The Study Of Academicians’ Perceptions About Concepts Of University, Academicianship, Scientific Research, Teaching And Students Through Metaphors

Author(s):

Sevgi Yıldız(presenting / submitting)Sıddıka Gizir

Conference:

ECER 2015

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 10 C, Faculty and Their Working Context

Paper Session

Time:

2015-09-10

15:30-17:00

Room:

338. [Main]

Chair:

Aidan Seery

Contribution

Abstract

Significant changes have been experienced in the structure and functioning of universities since early 21st century. These changes are comprised of the combination of changes in higher education, 21st century-approach to education and technology. The new higher education institutions are variously defined as 21st century universities, multiversity, third generation university and enterprising university (Günay, 2007). Three interralated developments (globalization, increasing need for life long education and rapid improvements in informationl and communication technology) since 1980s have strongly affected higher education institutions and made their third changes faster (Korkut, 2002).

Higher education has both developed in order to adress to the majority of young population and become diversified in terms of student profile, educational programs and organization (Yılmaz, 2013). Enders and Musselin (2008) describes the change that most of the developed countries’ universities experienced as a difficult process influencing the academicians. Excluding the exceptions like economy, there is a discussion in humanities, social sciences and sciences about a functional approach towards seperation of all the processes from what universities produce in their research to that they do in teaching (Pedro, 2009). Therefore, the changing conditions in higher education make it hard to define academicianship as a combined “profession”. Nixon, Marks, Rowland and Walker (2001) suggest that academicianship should be defined by the academicians in accordance with commitment and aims underlying academicianship in order to overcome the chaos experinced in this profession. Harris (2006) ephasizes that academicians have become obliged to redefine their Professional identities due to recent changes.

Changing social, political and economic conditions lead academicians to reevaluate and redefine their roles, functions, work environment and the way they work. Considering all these developments and information, it is important for both academicians and universities to research about how the acaemcians define themselves and their work and how they give meaning to basic concepts regarding academicianship.

Aim of the Study

It was aimed in this study to determine the perceptions of academicians in different faculties of Mersin University about concepts of university, academicianship, scientific research, teaching and students through metaphors. Within the frame of this general purpose was the following question examined:

What are the perceptions the academicians have about concepts of university, academicianship, scientific research, teaching and students.

Method

Method In this study, qualitative research and phenomenology were used because phenomenology, one of the qualitative research patterns, studies how people perceive a phenomenon, how they remember, evaluate and report it to others (Patton, 2002). This study was conducted with academicians working at Mersin University who were determined as precedent. Sample of the study consists of 223 academicians working as professor, associate and assistant professor in faculties, graduate schools and vocational schools located in the biggest campusses (Ciftlik and Yenisehir) of Mersin University. Data were collected in spring semester of 2013-2014 academic year. The data obtained from 223 academicians were processed through content analysis. Data collection tool was developed by the researchers. It has two parts: gender, faculty, title, administrative position, scientific field and period of academic experience are in the first part; questions to determine participants’ metaphors about concepts of “university, academicianship, scientific research, teaching and students” are in the second part. For instance, they were requested to complete such sentences as “Academicianship is like …… because…….”.

Expected Outcomes

Findings and Conclusion It is seen at the end of the analysis that academicians produced 249 metaphors about “university” and these metaphors are grouped under three themes: structure of university, function of university and relations and communication at university. The metaphors about “academicianship” are classified in two themes: nature and functions of profession; the 271 metaphors about “scientific research” in two themes: nature and aim of scintific research; the 265 metaphors about “teaching” in three themes: nature, aim and quality of teaching; and lastly, the 199 metaphors about “student” in two themes: positive and negative student perception. Considering the findings of the study, it is seen that academicians have a negative perception of university and current conditions in academicianship. They emphasize that university is an organization of poor quality and feel uncomfortable that university has an ambiguous and complex structure. They complain that scientific research, basic function of university, is replaced with teaching and teaching function has become to serve unqualified and different purposes (money/profit, political ideas). They also criticizes the relations and communication at university since conflict of interest, selfishness, artificial relations and insincerity are at the core of relations. However, they indicate that, at a cosmopolitan university of different languages, religions, races and cultures, the relations are open to tolerance. ....... In conclusion, academicians seem to have a relatively negative perception about scientific research and teaching compared to academicianship and university. According to this result, the new university understanding has begun to place in higher education system. In other words, it can be said to be a transition period. The plural emphasis on traditional structure of scientific research and teaching and existence of positive perceptions about university and academicianship indicate the new university understanding has not fully placed in higher education system.

References

Enders, J. & Musselin, C.(2008). Back to the future? The academic professions in the 21st century. Higher Education to 2030. http://www.oecd.org/edu/ceri/41939654.pdf was obtained from address. Günay, D. (2007). Yirmi birinci yüzyılda üniversite. http://www.durmusgunay.com/linkler/19.YirmibirinciY%C3%BCzyildaUniversite.pdf was obtained from address. Harris, S. (2005). Rethinking academic identites in neo-liberal times. Teaching in higher education, 10 (4), 421- 433. Korkut, H. (2002). Sorgulanan yüksek öğretim (2. Baskı).Ankara: Anı Yayıncılık. Nixon, J., Marks, A., Rowland, S. & Walker, M. (2001). Towards a new academic professionalism: a manifesto of hope. British Journal of Sociology of Education, 22 (2), 227-244. Patton, M., Q. (2002). Qualitative research and evulation methods. London, England: Sage Publications. Pedro, F. (2009). Continuity and change in the academic profession in European countries. Higher Education in Europe, 34 (3-4), 411-429. Yılmaz, D., V. (2013). Yükseköğretimin değişen bağlamı: 21. yüzyılda dönüşümler ve eğilimler. Yükseköğretim Dergisi, Çevrimiçi erken baskı, 1-8.

Author Information

Sevgi Yıldız (presenting / submitting)

Ankara University

educational administration and policy

Ankara

Sıddıka Gizir

Mersin University, Turkey

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