ERG SES H 14, Research in Higher Education
Organizations are established to achieve the works that one cannot overcome on his own. Today, from the simplest to the most complicated works of human, all the works are possible solely through the organizations that systematically bring together a wide range of sources and possibilities (Balcı and Aydın, 2003). From this point, organizations are established in order to realize the objectives that are divided into various works in the light of certain vision and missions. However, from time to time, organizations show deviations from their organizational goals for reasons such as directors' misunderstanding the organizational vision, mission and objectives, or deliberately ignoring these purposes. In this case, by rapidly drifting away from their fundamental vision and missions; organizations go through an organizational drift. Organizational drift creates a differentiation between organizational and operational objectives of the organization. The drifting occurs in the organization because of the inadequacies that can be determined in advance, yet the organizations fail to notice these inadequacies.
Organizational drift can take place in a variety of forms. Organizational drift seems to have emerged in the form of mission drift, strategic drift or practical drift. Mission drift is the deviation occurring in the works of an organization from its official objectives and its misuse of the resources. According to Minkoff and Powell (2006), mission drift can take place in an organization in two ways. The first one emerges in the form of discontinuance upon becoming more conservative because of the organizational pressures. The second one emerges from a more extreme and proactive change because of the internal pressures. However, with this shift that was necessary as a result of whether conservatism or extremism, organizations have been experiencing a mission drift when they compromise their main objectives in order to adapt to the external environment that can put their lives in danger (Trembley-Boire, 2011). Strategic drift is the tendency that is emerged in an organization when gradually develop strategies which are based on historical and cultural influences lag behind the changing environment (Johnson, Scholes and Whittington, 2008). Practical drift is the slow and regular differentiation of the local practices from written procedures (Snook, 2000). Practical drifts are differences which emerge gradually and step-by-step in organization practices for a number of years or from generation to generation; and they are not noticed easily.
As a result of organizational drift, educational systems with sensitivity and adaptation necessities towards social changes are entering into several new tasks that were not predicted in their general objectives but required by operational decisions. In order for this differentiation not to cause an intra-system conflict, as opposed to the generality of the system's objectives, autonomies are needed to be recognized in the sub-systems according to their features in choosing of the tasks that will fulfil these purposes. However, it also brings along objective-task differentiation or organizational drift problems (Bursalıoğlu, 1971). The general purpose of this research is to determine the views of academicians, inspectors, and school administrators regarding organizational drift in educational systems. In line with this general objective, the following question was sought to be answered:
- What are the views of the participants on the mission, strategy and practical drift of the Turkish Education System in terms of purpose, structure and process dimensions?
This study will be conducted with qualitative research design. The study group will be realized with 5 academicians, 5 inspectors and 5 school administators. Academics are preferred because of having scientific and analytical competence in the field of Education Management and Policy. Inspectors are preferred because of following legal changes closely and having supervision authorization. School administrators were preferred because of taking part in the application of policies by helping the operation of the system. In order for the population to be represented in various dimensions, the principle of "maximum variation sampling" will be taken into account. The diversity of instructors according to gender, title, service year variables will be tried to be reflected at the maximum level. The purpose of creating a sample based on the maximum variety is to try to find out whether there are any common or shared phenomena among the varying situations and to show different dimensions of the problem according to this variety (Yıldırım and Şimşek, 2013). The data of the study will be gathered by a semi-structured interview form to be developed by the researchers. The prepared interview form is presented to expert opinion for content validity. The interview form includes both demographic variables and open-ended questions (e.g. In which field and application do you think decions and policy applications in Turkish Education System are taken apart from determined rules and standards?). The opinions and recommendations of the experts in the field have been utilized in order to ensure content validity while the interview form is being developed. With the feedback from the experts, necessary changes are made in the form and a pilot interview is held with an instructor. The answers given to the interview questions will be recorded in the tape recorder upon taking the permission of the instructors participating in the interview. Negotiations will be carried out by the researchers themselves. Lastly; all interviews will be transferred to computer as they are, and the data will be analysed with content analysis method. Analysis will be carried out with the NVivo 11 package program.
Educational systems are endeavouring to catch up with the changes of the era, for this reason, they differ according to economical, technological and cultural changes. It is observed that the educational systems are also affected by these changes and they are making rapid changes in order to keep up with the era. Accordingly, it is seen that the educational organizations have deviated from their objectives and these deviations have emerged in forms of strategy drift, mission drift, or practical drift. The purpose of this research is to determine how these drifts in the Turkish Education System affect the educational organizations. These drift forms in Turkish Education System will be discussed with the help of the legislative regulations and the views of participants. In conclusion the results of the study will be presented in comparison with the policy changes of the different countries through international indicators and reports.
Balcı, A. Aydın, P. İ. (2003). Eğitim Yönetimi [Educational Administration]. Ankara: Milli Eğitim Bakanlığı Yayınları. [Ankara: Ministry of National Education Publications]. Bursalıoğlu, Z. (1971). Eğitim örgütlerinde sistem yaklaşımı II [System approach in educational organizations II]. Ankara University Journal of Educational Sciences, 4 (1), 65-73. Johnson; G., Scholes, K., and Whittington,R. (2008). Exploring corporate strategy. Pearson Education Limited. Mandis, S. (2013). What happened to goldman sachs: An insider’s story of organizational drift and its unintended consequences. Cambridge: Harvard BusinessReview Press. Minkoff, D. C. and Powell, W. W. (2006). Nonprofit mission: Constancy, responsiveness, or deflection. The nonprofit sector: A research handbook, 2. Snook, S.A. (2000). Friendly fire. Princeton: Princeton University Press Trembley-Boire, J. (2011). Change can be good: A new perspective on mission drift. 1 annual convention of the International Studies Association and the 2011 annual ARNOVA conference. Yıldırım, A. and Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
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