TÜRK KAMU YÖNETİMİ MÜFREDATININ E-DEVLET YETERLİLİKLERİNE GÖRE DEĞERLENDİRİLMESİ

E-Devlet projelerinin başarısı için uygulayıcıların e-Devlet yeterlilikleri kilit öneme sahiptir. Uygulayıcılara bu yeterlilikleri kazandıran başlıca aktör üniversitelerin kamu yönetimi ile ilgili bölümleridir. Türkiye’de Kamu yönetimi müfredatındaki derslerin eDevlet yeterliliklerine göre değerlendirilmesi amacıyla hazırlanan bu çalışmada kamu görevlilerini yetiştiren kamu yönetimi bölümlerinin e-Devlet ile ilgili derslerinde eDevlet yeterliliklerine ne kadar yer verildiği araştırılmıştır. Araştırmanın evreni ve örneklemi Türkiye’deki tüm üniversitelerin Kamu Yönetimi Müfredatındaki e-Devletle ilgili olabilecek tüm derslerdir. Bu derslerin Bologna Bilgi Paketlerinden elde edilen AKTS formları, literatürden elde edilen beş temel yeterlilik kategorisi baz alınarak içerik çözümlemesine tabi tutulmuştur. Toplam yüz on yedi adet e-Devlet ile ilgili derse ulaşılan araştırmada elde edilen en önemli bulgu, müfredatta sosyo-teknik yeterliliklere fazlaca yer verilmesine rağmen teknik, idari, politik ve organizasyonel yeterliliklere yeterince yer verilmediğidir. Bunun aşılması için dünyada ve Türkiye’de yapılan konu ile ilgili diğer araştırmalarla karşılaştırılarak geliştirilen önerilerde genel olarak pratikteki uygulamaların derslere konu olması, e-Devlet uygulayıcıların da müfredat geliştirmede bilgisine başvurulmasıdır.

Assessment of Turkish Public Administration Curriculum in Terms of EGovernment Competencies

E-Government competencies of the practitioners have a key significance in the success of e-Government projects. The main actor in the acquisition of these competencies by practitioners seems to be public administration departments of the universities. This article is prepared to evaluate courses in the curricula of public administration departments in Turkey according to the e-Government competencies and explored the share of e-Government competencies in the courses related to e-Government in public administration departments which train public officials. The universe and sample of the research consists of all courses relevant to e-Government in the curricula of the public administration departments in all universities of Turkey. ECTS forms of the relevant courses are subjected to content analysis on the basis of five competency categories attained from the scientific literature on the subject. The most significant finding of the research in which a total number of 117 courses related to e-Government is analyzed comes out instead of the abundant coverage of socio-technical competencies in the curriculum, the technical, administrative, politic and organizational competencies are not covered sufficiently. In order to overcome this lack, some suggestions are developed by comparing with other researches on the subject from Turkey and the world, which propose generally that practical tools and applications shall be taught as courses in the curriculum, and the experience of the practitioners of e-Government may be used and included in the curriculum development.

PDF

___

Akıllı, H. S., Babaoğlu, C. & Demircioğlu, M. A. (2013). Araştırmacıların ve lisans öğrencilerinin görüşleri ışığında e-Devlet eğitiminde güncel gelişmeler. Akdeniz Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 13(26), 120-144.

Altıntaş, H. (2002). Sanal bürokrasiden e-Devlete teorik yaklaşımlar. I. Ulusal Bilgi Ekonomi ve Yönetim Kongresi, Kocaeli Üniversitesi.

Babaoğlu, C. & Demircioğlu, M. A. (2012b). Türkiye’de kamu yönetimi bölümleri müfredatında e-Devlet derslerinin durumu. M. Z. Sobaci & M. Yıldız (Eds.), E-Devlet, (s.129–152). Nobel.

Babaoğlu, C., Akıllı, S. & Demircioğlu, M.A. (2012a). E-Government education in the public administration departments in Turkey. J. R. Gil-Garcia, N. Helbig & A. Ojo (Eds.), Proceedings of the 6th International Conference on Theory and Practice of Electronic Governance, (s.71–74).

Barber, S. & Luke, P. (2016). Putting theory into theory: Thematic value of research in public administration teaching. Teaching Public Administration, 34(1), 96-108.

Bensghir, T. K. (1996). Bilgi Teknolojileri ve Örgütsel Değişim. TODAİE.

Bensghir, T. K. & Yıldız, M. (2003). The Influence of Information Technology on Turkish Public Administration Curricula. ASPA (Dü.), 26th Teaching Public Administration Conference.

Diamond, J. & Liddle, J. (2012) Reflections and speculations on teaching and learning in public administration. Public Policy and Administration, 27(3), 265–277.

Distel, B., Ogonek, N. & Becker, J.(2019). E-government competences revisited – A literature review on necessary competences in a digitalized public sector. In Proceedings of the 14th International Conference on Wirtschaftsinformatik, 286–300.

Eisenberg, M. B. (1996). What is The Big6? http://www.big6.com/what-is-thebig6/, Erişim tarihi: 15.01.2021.

Hofmann, S. & Ogonek, N. (2018). Different but still the same? How public and private sector organisations deal with new digital competences. Electronic Journal of e-Government, 16 (2), 127-135.

Hunnius, S. & Schuppan, T. (2013). Competency requirements for transformational e-Government. In 2013 46th Hawaii International Conference on System Sciences, (s.1664-1673). IEEE.

Hunnius, S., Paulowitsch, B. & Schuppan, T. (2015). Does E-Government education meet competency requirements? An analysis of the German university system from international perspective. In 2015 48th Hawaii International Conference on System Sciences (s. 2116-2123). IEEE.

Karasar, N. (1998). Bilimsel Araştırma Yöntemi. Nobel.

Kregel, I. & Ogonek, N. (2018). Digital lean competencies: Requirements for public administration. In Seventh International Conference on Lean Six Sigma: Dubai, 94-104.

Lasswell, H. D. (1968). The future of the comparative method. Comparative Politics, 1 (1), 3-18.

Lin, N. (1976). Foundations of Social Research.

Mahmood, K., Nayyar, Z. & Ahmad, H. M. (2018). Switching to electronic government through transformational leadership: Implications of multichannel and digital divide. Journal of Internet Technology and Secured Transactions, 6 (1), 534-540.

McQuiston, J. & Manoharan, A. P. (2020). E-government and information technology coursework in public administration programs in Asia. Teaching Public Administration, XX(X), 1-17.

Ogonek, N. & Becker, J. (2018). Can we learn from down under how to rise up in e-Government? A comparative analysis of the public sector competences in the German and australian higher education systems, 51st Hawaii Internatonal Conference on System Sciences, 2256-2265.

Ogonek, N. & Hofmann, S. (2018). Governments' need for digitization skills: understanding and shaping vocational training in the public sector. International Journal of Public Administration in the Digital Age (IJPADA), 5 (4), 61-75.

Ogonek, N., Distel, B. & Becker, J. (2019, January). Let’s play… eGovernment! A simulation game for competence development among public administration students. Proceedings of the 52nd Hawaii International Conference on System Sciences.

Ogonek, N., Gorbacheva, E., Rackers, M., Becker, J., Krimmer R., Broucker, B. & Crompvoets, J. (2016). Towards efficient egovernment: identifying important competencies for egovernment in European public administrations. In: Electronic Government: Proceedings of the 15th IFIP WG 8.5 International Conference and 8th International Conference on eParticipation (Dual EGOV 2016 and ePart 2016), Guimaraes, 155–162.

Ogonek, N., Rackers, M. & Becker J. (2019). How to master the “e”: tools for competence identification, provision and preservation in a digitalized public sector. Proceedings of the 12th International Conference on Theory and Practice of Electronic Governance (ICEGOV 2019), 56–64.

Sancak, H.Ö. & Güleç S. (2009). Küreselleşme-bilgi teknolojileri-değişim: Kamu örgütlerinde örgüt yapısı açısından bir inceleme. VII. Kamu Yönetimi Forumu.

Schenk, B. & Dolata, M. (2020). Facilitating digital transformation through education: A case study in the public administration. Proceedings of the 53rd Hawaii International Conference on System Sciences, 2144-2154.

Schulz, S. & Schuppan, T. (2012). Development of a European framework for eGovernment competences. Auf dem Weg zu einer offenen, smarten und vernetzten Verwaltungskultur, 47-58.

Tondeur, J., Van Braak, J. & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology, 38 (6), 962-976.

Van der Meer, F. B. & Marks, P. (2013). Teaching and learning reflection in MPA programs: Towards a strategy. Teaching Public Administration, 31 (1), 42- 54.

Van Jaarsveldt, L. C. & Wessels, J. S. (2015). Information technology competence in undergraduate Public Administration curricula at South African universities. International Review of Administrative Sciences, 81 (2), 412-429.

Vieru, D., Bourdeau, S., Bernier, A. & Yapo, S. (2015). Digital competence: A multi-dimensional conceptualization and a typology in an SME context, Proceedings of the Annual Hawaii International Conference on System Sciences, 4681–4690.

Vrabie, C. (2012). Computer competencies necessary for an effective egovernance. Governance.

Yaman, M., Bilgin, A. & Çakır, E. (2020). Dijital çağda kamu yönetimi lisans müfredatları: Türkiye üzerine bir inceleme. Kamu Yönetimi ve Teknoloji Dergisi, 2 (1), 28-40.

Yükseköğretim Kurulu (2021). Üniversiteler/Üniversitelerimiz. http://www.yok.gov.tr/universiteler/universitelerimiz, Erişim Tarihi: 15.01.2021

Yildiz, M., Babaoğlu, C. & Demircioğlu, M. A. (2016). E-Government education in Turkish public administration graduate programs: Past, present, and future. Journal of Public Affairs Education, 22(2), 287-302.

Zhang, P. & Li, N. (2003). An assessment of human-computer interaction research in management information systems: topics and methods. Computers in Human Behavior. 20 (2), 125-147.