B2B pazarlama iletişiminde sosyal medya kullanımı: Türk işletmeler üzerine keşifsel bir çalışma

The different characteristics of B2B and B2C markets affect the traditional marketing communication mix as well as the social media content strategy. However, it is seen that while some B2B companies have adopted well to social media, the others tend to imitate B2C companies in social media existence. This study aims to figure out which MARCOM tools are intensified in social media and if it works or not. For this purpose, every single social media post of 40 Turkish B2B SMEs have been classified into MARCOM tools and then the interaction performance of each post have been measured via engagement rate formula. Thus, evidence gathered to figure out what kind of content serves best in which social media platform for engagement and interaction. This study is believed to be a general guideline for selecting the right MARCOM mix in social media for B2B companies –at least- for B2B SMEs in Turkey.B2B ve B2C pazarlar arasındaki farklar, geleneksel pazarlama karmasını etkilediği gibi sosyal medya içerik stratejisini de etkiler. Fakat B2B işletmelerinin bir kısmı sosyal medyayı doğru şekilde benimsemişken, büyük çoğunluğunun halen B2C firmaları taklit etme eğiliminde oldukları görülmektedir. Bu çalışma, sosyal medyada hangi pazarlama iletişimi araçlarına yoğunlaşıldığını ve bu araçların işlevlerini yerine getirip getirmediğini ortaya koymayı hedeflemektedir. Bu amaç doğrultusunda 40 adet küçük ve orta ölçekli Türk B2B işletmenin sosyal medya paylaşımları tek tek incelenerek pazarlama iletişimi araçları bağlamında sınıflandırılmış ve her bir paylaşımın iletişimsel performansı etkileşim oranı formülü aracılığıyla hesaplanmıştır. Böylelikle ne tür içeriğin hangi sosyal medya platformunda en iyi şekilde fayda sağladığını ortaya koymaya yönelik bulgular edinilmiştir. Bu çalışmanın, sosyal medyada doğru pazarlama iletişimi karması kullanımı için Türkiye’de faaliyet gösteren küçük ve orta ölçekli B2B işletmelere genel bir kılavuz niteliği taşıyabileceği düşünülmektedir

Bir Vatandaşlık Değeri Olarak Yurtseverlik: Sosyal Bilgiler Öğretmen Adaylarının Algısı

Patriotism is one of the citizenship values that need to be taught in social studies. This study explored social studies teacher candidates’ perceptions of patriotism and patriotic education. The study was conducted in phenomenology design and it included 15 social studies teacher candidates. Data were collected using semi-structured interviews and analyzed thematically. The study found that all the teacher candidates primarily associated patriotism with love, respect and commitment. Also, some of the participants regarded patriotism as fulfilling one’s responsibilities while some others considered it as striving for human rights and democracy. In addition, the participants had a constructive and democratic perception of patriotism in general. The social studies teacher candidates’ perception of patriotism is influenced by their families’ and social environments’ perception of patriotism and patriotism messages given by the educational system and media. Finally, the teacher candidates’ perception of patriotism had a direct impact on their perspective on patriotic educationYurtseverlik, sosyal bilgiler dersinde kazandırılması gereken vatandaşlık değerlerdendir. Bu araştırma, sosyal bilgiler öğretmen adaylarının yurtseverlik algısını ve yurtseverlik eğitimine bakışını irdelemiştir. Olgubilim deseninde gerçekleştirilen bu araştırmaya 15 sosyal bilgiler öğretmeni katılmıştır. Araştırma verileri, yarı-yapılandırılmış görüşme ile toplanmış ve tematik olarak analiz edilmiştir. Araştırma sonuçlarına göre, öğretmen adaylarının tamamı yurtseverliği, öncelikle sevgi, saygı ve bağlılık ile ilişkilendirmiş bunun ötesinde bazıları sorumluluklarını yerine getirmek bazıları da demokrasi ve insan hakları için çaba göstermek olarak yorumlamışlardır. Öğretmen adaylarının çoğunlukla yapıcı  yurtsever algısına  sahip oldukları görülmüştür. Aile, ikamet edilen sosyal çevre, eğitim, etnik yapı ve yazılı ve görsel basın Sosyal Bilgiler öğretmen adaylarının yurtseverlik algısının gelişiminde etkili olmuştur. Öğretmen adaylarının yurtseverlik algısı yurtseverlik eğitimine ilişkin bakış açısını doğrudan etkilemektedir.Anahtar kelimeler: Yurtseverlik, Sosyal Bilgiler, Vatandaşlık eğitimi, Öğretmen adaylar

İlköğretim Öğrencilerinin Çizdikleri Karikatürlere Yansıttıkları Sosyal ve Çevresel Sorunların İncelenmesi

The purpose of this study is to identify the feelings and thoughts of primary school students regarding the problems they experience in their environment and to determine their suggestions for solving these problems with the help of the cartoons they have drawn themselves. The data of the study were collected in accordance with qualitative research methods such as open-ended questions, semi-structured interviews, and children’s drawings. As a result of the research, it was found out that the culture the students lived in had an important effect on their interpretation of the social problems. In addition, it was also revealed that the cartoons drawn by the students to reflect the problems they experienced were effective in terms of their decision-making while choosing the problem, thinking creatively and critically about the problems, making interpretations, and finding solutions to the problems.İlköğretim Öğrencilerinin Çizdikleri Karikatürlere Yansıttıkları Sosyal ve Çevresel Sorunların İncelenmesiBu araştırmanın amacı, ilköğretim öğrencilerinin çevrelerinde yaşadıkları sorunlara ilişkin duygu, düşünce ve gözlemleri ile bu sorunlara yönelik çözüm önerilerini kendi çizdikleri karikatürler aracılığıyla incelemektir. Nitel araştırma yöntemiyle desenlenen araştırmanın verileri, açık uçlu sorular, yarı-yapılandırılmış görüşme ve öğrencilerin çizdikleri karikatürler yoluyla toplanmıştır. Araştırmanın sonucunda, öğrencilerin sosyal sorunları yorumlamalarında içinde yaşadıkları kültürün önemli etkisi olduğu görülmüştür. Ayrıca, öğrencilerin yaşadıkları sorunlar üzerine kendi karikatürlerini çizmelerinin, sorun seçerken karar verme, sorunlar üzerinde yaratıcı ve eleştirel düşünme, yorumlama ve çözüm önerileri geliştirmeleri açısından etkili olduğu sonucuna ulaşılmıştır.

Bankalarda Uygulanan Hizmet Telafi Stratejilerinin Yarattığı Sonuçların Sosyal Medya Paylaşım Eğilimini Ölçen Bir Araştırma1 A Research Measures The Results’ Tendency of Sharing in Social Media That Created by Service Recovery Strategies Implemented on Banks

Tüm dünyada olduğu gibi ülkemizde de bankacılık sektöründe müşteriler, gelişmiş teknoloji ve nitelikli insan gücüne rağmen sıklıkla çeşitli hatalara maruz kalmaktadırlar. Her zaman hataların önüne geçmek mümkün olmadığından, hataların nasıl telafi edileceğinin belirlenmesi ve uygun telafi seçeneklerinin kullanılarak müşteri sadakatinin nasıl sürdürülebileceğini belirlemek, bu çalışmanın ana amacını oluşturmaktadır. Bu amaç doğrultusunda veri toplama yöntemi olarak anket kullanılmış olup, anket soruları kamu ya da özel banka ayrımı yapılmaksızın bankalardan hizmet alan ve hataya maruz kalmış müşteriler arasından rastgele seçilen 395 kişiye uygulanmıştır. Ankette elde edilen verilere SPSS (Statistical Package for the Social Sciences) 21 ve AMOS programları aracılığı ile normallik testi, açıklayıcı ve doğrulayıcı faktör analizi uygulanmıştır. Analizler sonucunda, uygulanan telafi stratejilerinin ve müşterin hatanın ardından bankadan beklentileri ile telafi performansının algılanan kalitesi arasında anlamlı bir ilişki olmasının yanı sıra, telafi performansının algılanan kalitesi ile güven, tatmin, sadakat ve ayrılma davranışları arasında da anlamlı bir ilişki olduğu ortaya çıkmıştır. Bu anlamlı ilişki, başarılı olarak algılanan telafi performansının müşterilerin bankaya karşı duyduğu güven, tatmin ve sadakat oluşumuna katkı sağladığı ve müşterilerin hatanın ardından bankadan ayrılmasını engellediğine işaret etmektedir. Ancak araştırmada müşterilerin telafi sonrası bankaya olan düşünce, tutum ve davranışlarını sınırlı şekilde sosyal medyada paylaştıkları sonucuna ulaşılmıştır. Bu doğrultuda bankalar kendilerine güvenen, tatmin ve sadık müşterilerin devamlılığını sağlayabilmek ve yeni müşterilere ulaşabilmek için doğru telafi uygulamalarını hayata geçirmelidirler. Customers receiving banking services are frequently exposed to various mistakes in our country as well as all over the world despite the advanced technology and the qualified human resources. The main purpose of this work is to determine how to recover from mistakes and how to maintain customer loyalty using appropriate recovery options as it may not always be possible to prevent mistakes. For this purpose, a questionnaire was used as a data collection method and the survey questions were applied to 395 randomly selected customers who received services from banks without distinction of public or private banks and exposed mistake. The normality test, descriptive and confirmatory factor analysis were applied to the data obtained in the questionnaire via SPSS (Statistical Package for the Social Sciences) 21 and AMOS programs. Based on the analysis, it was seen that there is a significant relationship between the applied recovery strategies, the expectations of the customers from the bank and the perceived quality of the recovery performance. Furthermore, it was found that there is also a meaningful relationship between the perceived quality of recovery performance and trust, satisfaction, loyalty and leaving behaviors. This meaningful relationship indicates that the recovery performance which is perceived to be successful contributes to the confidence, satisfaction and loyalty of the customers towards the bank and prevents customers from leaving the bank after a mistake. However, it was concluded by the survey that after the recovery the customers shared limitedly their thoughts, attitudes and behaviors towards the bank on social media. In this direction, banks must apply correct recovery applications in order to ensure the continuity of self-confident, satisfying and loyal customers and to reach new customers

COSMETIC CONSUMPTION OF METROPOLITAN MALES IN A DEVELOPING COUNTRY

In the last few decades, individuals have become more conscious about their image and appearance. Furthermore, due to the changing gender roles, men started using cosmetic products increasingly. As a result the beauty industry has flourished enormously. This study aims to examine attitudes of Turkish men towards cosmetic consumption and to identify the factors that are likely to influence men’s cosmetic consumption behaviour utilizing data collected from Turkish males. Results indicate that self-esteem, lifestyle, societal beliefs, shopping and self-image are critical determinants of men’s cosmetic consumption. Findings further suggest that cosmetic shopping behaviour of men is linked to self-image and lifestyle. Furthermore, significant relationship between self-esteem and self-image, and between societal beliefs and lifestyle come to the fore. The paper ends with implications for the marketers and theoretical contributions to the growing research on gender differences

Factors Affecting the Participation of Social Studies Teacher Candidates in Discussions on Controversial Issues

Social studies teachers employ discussions about controversial issues in their classrooms as an effective instructional tool in order to improve citizenship education. Therefore, teaching about controversial issues in preservice social studies programs is important for improving pre-service teachers’ understanding of their own abilities to teach about citizenship issues and their skills to teach about controversial issues in their classrooms as well. Preservice teachers ought to be encouraged to participate more in classroom discussions about controversial issues. Therefore, this study aim to understand and explain factors that affect social studies teacher candidates’ participation in classroom discussions about controversial issues and suggest how this process might be more efficient and effective in Turkey. 1957 pre-service social studies teachers from 12 different universities in Turkey participated in this study. A questionaire was used to collect data for this research. The questionaire included likert type 16 items regarding students’ personal information and factors that affect the level of participation in classroom discussions about controversial issues and one open-ended question regarding implications on how discussions can be improved in a way that help the discussions more effective and efficient. Chi-Square, frequency, and percentange tests were used to analyze the quantitative data. Inductive content analysis method was employed to analyze and code the qualitative data. The findings of the study showed that while 92.2 % pre-service social studies teachers stated that they participate in the dicussions on controversial issues when they only find it interested, 79.4 % participant pointed out that they do not participate in the discussions, if they believe they do not have enough knowledge about the topic of the dicussion. In addition, 47.5% of the participants stated that they do not want to participate in the discussions about culturally and socially sensitive issues. 40.5% pre-service teachers in the study shared that they do not have discussions with their peers who are not tolerant to different ideas and perspectives. On the other hand, 48.7% participants argued that if the discussions become a personal battles between peers, they are not comfortable sharing their ideas. 54.8% of the participants stated that even if they feel like the teacher supports one of group against other groups, they still are comfortable expressing themselves during classroom discussions; however, 32.8% participants pointed out that they do not participate in the discussions if they believe the teacher is not objective about the sensitive issue.The findings of the study show that participants’ gender, income, their parents’ education, residency, the university they attend, grade level, and high school they graduated from are contributed to their level of participation in the classroom discussions about controversial issues. Female participants stated that if they feel like they do not have enough knowledge about the discussion topic or the topic is a culturally and socially sensitve issue, they either do not participate at all or their participation is limited. However, male pre-service teachers shared that they are more concerned about peer interaction and having good relationships with their peers after the discussion is ended as well. Another finding of the study indicate that pre-service teachers from low socio-economic status shared that if they feel like the teacher’s judgement might be compromised based on students’ contradicted ideas, they rarely participate in the discussions. In addition, students whose parents have limited education (i.e., elementary level) said that they have difficulty expressing themselves during classroom discussions. Furthermore, another finding show that teacher candidates who come from big cities feel more comfortable participating in the classroom discussions about controversial issues compared to teacher candidates who come from in rural areas. In addition, results of the study indicate that level of participation in classroom discussions regarding controversial issues increased as they become sophomores and seniors. It is also important to say that culture of the universities might influence students’ response to controversial discussions. The researcher of the study found that level of participation varies based on academic culture of the universities. For example, in the universities that are considered as conservative teacher candidates participated in the discussions less than their counterparts who are enrolled in universities that are known as democratic. Therefore, these factors ougth to be carefully considered before they are educated about how to employ controversial issues as an instructional tool. The pre-service teachers suggested that they would like to be respected, the teachers should be objective during discussions, and they should not try to impose their ideas to the students

Sosyal Bilgiler Öğretmen Adaylarının Etkin Vatandaşlık Deneyimleri: Sivil Toplum Kuruluşları Örneği

Bu araştırma, Sosyal Bilgiler öğretmen adaylarının sivil toplum kuruluşlarında gerçekleştirdikleri etkin vatandaşlık deneyimlerini incelemeyi amaçlamaktadır. Araştırmada fenomenoloji deseninden yararlanılmıştır. Araştırma verileri, yarı-yapılandırılmış görüşmeler, uygulama raporları ve günlükler ile toplanmış ve fenomenolojik analiz tekniği ile çözümlenmiştir. Öğretmen adaylarının edilgen ve devlete karşı görev ve sorumluluk odaklı vatandaşlık algısı etkin ve demokratik vatandaşlık algısına dönüşmeye başlamıştır. Öğretmen adaylarının sosyal ve ahlaki sorumluluk ile toplumsal katılım becerileri siyasal okuryazarlık becerilerinden daha çok gelişmiştir. Öğretmen adayları, STK’ların toplumsal ve siyasal rolleri, hizmetleri ve toplumsal yararlarını bizzat deneyimlemiştir. Ayrıca, öğretmen adayları, Sosyal Bilgiler dersinde sivil toplum kuruluşları ile etkin vatandaşlık eğitimine ilişkin ön deneyim kazanmıştır. Öğretmen adaylarının etkin vatandaşlık kazanımlarının sürekliliğini sağlamak için farklı derslerde STK ile ilgili etkinlikler yapılmalı ve uygulama öncesi etkin STK’lar belirlenmeli

Global Citizenship Education in Social Studies: Experiences of Turkish Teachers and Students in International Conflict and War

With the impact of the media, international conflicts are increasingly becoming a part of both everyday life and global citizenship education. The purpose of this research was to understand the perceptions of students and teachers about the incidents of international conflict and war, how teachers present these issues in social studies course, and the problems teachers encounter in this process. This study was carried out as a qualitative case study research. The data were collected by participant observations carried out in Social Studies lessons and by semi-structured interviews with the participating teachers and students. The data were analyzed using interpretive thematic analysis. The findings from this study revealed that the teachers in this study acted in protective, emotional, rational and tentative modes while teaching the issues of international conflict and war. The study also found that the teachers’ behaviors while teaching controversial issues had an influence on the students’ knowledge, skills and attitudes on the subject. In addition, the students’ age and maturity level, gender, socio-economic and cultural level had an influence on learning about these issues. Finally, the findings indicated that the teachers who participated in this study did not have sufficient knowledge and experience in teaching controversial issues and international conflict and war