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Perspectives of Undergraduate Students About Postgraduate Education The Eurasia Proceedings of Educational & Social Sciences (EPESS) ISSN: 2587-1730 The Eurasia Proceedings of Educational & Social Sciences (EPESS), 2016 Volume 4, Pages 499-507 ICEMST 2016: International Conference on Education in Mathematics, Science & Technology PERSPECTIVES OF UNDERGRADUATE STUDENTS ABOUT POSTGRADUATE EDUCATION Cemalettin YILDIZ Giresun University Resul GÖL Uşak University ABSTRACT: Nowadays, demand for postgraduate education is increasing so the necessity to determine undergraduate students’ perspectives to postgraduate education is revealed. Thus, the aim of this study is to determine the perspectives of 4th grade mathematics students studying at faculty of arts and sciences and faculty of education about postgraduate education. In the study, qualitative research design was used. 129 undergraduate students participated in the study on fall term of 2015-2016 academic year. 69 students of them were from a faculty of arts and sciences and 60 of them were from a faculty of education. A form including open-ended questions was used to gather the data in the study. Data obtained were analyzed by descriptive and content analysis techniques. At the end of the study, it was found that 50.4% of the students did not want to get a postgraduate education, 41.1% of them wanted to get a postgraduate education, and 8.5% of them did not have an idea about this subject. Also, it was found that students wanted to get a postgraduate education to have much salary, to specialize in the fields, to make academic career, to improve oneself, and since they thought that being appointed as a teacher was more difficult. In addition, the most important reasons for some students who did not have an ambition or attempt to get a postgraduate education were found as they want to be a teacher, they thought they wouldn’t have enough time to get postgraduate education, and they would have financial problems. Lastly, it was determined that students were offered to get a postgraduate education by their relatives, friends, and educators and they got information about postgraduate education mostly from their educators, friends, and internet. Key words: Mathematics education, postgraduate education, teaching profession, academic career INTRODUCTION Scientific studies, public service, education and training activities are considered primary duties of universities (Erdem, 2005). Moreover, another task of universities is to spend effort to raise their students as qualified and skilled individuals who are capable of exhibiting their interest, skill, and performance and of doing research afterwards of their undergraduate education (Sayan & Aksu, 2005). Postgraduate education is considered as a structure guiding for specialization of individuals awarded their undergraduate degrees in the world and in Turkey on disciplines master and doctorate programs through scientific studies. According to the Higher Education Law with 2547 serial number, execution of the postgraduate education is the task assigned to institutes; and it was stated that institutes are the frameworks which carry out postgraduate studies, education, scientific research, and practice at universities and faculties (URL 1). Postgraduate education is an activity similar to undergraduate education which applies numerous programs in formal education model and which awards certain degrees (Karakütük, 2001). When individuals complete an undergraduate study, they are entitled to apply postgraduate education programs opened by educational sciences, natural sciences, social sciences, health sciences, and advanced technology institutes (Demirtaşlı, 2002). Postgraduate education enables individuals to gain socio-economic, socio-cultural, and psycho-social developments beside knowledge, skill and attitude in academic process (Schaefer & Lamm, 1995). Among the prioritized purposes of the postgraduate education, there is one which includes raising scientists who could introduce wise solutions; adjust to society and guide society in their problems (Gömleksiz & Yıldırım, - This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. - Selection and peer-review under responsibility of the Organizing Committee of the conference *Corresponding author: Cemalettin [email protected] © 2016 Published by ISRES Publishing: www.isres.org International Conference on Education in Mathematics, Science & Technology (ICEMST), May 19 - 22, 2016 Bodrum/Turkey 2013). Purpose of postgraduate programs is to prepare qualified scientists who create information in their fields afterwards of the undergraduate education, who puts them into practice; in other words, who could vitalized the information that they create, who are beneficent to their society and able to make unique researchers (Bozan, 2012; Ergun & Çilingir, 2013; Günay, 2011; İlhan, Öner Sünkür, & Yılmaz, 2012; Karaman & Bakırcı, 2010; Kurnaz & Alev, 2009; Küçükoğlu & Ozan, 2013; Şahin, Calp, Bulut, & Kuşdemir, 2013). Furthermore, the purpose of the postgraduate education is not only making investment in own qualification, but also it is raising individuals who are problem solver, researcher, and questioning and to view those individuals as scientists at universities in the future (Bülbül, 2003). Accordingly, postgraduate education is the program aiming to raise scientists required in education, industry, science, fine arts, and health domains of countries. If it is taken into consideration that education is positively and directly related with economic development level of countries, postgraduate education programs have great responsibilities in terms of raising qualified labor force and relevant competent scientists (Aslan, 2007). Therefore, postgraduate education programs are required to offer solutions for society’s socio-economic, information communication technology, social-psychological, and cultural development (Dilci, 2009). Kilmen (2007) reported that number of applications to postgraduate education programs in Turkey has increased; postgraduate education has been further qualified; undergraduate degree is not sufficient alone therefore having graduate degree brings exclusivity to individuals. Additionally, Karakütük (2009) stated that postgraduate education has gained prominence recently in Turkey; and this development emerged necessity to raise faculty members for the new universities. Since expectations from postgraduate education have increased, it is necessary to pay utmost attention to this process; and to determine appropriate targets related with raising competent scientist; and individuals who would be recruited for the graduate programs are required to be selected sensibly. There are studies in the relevant literature regarding expectations of teachers from postgraduate education and the issues within this process encountered by them (Alabaş, Kamer, & Polat, 2012; Alhas, 2006; Aslan, 2010; Başer, Narlı, & Günhan, 2010). There are as well studies on opinions of faculty members concerning postgraduate education (Bülbül, 2003; Dilci & Gürol, 2012). However, there are only limited up-to-date studies investigating into opinions of senior university students about participating into postgraduate studies. When the subject viewed from this angle, as the demand for postgraduate education increases in our contemporary period, it is necessary more than ever to determine opinions of university students’ inclinations about postgraduate education. Consequently, it is considered that determination of views of senior university students regarding moving their education further with the postgraduate education is important. Therefore, in the present study, it was aimed to reveal point of views of senior students from faculty of arts and sciences and faculty of education regarding postgraduate education. METHOD This section includes information on the research method, study group, data collection tool, and data analysis. Research Method The study uses qualitative research method. Qualitative research is the method which allows systematical investigation of inferences that arise from the experiences of participant individuals (Ekiz, 2009). Study Group The research was conducted on 129 students in the fall semester of the academic year of 2015-2016. Of these students, while 69 were from arts and sciences faculty, 60 were from education faculty. In order to ensure maximum diversity of participant individuals who could be part of the examined issue (McMillan & Schumacher, 2006; Yıldırım & Şimşek, 2008), maximum diversity sampling method was preferred for the study. Some demographic characteristics of the undergraduate students were exhibited in Table 1. Table 1.Demographic Characteristics of Undergraduate Students Faculty of Faculty of Arts and Total Education Sciences Characteristics Categories f % f % f % Male 29 22.5 20 15.5 49 38.0 Gender Female 40 31.0 40 31.0 80 62.0 Anatolian Teacher High School - - 10 7.8 10 7.8 Type of High Anatolian High School 10 7.8 16 12.4 26 20.2 School Regular High School 46 35.7 33 25.6 79 61.1 500 International Conference on Education in Mathematics, Science & Technology (ICEMST), May 19 - 22, 2016 Bodrum/Turkey Superior High School 13 10.1 - - 13 10.1 Health Vocational High School - - 1 0.8 1 0.8 Equal Weight 20 15.5 14 10.9 34 26.4 Department Quantitative 49 38.0 46 35.7 95 73.6 According to Table 1, 62% of undergraduate
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