Hibrit Yapıların Yönetimi: Perakendecilikte Bir Örnek Olay İncelemesi

Bu çalışmanın amacı, örgütsel yapı olarak, pazar ve hiyerarşi mekanizmalarının kesiştiği hibrit formları incelemektir. Temelde araştırma, hibrit yapı tiplerinden biri olan franchising ilişkisi çerçevesinde bir örnek olay çalışmasıdır. Bu perspektifle, perakendecilik sektöründe faaliyet gösteren bir işletmenin yönetim kademeleri açısından uyguladığı örgütsel çözümler, süreçler ve sahip olduğu değerler tanımlanmaya çalışılmıştır. Araştırmanın, karma yönetim mekanizmalarının bulunduğu hibrit yapılara ilişkin gelecekteki çalışmalara katkı sağlayacağı öngörülmektedir

Yönetim Kurulu Özellikleri ve Şirket Performansları: İMKB Kurumsal Yönetim ve İMKB 50 Endekslerindeki İşletmelerin Karşılaştırılması

Bu çalışmanın amacı kurumsal yönetim uygulamalarının en önemli unsurlarından biri olan yönetim kurulu özelliklerini, İMKB Kurumsal Yönetim ve İMKB 50 Endekslerindeki işletmeler kapsamında incelemektir. Çalışmada önce 2010 yılı boyunca İMKB Kurumsal Yönetim Endeksinde yer almış 24 işletme ile 2010 yılı süresince İMKB 50 Endeksinde bulunan ve birinci gruba dâhil olmayan 29 şirketin yönetim kurulu özellikleri karşılaştırılmıştır. Ayrıca, gruplar arasında ilgili dönemdeki şirket performanslarında fark olup olmadığı ve gruplar ile şirket performansları arasındaki ilişkiler de istatistikî olarak test edilmiştir. Yönetim kurulu özellikleri açısından İMKB Kurumsal Yönetim ve İMKB 50 Endekslerindeki şirketler arasında önemli farklar ortaya çıkmazken, kurumsal yönetim endeksinde yer almanın, bir şirket performans ölçütü olarak, piyasa değeri artışıyla anlamlı ilişkisi tespit edilmiştir

The Relationship between Erciyes, Selçuk, and Akdeniz MedicalSchool Third-Year Students’ Learning Approaches and TheirNon-attendance Attitude and Tendencies

Background: Non-attendance is an undesirable student behavior. Although some studies about the factors for non-attendance behavior have been carried out at medical schools, the learning approach of a student has not been studied and it can also be a factor for non-attendance. We aimed to assess the relationship between learning approaches and non-attendance attitude and tendency.Methods: This is a correlational study. 644 students registered in three medical schools were enrolled. Data were collected during May 2015. “The Revised Two Factor Learning Approach Scale”, “Non-attendanceAttitude Scale” and “Non-attendance Tendency Scale” were used as data collection tools.Results: Out of 478 studied students, 10.3% mentioned that they never missed theoretical classes and 71.3% mentioned that they never missed practical classes. Sleeplessness was the most common reason fornon-attendance. 45.6% of all students thought that non-attendance affected student success. The students’ mean score for deep learning was 29.5±6.1 and for superficial learning was 30.5±5.6. The mean scorefor non-attendance attitude scale was 54.4±12.8 and from non-attendance tendency scale was 90.5±19.6. Conclusion: Learning approach is an effective factor for attendance. As deep learning approach is adopted, tendency for non-attendance decreases and the attitude becomes positive.Keywords: LEARNING, STUDENTS, MEDICAL, ATTENDANCE, ATTITUD

Evaluation of Perceptions About Medical Educator and Medical Student Through Metaphors

Objective: In the study, it was aimed to reveal the mental images of faculty members in different medical faculties regarding the concept of medical educator and medical student through metaphors.Methods: A total of 248 faculty members from five different faculties participated in this qualitative research in phenomenology design. The data were collected with a questionnaire form. Faculty members were asked to describe the medical educator and student with a metaphor and to state the reason for the metaphor they used. The research was conducted on a voluntary basis. Content analysis was made on the metaphors. Ethics committee approval was obtained for the study.Results: Faculty members produced 134 medical educator metaphors. These metaphors were grouped under nine conceptual categories; "source/transmitter of information"; "shaper"; "raiser/ feeder/grower"; "guiding/inspiring"; "professional"; "altruist/ altruistic/developing identity"; "role model"; "counselor" and "scary" medical educator. One hundred and twenty-nine metaphors developed for medical student were collected under seven categories. The categories of medical students were "recipient/reflector of knowledge", "the constructor/transformer of knowledge", growing/developing, "processed/valued", "working/making effort", "discoverer" and "negatively connotating".Conclusion: It was observed that "traditional" understanding was dominant about learning and teaching among all the medical faculties. Medical educators continue to maintain their traditional educator-centered understanding, despite the paradigmatic transformation in medical education