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Organizational Commitment of Anadolu University Open Education Faculty Students

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Emine DEMIRAY, Şensu CURABAY

Περίληψη


Distance education program is a dimension of contemporary and new education technologies. Concepts and applications in this field are the results of a series of educational demands and developments in various communication and education technologies. Distance education applications have some conceptual bases. These are creating new education opportunities, realizing work-education unity, getting democratic in education, lifelong education, tendency to individual matters, effective use of institutions, integration of technology and education, tendency to individual and social needs,  taking three dimensional integration as the main principle (publishing, printed materials and face to face education), reaching maximum mass, individual and mass education integrity and education demand and financial matters balance.

 

Economics, Business Administration and Open Education faculties, which have been giving education within Anadolu University since1982 inTurkey, are carrying on education with nearly 1.000.000 students.

 

The aim of this study is to determine organizational commitment levels of students who have been studying at Anadolu University Economics, Business Administration and Open Education faculties in the scope of affective, continuance and nominative commitment in Allen&Meyer model.

 

In the study, organizational commitment of the Economics, Business Administration and Open Education faculty students, who are receiving education by means of distance education, to their faculties is dealt after introducing Anadolu University Distance Education system which gives higher education via distance education method in Turkey. In order to increase the success level of faculties it is required for students to have high level of organizational commitment to their faculties. A questionnaire has been applied by using “Organizational Commitment Scale”, developed by Meyer&Allen to determine organizational commitments of Economics, Business Administration and Open Education students. Organizational commitment is dealt with as affective, continuance and nominative commitment. The questionnaire was applied face to face  to randomly chosen 500 students living in Eskişehir and the data was downloaded to the computer by using  SPSS program  and the results were analyzed in terms of  demographic features (gender, age, marital status, years of study, work and income level) of students by using frequency test, t- test and ANOVA test. As a result of these analyses, when the comments of Open Education Faculty students on levels of affective, continuance and nominative commitment to their faculties were examined, it has been revealed that continuance commitment level has the highest rate. Among the female participants; continuance commitment is high in the age range of 30-40, for normative commitment it is 17-22. However no dominant age range was defined for affective commitment. Regarding the marital status; continuance commitment average is higher among married participants; but nominative affective commitment average is higher among single participants. As to the years of study, affective and continuance commitment is higher among senior students while normative commitment is higher among junior students. Moreover; in terms of continuance, affective and normative commitment, those who do not work and have low income have higher level of all there commitment types than those who work and have relatively high income.


Λέξεις κλειδιά


Open education; Organizational commitment; Distance education

Πλήρες Κείμενο:

Χωρίς τίτλο (English)


DOI: http://dx.doi.org/10.12681/icodl.436

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