Olgu Sunumu
BibTex RIS Kaynak Göster

Metamorfoz: Akademide Üç Kere Doğmak

Yıl 2021, Cilt: 18 Sayı: 2, 241 - 266, 25.08.2021
https://doi.org/10.24010/soid.979713

Öz

Yaşanan gelişmeler ve ampirik bulgular, sosyal bilimlerde akademinin zorlu bir dönemece girdiğine işaret etmektedir. Dünyanın değişik ülkelerinde, birbirinden bağımsız yürütülen çalışmaların tartışmaya açık ön bulgularına göre genç bilim insanları akademiyi eşi görülmemiş bir oranda terk etmekte (Milojevic vd., 2018; Wood ve Townsend, 2013); çok sayıda profesör (% 40) pozisyonlarından ayrılmayı düşünmekte (Sanderson vd., 2000); genç akademisyenler, özelliklede doktora öğrencileri, akıl ve ruh sağlığı sorunlarından iki kat daha fazla mustarip (Levecque vd., 2017); tekrarlayan reddedilme, meslektaş kıskançlığı, meslektaş düşmanlığı, psikolojik taciz ve şiddet (mobbing), “sahtekar sendromu” (imposter syndrome) ve tükenmişlik karşısında “aklı başında” kalmak neredeyse imkansız (Brown, 2013; Jaremca vd., 2020; Stubb vd., 2012).

Kaynakça

  • Abercrombie, J. (1989). The Anatomy of Judgement. London: Free Association Books
  • Afyonoglu, M. F. (2014). The Relatıon Between Conscıousness And Ego: The Questıon Of Ethics In Sartre‘S Early Phılosophy. Unpublished MsC Thesis, Middle East University
  • Åkerlind, G. (2005a) Postdoctoral researchers: roles, functions and career prospects, Higher Education ResearchveDevelopment, 24:1, 21-40, DOI: 10.1080/0729436052000318550
  • Akerlind, G. S. (2005b). Academic Growth and Development: How Do University Academics Experience It? 
 Higher Education, 50, 1: 1-32

  • Akerlind, G. S. (2008a). An academic perspective on research and being a researcher: an integration of the literature', Studies in Higher Education, 33:1, 17 - 31

  • Akerlind, G.S. (2008b). Growing and developing as a university researcher High Educ. 55:241–254
  • Alderfer CP (1969). An empirical test of new theory of human need. Organ. Behav Hum. Perf., 4(1): 142–1
  • Amran, N. N. ve Ibrahim, R. (2012). Academic rites of passage: reflection on a PhD journey. Procedia - Social and Behavioral Sciences 59 (2012) 528 – 534
  • Anderson, R. (2015). Transpersonal Inquiry and the Next Generation of Transpersonal Researchers and Scholars. Journal of Transpersonal Research. 7 (2), 210-216
  • Anderson, R., ve Braud, W. (2011). Transforming self and others through research: Transpersonal research methods and skills for the human sciences and humanities. Albany, NY: State University of New York Press.
  • Andersson, L. (1996), Employee Cynicism: An Examination Using a Contract Violation Framework, Human Relations, 49, 1395-1418.
  • Austin J. H. (2006). Zen-Brain Reflections. Reviewing Recent Developments in Meditation and States of Consciousness. Cambridge, MA: MIT Press.
  • Austin J. H. (2014). Zen-Brain Horizons. Living Zen with Fresh Perspectives. Cambridge, MA: MIT Press.
  • Austin, J. H. (2013). Zen and the brain: mutually illuminating topics. Front Psychol, 4, 784-
  • Bacon, F. (1620). “Novum Organum”. In The Philosophy of the 16thand 17thCenturies, edited by R. Popkin, 1996, pp. 83–84, New York: Free Press

  • Becher, T. ve Trowler, P. R. (2006). Academic tribes and territories. 2nd. Edition. Buckingam: SRHE and Open University Press
  • Beck, D. E., ve Cowan, C. (1995). Spiral Dynamics: Mastering values, leadership, and change. Malden, MA: Blackwell Publishers, Inc.
  • Berne, E. (1961). Transactional analysis in psychotherapy: A systematic individual and social psychiatry. New York, NY: Grove Press.
  • Berne, E. (1976). Beyond games and scripts. New York, NY: Grove Press.
  • Berne, E. (1977). Intuition and ego states: The origins of transactional analysis. San Francisco, CA: TA Press.
  • Bettie Higgs. THRESHOLD CONCEPTS:
FROM PERSONAL PRACTICE
TO COMMUNITIES OF PRACTICE. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference [E-publication]
  • Boni, J. L. (2005). The Sufi journal towards nondual self-realization. Unpublished thesis. University of Lethbridge.
  • Bourdieu, P (1990). The Logic of Practice. Stanford: Stanford University Press.
  • Bowie, F. (2006). The Anthropology of Religion: An Introduction (2nd Ed.). Australia: Blackwell Publishing.

  • Braud, W. (1998). Can Research Be Transpersonal? the Transpersonal Psychology Review,2, 3; 9-17.
  • Braud, W., ve Anderson, R. (1998). Transpersonal research methods for the social sciences: Honoring human experience. ousand Oaks, CA: Sage.
  • Broeckerhoff, A. ve Lopes, M. M., (2020). Finding comfort in discomfort: How two cross-disciplinary early-career researchers are learning to embrace ‘failure’. Emotion, space and society. 35. 100670-100
  • Brown, P. (2013). Tales from the Gero Dark Side: Bringing Untold Realities of Academic Positions into the Daylight. Emerging Scholar and Professional Organization (ESPO) Presidential Symposium paper presented at Gerontological Society of America’s Annual Conference, in New Orleans, Louisiana, November 20-24.
  • Camerer, C., Dreber, A., Holzmeister, F., Ho, T., Huber, J., Johannesson, M., Kirchler, M., Nave, G., Nosek, B., Pfeiffer, T., Altmejd, A., Buttrick, N., Chan, T., Chen, Y., Forsell, E., Gampa, A., Heikensten, E. Hummer, L., Imai, T.veWu, H. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9), 637-644.
  • Clarke, R. ve Davison. R. M. (2018). Through Whose Eyes Are You Observing the Phenomena? The Critical Yet Latent Concept of Researcher Perspective. retrieved from. http://www.rogerclarke.com/SOS/RP8.html
  • Colley, Helen ve Diment, Kim (2001). Holistic research for holistic practice: Making sense of qualitative research data. Paper presented at the Learning and Skills Research Network Annual Conference, Cambridge, England.
  • Collins, C.S., ve Cooper, J. (2014). Emotional Intelligence and the Qualitative Researcher. International Journal of Qualitative Methods. 13, 88-99.
  • Cousin, G. (2006). An introduction to threshold concepts. Planet [online], 17, 4–5. Retrieved June 17, 2012, from http://www.gees.ac.uk/planet/p17/gc.pdf
  • Demetriou A, Makris N, Kazi S, Spanoudis G. ve Shayer M. (2018). The developmental trinity of mind: Cognizance, executive control, and reasoning. WIREs Cogn Sci. 1461. https://doi.org/10.1002/wcs.1461
  • Dison, A. (2004). Finding her own academic sell: Research capacity development and identity formation. Perspectives in Education 22(4):83-98
  • Doorne, S., Cary, S. H., Brown, G., Lester, J-A., Browne, K., Pernecky, T., Curtin, S., Abramovici, M., ve Morgan, N. (2017) Processes of Becoming: Academic Journeys, Moments and Reflections. In Ateljevic, I., Pritchard, A., Morgan, N. )Eds). Critical Turns in tourism studies: innovative research methods. Elsevier: Oxford 

  • Dreyfus, H. L., ve Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press.
  • Engels F (1968) Letter from Engels to Franz Mehring. In: Marx and Engels Correspondence. New York, NY: International Publishers, 434–435.

  • Forman, R.K. C. (1998). Mysticism, mind, consciousness. Albany; NY: Sunny press
  • Fortune, T. Ennals, P. Kennedy-Jones, M. (2014). The Hero’s Journey: Uncovering Threshold Barriers, Dispositions And Practices Among Occupational Therapy Students. In. Catherine O’Mahony, Avril Buchanan, Mary O’Rourke, and Bettie Higgs. THRESHOLD CONCEPTS:
FROM PERSONAL PRACTICE
TO COMMUNITIES OF PRACTICE. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference [E-publication]
  • Fremaeux, S., Bardon, T. ve Letierce, C. (2020). How To Be a ‘Wise’ Researcher: Learning from the Aristotelian Approach to Practical Wisdom. Journal of Business Ethics. https://doi.org/10.1007/s10551-020-04434-3
  • Gardner, S. K. (2008) Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education. Innov High Educ. 33:125–138
  • Graves, C. W. (1974). Human nature prepares for a momentous leap. The Futurist, 72-87.
  • Hantke, S. (2007). Academia as a Gift Economy: Adjunct Labour and False Consciousness. In Teeuwen, R. and Hantke, S. (Eds).Fisher, R. Gypsy Scholars, Migrant Teachers and the Global Academic Proletariat Adjunct Labour in Higher Education: NewYork: Rodopi.
  • Harrison, J. E. (2009). Developing a Doctoral Identity—A Narrative Study in an Auto ethnographic Frame. Ph.D. dissertation, University of KwaZulu, Natal, South Africa.

  • Harvey, J.
(2013). Footprints in the field: researcher identity in social research. Methodological Innovations Online. 8(1) 86-98.
  • Hesselman, F., Graf, V., Schmidt, M. ve Reinhart, M. (2016). The visibility of scientific misconduct: A review of the literature on retracted journal articles. Current sociology. 1-32.
  • Horn, F. L. (2006). The Experience of Meaning in Work for Transcendent Adults: A Phenomenological Study of Individuals at Spiral Dynamics Integral (SDi) Theory Second-Tier Levels of Development. Unpublished PhD Dissertation. George Washington University.
  • Ibarra-Colado, E (2006). Organization Studies and Epistemic Coloniality in Latin America: Thinking Otherness from the Margins, Organization 13(4): 463–88.

  • Idahosa, G. ve Vincent, L. (2018). “The Scales Were Peeled from My Eyes” – South African Academics Coming to Consciousness to Become Agents of Change. International Journal of Critical Cultural Studies 15(4):13-28
  • Jaremca, L. M., Ackerman, M. J ,
 Gawronski, B., Rule, N. O., Sweeny, K. , Tropp, L. R., Metz, M. A., Molina, L., Ryan, W.S., ve Vick, S. B. (2020). Common Academic Experiences
No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout. Perspectives on Psychological Science 1–25

  • Keefer, M. J. (2015). Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International, 2015
Vol. 52, No. 1, 17–28, http://dx.doi.org/10.1080/14703297.2014.981839
  • Kegan, R. (1982). The evolving self: problems and process in human development.
  • Kegan, R. (1994). In over our heads. Cambridge, MA: Harvard University Press
  • Kiley, M (2014), 'The doctoral curriculum: An Australian perspective on what? who? And how?', International conference on developments in doctoral education and training, ed. Douglas Halliday, UK Council for Graduate Education, United Kingdom, pp. 8-15.
  • Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates, Innovations in Education and Teaching International, 46:3, 293-304,
  • Koole, S., Greenberg, J.vePyszczynski, T. (2006). Introducing Science to the Psychology of the Soul: Experimental Existential Psychology. Current Directions in Psychological Science 2006 15: 212
  • Land, R. (2008). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. Paper presented at Threshold Concepts: From Theory to Practice, Queen’s University, Kingston, Ontario, Canada
  • Land, R., Meyer, J.,veSmith, J. (Eds.). (2008). Threshold concepts within the disciplines. Rotterdam, The Netherlands: Sense. Levecque, K., Anseel, F., Beuckelaer, A.D., Heyden, J.,ve Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46, 868-879.
  • Limberg, D. (2020). Research Identity Development of Counselor Education Doctoral Students: A Grounded Theory. The Professional Counselor. 10, 4; 488-500
  • Lovitts, B. (2005). Being a good course taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137–154.
  • Lovitts, B. (2007). Making the implicit explicit: Creating performance expectations for the dissertation. Sterling, VA: Stylus. Lovitts, B., Nelson, C. (2000). The hidden crisis in graduate education: Attrition from Ph.D. programs. Academe, 86(6), 44–51.
  • Maslow, A. H. (1968). Toward a psychology of being. New York: Van Nostrand Reinhold Company.
  • Maxwell, N. (1980). "Science, Reason, Knowledge and Wisdom: A Critique of Specialism", Inquiry 23, 19-81.
  • Maxwell, N. (2007). From Knowledge to Wisdom: The Need for an Academic Revolution. in R. Barnett and N. Maxwell, eds., Wisdom in the University, Routledge 2008. See also London Review of Education, 5, 2007, pp. 97-115.)
  • Maxwell, N. (1974). "The Rationality of Scientific Discovery", Philosophy of Science 41, 123-153 and 247-295.
  • Maxwell, N. (1976) What’s wrong with science? (Hayes, Bran’s Head Books).

  • Maxwell, N. (1980). Science, reason, knowledge, and wisdom: A critique of Specialism, Inquiry: An Interdisciplinary Journal of Philosophy, 23:1, 19-81, Maxwell, N. (1984). From Knowledge to Wisdom. Oxford: Basil Blackwell.
  • Maxwell, N. (2002). Is science neurotic? Metaphilosophy 33; 259-99
  • Maxwell, N. (2003) Do philosophers love wisdom, The Philosophers’ Magazine, 22, 22–24.
Maxwell, N. (2004) Is science neurotic? (London, Imperial College Press).

  • Maxwell, N. (2007). Wisdom in the university. London Review of Education. Vol. 5, No. 2, July 2007, pp. 95-96
  • Maxwell, N. (2010). Cutting God in Half – And Putting the Pieces Together Again: A New Approach to Philosophy, Pentire Press, London,
  • McLaughlin, C. (2003) The feeling of finding out: the role of emotions in research, Educational Action Research, 11, 1; 65-78,
  • Meyer, J. H. F.,veLand, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 373–388. doi:10.1007/s10734-004-6779-5
  • Meyer, J.,ve Land, R. (Eds.). (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. Abingdon, UK: Routledge.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
  • Milojevic, S., Radicchi, PveWalsh, P.W. ( 2018). Changing demographics of scientific careers: The rise of the temporary workforce. PNAS December 11, 2018 115 (50) 12616-12623;
  • Musselin, C. (2007). The Transformation Of Academic Work: Facts And Analysis. ResearchveOccasional Paper Series: CSHE.4.07
  • Omanovic, V. (2019). The emergence and evolution of researcher identities Experiences, encounters, learning and dialectics. Qualitative Research in Organizations and Management: An International Journal. 14, 2; 119-138
  • Otto, (1967). Motivation and human personalities. Humanitas, 3; 293- 305.
  • Parry, S. (2007). Disciplines and Doctorates. Dordrecht: Springer.

  • Parse, R. R. (1992). Human becoming: Parse’s Theory of Nursing. Nursing science Quarterly. 1, 35-42.
  • Pelias, R. J. (2004). A methodology of the heart: Evoking academic and daily life. Walnut Creek, CA: AltaMira.

  • Polen-Petit, N. (2018). A Researcher’s Evolution: Moving From Numbers to Narrative. Sage research methods.
  • Ponterotto, J. G.,ve Grieger, I. (1999). Merging qualitative and quantitative perspectives in a research identity. In M. KopalaveL. A. Suzuki (Eds.), Using qualitative methods in psychology (pp. 49–62). SAGE.
  • Proust, M. (1900/1987). On reading Ruskin. In J. Autret, W. Butford,veP. J. Wolfe (Eds.,ve Trans., with an introduction by R, Macksey) Prefaces to La Bible d’Amiens and Sesame et les Lys with selections from the notes to the translated texts. Newhaven, CT: Yale University Press. (Original work published 1900) 

  • Reybold, E. 1. (2005). Surrendering the dream: Early career conflict and faculty dissatisfaction thresholds. Journal of Career Development Volume 32 Number 2 December 107-121
  • Rosser, V. J. (2004). “Faculty Members’ Intentions to Leave: A National Study on their Worklife and Satisfaction.” Research in Higher Education 45 (3): 285–309.

  • Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4, 99–104.
 Sanderson, A., Phua, V.C.,ve Herda, D. (2000). The American Faculty Poll. Chicago, IL: National Opinion Research Center.
  • Sartre, J. P (2014). The Transcendence of the Ego: A sketch for phenomenological description, Trans. Brown, Andrew. London: Routledge, 2004.
  • Schumacher, E. F. (1978). A guide for the perplexed. New York: Harper 8c Row.
  • Shear, J. (2011). Eastern Approaches to Altered States of Consciousness. In Cardeña, E.,veWinkelman, M. (2011). Altering consciousness: Multidisciplinary perspectives. Santa Barbara, Calif: Praeger.
  • Simon, C.veMosavel, M. (2011).
Getting Personal: Ethics and Identity In Global Health Research. Dev World Bioeth. Aug; 11(2): 82–92. Slater V.E., Maloney J.P., Krau S.D., Eckert C.A. (1999). Journey to holism. J Holist Nurs. Dec;17(4):365-83. doi: 10.1177/089801019901700405. PMID: 10818848.
  • Sloterdijk, P., Eldred, M. and Adelson, N. A., (1984).
 Cynicism: The Twilight of False Consciousness. New German Critique, No. 33, Modernity and Postmodernity. pp. 190- 206

  • Staudinger, U. M. (1999). Older and wiser? Integrating results on the relationship between age and wisdom-related performance. International Journal of Behavioral Development, 23, 641–664.

  • Staudinger, U. M. (2016). Wisdom. Encyclopedia of Mental Health, Volume 4 doi:10.1016/B978-0-12-397045-9.00054-9. Retrieved from http://www.ursulastaudinger.com/wp-content/uploads/2017/08/Staudinger-and-Law-Wisdom.pdf
  • Staudinger, U. M.,veBaltes, P. B. (1994). The psychology of wisdom. In R. J. Sternberg (Ed.), Encyclopedia of intelligence (pp. 1143–1152). New York: Macmillan.

  • Staudinger, U. M.,veKunzmann, U. (2005). Positive Adult Personality Development: Adjustment and/or Growth? European Psychologist, 10(4), 320–329. https://doi.org/10.1027/1016-9040.10.4.320
  • Staudinger, U.M., Glück, J., (2011). Psychological wisdom research: Commonalities and differences in a growing field. Annual Review of Psychology 62 (1), 215–241. doi:10.1146/annurev.psych.121208.131659.
  • Strike, T. (2000). Evolution in academic career structure. Conference trends in the management of human resources in higher education. OECD.
  • Stubb, J., Pyhältö, K.,veLonka, K., (2012). The experienced meaning of working with a PhD thesis. Scandinavian Journal of Higher Education, 56, 439-456.
  • SwafS, Horizon (2020). Available from https://ec.europa.eu/programmes/horizon2020/en/h2020-section/science-and-society
  • Thomson, M. J. (2015). False consciousness reconsidered: A theory of defective social cognition. Critical Sociology, 41(3) 449–461
  • Turner, V. (1967). The Forest of Symbols – Aspects of Ndembu Ritual, Chapter IV - Betwixt and between: the liminal period in rites de passage. IthacaveLondon: Cornell University Press.

  • Turner, V. (1979). Betwixt and between: The liminal period in rites de passage. In W. Less.,veE. Vogt (Eds.), Reader in comparative religion, pp. 234–243. New York: Harper and Row.
  • Veliz-Calderon, D., Theurillat, D., Wlaker, V.vePickenpack, A. (2018). The Evolution of the Academic Profession in Research-Centered Universities in Chile. education policy analysis archives . 26, 16: 1-28.
  • White, J. J. (1989). Student Teaching as a Rite of Passage. AnthropologyveEducation Quarterly, Vol. 20, No. 3, pp. 177-195 Wicherts, JM, Bakker, M and Mlenar, D. 2011. Willingness to share research data is releated to the strength of the evidence and the quality of reporting of statistical results. PLoS One: 6: 1-7.
  • Wilber K. (1982).The Holographic Paradigm and Other Paradoxes: Exploring the Leading Edge of Science. Boulder, CO: Shambhala Publications; 1982.
  • Wilber, K. (1974). The spectrum of consciousness. Main Currents, 31,2.

  • Wilber, K. (1974). The spectrum of consciousness. Main Currents,31,2.

  • Wilber, K. (1979). A developmental view of consciousness. The Journal of Transpersonal Psychology, 11(1):1-21.
  • Wilber, K. (1979). The spectrum of consciousness. Wheaton, IL: Theosophical
  • Wilber, K. (1982). The Pre/Trans Fallacy. Journal of Humanistic Psychology, 22:57-90.
  • Wilber, K., Engler, J.veBrown, D. (1986). Transformations of consciousness. Boston: Shambala.
  • Wilber, K. (1996), A Brief History of Everything (Boston and London: Shambhala).

  • Wilber, K. (1997a), The Eye of Spirit: An Integral Vision for a World Gone Slightly Mad (Boston and London: Shambhala).

  • Wilber, K. (1997b). An integral theory of consciousness. Journal of Consciousness Studies. 4, 1: 71-92.
  • Wilber, K. (2000). Integral Psychology: Consciousness, Spirit, Psychology, Therapy. Boston: Shambhala.
  • Wilber, K., Engler, J. and Brown, D. (1986), Transformations of Consciousness (Boston and London: Shambhala).

  • Wisker, G., Kiley, M.,veAiston, S. (2006). Making the learning leap: Research students crossing conceptual thresholds. In M. KileyveG. Mullins (Eds.), Quality in postgraduate research: Knowledge creation in testing times (pp. 195–201). Canberra: CEDAM, The Australian National University.
  • Wood, L. W.,veTownsend, R. B. (2013). The Many Careers of History PhDs:
A Study of Job Outcomes. A Report to the American Historical Association
  • Wright, O. Erik. (1985). Classes. London: Verso Editions
  • Yoo, J. (2017). Exploring a timeless academic life. Qualitative Inquiry. 1-8.
  • Yoo, J. (2020). A paradoxical academic life: What we can learn from having the ‘end’ in sight. Journal of Aging Studies. 52
  • Zukav, G. (1979). The Dancing Wu Li Masters: An Overview of the New Physics. Rev. ed. with new introduction. New York: HarperCollins, 2001.
Toplam 125 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Turizm (Diğer)
Bölüm Akademik Görüş
Yazarlar

Atila Yuksel

Yayımlanma Tarihi 25 Ağustos 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: 2

Kaynak Göster

APA Yuksel, A. (2021). Metamorfoz: Akademide Üç Kere Doğmak. Seyahat Ve Otel İşletmeciliği Dergisi, 18(2), 241-266. https://doi.org/10.24010/soid.979713

Seyahat ve Otel İşletmeciliği (Journal of Travel and Hotel Business) is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
26935
Dergimiz EBSCOhost, Index Copernicus, Ulakbim,  DRJI, Research Bible, SOBİAD ve ASOS tarafından indekslenmektedir.