ZORUNLU HIZMETIN DINAMIKLERI: AKADEMISYENLERIN DENEYIMLERINE TEORIK VE PRATIK YAKLAŞIMLAR

Öz

Bu nitel fenomenolojik çalışma, Türkiye’de zorunlu hizmetini tamamlamış veya halen sürdürmekte olan 12 akademisyenin yaşam deneyimlerini, cinsiyet ve lisansüstü eğitim geçmişi (yurt içi ve yurt dışı) dengesi gözeterek incelemektedir. İş Talepleri–Kaynakları, Örgütsel Destek, Mesleki Stres ve Sosyal Kimlik Teorileri doğrultusunda yürütülen çalışmada, kurumsal ilgisizlik, duygusal tükenmişlik, iş yükü dengesizliği ve mesleki kimlikten kopma gibi örüntüler ortaya çıkmıştır. Yurt dışı mezunları kültürel ve örgütsel uyumda daha fazla zorluk yaşarken, cinsiyet ise destek ve aidiyet algılarını şekillendirmiştir. Bulgular, zorunlu hizmetin çoğu zaman akademik hazırlıkla örtüşmediğini; bu durumun strese ve kimlik çatışmasına yol açarak işyeri uyumunu ve psikolojik iyi oluşu olumsuz etkilediğini göstermektedir. Çalışma, eşitlik, psikolojik destek ve kurumsal duyarlılık açısından zorunlu hizmet programlarının yeniden düzenlenmesi gereğine işaret etmektedir. Ayrıca, devlet kaynaklı hizmet yükümlülükleri veya merkezi olmayan akademik yerleştirme sistemlerinde kurumsal uygulamaların iyileştirilmesine yönelik pratik öneriler sunarak, işgücü politikaları ve yükseköğretimde uyum tartışmalarına katkı sağlamaktadır.

Anahtar Kelimeler

• mandatory service
• occupational stress
• organizational support
• identity conflict
• job demands–resources

DYNAMICS OF MANDATORY SERVICE: THEORETICAL AND PRACTICAL APPROACHES TO ACADEMICS' EXPERIENCES

Öz

This qualitative phenomenological study investigates the lived experiences of academics who have completed or are currently undergoing mandatory service in Türkiye. The study draws on written responses from 12 participants representing a balance of gender and postgraduate education backgrounds, half having studied domestically and half internationally. To contextualize these experiences, four theoretical frameworks were applied: Job Demands–Resources, Organizational Support, Occupational Stress, and Social Identity Theory. Findings identify repetitive patterns of institutional disregard, emotional exhaustion, a sense of workload imbalance, and a sense of disconnection with professional identity. In comparison, the participants who graduated abroad indicated more difficulty in cultural and organizational adjustment, and gendered relations shaped perceptions of support, inclusion, and role definitions. The findings indicate that the mandatory service duties tend not to correspond to the recipients' academic preparations, generating stress and identity conflict that will prevent integration and psychological well-being at work. These findings highlight the need to rethink mandatory academic service programs in consideration of equity, psychological support, and responsiveness of institutions to the needs of the workforce. This study offers insights into workforce policy in higher education, with suggestions for institutions facing service obligations or decentralized academic placements.

Anahtar Kelimeler

• mandatory service
• occupational stress
• organizational support
• identity conflict
• job demands–resources

Kaynakça

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