Buradasınız

Akademisyenlik Bağlamında Bilimsel Üretkenliği Etkileyen Çevresel Faktörler

Environmental Factors That Affect Scientific Productivity in the Context of Academician

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (2. Language): 
Problem Statement: A great amount of publications in our country has been made by academicians. Özdemir and Gökçe-Kutsal (2010) made the only example in the field of examining scientific productivity in our country by asking Physical Rehabilitation research assistants and experts working at different educational institutions for their advices. In the studies shading light on this study, it is determined that environmental factors reduce research productivity of participants, not personal factors. In this context, that environmental factors affecting scientific productivity of academicians are determined by opinions of academicians create a purpose of this study. Because there is no such comprehensive study conducted in this field, it is considered that its contribution to literature is quite important. Purpose of the Study: That environmental factors affecting scientific productivity of academicians are determined by opinions of academicians create a purpose of this study. Method(s): This research is descriptive study in scanning model. The questioner form developed by Özdemir and Kutsal in research in 2010 was used as data collection device in this study and after changing it without disturbing the integrity in accordance with the purpose of this study, it was prepared on the Internet, and then it was sent with an invention as e-mail for instructors to fill it. Invalid data was eliminated from sample and data of 212 instructors left over by considering IP addresses of instructors filling questioner form (by keeping confidential) and the average time that they spent while filling questionnaire. Findings and Discussions: According to findings in study, lack of support and encouragement is major problem among the environmental factors affecting scientific productivity of academicians negatively. It is found that academicians have not been encouraged by anyone, and have had no support and motivation about their publications. Additionally, the number of academicians thinking that the number of publications is enough is quite high. All these situations create environmental factors affecting the scientific productivity of academics negatively. In addition to these factors, lack of time is another factor. Conclusions and Recommendations: In conclusion; negative environmental factors affecting scientific productivity of academicians are lack of support and encouragement , lack of motivation, lack of time, lack of researching habits in institutions, lack of personnel support and financial support; positive factors are library/internet and laboratories used in research. In the light of results obtained from research; • Both consultants and academicians should care in order to support and encourage academicians. • The Council of Higher Education and the other private institutions can provide not only financial support but also supporting programs or consultancy services for academicians. • The most important support will be providing motivation. Therefore, that universities support their own academicians has great importance. In this case, each department improves methods appropriate for them and should support especially young academicians in the context of encouragement and motivation. • Because scientific productivity is new field in our country, it can be recommended that different researches should be conducted.
Abstract (Original Language): 
Bu araştırma, üniversite öğretim elemanlarının bilimsel üretkenliğini etkiyen çevresel faktörleri ortaya koymayı amaçlayan betimsel bir çalışmadır. Araştırma Türkiye’de 2012 yılında görevini üniversitelerde sürdürmekte olan akademisyenler ile gerçekleştirilmiştir. Araştırmaya değişik üniversitelerden, fakültelerden, yaş gruplarından-cinsiyetten ve akademik unvanlardan toplam 212 akademisyen katılmıştır. Çalışmada veri toplama aracı olarak Özdemir ve Gökçe Kutsal’ın 2010 yılında araştırmalarında kullanmış oldukları soru formundan yararlanılmıştır. Araştırmanın sonucunda akademisyenleri bilimsel üretkenlik konusunda olumsuz etkileyen çevresel faktörler; destek ve teşvik eksikliği, motivasyon eksikliği, zaman yetersizliği, kurumlardaki araştırma kültürü eksikliği, personel desteği konusundaki yetersizlikler ve belli oranda maddi destek sıkıntısı olurken, olumlu etkileyen faktör olarak araştırma ve uygulama işlevlerinde kullanılan kütüphane/internet ve laboratuardan yararlanabilme durumu belirlenmiştir.
FULL TEXT (PDF): 
1-17

REFERENCES

References: 

Anderson D., Johnson. R. & Saha, L. (2002). Changes in
academic work: implications for universities of the
changing age distribution and work roles of academic
staff. Department of Education, Science and Training,
Canberra.
Arı, A. (2007). Üniversite öğretim elemanlarının sorunları.
Manas Sosyal Bilimler Dergisi, 9 (17), 65-74.
Barkhuizen, E .N., Rothman, S. & Tytherleigh, M.Y. (2004).
Burnout of academic staff in a higher education
institution. Paper presented at the second South African
Wellness Conference, North- West University,
Potchefstroom, South Africa.
Bonaccorsı A. & C. Daraıo. (2003). Age effects in scientific
productivity: The case of the Italian National Research
Council (CNR). Scientometrics 58 (1), 49- 90.
Breschi, S., Lissoni, F. & Montobbio, F. (2008). University
patenting and scientific productivity: a quantitative study
of Italian academic inventors. European Management
Review, 5, 91–109
Hattie, J. & Marsh, H.W. (2002). The relation between research
productivity and teaching effectiveness: Complementary,
antagonistic, or independent constructs? The Journal of
Higher Education, 73(5), 603-641.
Karasar, N. (2000). Bilimsel araştırma yöntemi. (10. Baskı).
Ankara: Nobel Yayın Dağıtım.
Kitapçı, A. (2002) Yükseköğretim Mevzuatı, İstanbul: Okan
Yayıncılık.
Kongar, E. (2000). Türkiye’de araştırma kültürünü engelleyen
öğeler ve bunların aşılma yolları. TÜBİTAK-TTGVTÜSİAD
Teknoloji Kongresi, Orta Doğu Teknik
Üniversitesi Kültür Merkezi. 07.06. 2012 tarihinde
http://www.kongar.org/makaleler/mak_tub.php adresinden
erişildi.
Lissoni, F., Mairesse, J., Montobbio, F. & Pezzoni, M. (2011).
Scientific productivity and academic promotion: a study
on French and Italian physicists. Industrial and Corporate
Change, 20 (1), 253-294.
Moed, H.F. (2006). Bibliometric rankings of world universities.
Centre for Science and Technology Studies Report 2006-
01. 10.06.2012 tarihinde
http://www.cwts.nl/hm/bibl_rnk_wrld_univ_full.pdf
adresinden erişildi.
Odabaşı, F., Fırat, M., İzmirli, S., Çankaya, S. & Mısırlı, A.
(2010). Küreselleşen dünyada akademisyen olmak.
Anadolu Üniversitesi Sosyal Bilimler Dergisi, 10(3), 127-
142.
Oshagbemi, T. & Hickson, C. (2003). Some aspects of overall
job satisfaction: A binomial logit model. Journal of
Managerial Psychology, 18(4), 357-67.
Özdemir O, Gökçe Kutsal Y. (2010). Bilimsel üretkenliği
etkileyen çevresel faktörler. (Ed: Yılmaz, O).TUBİTAK
ULAKBİM Türk Tıp Dizini, Sağlık Bilimlerinde Süreli
Yayıncılık, 74-79.
Randall, L. (2006). Enhancing the academic life of the midcareer
professional. Senate Forum, 22(1), 1-20.
Verburgh, A., Elen, J. & Lindblom-Ylanne, S. (2007).
Investigating the myth of the relationship between
teaching and research in higher education: A review of
empirical research. Studies in Philosophy and Education,
26(5), 449-465.

Thank you for copying data from http://www.arastirmax.com