Amerika Birleşik Devletleri ve Türkiye'deki doktora öğrencilerinin çalışma süreçlerine etki eden faktörlerin bireyci ve toplumcu özellikler açısından incelenmesi (Bir karşıt kültür çalışması)
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, Türkiye ve Amerika'da öğrenim gören doktora öğrencilerinin çalışma sürecine etki eden faktörleri bireyci ve toplumcu özellikler açısından ortaya çıkarma amacı ile yapılmıştır. Nitel araştırma yöntemi kullanılarak yürütülen bu araştırmada yarı yapılandırılmış görüşme formları kullanılmıştır. Bu araştırma; toplumsal kodların eğitimin en üst seviyesinde olan bireylerin çalışma alışkanlıklarını ve doktora eğitimi sürecine etkisini gerek öğrenciler gerekse akademisyenler açısından değerlendirmesi bakımından önem taşımaktadır. Çalışma iki ayaklı olarak yürütülmüştür. Çalışmanın ilk ayağında Amerika Birleşik Devletleri Illinois eyaletine bağlı Chicago şehrinde yer alan University of Illinois at Chicago (UIC)'de öğrenim gören doktora öğrencileri ve doktora düzeyinde derse giren akademisyenler ile görüşmeler yürütülmüştür. Çalışmanın ikinci ayağında ise İnönü Üniversitesi'nde öğrenim gören doktora öğrencileri ve doktora derslerine giren akademisyenler ile görüşülerek veriler toplanmıştır. Veri toplama aracı olarak; araştırmacı tarafından gerekli literatür taraması yapıldıktan sonra uzman görüşlerine başvurulan iki ayrı (öğrenci-akademisyen) yarı yapılandırılmış görüşme formunun İngilizce ve Türkçe versiyonları kullanılmıştır. Uzman onayı alınan görüşme soruları katılımcılarla planlanan takvime göre Türk ve Amerikalı öğrenci ve akademisyenlere yöneltilerek ses kaydı alınmıştır. Ses kayıtları daha sonra yazılı formata dönüştürülerek ham veriler elde edilmiştir. Araştırmadan elde edilen verilerin alt tema ve kod belirleme çalışmalarının yürütülebilmesi için Word formatına aktarılan veriler internet tabanlı bir nitel araştırma analiz programı olan QDA Miner Lite'e aktarılarak betimsel analize tabi tutulmuş ve alt tema ve kodlar çıkartılmıştır. Yapılan analizler sonucunda Türk ve Amerikalı doktora öğrencilerinin doktora eğitimi sürecine etki eden faktörlerin değerlendirilmesine yönelik olarak büyük çoğunluğu bireyci kodlarla eşleşen ifadelerde bulundukları, Türk öğrencilerin toplumcu kültürden geliyor olmaları nedeniyle bazı konulara ilişkin kültürün etkisi altında kalarak yanıtlar verdikleri, Amerikalı öğrencilerin ise büyük oranda bireyci kodlara karşılık gelen değerlendirmelerde bulunmalarına rağmen özellikle rekabetçilik, aşırı bireycilik, izolasyon ve yalnızlık hissi gibi hususlarda toplumculuğun kendi yararlarına olabileceğine yönelik değerlendirmelerde bulundukları belirlenmiştir. Toplumsal ve eğitimle ilgili konulara ilişkin olarak ise Türk öğrencilerin toplumcu kültürel özelliklerin olumsuz yansımalarının ağır bastığını, Amerikalı öğrencilerin ise bireyciliğin kendilerine önemli ölçüde katkı sunduğunu değerlendirdikleri sonucuna ulaşılmıştır. Türk ve Amerikalı akademisyenlere ilişkin analizler sonucunda ise yöneltilen sorulara ilişkin değerlendirmelerin öğrencilere kıyasla daha fazla birbirine yakınlık gösterdiği ve büyük oranda bireyci kodlar altında farklı alt temalar şeklinde ifade edildiği belirlenmiştir. Türk öğrencilerden elde edilen yanıtlara benzer bir şekilde Türk akademisyenlerin de toplumculuktan kaynaklı bazı konuların gerek toplumsal sorunlara gerekse eğitimle ilgili konulara olumsuz sirayet ettiğini düşündükleri belirlenmiştir. Genel olarak ise kültürlerin dinamik bir yapıda olduğu ve sürekli gelişim ve değişime açık olmakla birlikte bu değişimin entelektüel seviyenin artması ile birlikte daha belirginleştiği sonucuna ulaşılmıştır. Bu sonuçlara göre; doktora eğitimi sürecini etkileyen toplumsal, yapısal ve eğitsel hususlara ilişkin Türkiye ve Amerika Birleşik Devletleri'ne ilişkin birtakım önerilerde bulunulmuştur. Anahtar Kelimeler: Kültür, bireycilik, toplumculuk, doktora eğitimi
This study was carried out with the aim of revealing the factors affecting the education process of doctoral students studying in Turkey and the USA in terms of individualistic and collectivist characteristics. Semi-structured interview forms, as one of the techniques used for qualitative research method, were used to collect data. This research is important in terms of evaluating the effects of social codes on the studying habits of individuals at the highest level of education and on the process of doctoral education, both for students and academicians. The study was carried out on two phases. In the first part of the study, interviews were conducted with doctoral students studying at the University of Illinois at Chicago (UIC), located in Chicago, Illinois, United States of America, and academics attending doctoral courses. In the second part of the study, data were collected by interviewing doctoral students studying at İnönü University and academicians attending doctoral courses. As a data collection tool, English and Turkish versions of two separate (student-academicians) semi-structured interview forms were used after the necessary literature review was made by the researcher. The interview questions, which received expert approval, were directed to Turkish and American students and academics according to the schedule planned with the participants, and audio recordings were made. The audio recordings were then converted into written format and raw data were obtained. In order to carry out sub-theme and code determination studies of the data obtained from the research, the data transferred to Word format were transferred to QDA Miner Lite, an internet-based qualitative research analysis program, subjected to descriptive analysis and sub-themes and codes were extracted. As a result of the analyzes, Turkish and American doctoral students made statements that matched the individualist codes in order to evaluate the factors affecting the doctoral education process, Turkish students gave answers to some subjects under the influence of the culture because they came from a socialist culture, and American students mostly responded to individualist codes. Despite the fact that they made evaluations regarding individualism, it was determined that they made evaluations that collectivism could be for their own benefit, especially in terms of competitiveness, excessive individualism, isolation and feeling of loneliness. Regarding social and educational issues, it was concluded that Turkish students evaluated the negative reflections of collectivist cultural characteristics, while American students evaluated that individualism contributed significantly to them. As a result of the analyzes on Turkish and American academicians, it was determined that the evaluations of the questions asked were more close to each other than the students and were mostly expressed as different sub-themes under individualist codes. Similar to the answers obtained from Turkish students, it was determined that Turkish academicians thought that some issues stemming from collectivism had negative impacts on both social problems and educational issues. In general, it has been concluded that cultures have a dynamic structure and are open to continuous development and change, but this change becomes more evident with the increase in intellectual level. According to these results; some suggestions have been made for Turkey and the United States of America regarding the social, structural and educational issues affecting the doctoral education process. Key Words: Culture, individualism, collectivism, PhD education
This study was carried out with the aim of revealing the factors affecting the education process of doctoral students studying in Turkey and the USA in terms of individualistic and collectivist characteristics. Semi-structured interview forms, as one of the techniques used for qualitative research method, were used to collect data. This research is important in terms of evaluating the effects of social codes on the studying habits of individuals at the highest level of education and on the process of doctoral education, both for students and academicians. The study was carried out on two phases. In the first part of the study, interviews were conducted with doctoral students studying at the University of Illinois at Chicago (UIC), located in Chicago, Illinois, United States of America, and academics attending doctoral courses. In the second part of the study, data were collected by interviewing doctoral students studying at İnönü University and academicians attending doctoral courses. As a data collection tool, English and Turkish versions of two separate (student-academicians) semi-structured interview forms were used after the necessary literature review was made by the researcher. The interview questions, which received expert approval, were directed to Turkish and American students and academics according to the schedule planned with the participants, and audio recordings were made. The audio recordings were then converted into written format and raw data were obtained. In order to carry out sub-theme and code determination studies of the data obtained from the research, the data transferred to Word format were transferred to QDA Miner Lite, an internet-based qualitative research analysis program, subjected to descriptive analysis and sub-themes and codes were extracted. As a result of the analyzes, Turkish and American doctoral students made statements that matched the individualist codes in order to evaluate the factors affecting the doctoral education process, Turkish students gave answers to some subjects under the influence of the culture because they came from a socialist culture, and American students mostly responded to individualist codes. Despite the fact that they made evaluations regarding individualism, it was determined that they made evaluations that collectivism could be for their own benefit, especially in terms of competitiveness, excessive individualism, isolation and feeling of loneliness. Regarding social and educational issues, it was concluded that Turkish students evaluated the negative reflections of collectivist cultural characteristics, while American students evaluated that individualism contributed significantly to them. As a result of the analyzes on Turkish and American academicians, it was determined that the evaluations of the questions asked were more close to each other than the students and were mostly expressed as different sub-themes under individualist codes. Similar to the answers obtained from Turkish students, it was determined that Turkish academicians thought that some issues stemming from collectivism had negative impacts on both social problems and educational issues. In general, it has been concluded that cultures have a dynamic structure and are open to continuous development and change, but this change becomes more evident with the increase in intellectual level. According to these results; some suggestions have been made for Turkey and the United States of America regarding the social, structural and educational issues affecting the doctoral education process. Key Words: Culture, individualism, collectivism, PhD education
Açıklama
Anahtar Kelimeler
bireycilik, toplumculuk
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Turan, Y. (2023). Amerika Birleşik Devletleri ve Türkiye'deki doktora öğrencilerinin çalışma süreçlerine etki eden faktörlerin bireyci ve toplumcu özellikler açısından incelenmesi (Bir karşıt kültür çalışması). Yayınlanmış Doktora Tezi. İnönü Üniversitesi, Malatya.
