Üniversitelerde kurumsal itibar yönetimi: Yapısal eşitlik modeli ile itibar unsurlarının analizi
Corporate reputation management for universities: Analysis of reputation components with structural equation modeling
- Tez No: 960312
- Danışmanlar: DOÇ. DR. ÇİĞDEM ALTIN GÜMÜŞSOY
- Tez Türü: Doktora
- Konular: Endüstri ve Endüstri Mühendisliği, Industrial and Industrial Engineering
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2025
- Dil: Türkçe
- Üniversite: İstanbul Teknik Üniversitesi
- Enstitü: Lisansüstü Eğitim Enstitüsü
- Ana Bilim Dalı: Endüstri Mühendisliği Ana Bilim Dalı
- Bilim Dalı: Endüstri Mühendisliği Bilim Dalı
- Sayfa Sayısı: 161
Özet
İletişim araçlarındaki gelişme başta olmak üzere günümüzdeki değişim organizasyonları“açık sistemler”haline getirmiştir. Sürdürülebilirlik; eskiden üretim kabiliyeti ile daha sonra bilgiye verilen değer ile ifade edilirdi. Günümüzde ise ilk iki kabiliyetin yanında paydaşları ile etkili bağ kurabilme yeteneğine bağlıdır. Bu ihtiyaç“itibar”kavramının boyutunu ve önemini değiştirmiş,“Kurumsal İtibar Yönetimi”uzmanlığı haline getirmiştir. İtibar, organizasyonların sosyal statülerini artırmak için karakterlerini düzenlediği sürecin bir çıktısı şeklinde tanımlamış ve sistematik bir süreç olarak işletilmesi gerekliliği vurgulanmıştır. Üniversitelerin, temel hizmetleri; öğrenci yetiştirmek ve bilgi üretmektedir. İlk hizmetin müşterisi olan öğrenciler üniversite çalışanı kadar iç paydaş görülmektedir. İkinci hizmetin çıktısı olan“bilgi”nin temel müşterisi tüm dünyadır. Bu iki sebepledir ki üniversiteler dışa en açık yapılardan biridir. Tüm yapılardan daha da fazla itibarlarının gelişiminde proaktif davranmak durumundadırlar. Son 30 yılda itibar yönetiminin en önemli aracı olan ölçme modelleri yoğun şekilde üniversiteler için de gündeme gelmektedir. Üniversite itibarı bir öğrencinin kararını etkileyen önemli bir faktör olduğundan, rekabetçi üniversiteler en iyi öğrencileri çekmek için itibarlarını artırmaya çalışırlar. Bu bağlamda üniversiteler, paydaşlar nezdindeki itibarlarını artırmak için sistematik bir yönetim planına ihtiyaç duymaktadır. Bu çalışma Üniversite İtibar Modeli ile üniversite itibarını etkileyen faktörleri belirlemeyi amaçlamaktadır. Bu kapsamda; genel literatürde yer alan itibar modelleri analiz edilerek ülkemize ve üniversitelere dönük eksiklikler tespit edilmesi,“Üniversitelerde İtibarın Türkiye'deki karşılığı”na yönelik bir model geliştirilmiştir. İlk olarak üniversite itibar kavramı tanımlanarak hizmet kalitesi, duygusal yakınlık, çalışan yetkinliği, akademik liderlik, öğrenci odaklılık ve sosyal sorumluluk kavramlarının itibar üzerinde etkisi incelenmiştir. Analiz için akademik personel, idari personel, öğrenci ve mezunlardan toplam 1000 veri toplanmış ve Yapısal Eşitlik Modeli (YEM) kullanılarak itibara etki eden kavramlar belirlenmiştir. İki farklı tipte (etmenler arası ilişkiler ve itibara dolaylı etkiler) toplam 18 hipotez sorgulanmış, analiz için AMOS programı temel istatistik yazılımı olarak kullanılmıştır. Sonuçlara göre; çalışan yetkinliği, öğrenci odaklılık ve akademik liderlik etmenlerinin eğitim kalitesine doğrudan, kurumsal itibara dolaylı etkisinin var olduğu doğrulanmıştır. Bununla birlikte; sosyal sorumluluk ve öğrenci odaklılık etmenlerinin duygusal yakınlığa doğrudan, kurumsal itibara dolaylı etkisi olduğu tespit edilmiştir. Kurumsal İtibar; doğrudan sadece eğitim kalitesi ve duygusal yakınlıktan etkilenmekte, dolaylı olarak tüm faktörlerden etkilenmektedir. Bu çalışmanın özgün değeri; çalışan yetkinliği, akademik liderlik, öğrenci odaklılık ve sosyal sorumluluğun hizmet kalitesi, duygusal yakınlık ve üniversite itibarı üzerindeki önemli doğrudan ve dolaylı etkilerini araştırmak için bir Üniversite İtibar Modeli geliştirilmesi ve üniversitenin çeşitli paydaşlarına uygulanabilecek bir ölçme aracı geliştirilmiş olmasıdır. Diğer bir özgün değer; bulguların geçerliliğini artırması için Türkiye'deki paydaşlardan büyük ölçekli veri toplanmış olmasıdır. Araştırma sonucu Üniversiteler İçin İtibar Yönetimi Strateji Piramidi önerilmiştir. Belirtilen piramidin ilk katmanı çalışan yetkinliği, öğrenci odaklılık, akademik liderlik gibi Kalite Altyapı çalışmalarından oluşmaktadır. İkinci katmanda ilk katmanın da etkisi ile üniversite Bütünsel Kalite Yapısının desteklenmesi gerekmektedir. Üçüncü katmanda sosyal sorumluluk, imaj, bilinirlik gibi çalışmalar ile Duygusal Yakınlık konusu ele alınmalıdır. En üst katman itibar algısı katmanıdır. Dolayısı ile itibar uzun soluklu bir başlık olarak stratejik olarak ele alınmalıdır.
Özet (Çeviri)
Current changes, especially developments in the means of communication, have made the organizations“open systems”. Formerly, sustainability was used to be represented by production capability, which was then followed by the value given to the information. However, besides to denoted capabilities, it depends on the ability to establish effective links with stakeholders. This need has changed the content and importance of the concept“reputation”, which has become an expertise of“Corporate Reputation Management”. Reputation has been defined as an output of a process, where the organizations arrange their characters to increase their social status, and the necessity for managing it as a systematic process has been emphasized. It can be claimed that educating students and knowledge development are the main services of the universities. The students, the clients of the first service have been considered as internal stakeholders as the employees working in universities. But the entire world has been the main customer of the knowledge development, which is the output of second service. For these two reasons, universities can be claimed as one of the most outward structures and they have to act more proactively than any other structures for the development of their reputations. The measurement models, which have become the most important tool of reputation management for the last 30 years, have been also integrated to universities. Since university reputation is an important factor influencing a student's decision, competitive universities try to improve their reputation to attract the best students. In this context, universities need a systematic management plan to increase their reputation among stakeholders. This study aims to determine the factors affecting university reputation with the University Reputation Model. By analyzing the reputation models in the literature, the scope of this research can be stated as determining the deficiencies concerning our country and our universities, developing a model for the reputation of universities in Turkish context, as well as differentiating the main factors from mediating factors through the opportunities brought by Structural Equation Modeling. In this research we focus on finding answers to the questions below; • Do the quality of services and emotional appeal have a direct effect on university reputation? • Do employee competence, academic leadership and student orientation have a direct and indirect effect through the quality of services on university reputation? • To what extent can emotional appeal be explained with student orientation, social responsibility, and quality of services? Employee competence, academic leadership, student orientation, social responsibility, quality of services and emotional appeal were identified as university reputation factors in the University Reputation Model. Corporate reputation is defined as the perception created on stakeholders of the entire journey of organizations, from integrated infrastructure to service delivery. Emotional appeal is the result of the interaction between the customer and the organization. Quality of service consists of a combination of many sub-criteria. It is the integrated result of concrete and abstract criteria of the university in the eyes of both students and other external stakeholders. For universities, employee competence refers to both academic research skills and teaching competencies. Academic leadership, with its vision and practices, is nourished by the positional perception in the sector. Student orientation requires not only academic competencies but also the existence of an institutional structure where the student is at the center. Social responsibility expresses that the university, as a part of the society and a very valuable center of influence, contributes to the society in addition to its primary duties towards the development of the society. In this research conducted on the effects of these concepts on each other, two types of hypotheses were questioned. In the first type of hypotheses, the effects of these factors on each other and on reputation were examined. In this context, 12 different hypotheses were tested. The second group of hypotheses examines the indirect effects of factors on reputation. In this context, 6 different hypotheses were tested. Models in the literature were examined to develop a data collection scale within the scope of survey design. In addition, 14 face-to-face interviews (academic staff, student, administrative staff, alumni association official, press representative, municipality official, chamber of industry official, NGO representative) were held with stakeholders to obtain their opinions on quality concepts. The designed survey was first applied to a pilot group of 40 people, the understandability of the expressions was tested in this study, and the survey was updated by changing some expressions. Later, the updated survey was applied to people who volunteered to participate in Istanbul as a second pilot application. The survey was finalized with the second pilot application. A survey with 24 questions was designed within the scope of the University Reputation Measurement Model using both interview and the literature. Although the factors obtained in the interviews have similarities with the theoretical framework, they showed the basic points regarding the question wording of the scale, which will clarify the perception conceptually. A total of 18 hypotheses composing three different types (inter-factor relations and mediating effects of reputation) were investigated. A survey was designed as a testing tool of the model and was administered to 1000 participants consisted of students, alumni, academic and administrative staff. Considering the gender distribution of the sample, it was observed that 67% were male and 33% were female. The average age of students and alumni in the sample is between 17-25 years old. The average age of academic and administrative staff is over 36. Structural equation modeling approach was used to verify the factors and the relatinoships. First, Exploratory Factor Analysis approach was used to reveal factor structure with SPSS, then Confirmatory Factor Analysis was used to confirm the factors and their corresponding items with an AMOS statistical software program. Structural model, which shows the relationships defined in University Reputation Model, was tested with a structural equation modeling approach. Of the two types of hypotheses, 8 of the 12 hypotheses regarding direct relationships, which is the first type (the validity of which is accepted in the literature), have been confirmed. Indirect relationship hypotheses (Type 2) associated with rejected direct relationship hypotheses were accepted. Therefore, at least one relationship was confirmed for each factor. According to the results employee competence, student orientation and academic leadership factors have direct effects on the quality of services; whereas, they have indirect effects on corporate reputation. In addition, it is analyzed that social responsibility and student orientation have direct effects on emotional appeal, but they have indirect effects on corporate reputation as well. While corporate reputation is affected by all the factors indirectly, it is affected directly by the quality of services and emotional appeal. Consequently, four-stage investigation (Corporate Reputation Pyramid) has come up in the studies of reputation management in universities; which are Quality Infrastructure Studies (increasing employee competence and improving student centeredness etc.) Creation of Quality Perception in Customers (increase in the quality of education), Developing Emotional Appeal (social responsibility, image and familiarity), Development in Corporate Reputation. Corporate management systems include many related models. Planning studies for models such as strategic management and quality management are carried out by universities. Corporate reputation and influencing factors overlap with other corporate governance approaches. In this context, corporate reputation planning in universities needs to be designed with an integrated approach. In other words, strategies developed to manage corporate reputation should be integrated with strategies in strategic planning and quality management. University administrations should define“Managing corporate reputation”as an important strategic goal of the university strategic plan. Although reputation is a concept developed through a long journey, carrying out activities that will contribute to reputation in the short term should be considered one of the requirements of corporate reputation management. The realization of corporate reputation management in the university, which is defined as a strategic goal, should have long and short-term impact strategies. For example; the inclusion of qualified academic staff in the university improves the perception of quality of services, contributes to the emotional appeal of students and affects the development of the perception of reputation. This strategy has a long-term impact on corporate reputation. The impact of social responsibility projects on emotional appeal can contribute to corporate reputation in the short term. It is important to develop long-term strategies in order to ensure a permanent perception of reputation. The originality/value of this study; A University Reputation Model is constructed to investigate the essential direct and indirect effects of employee competence, academic leadership, student orientation and social responsibility on the quality of services, emotional appeal and university reputation. In addition, a measurement tool that can be applied to various stakeholders of the university has been developed. And also, large-scale data is collected from stakeholders in Türkiye to increase the validity of the findings. The following developments may generate value for ongoing studies; adding more detailed service quality criteria, enriching the model by collecting data from different stakeholders and universities.
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