ÇOK KRİTERLİ KARAR VERME YAKLAŞIMI İLE DENİZCİLİK EĞİTİMİNDE ÜNİFORMA VE HİYERARŞİK SİSTEMİN İNCELENMESİ

Türkiye’de denizcilik eğitimi; kendine has bazı kuralları, geçmişe yönelik gelenek ve göreneklerin temel alındığı, üniformalı bir eğitim sistemi çerçevesinde uygulanmaktadır. Denizcilik eğitimi disiplin ve yenilenebilen bir sistem gerektiren, Uluslararası Denizcilik Örgütü’nün (IMO) belirlediği uluslararası standartları olan ve bunlara uyulmasının zorunlu olduğu bir eğitim dalıdır. Bununla birlikte denizcilik eğitimi, diğer meslek dallarındaki eğitim süreçlerine kıyasla oldukça farklı bir yapı ve sistem içerisinde ilerlemektedir. Çalışmada bu sistemin eğitime olan katkısı, gerekliliği, buna bağlı oluşan sorunlar ve uygulanabilir çözüm önerileri değerlendirilmeye çalışılmıştır. Yapılan analizde çok kriterli karar verme (ÇKKV) yöntemlerinden oluşan bütünleşik bir model yaklaşımı oluşturulmuştur. Araştırmada mevcut problemi oluşturan etkenlerin aralarındaki ilişki ve yapı bulanık DEMATEL (The Decision Making Trial and Evaluation Laboratory) yöntemi yardımı ile analiz edilmiştir. Bununla birlikte, ortaya konulan problemlere, uygulanabilir çözüm önerileri getirebilecek alternatiflerin önem derecelerinin belirlenip, sıralanabilmesi amacıyla da bulanık TOPSIS (Technique for Order Performance by Similarity to Ideal Solution) yönteminden faydalanılmıştır. Çalışma sonuçlarına göre K3 (Üniforma ve hiyerarşik sistemin üniversite hayatına olan uyum sürecindeki kısıtları) en önemli kriter olarak tespit edilir iken, A6 (Üniforma ve hiyerarşik kurallarında gemiadamları, eğitim ve sınav yönergesi benzeri bir uygulama ile değerlendirilmesi, düzenlenmesi, standartlaştırılması) alternatifi ise en önemli alternatif olarak tespit edilmiştir.

RESEARCHING OF UNIFORM AND HIERARCHICAL SYSTEM IN MARITIME EDUCATION WITH MULTI CRITERIA DECISION MAKING APPROACH

Maritime education in Turkey is conducted with a uniformededucation system, which has specific rules and based on historicaltraditions and customs. Maritime education is an educational branchthat requires discipline and should be conducted within the internationalstandards determined by International Maritime Organization (IMO).Furthermore, maritime education follows a different structure andsystem when compared to education processes in other professions Thepresent study attempts to evaluate the contribution of the system to theeducation, exigence of the system, related problems, psychologicalaspects and recommendations for a feasible solution. An integratedmodel approach that included multi-criteria decision making (MCDM)methods was developed in the conducted analysis. The correlation andthe structure between the factors that constitute the current problem wasanalyzed with DEMATEL (Decision Making Trial and EvaluationLaboratory) method in the study. Furthermore, in order to identify andrank the significance of the alternatives that can provide a viable solutionto existing problems, the fuzzy TOPSIS (Technique for Order Performanceby Similarity to Ideal Solution) method was utilized. Based on studyfindings, K3 (Uniform and hierarchical system complicates theadaptation to university life and prevents socialization) was determinedas the most important criterion, while A6 (Assessment, regulation andstandardization the rules concerning the uniform and the hierarchicalsystem with an application similar to seafarers, training and testingdirective and other maritime educa

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