From the perspectives of consensus or conflict approaches, the social role of education is defined in different ways. In this sense, consensus and conflict approaches can be considered as representing two ends. This study aims to reveal the role of university education for students who are the most important actors of education. Accordingly, private university students’ views on the meaning and the function of university education were examined qualitatively. In the research, designed as a phenomenology, individual interviews were conducted with seven students using a semi-structured interview form and collected data was analyzed. Findings are grouped under four main categories which are ‘mission of university education’, ‘socializing through university’, ‘career building and personal development’, and several sub-categories also emerged. As a consequence, this research revealed two main themes which are ‘limited correspondence between the meaning and the function of university education’ and ‘degrading the meaning of university education through career focus’. Students’ views on university education under the category of mission seems in accordance with description of education by consensus approach. On the other hand, under the other three categories, the views on the function of university include examples for the shift defined by the conflict approach.
Eğitimin toplumsal rolü farklı bakış açıları tarafından birbiriyle uyum veya zıtlık gösteren şekillerde tanımlanmaktadır. Uzlaşmacı ve çatışmacı yaklaşımların bu anlamda iki ucu temsil ettiği söylenebilir. Bu çalışmada, eğitimin en önemli aktörleri olan öğrencilerin bakış açısıyla üniversite eğitiminin üstlendiği rolün açığa çıkarılması hedeflenmektedir. Bu doğrultuda özel üniversite öğrencilerinin üniversite eğitiminin misyonu ve işlevine yönelik görüşleri nitel olarak incelenmiştir. Olgubilim olarak tasarlanan araştırmada, yarı-yapılandırılmış görüşme formu kullanılarak yedi öğrenci ile bireysel görüşmeler yapılmış ve elde edilen veriler analiz edilmiştir. Bulgular, ‘üniversite eğitiminin misyonu’, ‘üniversitede sosyalleşme’, ‘kariyer yapılandırma ve kişisel gelişim’ adlı dört kategori ve bunların altındaki çeşitli alt kategorilerde toplanmıştır. Sonuçta ortaya çıkan iki ana tema, ‘öğrencilerin üniversite eğitiminin misyonu ve işlevine ilişkin ifadelerindeki sınırlı örtüşme’ ve ‘kariyer odağındaki artış ile üniversite eğitiminin anlamının azalması’ şeklindedir. Öğrencilerin üniversite eğitiminin misyonuna yönelik görüşleri, uzlaşmacı yaklaşımın eğitim tasviri ile uyumlu görünmektedir. Öte yandan, öğrencilerin diğer üç kategori altında toplanan üniversite eğitiminin işlevine yönelik görüşleri ise üniversite eğitiminde çatışmacı yaklaşımın tanımladığı türdeki bir kaymaya yönelik örnekler içermektedir.
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