Araştırma Makalesi
BibTex RIS Kaynak Göster

Doktora Öğrencilerinin Danışmanlarının Yetkinlikleri Konusundaki Görüşlerinin İncelenmesi

Yıl 2021, , 508 - 520, 31.08.2021

Hasan Tutar Mehmet Altınöz Sevilay Güler

https://doi.org/10.2399/yod.21.676801

Öz

Bu araştırmada doktora öğrenimlerinin tez aşamasında bulunan öğrencilerin, kendilerine danışmanlık yapan öğretim üyelerinin "temel yetkinlik", "teknik yetkinlik" ve "yönetsel yetkinlik" özellikleri konusundaki görüşlerinin incelenmesi amaçlanmaktadır. Araştırmada nitel araştırma desenlerinden durum çalışması (örnek olay) deseni tercih edilmiştir. Araştırmanın örneklemi amaçsal örnekleme tekniklerinden ölçüt örnekleme tekniğine göre belirlenmiş, veriler 15 kişilik bir çalışma grubundan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Araştırma verileri içerik analizine göre analiz edilmiştir. Araştırma sonuçlarına göre katılımcı öğrencilerin bazıları teknik, yönetsel ve temel yetkinlikler itibarıyla danışmanlarını yetersiz görürken, bazı öğrencilerin öğretim üyelerinin yetkinlikleri konusunda kanaatlerinin olumlu olduğu anlaşılmaktadır. Öğrenciler birbirleriyle doğrudan ve sosyal medya üzerinden iletişim kurarak danışmanlık süreçlerinin nasıl işlediği konusunda bilgi sahibi olabilmekte ve kendi durumlarını ötekine göre değerlendirebilmektedirler. Araştırmanın danışmanlık kurumunun etkinliği konusunda bir kanaatin ortaya çıkarılmasına katkısı nedeniyle özgün ve önemli olduğu düşünülmektedir.

Anahtar Kelimeler

Danışmanlık doktora öğrencisi eğitim eğitim yönetimi yetkinlik yönetimi

Kaynakça

  • Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Boston, MA: Allyn and Bacon.
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75, 8–14.
  • Boyatzis, R. E. (1982). The Competent manager: A model for effective performance. New York, NY: Wiley.
  • Brinkmann, S. (2013). Qualitative interviewing: Understanding qualitative research. Oxford: Oxford University Press.
  • Burkard, A., Cole, D., Ott, M., & Stoflet, T. (2004). Entry-level competencies of new student affairs professionals: A Delphi study. NASPA Journal, 42, 283–309.
  • Cohen, L., & Manion, K. (2000). Action research. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education (5th ed., pp. 226–244). London: Routledge-Falmer.
  • Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative research (4th ed.). Boston, MA: Pearson Education Inc.
  • Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştirma ve araştırma deseni (M. Bütün & S. B. Demir, Transl.). Ankara: Siyasal.
  • Cresswell, J. W. (2017). Karma yöntem araştırmalara giriş (M. Sözbilir, Transl.). Ankara: Pegem.
  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: choosing among five approaches. Thousand Oaks, CA: Sage.
  • Davey, L. (1990). The application of case study evaluations. Practical Assessment, Research, and Evaluation, 2, Article 9.
  • Filippou, K., Kallo, J., & Mikkilä-Erdmann, M. (2021). Supervising master’s theses in international master’s degree programmes: Roles, responsibilities and models. Teaching in Higher Education, 26(1), 81–96.
  • Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.) New York, NY: McGraw-Hill Higher Education.
  • Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed.). New York, NY: McGrawHill Higher Education.
  • Güçlü, N., & Yılmaz, G. (2019). Evaluation of doctoral programmes of Turkey and some European Countries. [Article in Turkish] Çağdaş Yönetim Bilimleri Dergisi, 6(1), 71–89.
  • Hancock, D. R., & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York, NY: Teachers College Press.
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505–532.
  • Köser, B. D., & Mercanlıoğlu, Ç. (2010). The importance of academic consultancy services and the assessment of academic consultancy services in Turkey. [Article in Turkish] Sosyal ve Beşerî Bilimler Dergisi, 2(2): 27–36.
  • Lance, A. (2009). Advising is teaching: Advisors take it to the classroom. Academic Advising Today, June 2009. Retrieved from https://nacada. ksu.edu/Resources/Academic-Advising-Today/View-Articles/ Advising-IS-Teaching-Advisors-Take-it-to-the-Classroom.aspx (January 8, 2021).
  • Li, S., & Seale, C. (2007). Managing criticism in Ph.D. supervision: A qualitative case study. Studies in Higher Education, 32(4), 511–526.
  • Mason, J. (2002). Qualitative researching. London: Sage.
  • Mathews, P. (2003). Academic mentoring: Enhancing the use of scarce resources. Educational Management Administration Leadership, 31(3), 313–334.
  • Mayers, L. (1999). Barriers to completion of the doctoral degree in educational administration. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA. Retreived from https://vtechworks.lib.vt.edu/bitstream/handle/10919/26922/LHMyers.PDF;sequence=1 (October 20, 2019).
  • McClelland, D. C. (1973). Testing for competence rather than “intelligence”. American Psychologist, 28(1), 1–14.
  • McGill, C. M., Ali, M., & Barton, D. (2020a). Skills and competencies for effective academic advising and personal tutoring. Frontiers in Education, 5, Article 135.
  • McGill, C. M., Heikkila, M. R., & Lazarowicz, T. (2020b). Professional development, performance expectations and academic advisors’ perceptions of relational skills: A sequential explanatory mixed methods study. New Horizons in Adult Education and Human Resource Development, 32(4), 50–69.
  • McMillan, J. H. (1996). Educational research: Fundamentals for the consumer. New York, NY: Harper Collins College Publishers.
  • Menke, D., Stuck, S., & Ackerson, S. (2018). Assessing advisor competencies: A Delphi method study. NACADA Journal, 38, 12–21.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Hoboken, NJ: Jossey-Bass.
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber. (S. Turan, Transl.). Ankara: Nobel Yayın.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Hoboken, NJ: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Miller, A. (2013). Timely doctoral completion rates in five fields: A two-part study. Unpublished doctoral dissertation, University of South Florida, Tampa, FL, USA. Retrieved from http://scholarcommons.usf.edu/ etd/4827 (October 12, 2109).
  • Moses, Y. T. (1989). Black women in academe: Issues and strategies. Washington, DC: Association of American Colleges.
  • NACADA (2006). The Global Community for Academic Advising. Manhattan, KS: The Global Community for Academic Advising (NACADA), Kansas State University.
  • NACADA (2017). Core competencies of academic advising. Core values of academic advising. Manhattan, KS: The Global Community for Academic Advising (NACADA), Kansas State University.
  • Nerad, M., & Cerny, J. (1993). From facts to action: Expanding the graduate division’s educational role. New Directions in Institutional Research, 1993(80), 27–39.
  • Neuman, W. L. (2007). Basics of social research qualitative and quantitative approaches (2nd ed.). Boston, MA: Allyn and Bacon.
  • OECD (2016). Science, technology and innovation outlook 2016. Paris: OECD. Retrieved from https://dx.doi.org/10.1787/sti_in_outlook-2016-en (October 12, 2019).
  • OECD (2018). Education at a glance 2018: OECD indicators. Paris: OECD. Retrieved from http://dx.doi.org/10.1787/eag-2018-en (October 12, 2019).
  • Özmen, Z. M., & Aydın, G. F. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214–219.
  • Palan, R. (2003). Competency management – a practitioner’s guide. Kuala Lumpur: SMR Publishing.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün ve S. B. Demir, Transl.). Ankara: Pegem Akademi.
  • Picciano, J., Rudd, E., Morrison, E., & Nerad, M. (2008). Does time-to-degree matter? Report number: CIRGE Spotlight on Doctoral Education #3. Seattle, WA: Center for Innovation and Research in Graduate Education (CIRGE), University of Washington.
  • Prahalad, C. K., & Hamel, G. (1990). The core competence of the corporation. Harvard Business Review, May-June, 79–91.
  • Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
  • Spencer, L. M., & Spencer, S. M. (1993), Competence at work: Models for superior performance. New York, NY: John Wiley & Sons.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • UKAT (2020). Professional framework for advising and tutoring. Retrieved from https://www.ukat.uk/professional-development/professional-framework-for-advising-and-tutoring (January 7, 2021).
  • World Bank (2020). Educational attainment, doctoral or equivalent, population 25+, total (%) (cumulative). Retrieved from https://data.worldbank.org/indicator/SE.TER.CUAT.DO.ZS?most_recent_year_desc=true (January 1, 2021).
  • Yin, R. K. (2003). Case study research: Design and methods (3th ed.). London: Sage Publications.
  • Yin, R. K. (2014). Case study methods: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
  • YÖK (2016). Lisansüstü eğitim ve öğretim yönetmeliği. Retrieved from http://www.mevzuat.gov.tr/Metin.Aspx?MevzuatKod=7.5.21510&MevzuatIliski=0&sourceXmlSearch=lisans%C3%BCst%C3%BC (October 12, 2019).
  • YÖK (2020a). Yükseköğretim bilgi yönetim sistemi. Retrieved from https://istatistik.yok.gov.tr/ (December 20, 2020).
  • YÖK (2020b). Üniversite İzleme ve Değerlendirme Genel Raporu 2019. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/ universite-izleme-ve-degerlendirme-genel-raporu-2019.pdf (January 4, 2021).

An Analysis of PhD Students' Views on the Competencies of their Supervisors

Yıl 2021, , 508 - 520, 31.08.2021

Hasan Tutar Mehmet Altınöz Sevilay Güler

https://doi.org/10.2399/yod.21.676801

Öz

This study aims to examine the opinions of PhD students who are in their dissertation-writing stage, on their supervisors' "core competency", "technical competency" and "managerial competency". Designed as a case study, it employs a qualitative research methodology. The sample of the study consists of 15 PhD students determined by using the criterion sampling method, which is one of the purposive sampling methods. The data were collected through a semi-structured interview form. The obtained data were analyzed through content analysis. The findings revealed that some of the PhD students found their supervisors inadequate in terms of technical, managerial and core competencies while some of them had positive opinions on the competencies of their supervisors. PhD students learn about how supervising processes work and compare themselves to their peers by communicating with each other directly and through social media. The study is original and important since it makes a significant contribution to revealing the effectiveness of PhD supervision.

Anahtar Kelimeler

Competency management education educational management PhD student supervising

Kaynakça

  • Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Boston, MA: Allyn and Bacon.
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75, 8–14.
  • Boyatzis, R. E. (1982). The Competent manager: A model for effective performance. New York, NY: Wiley.
  • Brinkmann, S. (2013). Qualitative interviewing: Understanding qualitative research. Oxford: Oxford University Press.
  • Burkard, A., Cole, D., Ott, M., & Stoflet, T. (2004). Entry-level competencies of new student affairs professionals: A Delphi study. NASPA Journal, 42, 283–309.
  • Cohen, L., & Manion, K. (2000). Action research. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education (5th ed., pp. 226–244). London: Routledge-Falmer.
  • Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative research (4th ed.). Boston, MA: Pearson Education Inc.
  • Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştirma ve araştırma deseni (M. Bütün & S. B. Demir, Transl.). Ankara: Siyasal.
  • Cresswell, J. W. (2017). Karma yöntem araştırmalara giriş (M. Sözbilir, Transl.). Ankara: Pegem.
  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: choosing among five approaches. Thousand Oaks, CA: Sage.
  • Davey, L. (1990). The application of case study evaluations. Practical Assessment, Research, and Evaluation, 2, Article 9.
  • Filippou, K., Kallo, J., & Mikkilä-Erdmann, M. (2021). Supervising master’s theses in international master’s degree programmes: Roles, responsibilities and models. Teaching in Higher Education, 26(1), 81–96.
  • Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.) New York, NY: McGraw-Hill Higher Education.
  • Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed.). New York, NY: McGrawHill Higher Education.
  • Güçlü, N., & Yılmaz, G. (2019). Evaluation of doctoral programmes of Turkey and some European Countries. [Article in Turkish] Çağdaş Yönetim Bilimleri Dergisi, 6(1), 71–89.
  • Hancock, D. R., & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York, NY: Teachers College Press.
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505–532.
  • Köser, B. D., & Mercanlıoğlu, Ç. (2010). The importance of academic consultancy services and the assessment of academic consultancy services in Turkey. [Article in Turkish] Sosyal ve Beşerî Bilimler Dergisi, 2(2): 27–36.
  • Lance, A. (2009). Advising is teaching: Advisors take it to the classroom. Academic Advising Today, June 2009. Retrieved from https://nacada. ksu.edu/Resources/Academic-Advising-Today/View-Articles/ Advising-IS-Teaching-Advisors-Take-it-to-the-Classroom.aspx (January 8, 2021).
  • Li, S., & Seale, C. (2007). Managing criticism in Ph.D. supervision: A qualitative case study. Studies in Higher Education, 32(4), 511–526.
  • Mason, J. (2002). Qualitative researching. London: Sage.
  • Mathews, P. (2003). Academic mentoring: Enhancing the use of scarce resources. Educational Management Administration Leadership, 31(3), 313–334.
  • Mayers, L. (1999). Barriers to completion of the doctoral degree in educational administration. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA. Retreived from https://vtechworks.lib.vt.edu/bitstream/handle/10919/26922/LHMyers.PDF;sequence=1 (October 20, 2019).
  • McClelland, D. C. (1973). Testing for competence rather than “intelligence”. American Psychologist, 28(1), 1–14.
  • McGill, C. M., Ali, M., & Barton, D. (2020a). Skills and competencies for effective academic advising and personal tutoring. Frontiers in Education, 5, Article 135.
  • McGill, C. M., Heikkila, M. R., & Lazarowicz, T. (2020b). Professional development, performance expectations and academic advisors’ perceptions of relational skills: A sequential explanatory mixed methods study. New Horizons in Adult Education and Human Resource Development, 32(4), 50–69.
  • McMillan, J. H. (1996). Educational research: Fundamentals for the consumer. New York, NY: Harper Collins College Publishers.
  • Menke, D., Stuck, S., & Ackerson, S. (2018). Assessing advisor competencies: A Delphi method study. NACADA Journal, 38, 12–21.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Hoboken, NJ: Jossey-Bass.
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber. (S. Turan, Transl.). Ankara: Nobel Yayın.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Hoboken, NJ: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Miller, A. (2013). Timely doctoral completion rates in five fields: A two-part study. Unpublished doctoral dissertation, University of South Florida, Tampa, FL, USA. Retrieved from http://scholarcommons.usf.edu/ etd/4827 (October 12, 2109).
  • Moses, Y. T. (1989). Black women in academe: Issues and strategies. Washington, DC: Association of American Colleges.
  • NACADA (2006). The Global Community for Academic Advising. Manhattan, KS: The Global Community for Academic Advising (NACADA), Kansas State University.
  • NACADA (2017). Core competencies of academic advising. Core values of academic advising. Manhattan, KS: The Global Community for Academic Advising (NACADA), Kansas State University.
  • Nerad, M., & Cerny, J. (1993). From facts to action: Expanding the graduate division’s educational role. New Directions in Institutional Research, 1993(80), 27–39.
  • Neuman, W. L. (2007). Basics of social research qualitative and quantitative approaches (2nd ed.). Boston, MA: Allyn and Bacon.
  • OECD (2016). Science, technology and innovation outlook 2016. Paris: OECD. Retrieved from https://dx.doi.org/10.1787/sti_in_outlook-2016-en (October 12, 2019).
  • OECD (2018). Education at a glance 2018: OECD indicators. Paris: OECD. Retrieved from http://dx.doi.org/10.1787/eag-2018-en (October 12, 2019).
  • Özmen, Z. M., & Aydın, G. F. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214–219.
  • Palan, R. (2003). Competency management – a practitioner’s guide. Kuala Lumpur: SMR Publishing.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün ve S. B. Demir, Transl.). Ankara: Pegem Akademi.
  • Picciano, J., Rudd, E., Morrison, E., & Nerad, M. (2008). Does time-to-degree matter? Report number: CIRGE Spotlight on Doctoral Education #3. Seattle, WA: Center for Innovation and Research in Graduate Education (CIRGE), University of Washington.
  • Prahalad, C. K., & Hamel, G. (1990). The core competence of the corporation. Harvard Business Review, May-June, 79–91.
  • Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
  • Spencer, L. M., & Spencer, S. M. (1993), Competence at work: Models for superior performance. New York, NY: John Wiley & Sons.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • UKAT (2020). Professional framework for advising and tutoring. Retrieved from https://www.ukat.uk/professional-development/professional-framework-for-advising-and-tutoring (January 7, 2021).
  • World Bank (2020). Educational attainment, doctoral or equivalent, population 25+, total (%) (cumulative). Retrieved from https://data.worldbank.org/indicator/SE.TER.CUAT.DO.ZS?most_recent_year_desc=true (January 1, 2021).
  • Yin, R. K. (2003). Case study research: Design and methods (3th ed.). London: Sage Publications.
  • Yin, R. K. (2014). Case study methods: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
  • YÖK (2016). Lisansüstü eğitim ve öğretim yönetmeliği. Retrieved from http://www.mevzuat.gov.tr/Metin.Aspx?MevzuatKod=7.5.21510&MevzuatIliski=0&sourceXmlSearch=lisans%C3%BCst%C3%BC (October 12, 2019).
  • YÖK (2020a). Yükseköğretim bilgi yönetim sistemi. Retrieved from https://istatistik.yok.gov.tr/ (December 20, 2020).
  • YÖK (2020b). Üniversite İzleme ve Değerlendirme Genel Raporu 2019. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/ universite-izleme-ve-degerlendirme-genel-raporu-2019.pdf (January 4, 2021).
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Örnek Olay
Yazarlar

Hasan Tutar Bu kişi benim 0000-0001-8383-1464

Mehmet Altınöz Bu kişi benim 0000-0002-3029-1123

Sevilay Güler Bu kişi benim 0000-0003-3877-6894

Yayımlanma Tarihi 31 Ağustos 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Tutar, H., Altınöz, M., & Güler, S. (2021). An Analysis of PhD Students’ Views on the Competencies of their Supervisors. Yükseköğretim Dergisi, 11(2 Pt 2), 508-520. https://doi.org/10.2399/yod.21.676801

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.