Yükseköğretimde Bilgi Yönetimi Yeterliliği Öğrenci ve Akademik Personel Ölçekleri: Geçerlik ve Güvenirlik Çalışmaları

F. Şehkar Fayda-kınık; Münevver Çetin

doi:10.2399/yod.20.592325

Araştırma Makalesi

Yükseköğretimde Bilgi Yönetimi Yeterliliği Öğrenci ve Akademik Personel Ölçekleri: Geçerlik ve Güvenirlik Çalışmaları

Yıl 2021, Cilt: 11 Sayı: 3, 682 - 704, 31.12.2021

F. Şehkar Fayda-kınık , Münevver Çetin

https://doi.org/10.2399/yod.20.592325

Öz

Bu araştırmanın amacı, İstanbul ili bağlamında devlet üniversitelerinde bilgi yönetimi yeterliliklerini, lisans öğrencileri ve akademik personel açısından incelemek için Yükseköğretimde Bilgi Yönetimi Yeterlilikleri Öğrenci Ölçeği (YBYÖÖ) ile Yükseköğretimde Bilgi Yönetimi Yeterlilikleri Akademik Personel Ölçeği’ni (YBYAPÖ) geliştirmektir. Bu araştırmada, nicel araştırma deseni uygulanmıştır. Araştırma örneklemi, 2017–2018 ve 2018–2019 akademik yıllarında İstanbul ilinde devlet üniversitelerinde öğrenim görmekte olan 512 lisans öğrencisi ve tam zamanlı olarak görev yapan 300 akademisyenden oluşmaktadır. Ölçeklerin geliştirilmesi sürecinde, ölçek geçerliği için doğrulayıcı faktör analizi (DFA) yapılmış; test-tekrar test güvenirliği için, eşleştirilmiş gruplar t testi ve Pearson korelasyon analizleri uygulanmış; iç tutarlığının test edilmesine yönelik her bir alt boyut için Cronbach alfa katsayıları hesaplanmıştır. Araştırmanın sonucunda; teknoloji, örgütsel yapı ve örgütsel kültür boyutları bilgi yönetimi alt yapı yeterliliklerini; bilginin edinimi, bilginin dönüştürülmesi, bilginin kullanımı ve bilginin korunması boyutları ise bilgi yönetimi süreç yeterliliklerini ölçen, toplamda 7 boyuttan oluşan 43 maddelik 5’li Likert tipi YBYÖÖ ve 50 maddelik 5’li Likert tipi YBYAPÖ geliştirilmiştir.

Anahtar Kelimeler

Bilgi yönetimi, bilgi yönetimi yeterliliği ölçeği, yükseköğretim

Kaynakça

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Student and Academic Staff Surveys of Knowledge Management Capabilities in Higher Education: Validity and Reliability Studies

Yıl 2021, Cilt: 11 Sayı: 3, 682 - 704, 31.12.2021

F. Şehkar Fayda-kınık , Münevver Çetin

https://doi.org/10.2399/yod.20.592325

Öz

Adopting a quantitative research design, this study aimed to develop Student Survey of Knowledge Management Capabilities in Higher Education (SSKMCHE) and Academic Staff Survey of Knowledge Management Capabilities in Higher Education (ASKMCHE) to measure the knowledge management capabilities in state universities from the perspectives of both students and academics. The participants were 512 undergraduate students and 300 academics working full-time in state universities in Istanbul during the academic years of 2017–2018 and 2018–2019. The explanatory factor analysis (EFA) was performed to determine the validity of the surveys, and the Pearson correlation analyses and matched-pair t-tests were performed to find out the reliability of the surveys, and Cronbach alpha coefficients were calculated for each sub-dimension to test their internal consistency. At the end of the study, 43-item 5-point Likert-type scale of SSKMCHE and 50-item 5-point Likert-type scale of ASKMCHE were developed, which measure 7 dimensions: technology, organizational structure, and organizational culture as the dimensions of knowledge management infrastructure capabilities, and knowledge acquisition, knowledge conversion, knowledge application, and knowledge protection as the dimensions of knowledge management process capabilities.

Anahtar Kelimeler

Higher education, knowledge management, scale of knowledge management capabilities

Kaynakça

Akçakaza, G. (2009). İlköğretim okullarında bilgi yönetimi. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi, Sakarya.
Alavi, M., & Leidner, D. (2001). Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136.
Allard, S. (2004). Knowledge creation. In C. W. Holsapple (Ed.), Handbook on knowledge management 1: Knowledge matters (pp. 367–379). Heidelberg: Springer-Verlag.
Almış, S. (2010). Eğitim yöneticilerinin bilgi yönetimine ilişkin yeterlikleri (Sinop ili örneği). Yayınlanmamış yüksek lisans tezi, Ondokuz Mayıs Üniversitesi, Samsun.
Ammann, E. M. (2009, July). The knowledge cube and knowledge conversions. Proceedings of the World Congress on Engineering 2009, July 1–3, 2009, London, U.K.
Appleyard, M. (1996). How does knowledge flow? Interfirm patterns in the semiconductor industry. Strategic Management Journal, 17(10), 137–154.
Argyns, C., & Schon, D. (1978). Organizational learning: A theory of action approach. Reading, MA: Addison Wesley.
Avcı, S. (2014). Ortaokul eğitim yöneticilerinin bilgi yönetimi yeterlilikleri (Bağcılar ilçesi örneği). Yayınlanmamış yüksek lisans tezi, İstanbul Aydın Üniversitesi, İstanbul.
Awang, M. (2009). Knowledge management in Malaysian secondary schools: Implications of the “Smart School” initiative. Unpublished doctoral dissertation, University of Stirling, Stirling, UK.
Ayral, M. (2007). Okulda bilgi yönetimi model önerisi kapsamında yönetici ve öğretmen görüşlerine göre Ankara ili okullarının değerlendirilmesi. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Ankara.
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Toplam 125 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Konular	Eğitim Üzerine Çalışmalar
Bölüm	Ampirik Araştırma
Yazarlar	F. Şehkar Fayda-kınık 0000-0001-6563-4504 Münevver Çetin 0000-0002-1203-9098
Yayımlanma Tarihi	31 Aralık 2021
Yayımlandığı Sayı	Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA	Fayda-kınık, F. Ş., & Çetin, M. (2021). Yükseköğretimde Bilgi Yönetimi Yeterliliği Öğrenci ve Akademik Personel Ölçekleri: Geçerlik ve Güvenirlik Çalışmaları. Yükseköğretim Dergisi, 11(3), 682-704. https://doi.org/10.2399/yod.20.592325

Makale Dosyaları

Tam Metin

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.