Üniversite yöneticilerinin stratejik liderlik davranışlarına ilişkin akademisyen algıları (AİBÜ örneği)
Küçük Resim Yok
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bolu Abant İzzet Baysal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, üniversite yöneticilerinin stratejik liderlik davranışlarına ilişkin akademisyen algılarının belirlenmesidir. Tarama modelindeki bu araştırmada, Abant İzzet Baysal Üniversitesi'ne bağlı tüm fakülte, yüksekokul ve meslek yüksekokullarında görev yapan 319 akademisyenin görüşüne başvurulmuştur. Araştırmada, kişisel bilgi formu ile Pisapia ve Reyes-Guerra (2011) tarafından geliştirilen, Aydın (2013) tarafından Türkçe'ye uyarlaması yapılan "Stratejik Liderlik Ölçeği (SLQ)" veri toplama aracı olarak kullanılmıştır. Alt problemlerin çözümlenmesi amacıyla ölçek aracılığıyla elde edilen veriler SPSS 20 paket programına aktarılmış, aritmetik ortalamaları, standart sapma değerleri hesaplanmış, One-Way Anova (Tek Yönlü Varyans) analizi ve Independent Sample (Bağımsız Örneklem) T-testi analizi yapılmıştır. Araştırmada, fakülte, yüksekokul ve meslek yüksekokulu yöneticilerinin stratejik liderlik davranışları arasında tüm boyutlarda anlamlı farklılık bulunmuştur. Stratejik Liderlik Uygulamalarını fakülte yöneticilerinin orta düzeyde, yüksekokul yöneticilerinin yüksek düzeyde, meslek yüksekokulu yöneticilerinin ise orta düzeyde sergilediği sonucuna ulaşılmıştır. Araştırmada, fakülte yöneticilerinin İlişkisel ve Yönetimsel Uygulamaları yüksek düzeyde, Uzlaşma, Dönüşümsel ve Etik Uygulamaları orta düzeyde sergiledikleri; meslek yüksekokulu müdürlerinin Yönetimsel, İlişkisel ve Etik Uygulamaları orta düzeyde, Dönüşümsel Uygulamalar ve Uzlaşma Uygulamalarını düşük düzeyde; yüksekokul yöneticilerinin Yönetimsel, Dönüşümsel, İlişkisel ve Etik Uygulamaları yüksek düzeyde, Uzlaşma Uygulamalarını orta düzeyde sergiledikleri sonucuna ulaşılmıştır. Abant İzzet Baysal Üniversitesi'ne bağlı tüm fakülte, yüksekokul ve meslek yüksekokullarında görev yapan akademisyenlerin demografik özelliklerine göre stratejik liderlik uygulamalarının geneli ve alt boyutlarına ilişkin farklılıklar incelendiğinde; yaş, cinsiyet, unvan, mesleki çalışma yılı, idari görev ve akademik birim değişkenlerinde stratejik liderlik uygulamalarının geneli ve tüm alt boyutlarında anlamlı farklılık olduğu tespit edilmiştir. Eğitim durumu değişkeninde Yönetimsel, Dönüşümsel ve İlişkisel Uygulamalarda; mevcut kurum çalışma yılı değişkenine göre ise Uzlaşma ve Etik Uygulamalar boyutlarında anlamlı farklılık olduğu sonucuna ulaşılmıştır.
The purpose of this study is to define academician perceptions on strategic leadership actions by university administrators. In this descriptive survey model study, 319 academicians, working in all of the faculties, graduate schools and vocational schools in Abant Izzet Baysal University, were asked their opinions. As a data collecting instrument, "Strategic Leadership Questionnaire (SLQ)" developed by Pisapia and Reyes-Guerra (2011) and adapted into Turkish by Aydın (2013) was used along with a demographic information form. The collected data was analyzed using SPSS 20 and means, standard deviations were calculated; one way analysis of variance and independent sample T-test were performed to solve the research questions. In the study, it was found that there is a significant difference between the strategic leadership actions of the faculty, graduate school and vocational school administrators in all of the action sets. The study reached the conclusion that strategic leadership actions are used at "medium" level by faculty and vocational school administrators. The study reaches the conclusion that faculty administrators use Managing and Bridging actions at "high" level, but Bartering, Transforming and Bonding actions at "medium" level; vocational school administrators use Managing, Bridging and Bonding actions at "medium" level and Transforming and Bartering actions at "low" level; graduate school administrators use Managing, Transforming, Bridging and Bonding actions at "high" level and Bartering actions at "medium" level. When the differences between the demographic features of the academicians working in all faculties, graduate schools and vocational schools of Abant Izzet Baysal University and strategic leadership actions and action sets were examined, it was found that there is a significant difference in strategic leadership actions and all action sets in age, gender, title, years of experience, previous administrative duty and academic unit variables. In education variable, it was found that there is a significant difference in Managing, Transforming and Bridging actions; in experience in current institution variable, there is a significant difference in Bartering and Bonding actions.
The purpose of this study is to define academician perceptions on strategic leadership actions by university administrators. In this descriptive survey model study, 319 academicians, working in all of the faculties, graduate schools and vocational schools in Abant Izzet Baysal University, were asked their opinions. As a data collecting instrument, "Strategic Leadership Questionnaire (SLQ)" developed by Pisapia and Reyes-Guerra (2011) and adapted into Turkish by Aydın (2013) was used along with a demographic information form. The collected data was analyzed using SPSS 20 and means, standard deviations were calculated; one way analysis of variance and independent sample T-test were performed to solve the research questions. In the study, it was found that there is a significant difference between the strategic leadership actions of the faculty, graduate school and vocational school administrators in all of the action sets. The study reached the conclusion that strategic leadership actions are used at "medium" level by faculty and vocational school administrators. The study reaches the conclusion that faculty administrators use Managing and Bridging actions at "high" level, but Bartering, Transforming and Bonding actions at "medium" level; vocational school administrators use Managing, Bridging and Bonding actions at "medium" level and Transforming and Bartering actions at "low" level; graduate school administrators use Managing, Transforming, Bridging and Bonding actions at "high" level and Bartering actions at "medium" level. When the differences between the demographic features of the academicians working in all faculties, graduate schools and vocational schools of Abant Izzet Baysal University and strategic leadership actions and action sets were examined, it was found that there is a significant difference in strategic leadership actions and all action sets in age, gender, title, years of experience, previous administrative duty and academic unit variables. In education variable, it was found that there is a significant difference in Managing, Transforming and Bridging actions; in experience in current institution variable, there is a significant difference in Bartering and Bonding actions.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi ve Denetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
