture exhibits a dynamic structure that can change over time and in different institutions. Besides maintaining their competitiveness against other higher education institutions, adaptation by changing and improving together with the constantly changing society is important for higher education institutions. In this context, the aim of the study is to develop a valid and reliable scale to determine the higher education culture perceptions of faculty members. For this purpose, draft scale with a pool of 30 items prepared after the review of the literature was applied to 55 faculty members in the pilot phase; 332 faculty members in the exploratory factor analysis (EFA) phase, and  277 faculty members in the confirmatory factor analysis (CFA) phase. The sample of the study was selected by cluster sampling method. The three subscales (external congruence, basic assumptions and internal integration) obtained from the EFA for the construct validity were confirmed by the CFA. Cronbach Alpha reliability coefficient of the academic identity scale showed that all three subscales were reliable. When the results of the research are examined, it is seen that the higher education culture scale is valid and reliable which can be used to evaluate the perceptions of higher education culture of the faculty members.

Keywords

• Organizational culture,higher education culture,higher education management,scale development

Kaynakça

1. Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
2. Arnold, R. A., & Capella, L. M. (1985). Corporate culture and the marketing concept: A diagnostic instrument for utilities. Public Utilities Fortnightly, 116(8), 32-38.
3. Balcı, A. (2018). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler (13. Baskı). Ankara: Pegem Akademi.
4. Baldridge, J. V., Curtis, D. V., Ecker, G., & Riley, G. L. (1978). Policy making and effective leadership. San Francisco, CA: Jossey-Bass.
5. Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45(1), 43-70.
6. Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
7. Becher, T. (1981). Towards a definition of disciplinary cultures. Studies in Higher Education, 6, 109-122
8. Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass.

9. Bodley, J. H. (1994). Cultural anthropology: Tribes, states, and the global system. Mountain View, CA: Mayfield.
10. Brown, T. A. (2006). Confirmatory factor analysis for applied research (Methodology in the social sciences). New York, NY: Guilford Publications, Incorporated.
11. Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239.
12. Cameron, K. S. (1984). Organizational adaptation and higher education. Journal of Higher Education, 55(2), 122-144.
13. Clark, B. R. (1980). Academic culture. Yale Higher Education Research Group Working Paper. ERIC Number: ED187186.
14. Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspective. Berkeley, CA: University of California Press.
15. Cohen, A. K. (1955). Delinquent boys: The culture of the gang. Glencoe, IL: Free Press.
16. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik. SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
17. Deal, T. E., & Kennedy, A. A. (1982). Corporate culture: The rites and rituals of corporate life. Reading: Addison-Wesley.
18. Denison, D. (1990). Corporate culture and organizational effectiveness. New York: Wiley.
19. Dill, D. D. (1982). The management of academic culture: Notes on the management of meaning and social integration. Higher Education, 11, 303-320.
20. Dill, D.D., & Sporn, B. (1995). The implications of a postindustrial environment for the university: An introduction. In D. D. Dill, & B. Sporn (Eds.), Emerging patterns of social demand and university reform: Through a glass darkly (pp. 1-19). Oxford: Pergamon.
21. Feldman, M., & Desrochers, P. (2004). Truth for its own sake: Academic culture and technology transfer at Johns Hopkins University. Minerva, 42(2), 105-126.
22. Field, A. (2013). Discovering statistics using IBM SPSS statistics. Thousand Oaks, CA: Sage Publications, Inc.
23. George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Boston: Pearson Education, Inc.
24. Harvey, L., & Stensaker, B. (2008). Quality culture: Understandings, boundaries and linkages. European Journal of Education, 43(4), 427-442.
25. Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. Thousand Oaks, CA: Sage Publications, Inc.
26. Holmes, G., & McElwee, G. (1995). Total quality management in higher education: How to approach human resource management. The TQM Magazine, 7(6), 5-10.
27. Juárez-Nájera, M., Dieleman, H., & Turpin-Marion, S. (2006). Sustainability in Mexican higher education: Towards a new academic and professional culture. Journal of Cleaner Production, 14, 1028-1038.
28. Keller, G. (1983). Academic strategy: The management revolution in American higher education. Maryland: The Johns Hopkins University Press.
29. Kerr, C. (1994). Knowledge ethics and the new academic culture. Change: The Magazine of Higher Learning, 26(1), 9-15. doi: 10.1080/00091383.1994.9938486
30. Kotter, J. P., & Heskett, J. L. (1992). Culture and performance. New York: Free Press.
31. Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry. Culture in American colleges and universities. ASHE-ERIC Higher Education, Report No. 1, Association for the Study of Higher Education, Washington, DC.
32. Masland, A. T. (1985). Organizational culture in the study of higher education. Review of Higher Education, 8(2), 157-168.
33. Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi. Eskişehir: Kaan Kitabevi.
34. Peterson, M. W., & Spencer, M. G. (1990). Understanding academic culture and climate. New Directions for Institutional Research, 68, 3-18.
35. Richardson, J. T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27(4), 449-468.
36. Rousseau, D. M. (1990). Assessing organizational culture: The case for multiple methods. In B. Schneider (Ed.), Organizational climate and culture (pp. 153-192). San Francisco: Jossey-Bass.
37. Schein, E. H. (2004). Organizational culture and leadership (3rd Edition). San Francisco, CA: John Wiley & Sons, Inc.
38. Scherer, R. F., Luther, D. C., Wiebe, F. A., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763-770.
39. Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
40. Senge, P. M., Kleiner A., Roberts, C., Ross, R. B., & Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. London: Nicholas Brealey.
41. Smircich, L. (1983). Concepts of culture and organizational analysis. Administrative Science Quarterly, 28, 339-358.
42. Sporn, B. (1996). Managing university culture: An analysis of the relationship between institutional culture and management approaches. Higher Education, 32(1), 41-61.
43. Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
44. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
45. Tierney, W. G. (1988). Organizational culture in higher education: Defining the essentials. The Journal of Higher Education, 59(1), 2-21.
46. Trowler, P. R. (1998). Academics responding to change new higher education frameworks and academic cultures. Philadelphia, PA: The Society for Research into Higher Education & Open University Press.
47. Turner, R. C., & Carlson, L. (2003). Indexes of item-objective congruence for multidimensional items. International Journal of Testing, 3(2), 163-171.
48. Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using multivariate statistics (4th Edition, pp. 653-771). Boston, MA: Allyn & Bacon/Pearson Education.
49. Välimaa, J. (1998). Culture and identity in higher education research. Higher Education. 36(2), 119-138.
50. Van Houtte, M. (2004). Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff. American Journal of Education, 110(4), 354-388.
51. Van Houtte, M. (2006). School type and academic culture: Evidence for the differentiation–polarization theory. Journal of Curriculum Studies, 38(3), 273-292. doi: 10.1080/00220270500363661
52. Weis, L. (1985). Between two worlds - black students in an urban community college. Padstow: Routledge & Kegan Paul.
53. Yurdagül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerlik indeksinin kullanımı. 14. Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi, Denizli.