Nuran ÖZTÜRK BAŞPINAR, Fulya MISIRDALI YANGİL

YANLIŞ YAPTIĞIMI BİLMİYORDUM: AKADEMİSYENLERDE ETİK KÖRLÜK ÜZERİNE BİR ARAŞTIRMA

Bireylerin örgüt içinde etik yargılarda bulunma ve etik davranma konusunda geçici olarak yetersiz olma durumu literatürde etik körlük olarak adlandırılmaktadır. Etik körlük, bireylerin kararlarına ve iş süreçlerine yansıdığında etik olmayan davranışın ortaya çıkmasına neden olabilmektedir. Üniversite öğretim elemanlarının karşılaştıkları durumlara yönelik aldıkları kararlardaki etik yargıları iş arkadaşları, öğrencileri ve toplum üzerinde önemli bir etkiye sahip olmaktadır. Bu çalışmayla üniversite öğretim elemanlarının etik körlük düzeylerinin ve bu düzeylerin demografik değişkenlere göre farklılaşıp farklılaşmadığının belirlenmesi amaçlanmaktadır. Kolayda örneklem yöntemi kullanılarak yapılan araştırmada 242 öğretim elemanına anket uygulanmıştır. Anket iki bölümden oluşmaktadır. Birinci bölümde demografik özelliklere yönelik sekiz soru yer almaktadır. İkinci bölümde ise etik körlük düzeylerinin tespit edilmesi amacıyla Aleksić (2017) tarafından geliştirilen "Etik Körlük" ölçeği yer almaktadır. Ölçek Özdamar (2018) tarafından Türkçe'ye uyarlanmıştır. Ölçek; etik körlüğün (1) rasyonalizasyon, (2) rutinizasyon ve (3) muğlaklık faktörlerini/boyutlarını ölçmeye yönelik üç adet örnek olay içermektedir. Katılımcılardan kendilerini örnek olaylardaki kişilerin yerine koyarak cevap vermeleri beklenmiştir. Yapılan analizler katılımcıların etik körlük boyutlarından rasyonalizasyon -yaş, çalışma süreleri, idari görevleri ve unvanlarına göre- ve rutinizasyonda –çalışma sürelerine göre- farklılaştıklarını göstermiştir. Bu bulgular akademik hayatın ilk evresi açısından rasyonalizasyon boyutunda farklılıklar olduğu şeklinde yorumlanabilir. Dolayısıyla ilerleyen dönemlerde bu bireylerde etik körlük ortaya çıkabilir. Bireyler etiğin genel önemi konusunda sağlam bir farkındalığa ve duyarlılığa sahip olursa; etik ikilemleri fark edebilir, bunlarla yüzleşme, düzeltme olanağı bulabilir ve bu şekilde etik körlük önlenebilir.

Anahtar Kelimeler:

Etik, Etik Körlük, Çerçeveleme, Örgütsel Davranış

I DID NOT KNOW THAT IT WAS WRONG: A RESEARCH ON ETHICAL BLINDNESS IN ACADEMICIANS

The temporary incapacity of individuals to make ethical judgments and behave ethically within the organization is called ethical blindness in the literature. When ethical blindness is reflected in individuals' decisions and business processes, it can lead to unethical behavior. The ethical judgments of university faculty members in the decisions they make about the situations they encounter have a significant impact on their colleagues, students and society. The aim of this study was to determine the level of ethical blindness of university lecturers and whether these levels differ according to demographic variables. A questionnaire was applied to 242 lecturers using the convenience sampling method. The questionnaire consisted of two parts. In the first part, there were eight questions about demographic characteristics. In the second part, there was the "Ethical Blindness" scale developed by Aleksić (2017) to determine the levels of ethical blindness. The scale was adapted to Turkish by Özdamar (2018). She scale included three case studies to measure the factors / dimensions of ethical blindness (1) rationalization, (2) routinization and (3) ambiguity. Participants were expected to respond by putting themselves in the place of the people in the case studies. The analyzes performed showed that the participants differed from the dimensions of ethical blindness in rationalization - by age, working hours, administrative duties and titles- and routinization –according to working times-. These findings can be interpreted as that there are differences in the rationalization dimension in terms of the first phase of academic life. Therefore, ethical blindness may occur in these individuals in the future. The main remedy to prevent or reduce the risk of ethical blindness is to counteract rigid framing by allowing many different and opposing frameworks within the organization to come into play. The most effective treatment of ethical blindness is the promotion of a culture of democratic organizations in which there is an open, democratic and critical discussion environment. Second solution is the dissemination of ethical programs for professionals and their training in a way that will enable them to become aware of unethical behaviors. If individuals have a strong awareness and sensitivity about the general importance of ethics; they can recognize ethical dilemmas, have the opportunity to confront and correct them, and in this way, ethical blindness can be prevented.

Keywords:

Ethic , Ethical Blindness, , Interpretation Schemas,

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