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Türkiye’de Lisansüstü Eğitimde Öğrenciyi Okulda Tutma: Örgütsel Faktörlerin Lisansüstü Eğitim Mezuniyetindeki Rolü

Yıl 2020, Cilt: 21 Sayı: 1, 38 - 53, 20.07.2020
https://doi.org/10.12984/egeefd.603792

Öz

Lisansüstü eğitim, kendi uzmanlık alanlarında bir kariyer takip etmeleri doğrultusunda öğrencileri yönlendirir. Bu bağlamda, lisansüstü eğitim öğrenciler için cezbedici olmaktadır. Fakat öğrencilerin lisansüstü eğitimi tamamlamamalarına sebep olan belli etkenler vardır. Bu çalışma, yüksek lisans ve doktora eğitimlerinde öğrencilerin mezuniyet durumlarını kontrol etmeyi ve lisansüstü eğitimde mezuniyet oranlarına etki eden örgütsel faktörleri araştırmayı amaçlamaktadır. Çalışma deseni ilişkisel tarama olup ikincil veri analizi yapılmıştır. Derece tamamlayamama oranı bağımlı değişken iken üniversite türü, öğretim üyesi başına düşen öğrenci sayısı ve öğretim üyesi başına düşen makale sayısı bağımsız değişkenlerdir. Çalışmanın amacını gerçekleştirmek için betimleyici istatistik ve eş zamanlı çoklu regresyon analizi kullanılmıştır. Çalışma bulguları yüksek lisans öğrenci kaybının doktora öğrenci kaybından yüksek olduğunu göstermiştir. Ayrıca, öğretim üyesi başına düşen makale sayısı hem yüksek lisans hem doktora tamamlamama oranını yordarken üniversite türü ise sadece yüksek lisans tamamlamama oranını yordamıştır. Tamamlama oranlarının artırılması için akademik personelin performansının hesaba katılması önerilmektedir.

Kaynakça

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  • Aljohani, O. (2016). Analyzing the findings of the Saudi research on student attrition in higher education. International Education Studies, 9(8), 184-193. doi:10.5539/ies.v9n8p184
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  • Bean, J. P. (1982). Student attrition, intentions, and confidence: Interaction effects in a path model. Research in Higher Education, 17(4), 291-320.
  • Bean, J. P. (1983). The application of a model of turnover in work organizations to the student attrition process. The Review of Higher Education, 6(2), 129-148 doi:10.1353/rhe.1983.0026
  • Bennett, R. (2003). Determinants of undergraduate student dropout rates in a university business studies department. Journal of Further and Higher Education, 27(2), 123-141 doi:10.1080/030987703200065154
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  • Crede, E., & Borrego, M. (2014). Understanding retention in US graduate programs by student nationality. Studies in Higher Education, 39(9), 1599-1616. doi:10.1080/03075079.2013.801425
  • Celik, K. (2013). The contribution of supervisors to doctoral students in doctoral education: A qualitative study. Creative Education, 4(1), 9-17.
  • Çelik, Z. ve Gür, B. (2014). Yükseköğretim sistemlerinin yönetimi ve üniversite özerkliği: Küresel eğilimler ve Türkiye örneği. Yükseköğretim ve Bilim Dergisi, 4(1), 18-27. doi:10.5961/jhes.2014.085
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  • Çoruk, A., Çağatay, Ş. M. ve Öztürk, H. (2016). Lisansüstü eğitimde kayıt ve devam Sorunları. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(1), 165-178.
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Student Retention in Graduate Education in Turkey: Role of Organizational Factors on the Degree Completion in Graduate Education

Yıl 2020, Cilt: 21 Sayı: 1, 38 - 53, 20.07.2020
https://doi.org/10.12984/egeefd.603792

Öz

Graduate education leads students to follow a career in their expertise fields. In this respect, graduate education is attractive to students. However, in graduate education, there are several factors affecting the students’ degree completion. This study aims to check the student attrition rates for master’s and doctoral education and to investigate the role of organizational factors on the degree non-completion in graduate education. This study was designed as a correlational study using secondary data. The non-completion rate was the criterion variable, while the university type, the students per faculty member, and the articles published per faculty member were the predictors. Descriptive statistics and Simultaneous Multiple Regression Analysis were performed to achieve the purpose of the study. The findings of the current study showed that the student attrition rates for master’s education were higher than those for doctoral education. Furthermore, the articles per faculty member predicted the non-completion both in master’s and doctoral degree, while the university type predicted only the non-completion in master’s degree. It was recommended that the performance of the academic staff should be taken into consideration to increase the degree completion rates.

Kaynakça

  • Adams, T., Banks, M., Davis, D., & Dickson, J. (2010). The Hobsons retention project: Context and factor analysis report. Melbourne, Australia: Tony Adams and Associates.
  • Alabaş, R., Kamer, S. T., & Polat, Ü. (2012). Master's degree education in the career development of teachers: reasons of preference and the problems that they face throughout the process. E-International Journal of Educational Research, 3(4), 89-107.
  • Aljohani, O. (2016). Analyzing the findings of the Saudi research on student attrition in higher education. International Education Studies, 9(8), 184-193. doi:10.5539/ies.v9n8p184
  • American Psychological Association. (2016). Graduate study in psychology summary report: Student attrition. Retrieved from https://www.apa.org/education/grad/survey-data/2016-report.pdf
  • Araque, F., Roldán, C., & Salguero, A. (2009). Factors influencing university drop out rates. Computers & Education, 53(3), 563-574. doi:10.1016/j.compedu.2009.03.013
  • Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.). Higher education: Handbook of theory and research (pp. 481-534). Dordrecht: Springer.
  • Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12(2), 155-187.
  • Bean, J. P. (1982). Student attrition, intentions, and confidence: Interaction effects in a path model. Research in Higher Education, 17(4), 291-320.
  • Bean, J. P. (1983). The application of a model of turnover in work organizations to the student attrition process. The Review of Higher Education, 6(2), 129-148 doi:10.1353/rhe.1983.0026
  • Bennett, R. (2003). Determinants of undergraduate student dropout rates in a university business studies department. Journal of Further and Higher Education, 27(2), 123-141 doi:10.1080/030987703200065154
  • Bentler, P. M., & Speckart, G. (1981). Attitudes "cause" behaviors: A structural equation analysis. Journal of Personality and Social Psychology, 40(2), 226-238.
  • Bozan, M. (2012). Lisansüstü eğitimde nitelik arayışları. Sosyal ve Beşeri Bilimler Dergisi, 4(2), 177-187.
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742.
  • Bülbül, T. (2012). Yüksekögretimde okul terki: Nedenler ve çözümlere yönelik bir olgubilim çalısması. Eğitim ve Bilim, 37(166), 219-235.
  • Cabrera, A. F., Nora, A., & Castaneda, M. B. (1993). College persistence: Structural equations modeling test of an integrated model of student retention. The Journal of Higher Education, 64(2), 123-139. doi:10.1080/00221546.1993.11778419
  • Chaney, B. W., & Farris, E. (1991). Survey on retention at higher education institutions. US Department of Education, Planning and Evaluation Service.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
  • Council of Higher Education [CoHE]. (2015). The Turkish Higher Education dataset. Retrieved from https://istatistik.yok.gov.tr/
  • Council of Higher Education [CoHE]. (2017). The Turkish Higher Education dataset. Retrieved from https://istatistik.yok.gov.tr/
  • Council of Higher Education [CoHE]. (2019). The Turkish Higher Education dataset. Retrieved from https://istatistik.yok.gov.tr/
  • Cooke, D. K., Sims, R. L., & Peyrefitte, J. (1995). The relationship between graduate student attitudes and attrition. The Journal of Psychology, 129(6), 677-688. doi:10.1080/00223980.1995.9914938
  • Crede, E., & Borrego, M. (2014). Understanding retention in US graduate programs by student nationality. Studies in Higher Education, 39(9), 1599-1616. doi:10.1080/03075079.2013.801425
  • Celik, K. (2013). The contribution of supervisors to doctoral students in doctoral education: A qualitative study. Creative Education, 4(1), 9-17.
  • Çelik, Z. ve Gür, B. (2014). Yükseköğretim sistemlerinin yönetimi ve üniversite özerkliği: Küresel eğilimler ve Türkiye örneği. Yükseköğretim ve Bilim Dergisi, 4(1), 18-27. doi:10.5961/jhes.2014.085
  • Çetinsaya, G. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası. Eskişehir: Anadolu Üniversitesi Basımevi Müdürlüğü.
  • Çoruk, A., Çağatay, Ş. M. ve Öztürk, H. (2016). Lisansüstü eğitimde kayıt ve devam Sorunları. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(1), 165-178.
  • Davidson, W. B., Beck, H. P., & Milligan, M. (2009). The college persistence questionnaire: Development and validation of an instrument that predicts student attrition. Journal of College Student Development, 50(4), 373-390. doi:10.1353/csd.0.0079
  • Demetriou, C., & Schmitz-Sciborski, A. (2011). Integration, motivation, strengths and optimism: Retention theories past, present and future. In R. Hayes (Ed.), Proceedings of the 7th National Symposium on student retention (pp. 300-312). Norman, OK: University of Oklahoma.
  • DesJardins, S. L., Ahlburg, D. A., & McCall, B. P. (2002). An event history model of student departure. Economics of Education Review, 18(3), 375-390. doi:10.1080/00221546.2002.11777168
  • Di Pietro, G., & Cutillo, A. (2008). Degree flexibility and university drop-out: The Italian experience. Economics of Education Review, 27(5), 546-555. doi:10.1016/j.econedurev.2007.06.002
  • Durbin, J., & Watson, G. S. (1951). Testing for serial correlation in least squares regression. II. Biometrika, 38(1/2), 159-177. doi:10.2307/2332391
  • Durkheim, E. (1961). Suicide. (J. Spaulding & G. Simpson, trans.). Glencoe: The Free Press.
  • Elgar, F. J. (2003). PhD degree completion in Canadian universities. Nova Scotia, Canada: Dalhousie University.
  • Erkılıç, T. A. (2007). Factors affecting graduate education intentness of teacher candidates (Eskişehir sample). GAU Journal of Social &Applied Sciences, 3(5), 46-72.
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  • Gall, G., Gall, J., & Borg, P. (2003). Educational research: An introduction (7th ed.). Boston: Pearson.
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  • Geisinger, B. N., & Raman, D. R. (2013). Why they leave: Understanding student attrition from engineering majors. International Journal of Engineering Education, 29(4), 914-925.
  • Golde, C. M. (2000). Should I stay or should I go? Student descriptions of the doctoral attrition process. The Review of Higher Education, 23(2), 199-227.
  • Graduate Education and Teaching Regulation. (2016). T. C. Resmi Gazete, 29690, 20 Nisan 2016.
  • Grebennikov, L., & Shah, M. (2012). Investigating attrition trends in order to improve student retention. Quality Assurance in Education, 20(3), 223-236. doi:10.1108/09684881211240295
  • Gregerman, S. R., Lerner, J. S., von Hippel, W., Jonides, J., & Nagda, B. A. (1998). Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education, 22(1), 55-72. doi:10.1353/rhe.1998.0016
  • Herman, C. (2011). Obstacles to success-doctoral student attrition in South Africa. Perspectives in Education, 29(1), 40-52.
  • Hürriyet. (2015). ‘Pasif’ yüksek lisans http://www.hurriyet.com.tr/pasif-yuksek-lisans-29598522 adresinden elde edildi.
  • Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. Journal of Higher Education, 77(5), 861-885.
  • Jex, S. M., & Britt, T. W. (2008). Job satisfaction and organizational commitment. In S. M. Jex & T. W. Britt (Eds.) Organizational psychology: A scientist-practitioner approach (2nd. Ed) (pp. 131-166). Hoboken, New Jersey: John Wiley & Sons, Inc.
  • Johnes, J., & Taylor, J. (1989). Undergraduate non-completion rates: differences between UK universities. Higher Education, 18(2), 209-225. doi:10.1111/j.1468-0084.2004.00068.x
  • Kahn, J. H., & Nauta, M. M. (2001). Social-cognitive predictors of first-year college persistence: The importance of proximal assessment. Research in Higher Education, 42(6), 633-652.
  • Karakütük, K. (1989). Türkiye’de lisansüstü öğretim, sorunları ve çözüm önerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 22(1), 505-528. doi:10.1501/Egifak_0000000881
  • Karakütük, K. ve Özdemir, Y. (2011). Bilim Insanı Yetiştirme Projesi (BİYEP) ve Öğretim Üyesi Yetiştirme Programı’nın (ÖYP) değerlendirilmesi. Eğitim ve Bilim, 36(161), 26-38.
  • Lassibille, G., & Navarro Gómez, L. (2008). Why do higher education students drop out? Evidence from Spain. Education Economics, 16(1), 89-105 doi:10.1080/09645290701523267
  • Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. doi:10.1016/j.cedpsych.2015.03.004
  • Lovitts, B. E. (1996). Who is responsible for graduate student attrition--the individual or the institution? toward an explanation of the high and persistent rate of attrition. Oral Presentation, Annual Meeting of American Educational Research Association, New York, USA.
  • Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. London: Rowman & Littlefield.
  • Lundquist, C., Spalding, R. J., & Landrum, R. E. (2002). College student's thoughts about leaving the university: The impact of faculty attitudes and behaviors. Journal of College Student Retention: Research, Theory & Practice, 4(2), 123-133. doi:10.2190/FLAL-7AM5-Q6K3-L40P
  • Mallette, B. I., & Cabrera, A. F. (1991). Determinants of withdrawal behavior: An exploratory study. Research in Higher Education, 32(2), 179-194.
  • Moore, S., Armstrong, C., & Pearson, J. (2008). Lecture absenteeism among students in higher education: a valuable route to understanding student motivation. Journal of Higher Education Policy and Management, 30(1), 15-24. doi:10.1080/13600800701457848
  • Napoli, A. R., & Wortman, P. M. (1998). Psychosocial factors related to retention and early departure of two-year community college students. Research in Higher Education, 39(4), 419-455.
  • Nayır, F. (2011). Eğitim bilimleri alanında lisansüstü öğrenim görmekte olan müfettiş, okul yöneticisi ve öğretmenlerin sorunları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 44(2), 199-222. doi:10.1501/Egifak_0000001230
  • Örer, H. S. (2011). Türkiye’nin bilimsel yayın performansı. Ankem Dergisi, 25(2), 134-138.
  • Özbaş, M. (2010). İlköğretim okullarında öğrenci devamsızlığının nedenleri. Eğitim ve Bilim, 35(156), 32-44.
  • Pascarella, E. T., & Terenzini, P. T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. The Journal of Higher Education, 51(1), 60-75 doi:10.1080/00221546.1980.11780030
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  • Sevinç, B. (2001). Türkiye’de lisansüstü eğitim uygulamaları, sorunlar ve öneriler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 34(1-2), 125-137. doi:10.1501/Egifak_0000000052
  • Shelton, E. N. (2003). Faculty support and student retention. Journal of Nursing Education, 42(2), 68-76 doi:10.3928/0148-4834-20030201-07
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  • Xu, Y. J. (2014). Advance to and persistence in graduate school: identifying the influential factors and major-based differences. Journal of College Student Retention, 16, 391-417 doi:10.2190/CS.16.3.e
  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 89-125. doi:10.3102/00346543045001089
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  • Tonbul, Y. (2017). Sosyal Bilimler Enstitülerinin lisansüstü eğitimin niteliğini artırmadaki rolü. Yükseköğretim ve Bilim Dergisi, 7(1), 150-162 doi:10.5961/jhes.2017.193
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  • University Ranking by Academic Performance. (2018). URAP Türkiye sıralaması (2018-2019) basın bildirisi. Retrieved from http://tr.urapcenter.org/2018/2018_t9.php
  • Ünver, G. (2005). Yüksek lisans öğrencilerinin tez danışmanlarına ilişkin beklentileri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 1(17), 293-300.
  • Ünver, G., Bümen, N. T., ve Başbay, M. (2010). Ortaöğretim alan öğretmenliği tezsiz yüksek lisans derslerine öğretim elemanı bakışı: Ege Üniversitesi örneği. Eğitim ve Bilim, 35(155), 63-77.
  • Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42(2), 203–215.
  • Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal of Higher Education Policy and Management, 25(1), 63-74. doi:10.1080/13600800305737
  • Yorke, M., & Longden, B. (2008). The first-year experience of higher education in the UK. New York: Higher Education Academy.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Hasan Yücel Ertem 0000-0001-9058-641X

Gökçe Gökalp 0000-0001-8403-5929

Yayımlanma Tarihi 20 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 21 Sayı: 1

Kaynak Göster

APA Ertem, H. Y., & Gökalp, G. (2020). Student Retention in Graduate Education in Turkey: Role of Organizational Factors on the Degree Completion in Graduate Education. Ege Eğitim Dergisi, 21(1), 38-53. https://doi.org/10.12984/egeefd.603792