ABD Üniversitelerinde Lisansüstü Eğitim Gören Türk Öğrencilerin Akademik Uyum Deneyimleri Üzerine Fenomenolojik Bir Çalışma

Bu çalışmanın amacı, ABD üniversitelerinde burslu statüde lisansüstü eğitim gören Türk öğrencilerin akademik uyum deneyimlerini keşfetmektir. Öğrencilerin deneyimleriyle ilgili derinlemesine bilgi elde etmek için fenomenolojik araştırma metodu kullanılmıştır. Amaçlı örnekleme yöntemi ile 13 katılımcı belirlenmiş ve katılımcılarla derinlemesine mülakatlar yapılmıştır. Yapılan mülakatlar kayıt altına alınmış ve metne aktarılmıştır. Mülakat metinlerinin analiz edilmesi ile temalar belirlenmiştir. Bu temalar, eğitim sistemi (pedagoji) ve akademik personelle ilişkiler olmak üzere iki kategoride tasnif edilmiştir. Eğitim sistemi ile ilgili tecrübe edilen temalar; ders sorumluluklarının (ödevlerin) fazla olması, alan uyuşmazlığı, sınıfiçi katılım sorunu, kritik düşünme, literatür taraması ve öğrenim kaynaklarına (laboratuvar cihazları vs.) uyum olarak tespit edilmiştir. Türk öğrencilerin akademik personelle ilişkilerinin iyi olduğu ancak danışmanlarıyla yaygın sorunlar yaşadıkları anlaşılmaktadır. Öğrencilerin kültürel alışkanlıkları ve burs statülerinden kaynaklı sorunlar ise bu kategoride öne çıkan temalar olarak tespit edilmiştir. Bu çalışma neticesinde Yurt Dışı Eğitim Programı, öğrenciler, danışmanlar ve Türk akademik camia için bazı çıkarımlarda bulunulmuştur.

Anahtar Kelimeler:

Türk uluslararası öğrenciler, akademik kültür, uyum, pedagoji, eleştirel düşünme

A Phenomenological Study on Academic Adaptation Experiences of Turkish Graduate Students at U.S. Universities

This study explores the academic adaptation experiences of Turkish students studying at U.S. universities with scholarship status. The phenomenological research method was used to obtain in-depth information about students' experiences. With the purposeful sampling method, 13 participants were determined, and in-depth interviews were conducted. The interviews were recorded and transcribed. By analyzing the interview texts, the themes were selected. These themes were classified into the education system (pedagogy) and relations with academic staff. The experienced themes related to the education system are many course responsibilities (homework), field incompatibility, the problem of classroom participation, critical thinking, literature review, and adaptation to learning resources. Also, the study found that Turkish students have good relations with academic staff; however, many of them experience problems with their advisors. Students' cultural habits and problems stemming from their scholarship status were identified as prominent themes in this category. As a result of this study, some implications were made for the Study Abroad Program, students, advisors, and the Turkish and American academic communities.

Keywords:

Turkish international students, academic culture, academic adaptation, pedagogical differences, critical thinking,

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