Burcu Erdemir
Bahcesehir University, Educational Sciences, Faculty Member
- Cankaya University, Intercurricular Courses, Faculty MemberHacettepe University, English Language and Literature, Alumnus, and 2 moreadd
- Educational Leadership, Leadership, Well-Being, Organizational Commitment, Organizational Citizenship Behavior, Counterproductive Work Behavior, and 6 moreMobbing, Workplace Bullying, Ethics and Organisational Culture, Educational Law, Social Justice in Education, and Equity and Social Justice in Higher Educationedit
- Burcu Erdemir, after graduating from Hacettepe University, English Language and Literature Department, worked as an E... moreBurcu Erdemir, after graduating from Hacettepe University, English Language and Literature Department, worked as an English language instructor at preparatory schools and freshman units of different universities in Turkey. During this period, she received COTE and DELTA as well as a language scholarship in Florence from the Italian Institute of Culture. She took her M.S. degree from the Middle East Technical University (METU), Department of European Studies, in relation to which she received Jean-Monnet Scholarship to do research at the University of Rome, La Sapienza. She completed the British Council Teacher Education Course with a distinction grade. She finished the course load in the M.A. program of English Language and Literature at Atılım University. She finished her PhD at METU, Department of Educational Administration and Planning and during this period, she studied at the University of London, Center for Leadership as an Erasmus student. She worked as an Assist.Prof. at Çankaya University, Department of Intercurricular Courses. She completed her post-doc study at New York University, Steinhardt Institute, Department of Administration, Leadership and Technology. She works as an Assoc.Prof.at Bahcesehir University.edit
ChinaABSTRACTAlthough there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities... more
ChinaABSTRACTAlthough there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities and resources regardless of socio-economic status or gender differences. Students coming from disadvantaged backgrounds do not have enough tools to change their fate for the better due to the accumulated barriers they face. Given this background, the chapter discusses how the barriers to equitable HE admissions relate to each other and which one has a greater negative impact over the Accumulated Conversion Barriers Modal we propose defined by personal, discriminatory, institutional, and geographical barriers. The perspectives of Turkish and Chinese HE stakeholders were examined through 21 in-depth interviews that were subjected to content analysis and interpreted in a comparative style using the lens of Capabilities Approach of Sen. We also offer policy suggestions to increase students’ conversion capacities for better outcomes to serve both the national and the international educational contexts owing to the adaptable nature of our modal to other countries experiencing similar issues in their higher education systems.
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Turkey has been hosting the largest Syrian refugee migration in the world since 2011, which has necessitated a continuous change in state-level measures to cater for the deficiencies of a forced displacement ranging from economic to... more
Turkey has been hosting the largest Syrian refugee migration in the world since 2011, which has necessitated a continuous change in state-level measures to cater for the deficiencies of a forced displacement ranging from economic to social and educational instruments. Despite constructive national policies and legislation of the Turkish government and financial support, refugee access and enrollment in higher education (HE) stand as an issue for a number of reasons. The chapter aims to highlight opportunities and challenges that Syrian refugee students (SRSs) have been experiencing since their immigration to Turkey and it examines HE policies in socio-economic, cultural and political contexts. The study, while making use of Bronfenbrenner’s (2001) bioecological theory of development, adapts it to the context of refugee students in HE. Discussions are supported by reports, laws and circulars to make note of the main principals of the HE policies of Turkey for SRSs as well as their implications in both Syrian and Turkish contexts. During this process, the international and comparative nature of the study is maintained by referring to similar policies for refugees in other host countries and implications for the international arena.
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Türkiye has gone through a significant expansion process in its higher education system, especially since the beginning of the 2000s. However, this expansion brought with itself the problem of student accommodation. This study examines... more
Türkiye has gone through a significant expansion process in its higher education system, especially since the beginning of the 2000s. However, this expansion brought with itself the problem of student accommodation. This study examines the accommodation problem of Turkish higher education students who have to abandon their hometowns to live in cities where they get an education. The method used is document analysis including refereed journal and newspaper articles, national and international reports and statistics and various online sources. They referred to the proclamation of the Turkish Republic in 1923 and covered the centenary of the Republic in 2023. Briefly, the key findings noted the inadequate bed capacities in university and state dormitories, dramatic increases in the cost of accommodation, and architecture and management problems in dormitories that negatively affect the service quality and the daily routines of students. For a more thorough analysis, a mixed-method study is suggested for future researchers.
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While global trends like university rankings and neoliberal policies have changed the operation of the higher education systems worldwide, they brought a new managerial understanding that prioritized competition and quantification of... more
While global trends like university rankings and neoliberal policies have changed the operation of the higher education systems worldwide, they brought a new managerial understanding that prioritized competition and quantification of performance over collegiality and quality. This transformation rendered values like trust and professionalism hollow,
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Küresel yükseöğretim sistemleri ve onların paydaşları, artan rekabet, değişen yönetim anlayışı, azalan akademik özgürlük ve liyakatle etik uygulamalara meydan okuyan neo-liberal politikaların dönüştürücü etkilerinden oldukça... more
Küresel yükseöğretim sistemleri ve onların paydaşları, artan rekabet, değişen yönetim anlayışı, azalan akademik özgürlük ve liyakatle etik uygulamalara meydan okuyan neo-liberal politikaların dönüştürücü etkilerinden oldukça etkilenmiştir. Bu etkileri göz önünde bulundurarak, bu çalışma, akademisyenlerin, öğretim ve değerlendirmeden, öğrencilere karşı olan görevlerine kadar tüm etik dışı uygulamalarına dair Türk üniversite öğrencilerinin algılarını incelemeyi hedeflemiştir. Nitel çalışmadaki 23 Türk öğrenci ile yapılan görüşme verileri Hofstede"in Kültürel Boyutlar Modeli üzerinden değerlendirilmiştir. Genel izlenim, öğrencilerin, akademik davranış kurallarına ilişkin yüksek derecede bilince sahip oldukları yönündedir. Ana bulgular ise, en sık rastlanan ilk beş etik dışı davranışın "kayırma, profesyonel yetersizlik, küçük düşürme, otonomi-sorumluluk ikilemi ve sözlü istismar" olduğunu gösterirken az sayıda katılımcının, sorun çıkarmaktan çekindikleri ya da durumun düzelmeyeceğine inandıkları için, etik-dışı uygulamalara karşı haklarını savunmuş olduğu şeklindedir. Kısaca temel öneriler: akademik liderlerin, bağımsız bir grup tarafından yürütülen, tacize karşı bir ofis oluşturmaları; fakülte üyelerinin, adil bir yaklaşıma sahip ve geri bildirime açık olmaları; öğrencilerin ise fakülte üyelerine kaygılarını belirtmeleri, gerektiğinde yetkililere şikayette bulunmaları ve akademik etik alanında bilgilerini daha da artırmaları yönündedir.
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The COVID-19 pandemic had devastating effects on higher education systems and necessitated policymakers to take immediate measures. While this period is an opportunity to correct imperfections in higher education systems, it is also a... more
The COVID-19 pandemic had devastating effects on higher education systems and necessitated policymakers to take immediate measures. While this period is an opportunity to correct imperfections in higher education systems, it is also a challenge in terms of planning new policies that necessitate digitalized equipment and personnel support that increased due to the pandemic. The study aims to examine which factors of higher education learning communities can help sustain higher education institutions during and beyond emergencies. Based on a qualitative study presenting views of Turkish faculty, major findings reflect the key components of higher education learning communities. These were spotted as; 'democratic and collaborative environments that target equitable student access to education, student success, as well as faculty professional development and well-being of faculty and students and examined through the lenses of critical pedagogy and transformational theory. Apart from the suggestions of the participants for sustainability, the author also presented some immediate-to-long-term policy suggestions for higher education decision-makers that prioritize equity, accountability, and quality, and the main principles of learning communities as collaboration and democracy, all of which are also important concepts for further development of society.
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Purpose-The authors explored the effect of college student leader experience on students' employment prospects, such as their starting salary. The authors also examined the factors behind being a student leader and the set of skills that... more
Purpose-The authors explored the effect of college student leader experience on students' employment prospects, such as their starting salary. The authors also examined the factors behind being a student leader and the set of skills that foster the effect of leadership experience. Design/methodology/approach-Using an empirical panel survey, the authors collected data from 3,361 undergraduate students over five consecutive years in China, which were analysed using different econometric methods. Findings-The starting salary premium associated with student leaders' experiences was approximately 7%. Individual learning, problem-solving, and interpersonal skills were mediating variables that replaced half of the wage premium effect of the student leader. Family background and types of educational experiences were associated with being a student leader and labour market outcomes. Research limitations/implications-The authors only explored a few leadership-related employability skills; other relevant skills require consideration. Practical implications-This study informs students, parents, and higher education institutions (HEIs) by clarifying the importance of leadership development. An effective transition from higher education to the labour market should be emphasised. Social implications-Higher education educators should provide guidance to student organisations and promote formal and informal student leadership education to all students. Originality/value-The authors revealed some factors that promote student leadership and how they are associated with labour market outcomes in China. The authors also verified and validated the capital improvement channel for some specific leadership-related skills to explain the effect of student leader experience on employment outcomes.
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Despite the potential of tertiary education to generate higher incomes and close the poverty gap within and between countries, it is still a challenge for many countries to ensure equity and quality in their higher education admissions.... more
Despite the potential of tertiary education to generate higher incomes and close the poverty gap within and between countries, it is still a challenge for many countries to ensure equity and quality in their higher education admissions. Compared to the more privileged, students from marginalized backgrounds face inequitable inputs that restrict their academic and personal growth. This comparative analysis used a capabilities approach-based model to examine the personal, discriminatory, institutional, and geographical barriers many students face in the higher education admission processes in Turkey and China. As long as student stratification persists, equity in education cannot be attained; therefore, several gender equality, equity, diversity, and quality-based policy alternatives are presented that focused on grading systems, curriculum and instruction, and quota system changes. Further recommendations are also given for the development of courses and regional development programmes that can assist disadvantaged students convert functionings into capabilities from an early age.
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Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new... more
Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed.
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İD Ü Ü niversiteler en baflta gelen özellikleriyle bilgi üret-mek, onu paylaflmak, ö¤retim yapmak ve meslek ka-zand›rmakla sorumlu olan kurumlard›r. Akademis-yenler de bu sorumlulu¤u, kaliteyi ve profesyonelli¤i koruyarak yerine... more
İD Ü Ü niversiteler en baflta gelen özellikleriyle bilgi üret-mek, onu paylaflmak, ö¤retim yapmak ve meslek ka-zand›rmakla sorumlu olan kurumlard›r. Akademis-yenler de bu sorumlulu¤u, kaliteyi ve profesyonelli¤i koruyarak yerine getirmekle görevli bireylerdir. Ancak dünyada de¤iflik sektörlerde etkisini gösteren küreselleflmenin getirdi¤i etkiler Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.org Dünyada farkl› sektörlerde etkisini gösteren küreselleflmenin getirdi¤i et-kiler, akademide de kendini rekabet, azalan ifl güvenli¤i ve akademisyen dayan›flmas› ve de¤iflen yönetim anlay›fl› fleklinde göstermifl, akademisyen-ler ö¤retim ve araflt›rma yapmak aras›nda bir denge kurma bask›s›n› üzer-lerinde hissetmifllerdir. Bu dönüflüm, akademik ortamda kaç›n›lmaz ola-rak, Foucault'nun da aç›klad›¤› gibi "gücü uygulayan" ve "güce maruz ka-lan" fleklinde iki kavram› daha da belirgin k›lm›fl, taraflar›n sürtüflmesine meydan vermifl ve bu da mobbing vakalar›n› beraberinde getirmifltir. Bu çal›flman›n amac›, Türkiye'de akademide mobbing konusunda flimdiye ka-dar yaz›lm›fl olan tüm yüksek lisans ve doktora tezlerini derleyerek konu ile ilgili gelinen noktay› ve yap›lmas› gerekenleri saptamak ve bir referans noktas› oluflturmakt›r. Haziran 2017 tarihinde, anahtar kelimelerle Yükse-kö¤retim Kurulu (YÖK) Baflkanl›¤› Ulusal Tez Merkezi üzerinde yap›lan tarama sonucunda, flimdiye kadar de¤iflik sektörlerde yaflanan mobbingi farkl› çal›flma gruplar› aras›nda inceleyen 655 teze ulafl›lm›flt›r. Kat›l›mc›-lar› aç›s›ndan incelenen ve 2005-2017 y›llar› aras›n› kapsayan 29 tez, aka-demisyenlerin maruz kald›¤› mobbingi konu alm›fl, bunlardan 2006-2016 y›llar› aras›nda yaz›lm›fl 26 tez çal›flmaya dahil edilmifltir. Baz› bulgulara göre; devlet ve vak›f üniversitelerinde %4-100 aras›nda bir ma¤duriyet oran›na rastlanm›fl, daha gençler, bekarlar ve kad›nlar, kendini ifade etme, sosyal iliflkiler ve iletiflim boyutlar›nda mobbinge daha fazla maruz kalm›fl ve bu durum karfl›s›nda sessiz kalmay› tercih etmifllerdir. Bunun yan›nda, mobbing ile k›dem, unvan, örgütsel adalet, güven, ba¤l›l›k, ifl tatmini ara-s›nda negatif yönde bir iliflki gözlenirken mobbingin örgütsel nedenleri kay›rmac›l›k, zay›f liderlik, hasta örgüt kültürü, dayan›flma ve iletiflim ek-sikli¤i olarak ifade edilmifltir. Çal›flman›n hem gelecekteki araflt›rmalar›n kapsam›n› belirlemeye hem de akademik mobbing sorununun çözümü için önlemlerin h›zland›r›lmas›na katk› sunaca¤› düflünülmektedir. Anahtar sözcükler: Akademide mobbing, akademisyenler, derleme, ifl-yerinde psikolojik taciz, yüksekö¤retim. The effects of globalization on various sectors around the world are reflected in academia through competition, diminishing job security and faculty collegiality, and changing managerial understanding which causes academics to feel pressured to maintain the balance between teaching and research. This transformation inevitably has made the concepts explained by Foucault as "the power exerciser" and "the subject of power" more apparent, as demonstrated by conflicts and mobbing cases. The aim of this study is to review all the master's theses and doctoral dissertations written in Turkey to pin down what has been done until now on mobbing and to form a reference point. Upon searching for certain key words on the website of Council of Higher Education Thesis Center in June 2017, 655 theses on mobbing in various sectors with diverse participant groups were detected. After examining these theses in terms of their participants, it was found out that 29 of them, written between 2005 and 2017, addressed the issue of mobbing among academics. Of these, 26 theses, written between 2006 and 2016, were included in the study. The findings of these theses indicate that while there is 4-100% mobbing in the state and the foundation universities, younger people, singles, and women are more vulnerable to mobbing regarding self-expression, social relations, and communication, and they prefer to remain silent in the face of this issue. Besides, there is a negative relationship between mobbing and seniority , title, organisational justice, trust, commitment, and job-satisfaction. The primary causes of mobbing in academia are nepotism, poor leadership, unhealthy organisational culture, solidarity, and lack of communication. This study is expected to contribute to the formation of a conceptual framework about academic mobbing for the future studies and to expediting the process of taking measures for the eradication of the problem.
Research Interests:
İD Ü Ü niversiteler en baflta gelen özellikleriyle bilgi üret-mek, onu paylaflmak, ö¤retim yapmak ve meslek ka-zand›rmakla sorumlu olan kurumlard›r. Akademis-yenler de bu sorumlulu¤u, kaliteyi ve profesyonelli¤i koruyarak yerine... more
İD Ü Ü niversiteler en baflta gelen özellikleriyle bilgi üret-mek, onu paylaflmak, ö¤retim yapmak ve meslek ka-zand›rmakla sorumlu olan kurumlard›r. Akademis-yenler de bu sorumlulu¤u, kaliteyi ve profesyonelli¤i koruyarak yerine getirmekle görevli bireylerdir. Ancak dünyada de¤iflik sektörlerde etkisini gösteren küreselleflmenin getirdi¤i etkiler Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.org Dünyada farkl› sektörlerde etkisini gösteren küreselleflmenin getirdi¤i et-kiler, akademide de kendini rekabet, azalan ifl güvenli¤i ve akademisyen dayan›flmas› ve de¤iflen yönetim anlay›fl› fleklinde göstermifl, akademisyen-ler ö¤retim ve araflt›rma yapmak aras›nda bir denge kurma bask›s›n› üzer-lerinde hissetmifllerdir. Bu dönüflüm, akademik ortamda kaç›n›lmaz ola-rak, Foucault'nun da aç›klad›¤› gibi "gücü uygulayan" ve "güce maruz ka-lan" fleklinde iki kavram› daha da belirgin k›lm›fl, taraflar›n sürtüflmesine meydan vermifl ve bu da mobbing vakalar›n› beraberinde getirmifltir. Bu çal›flman›n amac›, Türkiye'de akademide mobbing konusunda flimdiye ka-dar yaz›lm›fl olan tüm yüksek lisans ve doktora tezlerini derleyerek konu ile ilgili gelinen noktay› ve yap›lmas› gerekenleri saptamak ve bir referans noktas› oluflturmakt›r. Haziran 2017 tarihinde, anahtar kelimelerle Yükse-kö¤retim Kurulu (YÖK) Baflkanl›¤› Ulusal Tez Merkezi üzerinde yap›lan tarama sonucunda, flimdiye kadar de¤iflik sektörlerde yaflanan mobbingi farkl› çal›flma gruplar› aras›nda inceleyen 655 teze ulafl›lm›flt›r. Kat›l›mc›-lar› aç›s›ndan incelenen ve 2005-2017 y›llar› aras›n› kapsayan 29 tez, aka-demisyenlerin maruz kald›¤› mobbingi konu alm›fl, bunlardan 2006-2016 y›llar› aras›nda yaz›lm›fl 26 tez çal›flmaya dahil edilmifltir. Baz› bulgulara göre; devlet ve vak›f üniversitelerinde %4-100 aras›nda bir ma¤duriyet oran›na rastlanm›fl, daha gençler, bekarlar ve kad›nlar, kendini ifade etme, sosyal iliflkiler ve iletiflim boyutlar›nda mobbinge daha fazla maruz kalm›fl ve bu durum karfl›s›nda sessiz kalmay› tercih etmifllerdir. Bunun yan›nda, mobbing ile k›dem, unvan, örgütsel adalet, güven, ba¤l›l›k, ifl tatmini ara-s›nda negatif yönde bir iliflki gözlenirken mobbingin örgütsel nedenleri kay›rmac›l›k, zay›f liderlik, hasta örgüt kültürü, dayan›flma ve iletiflim ek-sikli¤i olarak ifade edilmifltir. Çal›flman›n hem gelecekteki araflt›rmalar›n kapsam›n› belirlemeye hem de akademik mobbing sorununun çözümü için önlemlerin h›zland›r›lmas›na katk› sunaca¤› düflünülmektedir. Anahtar sözcükler: Akademide mobbing, akademisyenler, derleme, ifl-yerinde psikolojik taciz, yüksekö¤retim. The effects of globalization on various sectors around the world are reflected in academia through competition, diminishing job security and faculty collegiality, and changing managerial understanding which causes academics to feel pressured to maintain the balance between teaching and research. This transformation inevitably has made the concepts explained by Foucault as "the power exerciser" and "the subject of power" more apparent, as demonstrated by conflicts and mobbing cases. The aim of this study is to review all the master's theses and doctoral dissertations written in Turkey to pin down what has been done until now on mobbing and to form a reference point. Upon searching for certain key words on the website of Council of Higher Education Thesis Center in June 2017, 655 theses on mobbing in various sectors with diverse participant groups were detected. After examining these theses in terms of their participants, it was found out that 29 of them, written between 2005 and 2017, addressed the issue of mobbing among academics. Of these, 26 theses, written between 2006 and 2016, were included in the study. The findings of these theses indicate that while there is 4-100% mobbing in the state and the foundation universities, younger people, singles, and women are more vulnerable to mobbing regarding self-expression, social relations, and communication, and they prefer to remain silent in the face of this issue. Besides, there is a negative relationship between mobbing and seniority , title, organisational justice, trust, commitment, and job-satisfaction. The primary causes of mobbing in academia are nepotism, poor leadership, unhealthy organisational culture, solidarity, andlack of communication. This study is expected to contribute to the formation of a conceptual framework about academic mobbing for the future studies and to expediting the process of taking measures for the eradication of the problem.
Research Interests:
Dünyada ve Türkiye'de Yüksekö¤retimde Psikolojik Taciz (Mobing) ve Yasal Mevzuat Psychological abuse (mobbing) in higher education and legal measures in the world and in Turkey Burcu Erdemir Ortado¤u Teknik Üniversitesi E¤itim Bilimleri... more
Dünyada ve Türkiye'de Yüksekö¤retimde Psikolojik Taciz (Mobing) ve Yasal Mevzuat Psychological abuse (mobbing) in higher education and legal measures in the world and in Turkey Burcu Erdemir Ortado¤u Teknik Üniversitesi E¤itim Bilimleri Bölümü, E¤itim Yönetimi ve Planlamas› Program›, Ankara Dünyada ve Türkiye'de Yüksek Ö¤retimde Psikolojik Taciz (Mobing) ve Yasal Mevzuat ‹flveren ve ifl arkadafllar› aras›ndaki gergin iliflkiler, rekabete dayanan ifl ortam› ve a¤›r ifl yükü iflyerinde olumsuz durumlara neden olabilmektedir. Bu durum uluslararas› alan yaz›nda " mobbing " , " bullying " olarak geçerken, bu kavramlar Türkçede " iflyerinde psikolojik taciz " ya da " y›ld›rkaç›r " , (T›naz, 2006) veya Türk Dil Kurumu'nun çevirisiyle " bezdiri " (2012) olarak kullan›lmaktad›r. Bu de¤iflik ifadelerin yan›nda Leymann (1996, s.168) mobingin tan›m›n› " temelde bir bireye, bir veya birden fazla kifli taraf›ndan sistematik olarak, s›kl›kla (ez az alt› ay) yöneltilen düflmanca ve etik olmayan iletiflim " olarak yap-m›flt›r. Her fleyin çok h›zla de¤iflti¤i günümüz dünyas›, e¤itim örgütleri de dahil olmak üzere kurumlar› ve bu kurumlarda çal›flan bireyleri, devaml›l›klar›-n› sürdürebilmek ad›na, bir mücadelenin içine sokmakta ve bu h›zl› çar-k›n birer parças› haline getirmektedir. Ancak bu durumun süreklili¤i, ifl-veren ve çal›flan veya çal›flan ve ifl arkadafllar› aras›nda bafl edilmesi hiç de kolay olmayan baz› anlaflmazl›klar yaratmakta, hatta ma¤dur kiflinin psi-kolojisini ve beden sa¤l›¤›n› bozma noktas›na gelmektedir. Bahsi geçen durum uluslararas› alan yaz›nda " mobbing " , " bullying " olarak geçerken, Türkçede " iflyerinde psikolojik taciz " ya da " y›ld›rkaç›r " olarak yer bul-maktad›r. Bireysel zararlar›n›n yan›nda yüksek ö¤retim kurumlar›na da maddi kay›plar ve insan kaynaklar› kay›plar› yaflat›rken, kurumun etkilili-¤ine ve itibar›na da ciddi flekilde sekte vurmaktad›r. Bu çal›flman›n amac›, hem dünyada hem de Türkiye'de çok yayg›n bir flekilde karfl›lafl›lan mo-bing sorununun yasal boyuttaki çözüm yollar›n› ortaya koymak, yüksek e¤itim örgütlerinden örneklerle konunun vard›¤› noktay› saptamak ve Türkiye'nin sorunla bafl etmede dünyan›n neresinde oldu¤unu tespit ede-rek önerilerde bulunmakt›r. Anahtar sözcükler: Mobing, okul örgütü, yasal mevzuat, yüksek ö¤retimde psikolojik taciz. Today's world, where everything changes rapidly every day, pushes the individuals and the institutions, including the educational organisations, into a struggle in which they have to survive and be a part of. However, the continuity of this situation causes some disagreements among the employers and the employees or among colleagues which are difficult to cope with, and it may even come to a point where the psychological and the physical health of the victim is affected negatively. This phenomenon is known as " mobbing " or " bullying " in the international literature and as " psychological abuse at work place " or " daunting someone and causing him to run away " in the national literature. It does not only causes individual loses and financial and human resources loses to higher education organisations, but also deals a serious blow to the effectiveness and reputation of an organization. The aim of this study is to put forth the legal solutions of the prevalent problem of mobbing, to identify the point at which it has reached by giving examples from higher education organisations and to make suggestions by looking at the position of Turkey within the world in terms of coping with this phenomenon.
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Research Interests:
Eğitimciler, toplumun ihtiyaçlarına cevap verme ve diğer meslekleri de biçimlendirme gibi rollerinden dolayı eğitim kurumlarının vazgeçilmez değerlerindendir. Eğitimcilerin bu kilit rollerine rağmen, 1980’lerden itibaren etkisini... more
Eğitimciler, toplumun ihtiyaçlarına cevap verme ve diğer meslekleri de biçimlendirme gibi rollerinden dolayı eğitim kurumlarının vazgeçilmez değerlerindendir. Eğitimcilerin bu kilit rollerine rağmen, 1980’lerden itibaren etkisini göstermeye başlayan neo-liberal gelişmelerin sosyal, ekonomik ve politik yaşama ve özellikle eğitim alanına oldukça etkili yansımaları olduğu görülmüştür. Bunlardan bazıları, yaşanan ekonomik krizler ve ekonomik politikaların uyarlanması, özelleştirme, uluslararasılaşma ile birlikte değişen değerler, yeni yönetim anlayışı,
standardizasyon, rekabet, akademik üretimin sayısal çıktılarla değerlendirilmesi ve azalan iş güvenliği olarak ifade edilebilir (Forest ve Altbach, 2006; Clarke ve Knights, 2015). Bu gelişmeler, akademik özgürlük ve özerklik gibi bazı temel ölçütleri de anlam kaybına uğratmış (Currie, 2004), meslektaşların birbirleri arasında ve üstleriyle olan ilişkilerinde çatışmalara ve yıpranmasına sebep olmuş ve nihayetinde kaçınılmaz olarak stres, motivasyon kaybı, agresyon ve örgüt performansında düşüşler yaşanmıştır (Kelly, Chakradhar, Muller ve Waddill, 2015).
Derleme niteliği taşıyan bu çalışmada mobbing kavramının tanımı, mobbingin nedenleri ve sonuçları, eğitim örgütlerindeki mobbing ile mobbingin önlenmesinin hukuksal dayanakları ve bu konudaki dava örnekleri genel hatlarıyla ele alınmıştır.
standardizasyon, rekabet, akademik üretimin sayısal çıktılarla değerlendirilmesi ve azalan iş güvenliği olarak ifade edilebilir (Forest ve Altbach, 2006; Clarke ve Knights, 2015). Bu gelişmeler, akademik özgürlük ve özerklik gibi bazı temel ölçütleri de anlam kaybına uğratmış (Currie, 2004), meslektaşların birbirleri arasında ve üstleriyle olan ilişkilerinde çatışmalara ve yıpranmasına sebep olmuş ve nihayetinde kaçınılmaz olarak stres, motivasyon kaybı, agresyon ve örgüt performansında düşüşler yaşanmıştır (Kelly, Chakradhar, Muller ve Waddill, 2015).
Derleme niteliği taşıyan bu çalışmada mobbing kavramının tanımı, mobbingin nedenleri ve sonuçları, eğitim örgütlerindeki mobbing ile mobbingin önlenmesinin hukuksal dayanakları ve bu konudaki dava örnekleri genel hatlarıyla ele alınmıştır.