Lisansüstü Eğitimde Disiplinlerarasılık

World Economic Forum. (2023). The future of jobs report 2023. https://www.weforum.org/reports/the-future-of-jobs-report-2023

OECD. (2022). Trends shaping education 2022. OECD Publishing.

Bernstein, B. L., Evans, B., Fyffe, J., Halai, N., Hall, F. L., Jensen, H. S., ... and Ortega, S. (2014). The continuing evolution of the research doctorate. In Globalization and its impacts on the quality of PhD education (pp. 5-30). SensePublishers.

YÖK. (2022). Doktora öğretiminin iyileştirilmesi çalıştayı raporu. Yükseköğretim Kurulu. https://www.yok.gov.tr/documents/documents/68bec4aa4e78a.pdf

YÖK. (2019). Geleceğin meslekleri çalışması. Yükseköğretim Kurulu. https://www.yok.gov.tr/documents/documents/68f0dd02990a8.pdf

Graybill, J. K., Shandas, V., Fyffe, J., and Flores-Scott, E. (2014). Forces of change in doctoral education: A perspective from four early-career researchers. In Globalization and its impacts on the quality of PhD education (pp. 31-42). SensePublishers.

Bao, Y., Kehm, B. M., and Ma, Y. (2016). From product to process: The reform of doctoral education in Europe and China. Studies in Higher Education, 43(3), 524–541.

European University Association. (2005). Doctoral programmes for the European knowledge society: Report on the EUA Doctoral programmes project, 2004–2005. https://eua.eu

Golde, C. M., and Walker, G. E. (Eds.). (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline—Carnegie essays on the doctorate (Vol. 3). John Wiley and Sons.

Park, C. (2005). New variant PhD: The changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management, 27(2), 189–207.

Repko, A. F., Szostak, R., and Buchberger, M. P. (2016). Introduction to interdisciplinary studies. Sage Publications.

Menken, S., and Keestra, M. (Eds.). (2016). An introduction to interdisciplinary research: Theory and practice. Amsterdam University Press.

Schneider, C. G. (2003). Liberal education and integrative learning. Issues in Integrative Studies, 21, 1–8.

Mansilla, V. B. (2005). Assessing student work at disciplinary crossroads. Change: The Magazine of Higher Learning, 37(1), 14–21.

National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2005). Facilitating interdisciplinary research. Department of Education.

Rhoten, D., Boix-Mansilla, V., Chun, M., and Klein, J. T. (2006). Interdisciplinary education at liberal arts institutions. Social Science Research Council.

Repko, Szostak and Buchberger, a.g.e.

OECD. (2019). Knowledge for 2030: Conceptual learning framework. OECD.

Repko, Szostak and Buchberger, a.g.e.

Biggs, J., and Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.

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Ullrich, L. E., Krafnick, A. J., Dumanis, S. B., and Forcelli, P. A. (2012). Drugs, the brain, and behavior: A graduate student-run comprehensive course in neuroscience. Journal of Undergraduate Neuroscience Education, 10(2), A105.

Getzels, J. W., and Guba, E. G. (1957). Social behavior and the administrative process. The School Review, 65(4), 423–441.

Hannan, M. T., and Freeman, J. (1977). The population ecology of organizations. American Journal of Sociology, 82(5), 929-964.

Miles, M. B. (2016). Disiplinlerarası çalışmalar ve araştırma yöntemleri.

TÜBİTAK 3005 Projesi (No: 123K708). Disiplinlerarası çalışmalar ve yükseköğretim üzerine proje raporu.

YÖK. (2020). Yükseköğretimde yeni YÖK projeleri: Yükseköğretimde ihtisaslaşma ve misyon farklılaşması, bölgesel kalkınma odaklı üniversiteler. Yükseköğretim Kurulu.

YÖK, a.g.e.

YÖK. (2020). Yükseköğretimde yeni YÖK projeleri: Yükseköğretimde ihtisaslaşma ve misyon farklılaşması, araştırma üniversiteleri. Yükseköğretim Kurulu.

Şekil 3’te bu gruplama tanımlanmıştır.

Türkiye’de araştırma üniversiteleri (n=23), Bölgesel Kalkınma Üniversiteleri (n=22), Tematik Üniversiteler (n=25), Kitle Üniversiteleri (n=20) olmak üzere toplam 90 üniversitenin 11.019 programı incelenmiştir.

Stanford Magazine. (2021). Interdisciplinary programs draw praise, criticism. https://stanfordmag.org/contents/interdisciplinary-programs-draw-praisecriticism

Times Higher Education. (2023). University of Toronto. https://www.timeshighereducation.com/world-university-rankings/universitytoronto

UCEAP. (2023). University College London: Academics. https://uceap.universityofcalifornia.edu/programs/university-collegelondon/academics

Tsinghua University. (2023). Overview of international student programs.

Sonuçlar TÜBİTAK 3005 Projeleri kapsamında yürütülen 123K708 numaralı projeden elde edilen (tez, makale, çalıştay raporlar vb.) bilimsel yayınlardan derlenmiştir.

Bucciarelli, L. (2003). Engineering philosophy. DUP Satellite; an imprint of Delft University Press.

Ullrich et al., a.g.e.

Bu tablo, YÖK (2019) “Geleceğin Meslekleri” listesi ile Dünya Ekonomik Forumu (2023) “The Future of Jobs” raporundaki bulguların derlenmesi ve sentezlenmesiyle oluşturulmuştur.

Tonbul, Y. (2019). Öğrenciler ve akademik tez danışmanları için lisansüstü eğitim kılavuzu. Akademisyen Kitapevi.

Buss, J. (2003). Why interdisciplinary graduate programs attract great students. Merrill Series on the Research Mission of Public Universities, 37–40.

Eisenberg, L., and Pellmar, T. C. (Eds.). (2000). Bridging disciplines in the brain, behavioral, and clinical sciences. National Academies Press.

Baysal, A., Ada, S., ve Şahin, M. (2005). Eğitim fakültelerinde görev yapan öğretim elemanlarının lisansüstü eğitime öğrenci seçme konusundaki görüşleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 229-236.

(http://depts.washington.edu/bpsd/prospective-students-2/application-criteria/)

Gardner, S. K., Szostak, R., and Repko, A. (2011). "A jack of all trades and a master of some of them": Successful students in interdisciplinary PhD programs. Issues in Interdisciplinary Studies, 29, 103-126.

Tonbul, a.g.e.

Boden, D., ve Borrego, M. (2011). Disiplinler arası araştırmanın önündeki akademik bölümler ve ilgili örgütsel engeller. Gözden Geçirilen Yüksek Öğrenim, 8, 1–14.

Buss, a.g.e.

Aalto University Design Factory. (t.y.). Philosophy: Passion-based co-creation. Aalto University. https://designfactory.aalto.fi/

Einstein Center Digital Future. (t.y.). Interdisciplinary research for digitalisation. https://www.digital-future.berlin/en/about-us/

Hasso Plattner Institute of Design at Stanford. (t.y.). The d.school guide: Radical collaboration. Stanford University. https://dschool.stanford.edu/about

MIT Media Lab. (t.y.). Overview: Antidisciplinary research. Massachusetts Institute of Technology. https://www.media.mit.edu/about/overview/

University College London. (t.y.). UCL grand challenges: Solving global problems. UCL Research Strategy. https://www.ucl.ac.uk/grand-challenges/

University of Helsinki. (t.y.). Research groups and units: Cross-disciplinary approach. https://www.helsinki.fi/en/research/research-groups

Buradaki sonuçlar projeden ve proje kapsamanda üretilen tezden elde edildi.

Kilmen, S. (2007). Lisansüstü eğitimi giriş sınavının ve lisans diploma notunun yüksek lisans başarısını yordama gücü. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 176–189.

Kahya, M., ve Koşar, D. (2023). Öğretim üyelerinin lisansüstü öğrencilerden beklentilerinin incelenmesi. Ege Eğitim Dergisi, 24(1), 59-74.

Tonbul, a.g.e.

Kildurff, M., and Brass, D. J. (2010). Organizational social network research: Core ideas and key databases. Academy of Management Annals, 4, 317–357.

Miles, a.g.e.

Daft, R. L., and Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32(5), 554–571.

Blumer, H. (1975). Comments on ‘Parsons as a symbolic interactionist’. Sociological Inquiry, 45, 59–62.

Gebbie, K. M., et al. (2008). Training for interdisciplinary health research: Defining the required competencies. Journal of Allied Health, 37(2), 65–70.

Şekil 15 Maloshonok ve Terentev (2019); Petridou ve Sparf, (2017); Tonbul, 2014; Tonbul, 2019 kaynakları dikkate alınarak oluşturulmuştur.

Örnekler ağırlıklı bu araştırmanın sonuçlarına dayalı olsa da alanyazından da yararlanılmıştır. Uygulanma düzeyleri proje kapsamındaki verilerden elde edilmiştir.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Carver, C. S., and Scheier, M. F. (1999). Themes and issues in the self-regulation of behavior. In Perspectives on behavioral self-regulation: Advances in social cognition (Vol. 12, pp. 1–105).

Senge, P. M. (2020). Beşinci disiplin: Öğrenen organizasyonların kuramı ve uygulaması (A. Çavdar, Çev.). Yapı Kredi Yayınları.

Barnes, B. J., and Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education; Kram, K. E. (1985). Mentoring at work; Council of Graduate Schools. (1990). Research student and supervisor.

Gatfield, T. (2005). An investigation into PhD supervisory management styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27(3), 311-325.

Maxwell, T. W., and Smyth, R. (2011). Higher degree research supervision: From practice to theory. Higher Education Research and Development, 30(2), 219-231.

Murphy, R. J., Bain, J. D., and Conrad, L. (2007). Orientations to research higher degree supervision. Higher Education, 53(2), 209-234.

Bu tablo Denicolo, 2004; Heath, 2002; Howard, 1992; Mathews, 2003; Tonbul, 2019; Vilkinas, 2005 kaynaklarından derlenerek hazırlanmıştır.

Pajewski, S. G. (2007). Engagement in academic advising: A comparison between students in interdisciplinary programs and students in noninterdisciplinary programs [Doctoral dissertation].

Pajewski, a.g.e.

Gordon, G. (2002). Interdisciplinary research and education: Challenges and opportunities. National Academy of Sciences Workshop.

Lyall, C., and Meagher, L. (2012). A masterclass in interdisciplinarity: Research into practice in training the next generation of interdisciplinary researchers. Futures, 44(6), 608–617.

Heath, T. (2002). A quantitative analysis of PhD students' views of supervision. Higher Education Research and Development, 21(1), 41-53.

Gordon, a.g.e.

Bolman, L. G., and Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership. Jossey-Bass.

Kitabın sonundaki araştırmada çok sayıda metafora yer verilmiştir.

Gümüş ve Gök, 2016; Rice et. al., 2000; Tonbul, 2017; Tonbul, 201

Dissertation Advisor. (2012). Managing the dissertation process.