Private University Students’ Views on the Role of University Education

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.

Üniversite Eğitiminin Rolüne İlişkin Özel Üniversite Öğrencilerinin Görüşleri

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.

Kaynakça

Aksoy, H. H. (2005). Küresel kapitalizmin kamusal eğitime etkileri. Abece Eğitim ve Ekin Dergisi, (232), 2-7.

Altbach, P. G., & Levy, D. C. (2005). Private higher education, a global revolution. Rotterdam: Sense Publisher.

Altbach, P. G. (2003). Globalization and the university: Myths and realities in an unequal world. Journal of Educational Planning and Administration, 17(2), 227-247.

Altunay, T. E. (2010). Profile of students and the reasons why they prefer private universities in Turkey (Unpublished master thesis). Boğaziçi University, Istanbul.

Apple, M. W. (2001). Producing inequalities: neo-liberalism, neo-conservatism, and the politics of educational reforms. Educational Policy, 18(1), 12-44.

Apple, M. W. (2009). Can critical education interrupt the right? Discourse: Studies in the Cultural Politics of Education, 30(3), 239-251.

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.

Bathmaker, A. M., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilization of capitals: Recognizing and playing the game. British Journal of Sociology of Education, 34(5-6), 723-743.

Berisha-Namani M., Badivuku-Pantina M., & Berisha-Shakiri A. (2010). The impact of new technologies in the knowledge society. Lex ET Scientia International Journal, 17(1), 449-455. Retrieved from http://lexetscientia.univnt.ro/download/339_ lesij_it_XVII_1_2010_art_029.pdf

Bertram, C. (2015). Defending the humanities in a liberal society. The Aims of Higher Education: Problems of Morality and Justice, 26-51.

Bloom, D. E. (2006). Education in a globalized world. World Economics, 7(4), 87-109.

Bloom, D. E. (2007). Education in a globalized world. In M. S. Sorondo, E. Malinvaud & P. Léna (Eds.), Globalization and education. (pp. 57-78). Berlin: Walter de Gruyter GmbH & Co.

Bourdieu, P., & Passeron, J. C. (2014). Yeniden üretim: Eğitim sistemine ilişkin bir teorinin ilkeleri. A. Sümer, L. Ünsaldı, & Ö. Akkaya (Çev.). Ankara: Heretik Basın Yayın.

Bourdieu, P. (2002). The forms of capital. In A. Halsey, H. Lauder, P. Brown & A. Wells (Eds.) Education, culture, economy and society. Oxford: Oxford University Press

Bowen, H. R. (2018). Investment in learning: The individual and social value of American higher education. London, UK: Routledge. doi:10.4324/9781351309929

Bruhn, C. (2006). Higher education as empowerment: The case of Palestinian universities. American Behavioral Scientist, 49(8), 1125–1142. https://doi.org/10.1177/0002764205284722

Byrom, T., & Lightfoot, N. (2013). Interrupted trajectories: the impact of academic failure on the social mobility of working- class students. British Journal of Sociology of Education, 34(5- 6), 812-828.

Currie, J. (1998). Universities and globalization: Critical perspec- tives. CA: SAGE Publications.

de Ridder-Symoens, H., & Rüegg, W. (2003). A history of the university in Europe: Volume 1, Universities in the Middle Ages. Cambridge: Cambridge University Press.

De Vos, A., De Clippeleer, I., & Dewilde, T. (2009). Proactive career behaviors and career success during the early career. Journal of Occupational and Organizational Psychology, 82(4), 761- 777.

Desjardins, R. (2015). Education and social transformation. European Journal of Education, 50(3), 239-244.

Durkheim, E. (1956). Education and sociology. London: Collier Macmillan Publishers.

European Higher Education Area (EHEA). (1999, June 19). Bologna Decleration: Joint declaration of the European Ministers of Education. Bologna. Retrieved from http://www.ehea.info/ media.ehea.info/file/Ministerial_conferences/02/8/1999_ Bologna_Declaration_English_553028.pdf

Erguvan, D. (2013). Perceptions of academics towards the impact of foundation universities on Turkish Higher Education. Educational Sciences: Theory and Practice, 13(1), 153-160. Forret, M. L., & Dougherty, T. W. (2004). Networking behaviors and career outcomes: differences for men and women? Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(3), 419-437.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications. (9th Ed.). Upper Saddle River, New Jersey: Prentice Hall.

Ginkel, H. V. (2003). What does globalization mean for higher education? In G. Breton & M. Lambert (Eds.), Universities and globalization: Private linkages, public trust. (pp. 71-80). Berlin: Walter de Gruyter GmbH & Co. KG.

Gomez-Cervantes, A. (2010). Breaking stereotypes by obtaining a higher education: Latinas’ family values and tradition on the school institution. McNair Scholars Journal, 14(1), 4.

Green, A. (1997). Education, globalization and the nation state. Basingstoke: Macmillan

Kanellopoulos, C. N. (1996). Recent developments in Greek education. International Journal of Educational Development, 16(1), 65-77.

Karaim, R. (2011). Expanding higher education. Should every country have a world-class university? CQ Global Researcher, 5(22), 525–572. Retrieved from http://library.cqpress.com/ cqresearcher/document.php?id=cqrglobal2011111520

Kim, S., & Lee, J. H. (2006). Changing facets of Korean higher education: Market competition and the role of the state. Higher Education, 52(3), 557-587.

Kısabacak, G. (2011). Private universities as a working place through the eyes of academics (Unpublished MA thesis). Boğaziçi University, Istanbul.

Kuijpers, M., & Meijers, F. (2012). Learning for now or later? Career competencies among students in higher vocational education in the Netherlands. Studies in Higher Education, 37(4), 449- 467.

Lau, H. H., Hsu, H. Y., Acosta, S., & Hsu, T. L. (2014). Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools. Educational Studies, 40(1), 26-47.

Lauder, H., Brown, P., Dillabough, J., & Halsey, A. H. (2006). Education, globalization, and social change. Oxford: Oxford University Press.

Leslie, L. L., & Brinkman, P. T. (1988). The economic value of higher education. American Council on Education/Macmillan Series on Higher Education. New York: Macmillan Publishing.

Lingard, B., & Rizvi, F. (1998). Globalization, the OECD and Australian higher education. In Universities and globalization: Critical perspectives (pp. 257-273). California: SAGE Publications.

Malik, S., & Courtney, K. (2011). Higher education and women’s empowerment in Pakistan. Gender and Education, 23(1), 29-45.

McMahon, W. W. (2009). Higher learning, greater good: The private and social benefits of higher education. Baltimore: The Johns Hopkins University Press.

Meijers, F., Kuijpers, M., & Gundy, C. (2013). The relationship between career competencies, career identity, motivation and quality of choice. International Journal for Educational and Vocational Guidance, 13(1), 47-66.

Okçabol, R. (2007). Yükseköğretim sistemimiz. Ankara: Ütopya Yayınları Parsons, H. L. (1959). Reason, affect, and value. Educational Theory, 9 (2).

Robertson, S. L., Bonal, X. & Dale, R. (2002). GATS and the education service industry: The politics of scale and global reterritorialization, Comparative Education Review, 46(4), 472–496.

Roulin, N., & Bangerter, A. (2013a). Students’ use of extra- curricular activities for positional advantage in competitive job markets. Journal of Education and Work, 26(1), 21-47.

Roulin, N., & Bangerter, A. (2013b). Extracurricular activities in young applicants’ résumés: What are the motives behind their involvement? International Journal of Psychology, 48(5), 871- 880.

Smart, S., Hutchings, M., Maylor, U., Mendick, H., & Menter, I. (2009). Processes of middle-class reproduction in a graduate employment scheme. Journal of Education and Work, 22(1), 35-53. Stier J (2003). Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Intercultural Education, 14(1), 77-91. Doi:10.1080/1467598032000044674

Stuart, M., Lido, C., Morgan, J., Solomon, L., & May, S. (2011). The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203-215.

Tomlinson, M. (2008). The degree is not enough: Students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49-61.

Willis, P. (2016). İşçiliği öğrenmek, sınıf, işçilik ve eğitim: İşçi çocukları nasıl işçi oluyor? (Çev. D. Elhüseyni) Ankara: Heretik

Yükseköğretim Kanunu. (1981, 4 Kasım). Resmi Gazete (Sayı: 17506). Retrieved from https://www.mevzuat.gov.tr/Mevzuat- Metin/1.5.2547.pdf

Kaynak Göster

Yükseköğretim ve Bilim Dergisi
  • ISSN: 2146-5959
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2011

48865

Sayıdaki Diğer Makaleler

Kamu Üniversitelerinde Kayıtlı Öğrencilerin Sosyo-Ekonomik Statüsü Üzerine Bir Araştırma: Şırnak Üniversitesi Örneği

Filiz GÖLPEK, Kamuran YILDIZ

Yükseköğretimdeki Engelsiz Öğrencilerin Fiziksel Engelli Öğrencilere İlişkin Bakış Açıları: Marmara Üniversitesi Örneği

Sibel CENGİZHAN, Buket DOĞAN, Elif URAL, Aynur AKAR, Firdevs Melis CİN

The Effect of “Communication Skills Course” Given to Faculty of Medicine on Face Recognition Test

Mehmet ÜZEL, Zennure ADIGÜZEL ŞAHİN, Selman DEMİRCİ, Gözde GÜLTEKİN, Özlem Serpil ÇAKMAKKAYA, Fatma Güler KAHRAMAN YILDIRIM

Yönetim Bilişim Sistemleri Bölümü Öğretim Programlarının Bilgi Yönetimi Açısından Değerlendirilmesi

Türkay HENKOĞLU, Halise ŞEREFOĞLU

Private University Students’ Views on the Role of University Education

Gülşah KISABACAK BAŞGÜRBOĞA, Abdullah AÇAR

Yükseköğretim Kurumlarında Akademik Performans Değerlendirmeye İlişkin Akademisyen Görüşleri

Ömer YILMAZ, Salih Paşa MEMİŞOĞLU

Anxiety and Sources of Anxiety in Chinese Doctoral Students

Meihua LIU, Almire ABLIZ

Üniversite Öğrencilerinin Sorunları ve Çözüm Önerileri

Arzu DONAT, Belda BİLGİÇ, Aslı ESKİOCAK, Didem KOŞAR

Malzeme Bilimi ve Nano Mühendislik Programının Öğrenme Çıktılarının Analizi

Hacı Hasan YOLCU

Yüksek Lisans Öğrencilerinin Lisansüstü Programları Giriş Sınavlarındaki Akademik Öz Yeterliklerine İlişkin Görüşleri: Kırklareli Üniversitesi Sağlık Bilimleri Enstitüsü Örneği

Hanife gülhan ORHAN KARSAK