{"id":3841,"date":"2025-10-17T10:04:09","date_gmt":"2025-10-17T07:04:09","guid":{"rendered":"https:\/\/teoriveeylem.net\/tr\/?p=3841"},"modified":"2025-10-17T10:04:09","modified_gmt":"2025-10-17T07:04:09","slug":"bilimsel-uretimin-fabrikasi-olarak-universiteler-ve-akademik-emegin-donusumu","status":"publish","type":"post","link":"https:\/\/teoriveeylem.net\/tr\/2025\/10\/17\/bilimsel-uretimin-fabrikasi-olarak-universiteler-ve-akademik-emegin-donusumu\/","title":{"rendered":"Bilimsel \u00dcretimin Fabrikas\u0131 Olarak \u00dcniversiteler ve Akademik Eme\u011fin D\u00f6n\u00fc\u015f\u00fcm\u00fc"},"content":{"rendered":"

Kaan Bi\u00e7ici<\/strong><\/p>\n

 <\/p>\n

Bilim mefhumu zihinlerde farkl\u0131 bi\u00e7imlerde yer al\u0131rken, bilim insan\u0131 tipolojisinde de benzer bir durum s\u00f6z konusudur. Bu tipolojide yer alanlardan kimisinin -uzay ara\u00e7lar\u0131 \u00fcreten bir \u015firketin CEO\u2019su gibi- \u201cbilim insan\u0131\u201d olmakla uzaktan yak\u0131ndan alakas\u0131 yoktur, kimisi ise \u201cekranlar\u0131n sevilen y\u00fcz\u00fc\u201d haline gelmi\u015f bilimin, bilgeli\u011fin sembol\u00fc gibi sunulan aristokrasinin karn\u0131 tok evlad\u0131d\u0131r.<\/p>\n

Asl\u0131nda bilim insan\u0131, bir zamanlar ger\u00e7ekten hakikatin pe\u015fine d\u00fc\u015fm\u00fc\u015ft\u00fc ve bu yolda tek ba\u015f\u0131na ya da dar bir grupla \u00e7al\u0131\u015f\u0131rd\u0131. Galilei\u2019den Newton\u2019a, Boyle\u2019dan Hooke\u2019a bir \u00e7ok bilim insan\u0131 ara\u015ft\u0131rmalar\u0131n\u0131, d\u00f6nemin \u00fcniversitelerinden ba\u011f\u0131ms\u0131z ya da onlara ra\u011fmen s\u00fcrd\u00fcrebilmi\u015flerdi.[1]<\/a> Bu d\u00f6nemde \u00fcniversiteler, \u00e7o\u011fu zaman skolastik d\u00fc\u015f\u00fcncenin kaleleri olarak yeni bilimsel y\u00f6nelimlere direnirken; bilimsel faaliyet, aristokrat himaye sistemlerinin destekledi\u011fi akademilerde, \u00f6zel kul\u00fcplerde ya da bilim derneklerinde hayat buluyordu.<\/p>\n

Bug\u00fcn ise bilim insan\u0131, \u00e7o\u011fu zaman, bir ara\u015ft\u0131rma projesinin s\u00fcresine hapsedilmi\u015f bir s\u00f6zle\u015fmeyle, yay\u0131na d\u00f6n\u00fc\u015fmeyen d\u00fc\u015f\u00fcncenin k\u0131ymet g\u00f6rmedi\u011fi bir sistemde, fon ba\u015fvurular\u0131 aras\u0131nda s\u0131k\u0131\u015fm\u0131\u015f bir \u201cproje i\u015f\u00e7isine\u201d d\u00f6n\u00fc\u015fm\u00fc\u015f durumdad\u0131r.<\/p>\n

Bu d\u00f6n\u00fc\u015f\u00fcm, esas\u0131nda bilimsel \u00fcretimin ve \u00fcniversitenin i\u00e7ine \u00e7ekildi\u011fi politik ve ekonomik ili\u015fkilerin sonucu. \u00dcniversite, \u201ckamusal akl\u0131n kurumsal mek\u00e2n\u0131\u201d olmaktan \u00e7\u0131karak \u015firketle\u015fmi\u015f, performansa dayal\u0131, rekabet\u00e7i bir bilgi fabrikas\u0131na d\u00f6n\u00fc\u015fm\u00fc\u015ft\u00fcr. \u00dcniversiteler art\u0131k \u201c\u00f6zg\u00fcr d\u00fc\u015f\u00fcnce\u201dnin de\u011fil daha \u00e7ok rekabetin, yay\u0131n puanlar\u0131n\u0131n, patentlerin ve proje raporlar\u0131n\u0131n alan\u0131d\u0131r.<\/p>\n

Bug\u00fcn akademide olan, yaln\u0131zca baz\u0131 haklar\u0131n kayb\u0131 de\u011fil; bilginin toplumsal niteli\u011finin, bilimin ele\u015ftirel g\u00fcc\u00fcn\u00fcn ve d\u00fc\u015f\u00fcnsel \u00f6zg\u00fcrl\u00fc\u011f\u00fcn sistematik bir bi\u00e7imde tasfiyesidir.<\/p>\n

 <\/p>\n

Ayd\u0131nlanma ve Sermayenin Mek\u00e2n\u0131 Olan \u00dcniversite<\/strong><\/p>\n

Modern bilimin ortaya \u00e7\u0131k\u0131\u015f\u0131 kapitalizmin y\u00fckseli\u015fiyle a\u015fa\u011f\u0131 yukar\u0131 \u00e7ak\u0131\u015f\u0131r. Bu d\u00f6nemlerde bilim, kolektif bir ak\u0131l y\u00fcr\u00fctmenin, toplumsal ilerlemenin itici g\u00fcc\u00fc olarak d\u00fc\u015f\u00fcn\u00fclm\u00fc\u015ft\u00fc. Ayd\u0131nlanmac\u0131lar i\u00e7in bilgi, \u00f6zg\u00fcrle\u015fmenin ve e\u015fitlenmenin yoluydu. Bilim, yaln\u0131zca hakikatin pe\u015finde ko\u015fan bir merak de\u011fil; ayn\u0131 zamanda iktidarla, \u00fcretimle ve toplumsal yap\u0131yla \u00f6r\u00fclm\u00fc\u015f bir prati\u011fin ad\u0131yd\u0131.<\/p>\n

Modern bilim ne biricik akl\u0131n zaferidir ne de zaman d\u0131\u015f\u0131 bir tarafs\u0131zl\u0131\u011f\u0131n sembol\u00fc. O, tarihsel olarak belirlenmi\u015f, toplumsal ko\u015fullarla yo\u011frulmu\u015f ve kimi zaman \u00f6zg\u00fcrle\u015ftirici, kimi zaman tahakk\u00fcm kurucu bir g\u00fc\u00e7 olarak \u015fekillenmi\u015ftir. Ayn\u0131 \u015fey, onun kurumsal kar\u015f\u0131l\u0131\u011f\u0131 olan \u201c\u00fcniversite\u201d i\u00e7in de ge\u00e7erlidir.<\/p>\n

Modern \u00fcniversite, Ayd\u0131nlanma ile birlikte do\u011fdu desek pek de yanl\u0131\u015f say\u0131lmaz. Ak\u0131l ve bireysellik idealleriyle \u015fekillenen bu \u00e7a\u011fda \u00fcniversite, kilisenin egemenli\u011finden s\u0131yr\u0131larak bilginin sek\u00fclerle\u015fti\u011fi bir alan h\u00e2lindeydi. Kant\u2019\u0131n ifadesiyle \u201cayd\u0131nlanma insan\u0131n kendi akl\u0131n\u0131 kullanma cesaretiydi<\/em>\u201d ve \u00fcniversite bu cesaretin \u00f6rg\u00fctl\u00fc formu olarak sunulmu\u015ftu.[2]<\/a><\/p>\n

Kapitalizm hi\u00e7bir alan\u0131 kendi d\u0131\u015f\u0131nda b\u0131rakm\u0131yor. Bilgiyi de eme\u011fi de kendi ihtiya\u00e7lar\u0131na g\u00f6re bi\u00e7imlendiriyor. Geleneksel \u00fcniversite, bu sistemin uzun s\u00fcre d\u0131\u015far\u0131s\u0131nda kalan nadir kurumlardan biriydi. \u00d6zerkli\u011fini, ele\u015ftirel g\u00fcc\u00fcn\u00fc ve kendi i\u00e7 dinamiklerini g\u00f6rece koruyabiliyordu. Bu idealin k\u0131sa s\u00fcrede bir \u00e7eli\u015fki alan\u0131na d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fc de a\u00e7\u0131k. Ayd\u0131nlanman\u0131n evrensel akl\u0131 da esas\u0131nda piyasan\u0131n rasyonelli\u011fine evrildi. Bilim insan\u0131, akl\u0131n \u00f6zg\u00fcr \u00f6znesinden \u00e7ok, \u00fcretimin verimli bir bile\u015feni h\u00e2line gelecekti. \u00dcniversitelerin, saf bilginin de\u011fil, sermaye i\u00e7in bilginin merkezi olmas\u0131na giden yolun ta\u015flar\u0131 b\u00f6yle d\u00f6\u015fenecekti.<\/p>\n

\u00dcniversitede ger\u00e7ekle\u015fecek olan bu de\u011fi\u015fimler toplumsal ve siyasal geli\u015fmelerden ba\u011f\u0131ms\u0131z de\u011fildi. Farkl\u0131 co\u011frafyalarda farkl\u0131 geli\u015fme d\u00fczeyi ve \u00f6zg\u00fcnl\u00fckler vard\u0131, ancak 19. y\u00fczy\u0131l\u0131n sonlar\u0131ndan itibaren \u00fcniversitelerin d\u00f6n\u00fc\u015f\u00fcm\u00fc uluslararas\u0131 bir nitelik kazand\u0131.<\/p>\n

Sermayenin \u00fcniversiteye y\u00f6nelimi tesad\u00fcf de\u011fildi. \u0130ktisadi olarak sanayi devrimiyle birlikte daha fazla teknik bilgiye, daha fazla uzmanla\u015fm\u0131\u015f i\u015fg\u00fcc\u00fcne, daha verimli \u00fcretim tekniklerine ihtiya\u00e7 duyuluyordu. Bilgi \u00fcretimi, kapitalist \u00fcretim s\u00fcre\u00e7lerine entegre edildi; \u00fcniversite bir \u201cbilgi fabrikas\u0131na\u201d, bilim insan\u0131 ise \u201ckalifiye i\u015f\u00e7iye\u201d d\u00f6n\u00fc\u015ft\u00fc. Bu ihtiya\u00e7, \u00fcniversitelerin yeniden \u00f6rg\u00fctlenmesini de beraberinde getirecekti.<\/p>\n

Kapitalist devletin in\u015fa s\u00fcreciyle birlikte \u00fcniversiteler, birer ulus-devlet ayg\u0131t\u0131na, \u201cyurtta\u015f m\u00fchendisli\u011finin\u201d mek\u00e2n\u0131na d\u00f6n\u00fc\u015ft\u00fc. Asker ve sivil b\u00fcrokrasi i\u00e7in gerekli olan kadrolar\u0131n yeti\u015fece\u011fi kurum yine \u00fcniversite olaca\u011f\u0131 gibi farkl\u0131 uzmanl\u0131k alanlar\u0131ndaki kalifiye profesyonellerin de yeti\u015ftirilmesinin mek\u00e2n\u0131 haline gelecekti.<\/p>\n

Bu yeniden \u00f6rg\u00fctlenme ve d\u00f6n\u00fc\u015f\u00fcm i\u00e7erikle s\u0131n\u0131rl\u0131 kalmad\u0131; bilginin nas\u0131l \u00fcretildi\u011fi, kimler taraf\u0131ndan \u00fcretildi\u011fi ve ne i\u00e7in \u00fcretildi\u011fi sorular\u0131 da de\u011fi\u015fti. 20. y\u00fczy\u0131l\u0131n ortalar\u0131nda dahi bilimsel ara\u015ft\u0131rma, \u00e7o\u011fu zaman uzun soluklu, belirsiz ama \u00f6zg\u00fcr bir d\u00fc\u015f\u00fcnsel \u00e7aba olarak tan\u0131mlan\u0131yordu.<\/p>\n

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\u0130ki K\u00fclt\u00fcr, Tek H\u00e2kim: Piyasan\u0131n Taraf\u0131 Belli<\/strong><\/p>\n

Modern \u00fcniversiteyle birlikte bilimsel bilgi \u00fcretimi yaln\u0131zca mek\u00e2nsal de\u011fil, d\u00fc\u015f\u00fcnsel olarak da yeniden \u015fekillendi. \u00dcniversite, bilgiyi toplumsal akl\u0131n nesnesi olmaktan \u00e7\u0131kar\u0131p teknik bir uzmanl\u0131k alan\u0131na d\u00f6n\u00fc\u015ft\u00fcren yeni bir zihinsel iklim sundu. Bu iklimin egemen paradigmas\u0131ysa ku\u015fkusuz pozitivizmdi.<\/p>\n

Pozitivizm, yaln\u0131zca g\u00f6zleme ve deneye dayal\u0131 bilgiyi \u201cbilim\u201d olarak tan\u0131ml\u0131yor; \u00f6l\u00e7\u00fclemeyen, say\u0131ya d\u00f6k\u00fclemeyen her \u015feyi d\u0131\u015far\u0131da b\u0131rak\u0131yordu. Bu yakla\u015f\u0131m, bilimsel bilginin anlam\u0131n\u0131 daraltmakla kalmad\u0131, ayn\u0131 zamanda be\u015fer\u00ee bilgi ile do\u011fa bilgisi aras\u0131ndaki ayr\u0131m\u0131 da derinle\u015ftirdi.<\/p>\n

1959\u2019da C. P. Snow\u2019un vurgulad\u0131\u011f\u0131 \u201ciki k\u00fclt\u00fcr\u201d yaln\u0131zca akademik bir ayr\u0131\u015fmay\u0131 de\u011fil, modern d\u00fcnyan\u0131n zihinsel b\u00f6l\u00fcnm\u00fc\u015fl\u00fc\u011f\u00fcne de i\u015faret ediyordu.[3]<\/a> Bir yanda do\u011fa bilimleri say\u0131larla, kesinliklerle, teknolojiyle ku\u015fanm\u0131\u015f bir bilgi tarz\u0131. Di\u011fer yanda be\u015fer\u00ee bilimler; anlamla, tarihsel ba\u011flamla, insan\u0131n karma\u015f\u0131kl\u0131\u011f\u0131yla u\u011fra\u015fan bir d\u00fc\u015f\u00fcnsel alan. Snow\u2019un ele\u015ftirisi, bu iki k\u00fclt\u00fcr\u00fcn birbirini anlamamas\u0131yd\u0131 ama mesele sadece bu de\u011fildi. Kapitalizmin \u00f6l\u00e7\u00fclebilir ve ticarile\u015ftirilebilir bilgiye ihtiya\u00e7 duydu\u011fu yerde bilgiyi b\u00f6yle ele alan pozitivizmin de d\u00fc\u015f\u00fcnsel deste\u011fiyle minderden \u201cdo\u011fa bilimleri\u201d galip \u00e7\u0131kt\u0131.<\/p>\n

Bu \u00fcst\u00fcnl\u00fck yaln\u0131zca kuramsal d\u00fczeyde kalmad\u0131. \u00dcniversitelerde kaynak da\u011f\u0131l\u0131m\u0131, prestij, fon ve kadro eri\u015fimi gibi somut alanlarda da do\u011fa bilimlerinin lehine bir asimetri olu\u015ftu. B\u00f6ylece \u201cyararl\u0131 bilgi\u201d tan\u0131m\u0131 piyasa de\u011feriyle \u00f6l\u00e7\u00fclmeye ba\u015fland\u0131 ve bilimin insan\u0131 \u00f6zg\u00fcrle\u015ftiren de\u011fil, \u201c\u00fcretken\u201d ya da \u201cverimli\u201d k\u0131lan y\u00f6n\u00fc \u00f6ne \u00e7\u0131kmaya ba\u015flad\u0131. \u201cBa\u015far\u0131l\u0131 \u00e7al\u0131\u015fma\u201d tan\u0131m\u0131n\u0131n temeli de yine buras\u0131 olacakt\u0131.<\/p>\n

 <\/p>\n

\u2018Homo Academicus\u2019un Portresi<\/strong><\/p>\n

\u0130kinci D\u00fcnya Sava\u015f\u0131\u2019n\u0131n ard\u0131ndan kapitalist ekonomide ya\u015fanan geni\u015fleme dalgas\u0131, \u00fcretim ili\u015fkilerinde yeni ihtiya\u00e7lar ve birikim alanlar\u0131 yarat\u0131rken, bu d\u00f6n\u00fc\u015f\u00fcm bilgi \u00fcretimini de do\u011frudan etkiledi. Giderek karma\u015f\u0131kla\u015fan \u00fcretim s\u00fcre\u00e7leri, finansalla\u015fman\u0131n y\u00fckseli\u015fi ve teknolojiye dayal\u0131 \u00fcretici g\u00fc\u00e7lerdeki s\u0131\u00e7rama; \u00fcniversitelerin yaln\u0131zca d\u00fc\u015f\u00fcnsel de\u011fil, i\u015flevsel olarak da yeniden bi\u00e7imlendirilmesinin yolunu a\u00e7t\u0131.<\/p>\n

Devlet ayg\u0131t\u0131 ve sermaye s\u0131n\u0131f\u0131, bu d\u00f6nemde \u00fcniversiteyi, y\u00fckselen teknik ve y\u00f6netsel uzmanl\u0131k gereksinimlerini kar\u015f\u0131layacak bir bilgi fabrikas\u0131na d\u00f6n\u00fc\u015ft\u00fcrd\u00fc. Yeni akademik departmanlar, \u00f6zel uzmanl\u0131k alanlar\u0131 ve i\u015f b\u00f6l\u00fcm\u00fcne dayal\u0131 bir organizasyon yap\u0131s\u0131, \u00fcniversitenin i\u00e7eriksel haritas\u0131n\u0131 geni\u015fletirken; bilgi, giderek daha fazla, \u00fcretimin do\u011frudan girdisine d\u00f6n\u00fc\u015ft\u00fc.<\/p>\n

Ancak bu s\u00fcre\u00e7 yaln\u0131zca yukar\u0131dan bi\u00e7imlendirilmedi. Sava\u015f sonras\u0131 d\u00f6nemde, \u00f6zellikle Avrupa\u2019da y\u00fckselen i\u015f\u00e7i s\u0131n\u0131f\u0131 hareketlerinin kazan\u0131mlar\u0131, e\u011fitimin kitleselle\u015fmesini beraberinde getirdi. \u00dcniversiteler, sadece egemen s\u0131n\u0131f\u0131n \u00e7ocuklar\u0131na de\u011fil; alt s\u0131n\u0131flardan gelen \u00f6\u011frencilere de kap\u0131lar\u0131n\u0131 a\u00e7mak zorunda kald\u0131. 20. y\u00fczy\u0131l\u0131n ikinci yar\u0131s\u0131nda \u00fcniversitelerde filizlenen \u00f6\u011frenci hareketleri, bu a\u00e7\u0131l\u0131m\u0131n sadece niceliksel de\u011fil, siyasal ve k\u00fclt\u00fcrel bir d\u00f6n\u00fc\u015f\u00fcm anlam\u0131na da geldi\u011fini g\u00f6sterecekti. \u00dcniversite, bir yandan sermaye birikimi i\u00e7in uzman i\u015fg\u00fcc\u00fc yeti\u015ftirirken; di\u011fer yandan ele\u015ftirel d\u00fc\u015f\u00fcncenin, isyan\u0131n ve toplumsal de\u011fi\u015fim talebinin mek\u00e2n\u0131na d\u00f6n\u00fc\u015ft\u00fc. Bu \u00e7eli\u015fkili konum, \u00fcniversiteyi hem kapitalist rasyonalitenin bir par\u00e7as\u0131 hem de ona kar\u015f\u0131 \u00e7\u0131kan bir m\u00fccadele alan\u0131 haline getirdi.<\/p>\n

Bu s\u00fcre\u00e7te bilim insan\u0131n\u0131n eme\u011fi de yeniden tan\u0131mland\u0131. Eme\u011fi, t\u0131pk\u0131 di\u011fer i\u015f\u00e7ilerinki gibi zamanla metala\u015ft\u0131. Ama bu metala\u015fma, zihin eme\u011fi \u00fczerinden ger\u00e7ekle\u015fti\u011fi i\u00e7in daha g\u00f6r\u00fcnmez, daha y\u0131prat\u0131c\u0131 ve daha yaln\u0131zla\u015ft\u0131r\u0131c\u0131yd\u0131.<\/p>\n

Pierre Bourdieu\u2019n\u00fcn Homo Academicus\u2019u, \u00fcniversiteyi yaln\u0131zca bilgi \u00fcretim mek\u00e2n\u0131 de\u011fil, ayn\u0131 zamanda bir iktidar alan\u0131, bir m\u00fccadele sahas\u0131 olarak g\u00f6rmenin kap\u0131s\u0131n\u0131 aralar. Akademi, d\u0131\u015far\u0131dan bak\u0131ld\u0131\u011f\u0131nda \u201cn\u00f6tr\u201d ve \u201crasyonel\u201d bir evren gibi g\u00f6r\u00fcnse de, i\u00e7eriden bak\u0131ld\u0131\u011f\u0131nda simgesel sermayenin (unvanlar, yay\u0131nlar, referanslar, prestijli kurumlar) el de\u011fi\u015ftirdi\u011fi, sosyal sermaye ile \u00f6r\u00fclm\u00fc\u015f ili\u015fkilerin h\u00fck\u00fcm s\u00fcrd\u00fc\u011f\u00fc bir arenad\u0131r.[4]<\/a> Burada kim ne kadar s\u00f6z s\u00f6yleyebilir, neyi konu edinebilir ya da kim ne kadar \u201cbilim insan\u0131\u201d say\u0131labilir sorular\u0131n\u0131n yan\u0131t\u0131, yaln\u0131zca bilgiyle de\u011fil, konumla ve ba\u011flant\u0131yla ilgilidir.<\/p>\n

\u201cDo\u011fru\u201d alanda \u00e7al\u0131\u015fan, \u201cdo\u011fru\u201d ki\u015fiyle proje yapan, \u201cdo\u011fru\u201d dergide makale yay\u0131mlayan akademisyenler y\u00fckselirken, ele\u015ftirel ya da b\u00fct\u00fcnc\u00fcl d\u00fc\u015f\u00fcnen, disiplinler aras\u0131 \u00e7al\u0131\u015fan, kamusal sorumluluk hisseden ara\u015ft\u0131rmac\u0131lar sistemin d\u0131\u015f\u0131na itilir. Art\u0131k akademik ortamda, bilimsel birikim yerini y\u00f6netsel beceriye, derinlik yerini y\u00f6nelimlere b\u0131rakm\u0131\u015ft\u0131r.<\/p>\n

Homo Academicus art\u0131k yaln\u0131zca bilgiyi ta\u015f\u0131yan de\u011fil, kurumun vitrini olan, kaynak yaratan, kendi reklam\u0131n\u0131 yapabilen, politik konularda susmay\u0131 tercih eden, y\u00fckselmenin yolunu bilen bireydir. Bu birey, \u00e7o\u011fu zaman g\u00fcvencesizlikle hizalanm\u0131\u015f daha alt konumlardaki meslekta\u015flar\u0131n\u0131 g\u00f6rmezden gelir; akademik hiyerar\u015fi yeniden ve yeniden \u00fcretilir.<\/p>\n

\u00dcniversitenin bu \u201ci\u00e7sel iktidar\u201d haritas\u0131, d\u0131\u015fsal piyasala\u015fmayla bulu\u015ftu\u011funda bilimsel \u00fcretimin y\u00f6n\u00fcn\u00fc do\u011frudan etkiler. Ele\u015ftirel d\u00fc\u015f\u00fcnce de\u011fil uygunluk, tart\u0131\u015fma de\u011fil uyum, toplumsal fayda de\u011fil fon getirme kapasitesi belirleyici olur.<\/p>\n

\u00a0<\/strong><\/p>\n

\u00dcniversite A.\u015e. Kuruluyor<\/strong><\/p>\n

1980\u2019lerle birlikte d\u00fcnya \u00f6l\u00e7e\u011finde y\u00fckselen neoliberal dalga, yaln\u0131zca piyasalar\u0131 de\u011fil y\u00fcksek\u00f6\u011fretimi de k\u00f6kl\u00fc bi\u00e7imde d\u00f6n\u00fc\u015ft\u00fcrd\u00fc. Bu d\u00f6n\u00fc\u015f\u00fcm\u00fcn ajandas\u0131 netti: E\u011fitimin giderek ticarile\u015ftirilmesi, akademik istihdam\u0131n g\u00fcvencesiz ve performansa dayal\u0131 hale getirilmesi hem e\u011fitim hem de ara\u015ft\u0131rma faaliyetlerinin piyasan\u0131n ihtiya\u00e7lar\u0131na g\u00f6re yeniden tan\u0131mlanmas\u0131. Ka\u00e7\u0131n\u0131lmaz sonu\u00e7 ise \u00fcniversitenin bir \u201c\u015firket\u201d gibi \u00f6rg\u00fctlenmesi oldu.<\/p>\n

Art\u0131k bilgi bir kamu hizmeti de\u011fil sat\u0131labilir bir \u00fcr\u00fcnd\u00fc. T\u00fcm bu de\u011fi\u015fiklikler, \u00fcniversitenin yaln\u0131zca i\u00e7eriksel olarak de\u011fil, y\u00f6netsel olarak da piyasala\u015fmas\u0131n\u0131 beraberinde getirdi. \u201cKamu kaynaklar\u0131n\u0131n verimsizli\u011fi\u201d s\u00f6ylemiyle me\u015frula\u015ft\u0131r\u0131lan bu s\u00fcre\u00e7, \u00fcniversiteyi bir kamu kurumu olmaktan \u00e7\u0131kar\u0131p bir hizmet sa\u011flay\u0131c\u0131ya, daha do\u011frusu bir i\u015fletmeye d\u00f6n\u00fc\u015ft\u00fcrd\u00fc.[5]<\/a><\/p>\n

Bu d\u00f6n\u00fc\u015f\u00fcmle birlikte \u201c\u00fcniversite-sanayi i\u015f birli\u011fi\u201d sihirli bir anahtar gibi her kap\u0131y\u0131 a\u00e7an bir kavrama d\u00f6n\u00fc\u015ft\u00fc. \u00dcniversitelerden art\u0131k kendi b\u00fct\u00e7esini olu\u015fturan, d\u0131\u015f kaynak bulan, \u00f6zel sekt\u00f6rle protokoller imzalayan, topluma \u201ckatma de\u011fer\u201d sa\u011flayan kurumlar olmas\u0131 bekleniyordu.<\/p>\n

Bu yeni d\u00f6nemde \u00fcniversiteler yaln\u0131zca sanayiyle i\u015f birli\u011fi yapan de\u011fil, do\u011frudan sermayenin y\u00f6n verdi\u011fi yap\u0131lara d\u00f6n\u00fc\u015ft\u00fc. \u00d6nce \u201ckaynak yaratma\u201d ad\u0131 alt\u0131nda b\u00fct\u00e7e tart\u0131\u015fmalar\u0131 ba\u015flad\u0131; ard\u0131ndan \u00fcniversiteler kendi maliyetlerini azaltmaya, i\u015f geli\u015ftirme birimleri kurmaya, yeni paral\u0131 programlarla \u201cgelir art\u0131rmaya\u201d ve rekabet g\u00fcc\u00fcn\u00fc y\u00fckseltmeye odaklanan tipik i\u015fletmelere d\u00f6n\u00fc\u015ft\u00fc.<\/p>\n

Bu d\u00f6n\u00fc\u015f\u00fcm\u00fcn somutla\u015ft\u0131\u011f\u0131 ba\u015fl\u0131ca ara\u00e7lardan biri de teknoparklard\u0131r. \u201c\u00dcniversite-sanayi i\u015f birli\u011fi\u201d s\u00f6yleminin en g\u00f6r\u00fcn\u00fcr y\u00fcz\u00fc olan teknoparklar ve teknoloji transfer ofisleri arac\u0131l\u0131\u011f\u0131yla, \u00fcniversitenin ara\u015ft\u0131rma altyap\u0131s\u0131 ve entelekt\u00fcel sermayesi do\u011frudan \u015firketlerin kullan\u0131m\u0131na a\u00e7\u0131ld\u0131. B\u00f6ylece \u00fcniversiteler, Ar-Ge s\u00fcre\u00e7lerinden \u00fcr\u00fcn geli\u015ftirmeye kadar sermayenin y\u00fcksek maliyetli y\u00fcklerini \u00fcstlenmeye ba\u015flad\u0131.[6]<\/a> Devlet \u00fcniversiteleri b\u00fcnyesinde kurulan teknokentler de bu s\u00fcrecin d\u0131\u015f\u0131nda de\u011fildir; kamu kaynaklar\u0131yla yarat\u0131lan bilimsel potansiyel, \u00f6zel sekt\u00f6re d\u00fc\u015f\u00fck maliyetlerle devredilmekte, \u201cgiri\u015fimcilik\u201d ad\u0131 alt\u0131nda kamusal bilgi \u00f6zel m\u00fclkiyete d\u00f6n\u00fc\u015ft\u00fcr\u00fclmektedir. B\u00f6ylece \u00fcniversiteler, yaln\u0131zca piyasa i\u00e7in bilgi \u00fcreten de\u011fil; ayn\u0131 zamanda \u015firketlerin k\u00e2r oranlar\u0131n\u0131 y\u00fckselten stratejik ortaklara d\u00f6n\u00fc\u015ft\u00fcr\u00fclmektedir.<\/p>\n

E\u011fitim de art\u0131k kamusal bir hak de\u011fil; sat\u0131n al\u0131nabilir bir hizmettir. Bu d\u00f6n\u00fc\u015f\u00fcm yaln\u0131zca yap\u0131sal de\u011fil, pedagojikti de. Yeni d\u00f6nemin pedagojisi, e\u011fitimi, bireylere i\u015fg\u00fcc\u00fc piyasas\u0131nda rekabet avantaj\u0131 sa\u011flayacak becerileri kazand\u0131rma s\u00fcreci olarak tan\u0131mlad\u0131. \u201cKatma de\u011fer\u201d kavram\u0131 bilimsel \u00fcretimin de\u011fil, mezunun ne kadar kazand\u0131\u011f\u0131n\u0131n \u00f6l\u00e7\u00fcs\u00fcne d\u00f6n\u00fc\u015ft\u00fc. Sermayenin ihtiya\u00e7lar\u0131na g\u00f6re \u015fekillenen, \u201cnitelikli\u201d bireyler yeti\u015ftirmeyi ama\u00e7layan bu sistem, tezsiz y\u00fcksek lisans programlar\u0131, sertifika enflasyonu ve mesleki odakl\u0131 paral\u0131 e\u011fitim modelleriyle yayg\u0131nla\u015ft\u0131r\u0131ld\u0131. \u00d6\u011frenci say\u0131s\u0131ndaki art\u0131\u015f yaln\u0131zca bir kitleselle\u015fmenin de\u011fil, ayn\u0131 zamanda akademik eme\u011fin daha yo\u011fun ve g\u00fcvencesiz hale gelmesinin de \u00f6n\u00fcn\u00fc a\u00e7t\u0131.<\/p>\n

Artan \u00f6\u011frenci say\u0131s\u0131, daha fazla ders y\u00fck\u00fc, daha \u00e7ok raporlama ve s\u00fcrekli performans beklentisi anlam\u0131na geliyordu. Kadrolu istihdam yerini ge\u00e7ici, s\u00f6zle\u015fmeli, \u00f6l\u00e7\u00fclebilir \u00fcretim bask\u0131s\u0131 alt\u0131ndaki pozisyonlara b\u0131rakt\u0131. Akademik emek hem nicel hem niteliksel anlamda esnetildi. \u00dcniversite i\u00e7inde y\u00fckselmenin yolu art\u0131k bilimsel derinlikten de\u011fil \u201cverimlilikten\u201d ge\u00e7iyordu.<\/p>\n

Akademisyen ise bu yeni d\u00fczende sadece \u00fcniversitelerde ders vermek ve ara\u015ft\u0131rma yapmak aras\u0131nda s\u0131k\u0131\u015fan bir \u201ckimlik\u201d de\u011fildi. Giri\u015fimci, proje y\u00f6neticisi, yat\u0131r\u0131mc\u0131 ve hatta zaman zaman \u015firket y\u00f6neticisi olarak kurguland\u0131. Bu b\u00f6l\u00fcnm\u00fc\u015fl\u00fck sadece y\u00f6netimsel sorunlarla s\u0131n\u0131rl\u0131 kalmayacak, olu\u015fabilecek herhangi bir kolektif tepkinin de \u00f6n\u00fcn\u00fc kesecek, \u201crekabet\u00e7i\u201d ve \u201cneoliberal \u00f6zne\u201d olan akademisyenlerin bir araya gelmesinin \u00f6n\u00fcne ge\u00e7ecekti.<\/p>\n

Bilimsel merak, toplumsal ihtiya\u00e7 ya da ele\u015ftirel d\u00fc\u015f\u00fcnce de\u011fil; \u201cprojelendirilebilir\u201d fikirler de\u011ferli hale geldi. Bilimsel \u00fcretim, daha ara\u015ft\u0131rma ba\u015flamadan \u00f6nce \u201cne i\u015fe yarayaca\u011f\u0131na\u201d dair belgelerle projelendiriliyor, \u00e7\u0131kt\u0131 odakl\u0131 hale geliyor, fonlarla \u00e7er\u00e7eveleniyor. Bilimsel \u00e7al\u0131\u015fma art\u0131k pazarlanabilir, \u00f6l\u00e7\u00fclebilir ve de\u011ferlendirilebilir bir \u00fcr\u00fcn haline geliyor.<\/p>\n

B\u00f6ylece \u201cgiri\u015fimci \u00fcniversite\u201d modelinde bilim insan\u0131, ara\u015ft\u0131rmac\u0131 de\u011fil bir t\u00fcr esnafa d\u00f6n\u00fc\u015ft\u00fc.[7]<\/a> Bilgi art\u0131k bir meta, ara\u015ft\u0131rma bir hizmet, \u201cmakbul\u201d akademisyen ise bu hizmeti sunan k\u00fc\u00e7\u00fck i\u015fletmeci oldu. Bu durum \u00f6zellikle do\u011frudan piyasa talepleriyle \u015fekillenen m\u00fchendislik ve uygulamal\u0131 alanlarda belirginle\u015fti; ama sosyal bilimler de bu ak\u0131\u015fa eklemlendi. Fon alabilmek i\u00e7in \u201cuygulanabilir\u201d, nicel olarak hesaplanabilir\/\u00f6l\u00e7\u00fclebilir ya da say\u0131lara d\u00f6k\u00fclebilir konular se\u00e7mek, kalk\u0131nma ajanslar\u0131na dan\u0131\u015fmanl\u0131k yapmak, performans sistemine uygun yay\u0131n yapmak zorunlu hale geldi.<\/p>\n

Bug\u00fcn bir \u00fcniversite, sermayeye sundu\u011fu teknik bilgi, giri\u015fimcilik potansiyeli, patent say\u0131s\u0131 ve d\u0131\u015f kaynak yaratma kapasitesiyle de\u011ferlendiriliyor.[8]<\/a> B\u00f6ylece bilim de art\u0131k kendi i\u00e7 mant\u0131\u011f\u0131n\u0131 yitiriyor, sorgulay\u0131c\u0131 de\u011fil uygulanabilir olmas\u0131, \u00f6zg\u00fcr de\u011fil \u201c\u00f6l\u00e7\u00fclebilir\u201d olmas\u0131 bekleniyor.<\/p>\n

 <\/p>\n

Bologna S\u00fcreci ve Standartla\u015fan Akademi<\/strong><\/p>\n

1998 y\u0131l\u0131nda 29 Avrupa \u00fclkesinin imzas\u0131yla ba\u015flayan Bologna S\u00fcreci, ilk bak\u0131\u015fta y\u00fcksek\u00f6\u011fretimde e\u015fg\u00fcd\u00fcm, \u00f6\u011frenci hareketlili\u011fi ve diploma denkli\u011fi gibi \u00e7e\u015fitli hedefler ta\u015f\u0131yordu.[9]<\/a> Ancak zamanla bu s\u00fcre\u00e7, Avrupa \u00fcniversitelerinin neoliberal yeniden yap\u0131lanmas\u0131nda bir kald\u0131ra\u00e7 i\u015flevi g\u00f6rd\u00fc. Akademik bilgi \u00fcretiminin evrensel de\u011ferlerini de\u011fil; piyasaya uyarlanabilirli\u011fini \u00f6nceleyen bir yeniden \u015fekilleni\u015fin arac\u0131 haline geldi.<\/p>\n

Bologna\u2019n\u0131n en g\u00f6r\u00fcn\u00fcr etkisi \u201cdar uzmanla\u015fma\u201dda[10]<\/a> ortaya \u00e7\u0131kt\u0131. Bilimsel u\u011fra\u015f, anlam b\u00fct\u00fcnl\u00fc\u011f\u00fc i\u00e7inde bir merak ve ke\u015fif s\u00fcreci olmaktan \u00e7\u0131karak k\u00fc\u00e7\u00fck alanlara s\u0131k\u0131\u015ft\u0131r\u0131lan ve derinle\u015ftirilen bir \u201cteknik bilgi \u00fcretimi\u201dne d\u00f6n\u00fc\u015ft\u00fc.<\/p>\n

Bilim insan\u0131, alan\u0131n\u0131n d\u0131\u015f\u0131na \u00e7\u0131kmayan, ba\u011flams\u0131zla\u015fm\u0131\u015f bilgi k\u0131r\u0131nt\u0131lar\u0131n\u0131 derinle\u015ftiren bir t\u00fcr akademik zanaatk\u00e2r olmaya itildi. Sosyolojiyi toplumsal ba\u011flamdan, fizi\u011fi tarihsel tart\u0131\u015fmadan, t\u0131bb\u0131 etik meselelerden ay\u0131ran bu y\u00f6nelim, bilim insan\u0131n\u0131n zihinsel hareket alan\u0131n\u0131 s\u0131n\u0131rlar hale geldi.<\/p>\n

T\u00fcrkiye\u2019de Bologna, Y\u00d6K eliyle neredeyse mekanik bir bi\u00e7imde uyguland\u0131. Bologna\u2019yla birlikte merkeziyet\u00e7ilik, neoliberal performans kriterleriyle birle\u015fti. Her b\u00f6l\u00fcm\u00fcn \u201cyeterlilikler \u00e7er\u00e7evesi\u201d haz\u0131rland\u0131, her dersin \u00e7\u0131kt\u0131s\u0131 tan\u0131mland\u0131, her akademik faaliyet \u201c\u00f6l\u00e7\u00fclebilir\u201d hale getirildi. B\u00f6l\u00fcmlerdeki ve programlardaki akademisyenler art\u0131k yaln\u0131zca ders anlatmaz; o dersin her an\u0131n\u0131 raporlamak zorundad\u0131r, b\u00fcrokratik bir y\u00fcke bo\u011fulmu\u015f durumdad\u0131r.<\/p>\n

\u00d6l\u00e7\u00fclebilir, raporlanabilir, ticarile\u015febilir bilgiyle donanm\u0131\u015f bir \u201chizmet sekt\u00f6r\u00fc \u00fcniversitesi\u201d. Bu sistemde yarat\u0131c\u0131 d\u00fc\u015f\u00fcnce de\u011fil; kurallara uyum, y\u00f6nergelere sadakat, prosed\u00fcrlere h\u00e2kimiyet esast\u0131r. Akademik \u00f6zg\u00fcrl\u00fck, yerini \u201c\u00e7er\u00e7eveye uygunluk\u201da b\u0131rak\u0131r. Bu \u00e7er\u00e7eve, yaln\u0131zca m\u00fcfredatla de\u011fil; kadro ilanlar\u0131n\u0131n kriterleriyle, akademik y\u00fckselmenin performans tablolar\u0131yla, bilimsel de\u011ferin at\u0131f say\u0131s\u0131yla \u00e7izilir.<\/p>\n

T\u00fcm bunlar\u0131n merkezinde, g\u00f6r\u00fcnmeyen ama her yere sinmi\u015f bir ilke vard\u0131r: \u201cPiyasan\u0131n ihtiya\u00e7 duydu\u011fu bilgiye \u00f6ncelik.\u201d Yani \u00fcniversite art\u0131k d\u00fc\u015f\u00fcnen bir kurum de\u011fil; piyasan\u0131n sipari\u015fi \u00fczerine \u00fcr\u00fcn geli\u015ftiren bir \u00fcretim merkezidir.<\/p>\n

 <\/p>\n

Sermayenin Kamp\u00fcsleri: \u00d6zel \u00dcniversiteler<\/strong><\/p>\n

Bu s\u00fcrecin daha sonralar\u0131 parlayacak y\u0131ld\u0131z\u0131 \u00f6zel \u00fcniversiteler, yaln\u0131zca e\u011fitim kurumlar\u0131 de\u011fil sermayenin do\u011frudan bilgi alan\u0131nda kurdu\u011fu \u201caraziler\u201ddir. T\u00fcrkiye’de 1980 sonras\u0131 y\u00fckselen neoliberal dalgan\u0131n, 2000\u2019lerle birlikte y\u00fcksek\u00f6\u011fretim alan\u0131nda en g\u00f6r\u00fcn\u00fcr hale geldi\u011fi \u00f6rneklerden biri bu kurumlar oldular. Y\u00d6K\u2019\u00fcn 1981\u2019den 1992\u2019ye kadar ba\u015fkanl\u0131\u011f\u0131n\u0131 y\u00fcr\u00fcten \u0130hsan Do\u011framac\u0131 ayn\u0131 zamanda T\u00fcrkiye\u2019de ilk \u00f6zel \u00fcniversitenin kurucusu ve sahibiydi.<\/p>\n

K\u00e2r amac\u0131 g\u00fctmeyen \u201cvak\u0131f\u201d stat\u00fcs\u00fcyle kurulsalar da tamam\u0131 piyasa mant\u0131\u011f\u0131yla \u201c\u00fcniversite i\u015fletmenin\u201d en bariz \u00f6rnekleri. 2025 y\u0131l\u0131 itibar\u0131yla, T\u00fcrkiye’de toplam 209 \u00fcniversite bulunmakta; bunlar\u0131n 131\u2019i devlet, 78\u2019i vak\u0131f \u00fcniversitesi.[11]<\/a> \u00dcniversitelerin e\u011fitim ve ara\u015ft\u0131rma faaliyetlerinin neoliberalizmin genel politik \u00e7er\u00e7evesinden ve ticarile\u015ftirme s\u00fcrecinden ba\u011f\u0131ms\u0131z ele al\u0131nmad\u0131\u011f\u0131n\u0131n en b\u00fcy\u00fck kan\u0131t\u0131 \u015fu: Buralarda sermaye ile ili\u015fkiler dolayl\u0131 oldu\u011fu kadar do\u011frudan. Holdinglerin, sanayi odalar\u0131n\u0131n, farkl\u0131 sekt\u00f6rlerdeki sermaye sahiplerinin kurdu\u011fu ya da do\u011frudan destekledi\u011fi bu \u00fcniversiteler, piyasadaki nitelikli i\u015f g\u00fcc\u00fcn\u00fc \u201ckendi ihtiya\u00e7lar\u0131 do\u011frultusunda\u201d bi\u00e7imlendirmeyi hedefler.<\/p>\n

At\u0131l\u0131m, Yeditepe, I\u015f\u0131k, K\u00fclt\u00fcr, Bah\u00e7e\u015fehir, Maltepe, Beykent, Ayd\u0131n ve Arel \u00fcniversiteleri kurucular\u0131 ya da m\u00fctevelli heyet ba\u015fkanlar\u0131 dershaneci, \u00f6zel e\u011fitimci bir ge\u00e7mi\u015fe sahip m\u00fcteahhitlerken; Ac\u0131badem, Medipol, Bezmialem, Biruni gibi \u00fcniversitelerde de sa\u011fl\u0131\u011f\u0131n ticarile\u015fmesinde zenginle\u015fmi\u015f sermaye sahiplerini g\u00f6r\u00fcyoruz. TOBB, \u0130stanbul Ticaret, \u0130zmir Ekonomi \u00fcniversiteleri de do\u011frudan ticaret odalar\u0131n\u0131n deste\u011fiyle kurulmu\u015f \u00fcniversiteler. Bunlar d\u0131\u015f\u0131nda da gemi, tekstil vb. sekt\u00f6rlerden gelen \u00f6zel \u00fcniversite kurucular\u0131n\u0131 da g\u00f6rmek m\u00fcmk\u00fcn.[12]<\/a><\/p>\n

\u00dcniversite-sanayi i\u015f birli\u011fi bu kurumlarda yaln\u0131zca bir proje alan\u0131 de\u011fil, bizzat \u00fcniversitenin kurucu paradigmas\u0131d\u0131r. M\u00fchendislik, mimarl\u0131k, i\u015fletme gibi alanlarda \u00f6\u011frenciler, hen\u00fcz mezun olmadan \u015firket stajlar\u0131na, AR-GE merkezlerine d\u00e2hil edilerek i\u015f g\u00fcc\u00fc olarak bi\u00e7imlendirilir. Be\u015fer\u00ee bilimler ise ya marjinalle\u015ftirilir ya da \u201cpazarlanabilir\u201d hale getirilir.<\/p>\n

Bu \u00fcniversitelerde \u00f6\u011frenciler daha a\u00e7\u0131k bi\u00e7imde art\u0131k yaln\u0131zca \u201c\u00f6\u011frenim g\u00f6ren\u201d de\u011fil \u201cm\u00fc\u015fteri\u201ddirler. Akademisyenler \u201cbilgiyi sunan\u201d de\u011fil, \u201cpazarlayan\u201d olarak konumlanmaktad\u0131r. A\u00e7\u0131lan b\u00f6l\u00fcmler, olu\u015fturulan programlar, \u00fcniversite tan\u0131t\u0131mlar\u0131nda kullan\u0131lan dil, sertifika ve yan dal enflasyonu hep bu mant\u0131\u011f\u0131n \u00fcr\u00fcn\u00fcd\u00fcr. E\u011fitim de\u011fil \u201cpaket program\u201d sat\u0131l\u0131r. Akademik \u00f6zg\u00fcrl\u00fck de\u011fil \u201ckurumsal vizyon\u201d \u00f6ncelenir.[13]<\/a><\/p>\n

Bu kurumlarda \u00e7al\u0131\u015fan akademisyenler a\u00e7\u0131s\u0131ndan da tablo i\u00e7 a\u00e7\u0131c\u0131 de\u011fildir.[14]<\/a> S\u00f6zle\u015fmeler k\u0131sa s\u00fcrelidir, i\u015f g\u00fcvencesi neredeyse yoktur. Yay\u0131n bask\u0131s\u0131, \u00f6\u011frenci memnuniyet anketleri, s\u00fcrekli performans de\u011ferlendirmeleriyle akademik faaliyet giderek bir t\u00fcr hizmet sunumuna indirgenir. Akademisyen, bilgi \u00fcreticisi de\u011fil, \u00f6\u011frenci m\u00fc\u015fteri ili\u015fkisini y\u00f6neten bir i\u00e7erik sa\u011flay\u0131c\u0131s\u0131na d\u00f6n\u00fc\u015f\u00fcr. Akademik ilgiler, meraklar, ele\u015ftirel yakla\u015f\u0131mlar de\u011fil; sekt\u00f6rel gereklilikler, ticari uygulanabilirlik ve fon alma ihtimali belirleyicidir.<\/p>\n

 <\/p>\n

\u00dcniversite mi Yoksa Ar-Ge Ta\u015feronu mu?<\/strong><\/p>\n

Akademik ara\u015ft\u0131rmalar, tek tek projelere b\u00f6l\u00fcnm\u00fc\u015f, her biri kendi b\u00fct\u00e7esi, \u00e7\u0131kt\u0131s\u0131 ve s\u00fcresiyle \u00e7er\u00e7evelenmi\u015f mikro i\u015f alanlar\u0131na d\u00f6n\u00fc\u015fm\u00fc\u015f durumda. \u00dcniversiteler birer bilgi fabrikas\u0131 gibi i\u015fliyor; her ara\u015ft\u0131rma, fon sa\u011flayan kurumlar\u0131n belirledi\u011fi \u00f6ncelikler do\u011frultusunda \u015fekilleniyor. T\u00dcB\u0130TAK\u2019tan Avrupa Birli\u011fi fonlar\u0131na, Kalk\u0131nma Ajanslar\u0131ndan \u00f6zel sekt\u00f6r desteklerine kadar uzanan bu sistemde, ara\u015ft\u0131rmac\u0131n\u0131n yarat\u0131c\u0131l\u0131\u011f\u0131 de\u011fil projenin \u201c\u00e7a\u011fr\u0131ya uygunlu\u011fu\u201d belirleyici oluyor.<\/p>\n

Akademisyenler, ara\u015ft\u0131rma yapmak i\u00e7in s\u00fcrekli proje kovalamak zorunda. Her proje; bir b\u00fct\u00e7e, bir \u00e7\u0131kt\u0131, bir zaman \u00e7izelgesi ve performans \u00f6l\u00e7\u00fct\u00fc demek. Yani emek s\u00fcreci, klasik anlamda bir \u00fcretim s\u00fcrecine benziyor: \u0130\u015fin s\u00fcresi belli, teslim tarihi net, \u00e7\u0131kt\u0131s\u0131 \u00f6l\u00e7\u00fclebilir. Bu noktada bilimsel \u00e7al\u0131\u015fman\u0131n kendisi de performans bask\u0131s\u0131yla \u015fekillenen bir \u00fcretim alan\u0131na d\u00f6n\u00fc\u015f\u00fcyor. D\u00fc\u015f\u00fcncenin yerini \u201c\u00e7\u0131kt\u0131\u201d, hakikatin yerini \u201ckriter\u201d al\u0131yor.<\/p>\n

Bu ba\u011flamda ara\u015ft\u0131rmac\u0131 da yeniden bi\u00e7imleniyor. \u00d6zellikle y\u00fcksek lisans ve doktora \u00f6\u011frencileri, proje asistan\u0131 ya da yar\u0131 zamanl\u0131 ara\u015ft\u0131rmac\u0131 olarak g\u00fcvencesiz ko\u015fullarda \u00e7al\u0131\u015f\u0131yor. Akademide kalabilmenin yolu fon bulmaktan, yay\u0131n yapmaktan ve s\u00fcrekli \u201cba\u015far\u0131l\u0131 g\u00f6r\u00fcnmekten\u201d ge\u00e7iyor. Bilgi \u00fcretimi, toplumsal bir sorumluluk de\u011fil ki\u015fisel bir kariyer yar\u0131\u015f\u0131 haline getiriliyor. Gen\u00e7 ara\u015ft\u0131rmac\u0131lar\u0131n g\u00f6z\u00fcnde bilimsel \u00e7al\u0131\u015fma hakikatin izini s\u00fcren bir \u00e7aba de\u011fil, bir kariyer merdiveni, bir \u00f6d\u00fcl ve te\u015fvik havuzu olarak beliriyor.<\/p>\n

Bu projele\u015fme, \u00fcniversite i\u00e7inde yeni bir hiyerar\u015fi ve emek rejimi in\u015fa ediyor. Proje y\u00fcr\u00fct\u00fcc\u00fcs\u00fc olarak g\u00f6rev yapan hocalar, birer k\u00fc\u00e7\u00fck \u201cy\u00f6netici\u201d haline gelirken; ara\u015ft\u0131rma g\u00f6revlileri, proje asistanlar\u0131, bursiyerler ve hatta lisans \u00f6\u011frencileri bu k\u00fc\u00e7\u00fck \u201claboratuvar \u015firketlerinin\u201d ta\u015feron i\u015f\u00e7ileri oluyor. S\u00f6zle\u015fmeli, g\u00fcvencesiz ve genellikle d\u00fc\u015f\u00fck \u00fccretle \u00e7al\u0131\u015fan bu bilim emek\u00e7ileri, akademinin g\u00f6r\u00fcnmeyen \u00e7arklar\u0131n\u0131 d\u00f6nd\u00fcr\u00fcyor.<\/p>\n

Doktora sonras\u0131 ara\u015ft\u0131rmac\u0131lar\u0131n durumu bu anlamda tam bir k\u0131r\u0131lma noktas\u0131d\u0131r. Y\u0131llarca s\u00fcren e\u011fitim s\u00fcrecinden sonra h\u00e2l\u00e2 kadrosuz, g\u00fcvencesiz ve proje bazl\u0131 i\u015flerde \u00e7al\u0131\u015fan bu gen\u00e7 akademisyenler, akademide kalmakla kalamamak aras\u0131nda s\u0131k\u0131\u015fm\u0131\u015f bir ku\u015fa\u011f\u0131n simgesidir. Her proje bitti\u011finde i\u015fsiz kalma riskiyle ya\u015farlar; \u00fcretirler ama kal\u0131c\u0131 olamazlar. Onlara d\u00fc\u015fen, her projede \u201cyeniden ba\u015flamak\u201dt\u0131r.<\/p>\n

Lisans d\u00fczeyinde bile ara\u015ft\u0131rmac\u0131 kimli\u011finin bu kadar erken kurulmas\u0131 ise, bilimsel merak\u0131n de\u011fil, \u201cerken kariyer in\u015fas\u0131\u201dn\u0131n bir sonucudur. Art\u0131k \u00fcniversite \u00f6\u011frencilerinden de yay\u0131n yapmas\u0131, kongrelere kat\u0131lmas\u0131, CV biriktirmesi beklenir. Bu s\u00fcre\u00e7, bilimsel ke\u015fiften \u00e7ok, bir t\u00fcr akademik CV maratonuna d\u00f6n\u00fc\u015f\u00fcr.<\/p>\n

Bu yeni ku\u015fak, ge\u00e7mi\u015fin \u201c\u00f6zerk bilim insan\u0131\u201d idealine de\u011fil; rekabet\u00e7i, \u00e7ok g\u00f6revli, fon pe\u015finde ko\u015fan, s\u00fcrekli g\u00f6r\u00fcn\u00fcrl\u00fck \u00fcretmek zorunda olan bir fig\u00fcre d\u00f6n\u00fc\u015fmektedir. Onlar ne laboratuvarda tam zamanl\u0131 \u00e7al\u0131\u015fan teknisyenlerdir ne de akademik \u00f6zg\u00fcrl\u00fc\u011fe sahip entelekt\u00fceller.<\/p>\n

Lisans\u00fcst\u00fc \u00f6\u011frenciler i\u00e7in bu tablo daha da \u00e7etin bir h\u00e2l al\u0131yor. Kadro olanaklar\u0131n\u0131n darald\u0131\u011f\u0131 \u00f6l\u00e7\u00fcde, y\u00fcksek lisans ve doktora \u00f6\u011frencileri proje asistanl\u0131\u011f\u0131yla hayatta kalmaya \u00e7al\u0131\u015f\u0131yor; bunu da yapamayanlar i\u00e7in ise akademi d\u0131\u015f\u0131nda, \u00e7o\u011fu zaman bilimsel u\u011fra\u015f\u0131yla ilgisiz ek i\u015flere y\u00f6nelmekten ba\u015fka bir se\u00e7enek kalm\u0131yor. Bilimsel \u00fcretimin tam merkezinde yer al\u0131rken, bu \u00fcretimin getirilerinden en az pay alan, hatta \u00e7o\u011fu zaman yaln\u0131zca t\u00fcketilen bir eme\u011fe d\u00f6n\u00fc\u015f\u00fcyorlar. Akademide kalmak, giderek daha fazla ekonomik fedak\u00e2rl\u0131k ve sosyal g\u00fcvencesizlik anlam\u0131na geliyor.<\/p>\n

\u00d6zellikle \u00f6zel \u00fcniversitelerde bu durum daha da a\u011f\u0131rla\u015f\u0131yor. Bir\u00e7ok lisans\u00fcst\u00fc \u00f6\u011frenci, fiilen asistanl\u0131k yapmas\u0131na ra\u011fmen ya hi\u00e7bir \u00fccret alam\u0131yor ya da son derece d\u00fc\u015f\u00fck mebla\u011flarla \u00e7al\u0131\u015ft\u0131r\u0131l\u0131yor. S\u0131nav okuma, belge d\u00fczenleme, \u00f6\u011frenci i\u015fleriyle ilgilenme hatta kimi zaman derslere girme gibi g\u00f6revler, \u00e7o\u011fu zaman g\u00f6n\u00fcll\u00fcl\u00fck kisvesi alt\u0131nda emek s\u00f6m\u00fcr\u00fcs\u00fcne d\u00f6n\u00fc\u015f\u00fcyor. Bu \u00f6\u011frenciler, akademinin \u201cg\u00f6r\u00fcnmeyen i\u015f\u00e7ileri\u201d olarak sistemin s\u00fcreklili\u011fini sa\u011flarken, kendilerine dair hi\u00e7bir g\u00fcvenceleri olmadan varl\u0131klar\u0131n\u0131 s\u00fcrd\u00fcrmeye \u00e7al\u0131\u015f\u0131yorlar. Ne \u00f6\u011frencilik haklar\u0131ndan tam anlam\u0131yla yararlanabiliyor ne de \u00e7al\u0131\u015fan haklar\u0131na sahip olabiliyorlar. Akademiyle piyasa aras\u0131na s\u0131k\u0131\u015fm\u0131\u015f bir emek g\u00fcc\u00fc olarak sistemin k\u0131r\u0131lgan halkas\u0131n\u0131 olu\u015fturuyorlar.<\/p>\n

 <\/p>\n

G\u00fcvencesizli\u011fin Kad\u0131n Hali<\/strong><\/p>\n

Kad\u0131n akademisyenler i\u00e7in bu s\u00fcre\u00e7 \u00e7ok daha katmanl\u0131 ve y\u0131prat\u0131c\u0131 i\u015fliyor. Zira kad\u0131nlar, yaln\u0131zca esnek, ge\u00e7ici ve d\u00fc\u015f\u00fck \u00fccretli pozisyonlarda \u00e7al\u0131\u015fmakla kalm\u0131yor; ayn\u0131 zamanda g\u00f6r\u00fcnmeyen emekleriyle akademinin y\u00fck\u00fcn\u00fc s\u0131rtlan\u0131yorlar. Kadroya girememi\u015f y\u00fcksek lisans ve doktora \u00f6\u011frencileri aras\u0131nda kad\u0131nlar \u00e7o\u011funlukta.[15]<\/a> Bu \u00f6\u011frenciler \u00e7o\u011fu zaman \u00f6zel \u00fcniversitelerde asistanl\u0131k benzeri g\u00f6revlerde \u00e7al\u0131\u015ft\u0131r\u0131l\u0131yor; belge i\u015flerinden s\u0131nav okumaya, hatta ders vermeye kadar geni\u015f bir g\u00f6rev skalas\u0131n\u0131 \u00fcstlenmelerine ra\u011fmen ya hi\u00e7bir \u00fccret alam\u0131yor ya da son derece sembolik bir \u00f6demeyle yetinmek zorunda kal\u0131yorlar. Erkek egemen akademik k\u00fclt\u00fcr, bu eme\u011fi \u201cyard\u0131m\u201d, \u201cg\u00f6n\u00fcll\u00fcl\u00fck\u201d ya da \u201cdeneyim kazanma\u201d olarak tan\u0131mlayarak me\u015frula\u015ft\u0131r\u0131yor.<\/p>\n

\u00dcstelik kad\u0131n akademisyenler i\u00e7in g\u00fcvencesizli\u011fin yaln\u0131zca maddi de\u011fil, ayn\u0131 zamanda duygusal ve toplumsal bir bedeli de var. \u00c7ocuk bak\u0131m\u0131, ya\u015fl\u0131 ebeveyn sorumlulu\u011fu ya da hane i\u00e7i i\u015fler gibi y\u00fckler h\u00e2l\u00e2 a\u011f\u0131rl\u0131kl\u0131 olarak kad\u0131nlar\u0131n omuzlar\u0131nda. Bu durum, akademik \u00fcretim s\u00fcreklili\u011fi ve rekabet bask\u0131s\u0131 alt\u0131nda kad\u0131nlar\u0131 \u00e7ok daha k\u0131r\u0131lgan bir konuma s\u00fcr\u00fckl\u00fcyor.[16]<\/a><\/p>\n

Y\u00fcksek lisans ve doktora s\u00fcreci, kad\u0131nlar i\u00e7in \u00e7o\u011fu zaman ayn\u0131 anda hem akademik hem de ki\u015fisel olarak \u201ctutunma m\u00fccadelesi\u201dne d\u00f6n\u00fc\u015f\u00fcyor. Ne tam anlam\u0131yla \u00f6\u011frenci ne de emek\u00e7i olarak tan\u0131nan bu konum, kad\u0131nlar a\u00e7\u0131s\u0131ndan \u00e7o\u011fu zaman sessiz, g\u00f6r\u00fcnmez ama \u00e7ok yo\u011fun bir s\u00f6m\u00fcr\u00fc bi\u00e7imini i\u00e7eriyor. G\u00fcvencesizle\u015fme, kad\u0131n akademisyenler i\u00e7in yaln\u0131zca ge\u00e7ici bir istihdam sorunu de\u011fil; toplumsal cinsiyet temelli e\u015fitsizliklerin yeniden \u00fcretildi\u011fi kal\u0131c\u0131 bir yap\u0131ya d\u00f6n\u00fc\u015f\u00fcyor.<\/p>\n

 <\/p>\n

\u2018Kadro Olsun Yeter\u2019<\/strong><\/p>\n

Bilimsel \u00fcretimin y\u00fck\u00fc artarken, bu \u00fcretimi ger\u00e7ekle\u015ftirecek akademik kadrolar daral\u0131yor. Kadro, bir istihdam bi\u00e7imi olmaktan \u00e7ok bir l\u00fctuf h\u00e2line geliyor. Kadrolar siyas\u00ee sadakatle, ideolojik yak\u0131nl\u0131kla, bazen de \u00fcniversite-i\u00e7i kliklerin keyfiyle da\u011f\u0131t\u0131l\u0131yor. Akademik \u201cliyakat\u201d s\u00f6yleminin i\u00e7i bo\u015falt\u0131lm\u0131\u015f; yerine tan\u0131d\u0131k bulma, dilek\u00e7e takip etme ve ki\u015fisel ili\u015fkiler kurma prati\u011fi ge\u00e7mi\u015ftir. Kadrosuzluk, gen\u00e7 bilim insan\u0131 i\u00e7in yaln\u0131zca ekonomik bir sorun de\u011fil, ayn\u0131 zamanda akademik varl\u0131k hakk\u0131n\u0131n reddidir.<\/p>\n

Bu krizin en g\u00f6r\u00fcn\u00fcr yans\u0131mas\u0131, 2000\u2019li y\u0131llardan itibaren art arda a\u00e7\u0131lan \u201cyeni\u201d \u00fcniversitelerde kar\u015f\u0131m\u0131za \u00e7\u0131k\u0131yor. Nitelik de\u011fil nicelik \u00f6nceleniyor. Her \u015fehre bir \u00fcniversite a\u00e7mak, yerel kalk\u0131nman\u0131n de\u011fil y\u00fcksek\u00f6\u011fretim sisteminde bir kitleselle\u015fmenin ve da\u011f\u0131n\u0131kl\u0131\u011f\u0131n kap\u0131s\u0131n\u0131 aralad\u0131. \u201cTa\u015frada\u201d a\u00e7\u0131lan \u00fcniversiteler, \u00e7o\u011funlukla k\u0131s\u0131tl\u0131 b\u00fct\u00e7eler, yetersiz akademik kadrolar ve bilimsel donan\u0131mdan uzak altyap\u0131larla kuruldu.[17]<\/a> Bu kurumlar, gen\u00e7 akademisyenler i\u00e7in \u00e7o\u011fu zaman zorunlu ilk duraklard\u0131r.<\/p>\n

Ta\u015fra \u00fcniversitelerinde \u00e7al\u0131\u015fan akademisyenler, b\u00fcy\u00fck\u015fehirlerdeki meslekta\u015flar\u0131ndan farkl\u0131 bir yaln\u0131zl\u0131k ya\u015far. K\u00fclt\u00fcrel, entelekt\u00fcel ve mesleki anlamda \u00e7orak bir zeminde, \u00e7o\u011fu zaman ne ara\u015ft\u0131rma yapmak m\u00fcmk\u00fcnd\u00fcr ne de bilimsel i\u015f birlikleri kurmak. Konferanslara kat\u0131lmak i\u00e7in gerekli b\u00fct\u00e7eler \u00e7\u0131kmaz, laboratuvarlar eksiktir, k\u00fct\u00fcphaneler \u00e7a\u011f\u0131n gerisindedir. Bu durum akademisyenleri meslekten uzakla\u015ft\u0131r\u0131r, sadece ders vermeye ve b\u00fcrokratik i\u015fleri tamamlamaya iteler.<\/p>\n

Kadrosuzluk, ta\u015fraya s\u00fcr\u00fclme ve g\u00fcvencesizlik\u2026 T\u00fcm bunlar, akademiyi sessiz bir \u00e7\u00f6k\u00fc\u015fe s\u00fcr\u00fckl\u00fcyor. \u00dcniversite bilgi \u00fcretmenin de\u011fil, idare etmenin mek\u00e2n\u0131na d\u00f6n\u00fc\u015f\u00fcyor. Bilimsel \u00fcretim birka\u00e7 merkezde yo\u011funla\u015f\u0131rken ta\u015fra \u00fcniversitelerinde potansiyel birikim \u00e7\u00fcr\u00fcmeye terk ediliyor.<\/p>\n

Gen\u00e7 akademisyen ses \u00e7\u0131karmaz, \u00e7\u00fcnk\u00fc kadro bekliyordur. Kadrolu olanlar, konumlar\u0131n\u0131 kaybetmekten korkar. Y\u00f6neticiler, \u00fcniversiteyi bir \u201c\u015firket\u201d gibi y\u00f6netir; ba\u015far\u0131, uluslararas\u0131 s\u0131ralamalarda ka\u00e7\u0131nc\u0131 olundu\u011fuyla \u00f6l\u00e7\u00fcl\u00fcr. Oysa arka planda birikmi\u015f olan bilimsel \u00e7\u00fcr\u00fcme, ki\u015fisel t\u00fckenmi\u015flik ve yabanc\u0131la\u015fmad\u0131r.<\/p>\n

Bunun d\u0131\u015f\u0131nda nepotizmin de her t\u00fcrl\u00fcs\u00fcn\u00fcn de g\u00f6r\u00fcld\u00fc\u011f\u00fc yerler buralar. Psikoloji b\u00f6l\u00fcm ba\u015fkanl\u0131\u011f\u0131 yapan \u201cilahiyat\u00e7\u0131lar\u201d, akrabalar\u0131n atand\u0131\u011f\u0131 idari pozisyonlar, \u00fcniversiteye dair ihalelerin e\u015fe, dosta pay edilmesi\u2026<\/p>\n

 <\/p>\n

Akademinin Vitrini: At\u0131flar, Projeler, Patentler<\/strong><\/p>\n

Neoliberal akademinin kutsal \u00fc\u00e7l\u00fcs\u00fc: At\u0131f, patent ve proje. Art\u0131k ara\u015ft\u0131rmac\u0131 \u00fcretti\u011fi bilgiyle de\u011fil ka\u00e7 yay\u0131n yapt\u0131\u011f\u0131yla, hangi endekste ne kadar at\u0131f ald\u0131\u011f\u0131yla \u00f6l\u00e7\u00fcl\u00fcyor. Bilimsel merak yerini akademik performansa, d\u00fc\u015f\u00fcnsel b\u00fct\u00fcnl\u00fck yerini anahtar kelimelere b\u0131rak\u0131yor. Bilim insan\u0131 ise bu sistem i\u00e7inde yaln\u0131zla\u015f\u0131yor; d\u00fc\u015f\u00fcnsel bir cemaatin de\u011fil, bireysel rekabetin par\u00e7as\u0131 oluyor. Akademi, kolektif bir entelekt\u00fcel alan olmaktan \u00e7ok, herkesin herkesle yar\u0131\u015ft\u0131\u011f\u0131 bir piyasa zeminine indirgeniyor. \u201cSa\u011fl\u0131kl\u0131 bir \u00e7o\u011funlu\u011fun\u201d olmad\u0131\u011f\u0131 tart\u0131\u015fma alanlar\u0131 da \u00e7orakla\u015f\u0131yor.<\/p>\n

At\u0131f sistemi bu d\u00f6n\u00fc\u015f\u00fcm\u00fcn vitrini. Uluslararas\u0131 indekslerde taranan dergilerde yay\u0131mlanan makaleler, akademik kariyerin para birimi gibi i\u015flem g\u00f6r\u00fcyor. Yay\u0131n say\u0131s\u0131 ve at\u0131f miktar\u0131, bilim insan\u0131n\u0131n akademik \u201cpiyasadaki\u201d de\u011ferini belirliyor. Niteliksel bir tart\u0131\u015fma yoktur burada; hangi sorunu ele ald\u0131\u011f\u0131, hangi ihtiyaca dokundu\u011fu de\u011fil; ka\u00e7 ki\u015finin o makaleye link verdi\u011fi \u00f6nemlidir. Bilgi, kendi ba\u011flam\u0131ndan kopar\u0131l\u0131r, rakama d\u00f6n\u00fc\u015ft\u00fcr\u00fcl\u00fcr.<\/p>\n

Patent ise bilginin do\u011frudan metala\u015fmas\u0131n\u0131n resmidir. Bir bulu\u015fun topluma sa\u011flad\u0131\u011f\u0131 faydadan \u00e7ok, ticarile\u015febilir olup olmad\u0131\u011f\u0131 \u00f6ne \u00e7\u0131kar. \u00dcniversitelerin performans tablolar\u0131nda \u201cyeni patent say\u0131s\u0131\u201d, \u201cend\u00fcstriyel i\u015f birli\u011fiyle geli\u015ftirilen \u00fcr\u00fcnler\u201d gibi kriterler yer al\u0131r. Bilgi art\u0131k kamusal birikimin de\u011fil, \u015firketlerin \u00f6zel m\u00fclkiyetinin par\u00e7as\u0131d\u0131r.[18]<\/a><\/p>\n

Ve elbette proje\u2026 Bilim insan\u0131n\u0131n fonlarla kurdu\u011fu ili\u015fkinin ad\u0131. Akademik kariyer art\u0131k proje yazma, sunma, raporlama, yay\u0131na d\u00f6n\u00fc\u015ft\u00fcrme d\u00f6ng\u00fcs\u00fc i\u00e7inde \u015fekillenir. Bu sistemde her ara\u015ft\u0131rma, daha ba\u015flamadan \u201cne i\u015fe yarayaca\u011f\u0131\u201d, \u201changi \u00e7\u0131kt\u0131lar\u0131n al\u0131naca\u011f\u0131\u201d, \u201cekonomik ve toplumsal katk\u0131s\u0131n\u0131n ne olaca\u011f\u0131\u201d gibi ba\u015fl\u0131klarla tan\u0131mlanmal\u0131d\u0131r. Bilimsel merak de\u011fil \u201c\u00e7a\u011fr\u0131 metni\u201d belirleyicidir.<\/p>\n

Bu \u00f6l\u00e7\u00fcm sistemleri, yaln\u0131zca akademik y\u00f6nelimleri de\u011fil, akademisyenin ya\u015fam ko\u015fullar\u0131n\u0131 da belirliyor. Kadrolar, performansa g\u00f6re veriliyor; terfiler, yay\u0131n-patent-proje tablosuna g\u00f6re yap\u0131l\u0131yor. S\u00fcrekli olarak bu alanlarda \u00fcretim yapamayan akademisyenler, i\u015f g\u00fcvencelerinden oluyor. Ara\u015ft\u0131rma g\u00f6revlileri, doktora sonras\u0131 ara\u015ft\u0131rmac\u0131lar, proje asistanlar\u0131… Hepsi bu sistemde g\u00fcvencesiz, yede\u011fe al\u0131nabilir, gerekti\u011finde i\u015ften \u00e7\u0131kar\u0131labilir i\u015f\u00e7iler haline geliyor.<\/p>\n

Art\u0131k bilim insan\u0131, bilgi \u00fcretmekle de\u011fil puan \u00fcretmekle me\u015fgul. Akademide kalmak isteyen, sadece iyi ara\u015ft\u0131rmalar yapmakla de\u011fil; \u201cdo\u011fru yerde yay\u0131n yapma\u201d, \u201cfon bulma\u201d, \u201cekip kurma\u201d, \u201cb\u00fcrokratik i\u015fleyi\u015fi bilme\u201d gibi pek \u00e7ok alanda da yetkin olmak zorunda. Bu \u00e7ok y\u00f6nl\u00fcl\u00fck, \u00e7o\u011fu zaman emek yo\u011fun, duygusal olarak y\u0131prat\u0131c\u0131 ve maddi olarak kar\u015f\u0131l\u0131ks\u0131z bir \u00e7aba halini al\u0131yor.<\/p>\n

 <\/p>\n

Eme\u011fin Bilgisi, Kartelin K\u00e2r\u0131: Bilimsel Yay\u0131nc\u0131l\u0131k<\/strong><\/p>\n

\u00dcniversiteler bilimsel \u00fcretimde b\u00fcy\u00fck \u015firketlerle birlikte tekel h\u00e2line gelmi\u015ftir. Bu tekel, hem bilginin i\u00e7eri\u011fini hem de dola\u015f\u0131m\u0131n\u0131 belirler. Bilim art\u0131k bir k\u00fclt\u00fcrel birikim ya da toplumsal ortak ak\u0131l de\u011fil; kurumla\u015fm\u0131\u015f, s\u0131n\u0131rlanm\u0131\u015f, metala\u015ft\u0131r\u0131lm\u0131\u015f bir etkinli\u011fe d\u00f6n\u00fc\u015fm\u00fc\u015ft\u00fcr.<\/p>\n

\u00dcniversitenin bu merkezili\u011fi, akademik yay\u0131nc\u0131l\u0131k sisteminde \u00e7arp\u0131c\u0131 bi\u00e7imde kendini g\u00f6sterir. Bilim insan\u0131 ara\u015ft\u0131r\u0131r, yazar, hakemlik yapar, hatta bazen dergiyi bile y\u00fcr\u00fct\u00fcr; fakat o bilgi, sonunda \u00f6zel yay\u0131n tekellerine ait dergilerde yay\u0131nlan\u0131r. Yani eme\u011fi veren kamu; kazanc\u0131 elde eden, genellikle birka\u00e7 k\u00fcresel yay\u0131n devinin olu\u015fturdu\u011fu karteldir. \u00d6rne\u011fin, 2023 y\u0131l\u0131nda Elsevier tek ba\u015f\u0131na hakemli dergilerinden 3,8 milyar dolar gelir elde etmi\u015fti.[19]<\/a><\/p>\n

Elsevier, Springer, Wiley gibi yay\u0131nevleri, milyonlarca dolarl\u0131k abone gelirleri elde ederken, \u00fcniversiteler k\u00fct\u00fcphaneleri i\u00e7in bu bilgiye ula\u015fmak ad\u0131na b\u00fct\u00e7elerini t\u00fcketmek zorundad\u0131r.<\/p>\n

Bu sistemin alternatifi gibi sunulan \u201ca\u00e7\u0131k eri\u015fim\u201d modeliyse, g\u00f6r\u00fcnd\u00fc\u011f\u00fc kadar \u00f6zg\u00fcrl\u00fck\u00e7\u00fc de\u011fildir. Yazar\u0131n makalesini a\u00e7\u0131k eri\u015fimli yay\u0131mlatabilmesi i\u00e7in \u00e7o\u011fu zaman y\u00fcksek miktarda \u201cyazar \u00fccreti\u201d \u00f6demesi gerekir. Yani bilgiye eri\u015fim \u00f6zg\u00fcrle\u015ftirilirken, bilginin \u00fcretimi daha da se\u00e7kinle\u015fir: Paras\u0131 olmayan ara\u015ft\u0131rmac\u0131, bilgisini \u00f6zg\u00fcrce dola\u015f\u0131ma sokamaz. B\u00f6ylece bilgi \u00fcretimi, ekonomik kaynaklara do\u011frudan ba\u011fl\u0131 hale gelir.<\/p>\n

Bu durum, bilimi teknik bir faaliyete, akademiyi de bir t\u00fcr ara\u015ft\u0131rma fabrikas\u0131na d\u00f6n\u00fc\u015ft\u00fcrd\u00fc. Entelekt\u00fcel u\u011fra\u015f; ele\u015ftirel d\u00fc\u015f\u00fcnme, b\u00fct\u00fcnsel kavray\u0131\u015f gibi niteliklerinden s\u0131yr\u0131l\u0131p verimlili\u011fi ve piyasaya sunulabilirli\u011fi \u00f6nceleyen bir \u00fcretim prati\u011fine indirgendi.<\/p>\n

\u00d6zellikle gen\u00e7 ara\u015ft\u0131rmac\u0131lar, daha yolun ba\u015f\u0131nda bu piyasa akl\u0131yla kar\u015f\u0131 kar\u015f\u0131ya kal\u0131yor. Merak ettikleri, d\u00fc\u015fledikleri ya da sorgulamak istedikleri alanlar de\u011fil; fon bulabilecekleri, \u201cyay\u0131n \u00e7\u0131kartabilecekleri\u201d ya da \u201cproje yazabilecekleri\u201d konular tercih edilmeye ba\u015flan\u0131yor. Akademik y\u00f6nelim, ilgiye ya da yetene\u011fe g\u00f6re de\u011fil; hangi alan\u0131n daha h\u0131zl\u0131 sonu\u00e7 verdi\u011fine, hangi konunun daha \u00e7ok at\u0131f alabilece\u011fine g\u00f6re \u015fekilleniyor.<\/p>\n

Akademik yay\u0131nc\u0131l\u0131k, bilginin de\u011fil; stat\u00fcn\u00fcn, rekabetin, piyasa de\u011ferinin \u00fcretildi\u011fi bir arenaya d\u00f6n\u00fc\u015fm\u00fc\u015ft\u00fcr. \u201cPublish or perish<\/em>\u201d (Yay\u0131nla ya da yok ol) mottosu, bir tehdit de\u011filse bile bir dayatmad\u0131r art\u0131k. Bilimin amac\u0131 anlamak, a\u00e7\u0131klamak ve d\u00f6n\u00fc\u015ft\u00fcrmekten; yay\u0131nlamak, endekslenmek ve s\u0131ralanmak olmaya evrildi. T\u00fcm bu yap\u0131sal d\u00f6n\u00fc\u015f\u00fcm\u00fcn i\u00e7inde, \u00fcniversitenin bir kamusal d\u00fc\u015f\u00fcnce alan\u0131 olma niteli\u011fi de h\u0131zla silindi. \u201c\u0130deolojisiz\u201d bir bilim anlat\u0131s\u0131, \u201cideolojisiz\u201d bir akademik unsurun da dayatmas\u0131yd\u0131.<\/p>\n

 <\/p>\n

Akademide \u0130deolojinin Yeni Y\u00fczleri<\/strong><\/p>\n

Demokratik ve politik talepler, yerini giderek daralan, \u00e7o\u011fu zaman bireysel ve ekonomik taleplerle s\u0131n\u0131rl\u0131 kalan bir zemine b\u0131rakt\u0131. Art\u0131k \u00f6\u011frenciler daha fazla burs, akademisyenler daha az ders y\u00fck\u00fc ya da performans kriterlerinde adalet talep ediyor; ancak \u00fcniversitenin ne \u00fcretti\u011fi, kimin i\u00e7in bilgi \u00fcretti\u011fi ya da nas\u0131l bir toplum tahayy\u00fcl\u00fcne hizmet etti\u011fi sorular\u0131 giderek daha az sorulur h\u00e2le geliyor. Sistemin krizleri ise \u201cliyakatsizlik\u201d gibi teknik eksikliklere indirgenerek sistemin do\u011fas\u0131na dair ele\u015ftirel d\u00fc\u015f\u00fcnce bast\u0131r\u0131l\u0131yor.<\/p>\n

Bu sessizlik i\u00e7inde sermaye, kendi su\u00e7lar\u0131n\u0131 \u00f6rtmek i\u00e7in yeni ideolojik yat\u0131r\u0131m alanlar\u0131 yarat\u0131yor: \u201cYe\u015fil d\u00f6n\u00fc\u015f\u00fcm\u201d, \u201cs\u00fcrd\u00fcr\u00fclebilirlik\u201d, \u201cg\u00f6\u00e7\u201d, \u201ckad\u0131n \u00e7al\u0131\u015fmalar\u0131\u201d, \u201ciklim\u201d, \u201cdijital d\u00f6n\u00fc\u015f\u00fcm\u201d gibi alanlar, bir\u00e7ok \u00fcniversitede parlat\u0131lm\u0131\u015f ara\u015ft\u0131rma merkezleri, fonlanabilir projeler ve istihdam olanaklar\u0131yla \u00f6ne \u00e7\u0131k\u0131yor. Bu alanlar\u0131n t\u00fcm\u00fc elbette ba\u015fl\u0131 ba\u015f\u0131na de\u011fersiz de\u011fil; ancak piyasa akl\u0131 i\u00e7inde yeniden tan\u0131mland\u0131klar\u0131nda, ele\u015ftirel bilgi \u00fcretiminden \u00e7ok sistemin kendini yeniden \u00fcretme aparatlar\u0131n\u0131n yeni g\u00f6r\u00fcng\u00fcs\u00fc oldu. \u00dcniversiteler, zaten yaln\u0131zca bilgi \u00fcretim merkezleri de\u011fil, ayn\u0131 zamanda sermayenin ideolojik \u00fcretim merkezleriyken bug\u00fcn \u201cihtiya\u00e7\u201d duyulan \u00f6l\u00e7\u00fcde de h\u0131zla kendine yeni bi\u00e7imler kazand\u0131rd\u0131.<\/p>\n

T\u00fcrkiye\u2019de bu y\u00f6nelimin en g\u00f6r\u00fcn\u00fcr \u00f6rneklerinden biri savunma sanayiidir. \u201cMilli teknoloji hamlesi\u201d ad\u0131 alt\u0131nda y\u00fcr\u00fct\u00fclen bu ideolojik y\u00f6nlendirme, m\u00fchendislik ve teknik alanlarda \u00e7al\u0131\u015fan gen\u00e7leri yaln\u0131zca \u00fcretici de\u011fil, ayn\u0131 zamanda itaatk\u00e2r birer m\u00fchendis olarak kurguluyor. Bu y\u00f6nelimin vitrininde ise TEKNOFEST gibi etkinlikler yer al\u0131yor. Bir bilim fuar\u0131 g\u00f6r\u00fcn\u00fcm\u00fcnde organize edilen bu b\u00fcy\u00fck g\u00f6steri, asl\u0131nda sava\u015f teknolojilerinin kutsand\u0131\u011f\u0131, bilimin silah sanayiyle i\u00e7 i\u00e7e ge\u00e7irilerek sunuldu\u011fu bir sahneye d\u00f6n\u00fc\u015f\u00fcyor. Burada bilim, \u00f6zg\u00fcrle\u015ftiren bir merak de\u011fil; \u201cmilli g\u00fcvenlik\u201d eksenine hizalanm\u0131\u015f bir sadakat prati\u011fi olarak i\u015fleniyor. Bu da \u00fcniversitenin yaln\u0131zca piyasa de\u011fil, devlet ideolojisinin de ta\u015feronu haline geldi\u011fi yeni bir d\u00f6nemi i\u015faret ediyor.<\/p>\n

 <\/p>\n

\u00d6rg\u00fcts\u00fczl\u00fck<\/strong><\/p>\n

Bilim insan\u0131n\u0131n kazan\u0131mlar\u0131n\u0131n ortadan kalk\u0131\u015f\u0131 sadece emek rejimindeki d\u00f6n\u00fc\u015f\u00fcmle s\u0131n\u0131rl\u0131 de\u011fil; ayn\u0131 zamanda bu yeni emek bi\u00e7imine kar\u015f\u0131 koyabilecek kolektif ara\u00e7lar\u0131n da zay\u0131flat\u0131lmas\u0131yla m\u00fcmk\u00fcn oldu. Akademi bug\u00fcn yaln\u0131zca g\u00fcvencesizle\u015ftirilmi\u015f de\u011fil, ayn\u0131 zamanda \u00f6rg\u00fcts\u00fczle\u015ftirilmi\u015f bir toplumsal alan. Ne \u00fccret adaletsizli\u011fine ne kadro k\u0131y\u0131mlar\u0131na ne de akademik \u00f6zerkli\u011fe y\u00f6nelik m\u00fcdahalelere kar\u015f\u0131 g\u00fc\u00e7l\u00fc, s\u00fcrekli ve yayg\u0131n bir direni\u015f mekanizmas\u0131 var. \u00dcniversite, yaln\u0131zla\u015fm\u0131\u015f bireylerin i\u00e7ine \u00e7ekildi\u011fi bir \u00fcretim h\u00fccresine d\u00f6n\u00fc\u015ft\u00fc; dayan\u0131\u015fma ve \u00f6rg\u00fctl\u00fcl\u00fck ise nostaljik bir hat\u0131raya.<\/p>\n

\u201cAkademisyen\u201d kimli\u011fi de par\u00e7alanm\u0131\u015f durumda. Bir yanda proje fonlar\u0131n\u0131 y\u00f6neten, kadro ve yay\u0131na odakl\u0131 bir fig\u00fcr, hemen yan\u0131nda b\u00fcrokratik olanla daha \u00e7ok hemhal olan \u00fcniversite odakl\u0131 bir fig\u00fcr \u00f6te yanda g\u00fcvencesiz ara\u015ft\u0131rma g\u00f6revlileri, proje asistanlar\u0131, doktora \u00f6\u011frencileri… Akademisyenlerin bu par\u00e7al\u0131 ve hiyerar\u015fik yap\u0131s\u0131, ortak bir emek bilinci ve \u00f6rg\u00fctl\u00fcl\u00fc\u011f\u00fcn \u00f6n\u00fcn\u00fc t\u0131k\u0131yor.<\/p>\n

Sendikal \u00f6rg\u00fctlenme, akademide h\u00e2l\u00e2 olduk\u00e7a c\u0131l\u0131z. Kamu \u00fcniversitelerinde baz\u0131 sendikalar s\u0131n\u0131rl\u0131 \u00f6l\u00e7\u00fcde varl\u0131k g\u00f6sterse de \u00f6zel \u00fcniversitelerde yok ya da \u00e7ok zay\u0131f. \u00d6zl\u00fck haklar\u0131na dair temel m\u00fccadeleler bile i\u015f g\u00fcvencesi tehdidiyle bast\u0131r\u0131l\u0131yor. Performans de\u011ferlendirmeleri, s\u00f6zle\u015fmeli istihdam, mobbing ve dolayl\u0131 bask\u0131 mekanizmalar\u0131 akademisyenleri sessizli\u011fe zorluyor.<\/p>\n

\u00dccret e\u015fitsizli\u011fi, \u00f6zellikle vak\u0131f \u00fcniversitelerinde b\u00fcy\u00fck bir u\u00e7uruma d\u00f6n\u00fc\u015fm\u00fc\u015fken, farkl\u0131 stat\u00fclerde \u00e7al\u0131\u015fan akademisyenler aras\u0131nda kurulan hiyerar\u015filer \u00f6rg\u00fctlenmeyi de\u011fil, bireysel \u201cba\u015far\u0131\u201dy\u0131 \u00f6d\u00fcllendiriyor.<\/p>\n

Dernek ve vak\u0131f gibi mesleki \u00f6rg\u00fctlenmeler ise \u00e7o\u011fu zaman meslek i\u00e7i dayan\u0131\u015fmay\u0131 teknik, idari ya da akademik etkinliklerle s\u0131n\u0131rl\u0131yor; hak m\u00fccadelesini daha \u201cmakul\u201d ara\u00e7larla s\u0131n\u0131rland\u0131r\u0131yor. Bu yap\u0131lar, zaman zaman ekonomik talepler a\u00e7\u0131s\u0131ndan bir zemin sunsa da akademinin siyasal \u00e7\u00f6k\u00fc\u015f\u00fcne dair bir s\u00f6z \u00fcretmekte yetersiz kal\u0131yor. Bilimsel \u00f6zerkli\u011fin ve ifade \u00f6zg\u00fcrl\u00fc\u011f\u00fcn\u00fcn toplumsal bir talep olarak savunulmas\u0131 yerine, bireysel pozisyonlar\u0131n korunmas\u0131na odaklanan bir \u00e7ekingenlik h\u00e2kim.<\/p>\n

Bu sessizli\u011fin en ac\u0131 halkalar\u0131ndan biri ku\u015fkusuz Bar\u0131\u015f Akademisyenleri s\u00fcreciyle ya\u015fand\u0131. Devletin hedef tahtas\u0131na koydu\u011fu akademisyenler sadece ihra\u00e7 edilmedi; ayn\u0131 zamanda \u00fcniversite i\u00e7indeki dayan\u0131\u015fma damarlar\u0131 da o s\u00fcre\u00e7te koptu. O g\u00fcnden sonra akademi hem siyasal cesaretini hem de \u00f6rg\u00fctl\u00fc varl\u0131\u011f\u0131n\u0131 b\u00fcy\u00fck \u00f6l\u00e7\u00fcde kaybetti. Korku, g\u00fcvencesizlikle el ele vererek akademiyi sessizle\u015ftirdi.<\/p>\n

Bu da kadrolar\u0131n d\u00f6n\u00fc\u015f\u00fcm\u00fcn\u00fc beraberinde getirdi. Gen\u00e7 akademisyenler, sessiz kalman\u0131n bir t\u00fcr mecburiyet oldu\u011fu hissiyle akademik camiaya d\u00e2hil oldu. Kadro alabilmek, y\u00fckselmek, kalabilmek i\u00e7in uyum g\u00f6stermek gerekti\u011fi f\u0131s\u0131ldanmad\u0131; bizzat deneyimletildi. Kadro ilanlar\u0131 ki\u015fiye \u00f6zel, y\u00fckselme kriterleri \u00f6l\u00e7\u00fclemez, belirsiz h\u00e2le gelirken; \u00fcniversite bir hak alan\u0131 de\u011fil, bir yar\u0131\u015f arenas\u0131 olarak kurguland\u0131. Bu yeni d\u00fczenin i\u00e7inde sendikal\u0131l\u0131k \u201crisk\u201d, itiraz \u201ctehdit\u201d, dayan\u0131\u015fma ise \u201cl\u00fcks\u201d olarak kodland\u0131.<\/p>\n

 <\/p>\n

Ne Yapmal\u0131?<\/strong><\/p>\n

Bug\u00fcn bilimin \u00f6n\u00fcndeki en b\u00fcy\u00fck engel, bizzat onun geli\u015fmesini olanakl\u0131 k\u0131lan kapitalizmin kendisi h\u00e2line gelmi\u015ftir. Bilgi \u00fcretimi, art\u0131k insanl\u0131\u011f\u0131n ortak akl\u0131n\u0131n bir ifadesi de\u011fil; sermaye birikiminin bir arac\u0131 olarak i\u015flev g\u00f6rmektedir. Bu nedenle akademik eme\u011fin \u00fczerindeki sermaye boyunduru\u011funun k\u0131r\u0131lmas\u0131, yaln\u0131zca bilim insanlar\u0131n\u0131n de\u011fil, b\u00fct\u00fcn toplumun bir ihtiyac\u0131d\u0131r.<\/p>\n

Akademik \u00fcretimin y\u00f6n\u00fc rekabetten de\u011fil kamusal ihtiya\u00e7lardan beslenmelidir. Bunun i\u00e7in yaln\u0131zca demokratik haklar m\u00fccadelesi yetmez; ayn\u0131 zamanda ideolojik bir m\u00fccadele de y\u00fcr\u00fct\u00fclmelidir. \u00c7\u00fcnk\u00fc mesele yaln\u0131zca \u00fcniversitelerin nas\u0131l y\u00f6netildi\u011fi de\u011fil; bilginin neye hizmet etti\u011fi meselesidir. Yap\u0131lmas\u0131 gereken bilim insanlar\u0131n\u0131 yaln\u0131zl\u0131klar\u0131ndan \u00e7\u0131kar\u0131p ortak bir m\u00fccadele zeminine ta\u015f\u0131makt\u0131r.<\/p>\n

Bug\u00fcn \u00fcniversitelerde \u00e7al\u0131\u015fan akademik emek\u00e7iler de kendi konumlar\u0131n\u0131 yeniden tan\u0131mlamal\u0131d\u0131r. Akademisyenlik \u2013\u201cbireysel kurtulu\u015f\u201d hik\u00e2yesinin i\u015fe yarad\u0131\u011f\u0131 k\u00fc\u00e7\u00fck bir az\u0131nl\u0131\u011f\u0131 d\u0131\u015far\u0131da b\u0131rakacak olursak- ayr\u0131cal\u0131kl\u0131 bir meslek de\u011fil, g\u00fcvencesizli\u011fin ve de\u011fersizle\u015ftirmenin ku\u015fatt\u0131\u011f\u0131 bir emek bi\u00e7imi. Bu eme\u011fin g\u00f6r\u00fcn\u00fcr k\u0131l\u0131nmas\u0131, i\u015f\u00e7ile\u015fmenin kabul\u00fcyle ba\u015flar. Ancak bu fark\u0131ndal\u0131k, \u00f6rg\u00fctl\u00fc bir m\u00fccadeleyle anlam kazan\u0131r. Bilimsel \u00f6zerklik yaln\u0131zca bir etik mesele de\u011fil, ayn\u0131 zamanda s\u0131n\u0131fsal bir taleptir.<\/p>\n

Ba\u015fka bir bilim m\u00fcmk\u00fcnd\u00fcr. Sermaye i\u00e7in de\u011fil toplum i\u00e7in; rekabet i\u00e7in de\u011fil dayan\u0131\u015fma i\u00e7in \u00fcretilen bir bilim. Ba\u015fka bir \u00fcniversite m\u00fcmk\u00fcnd\u00fcr. Piyasan\u0131n sipari\u015flerine g\u00f6re \u015fekillenmeyen, halk\u0131n ihtiya\u00e7lar\u0131na kulak veren, birlikte d\u00fc\u015f\u00fcnmenin ve \u00fcretmenin mek\u00e2n\u0131 olan bir \u00fcniversite.<\/p>\n

Bunun yolu, akademiyi yeniden kamusal bir alan olarak kurmaktan ve her d\u00fczeyde m\u00fccadeleyi birlikte \u00f6rg\u00fctlemekten ge\u00e7iyor.<\/p>\n

[1]<\/a> Bernal, J. D. (2011) Bilimin Toplumsal \u0130\u015flevi<\/em>, Evrensel Bas\u0131m Yay\u0131n, \u0130stanbul, sf. 34.<\/p>\n

[2]<\/a> Kwiek, M. (2000) \u201cThe nation-state, globalisation and the modern institution of the university\u201d, Theoria:<\/em> A Journal of Social and Political Theory<\/em>, 96, 74-98.<\/p>\n

[3]<\/a> Snow, C. P. (1999) \u0130ki K\u00fclt\u00fcr<\/em>, \u00e7ev. T. Birkan, T\u00fcbitak Yay\u0131nlar\u0131, Ankara.<\/p>\n

[4]<\/a> Bourdieu, P. (2021) Homo academicus<\/em>, \u00e7ev. N. \u00d6kten, A. N. Kocasu ve E. G\u00fclbey, Bilgi \u00dcniversitesi Yay\u0131nlar\u0131, \u0130stanbul.<\/p>\n

[5]<\/a> Nalbanto\u011flu, H. \u00dc. (2003) \u201c\u00dcniversite A\u015e\u2019de bir \u2018homo academicus\u2019: \u2018Ersatz\u201d yuppie akademisyen\u201d, Toplum ve Bilim<\/em>, 97, 7-42.<\/p>\n

[6]<\/a> Uzunyayla, F., ve F. Ercan (2011) \u201cT\u00fcrkiye\u2019de E\u011fitim Sistemine Y\u00f6nelik Yeni Talepler ve Yeni Akt\u00f6rlere S\u0131n\u0131fsal Bir Bak\u0131\u015f\u201d, Metala\u015fma ve \u0130ktidar\u0131n Bask\u0131s\u0131ndaki \u00dcniversite<\/em>, S. Korkusuz Kurt ve F. Ercan (der.), SAV, 197-222.<\/p>\n

[7]<\/a> Etzkowitz, H. (2013) \u201cAnatomy of the entrepreneurial university\u201d, Social Science Information<\/em>, 52(3), 486-511.<\/p>\n

[8]<\/a> Bu de\u011ferlendirme s\u00fcrecinin tarihselli\u011fini, nas\u0131l i\u015fledi\u011fini ve etkilerini ba\u015fka bir yaz\u0131da daha detayl\u0131 olarak aktarm\u0131\u015ft\u0131k. Bkz. Bi\u00e7ici K. (2024) \u201cAkademide \u2018Ay\u0131n Eleman\u0131\u2019 Olma Yar\u0131\u015f\u0131: Makaleler, At\u0131flar ve Projeler\u201d, Teori ve Eylem<\/em>, 64, 119-126.<\/p>\n

[9]<\/a> Ergur, A. (2016) \u201cHer Yeme\u011fe Sos Bolonez! Bilimsel Etkinli\u011fin Kapitalist Giri\u015fime D\u00f6n\u00fc\u015fmesi S\u00fcrecinde Disiplinler Standartla\u015fmas\u0131\u201d, Payla\u015f\u0131mlar: \u00dcniversite, Bilgi, \u00dcretim<\/em> i\u00e7inde, B. M\u00fccen, \u00c7. Topal ve E. Y\u0131ld\u0131r\u0131m (ed.) \u0130leti\u015fim Yay\u0131nlar\u0131, \u0130stanbul, 149-169.<\/p>\n

[10]<\/a> Uzmanla\u015fma ku\u015fkusuz d\u00fc\u015f\u00fcnsel ilerleme ve geli\u015fim a\u00e7\u0131s\u0131ndan bir ko\u015fuldur ancak uzmanla\u015fma ve par\u00e7alanma belirli bir noktan\u0131n \u00f6tesine ge\u00e7ti\u011finde b\u00fct\u00fcnsel yakla\u015f\u0131m zay\u0131flar. Genel olarak akademinin ele\u015ftirel yorumunda konu edinilen \u201cdar uzmanla\u015fma\u201d ara\u015ft\u0131rmac\u0131n\u0131n ger\u00e7ekle\u015ftirdi\u011fi bilimsel ara\u015ft\u0131rma faaliyetinin sonu\u00e7lar\u0131 ve getirilerinin \u201cb\u00fct\u00fcnsel\u201d yorumuna kar\u015f\u0131 sorumsuzla\u015fmas\u0131 ve yabanc\u0131la\u015fmas\u0131d\u0131r.<\/p>\n

[11]<\/a> T\u00fcrkiye\u2019de \u00dcniversite Da\u011f\u0131l\u0131m\u0131 ve \u0130statistikleri (anbeankamp\u00fcs)<\/p>\n

https:\/\/anbeankampus.co\/blog\/turkiyede-kac-universite-var\/<\/p>\n

[12]<\/a> \u00dcniversitelerin kendi sayfalar\u0131nda bulunan \u201cM\u00fctevelli Heyeti\u201d ya da \u201cKurulu\u015f\u201d gibi sekmelerden bu bilgilere ula\u015f\u0131labilir.<\/p>\n

[13]<\/a> Vak\u0131f \u00fcniversitelerinin tarihini, \u00fcniversitelerdeki akademisyenlerin eme\u011finin d\u00f6n\u00fc\u015f\u00fcm\u00fcn\u00fc ve farkl\u0131 \u00fcniversitelerdeki deneyim \u00f6rnekleri i\u00e7in detayl\u0131 ve b\u00fct\u00fcnl\u00fckl\u00fc bir bak\u0131\u015f i\u00e7in bkz. De\u011firmencio\u011flu, S. M. ve K. \u0130nal (2015) Y\u00fcksek\u00f6\u011fretimin serbest d\u00fc\u015f\u00fc\u015f\u00fc: \u00d6zel \u00fcniversiteler<\/em>. Ayr\u0131nt\u0131 Yay\u0131nlar\u0131, \u0130stanbul.<\/p>\n

[14]<\/a> Yak\u0131n zamandaki geli\u015fmelerle daha k\u0131sa ve \u00f6ne \u00e7\u0131kan y\u00f6nlerini g\u00f6steren haber i\u00e7in bkz. Demirel, N. S. (31 A\u011fustos 2023) \u201cVak\u0131f \u00fcniversiteleri yasalar\u0131 takm\u0131yor: S\u00f6m\u00fcr\u00fc var, ceza yok\u201d, Evrensel<\/em>,<\/p>\n

https:\/\/www.evrensel.net\/haber\/497962\/vakif-universiteleri-yasalari-takmiyor-somuru-var-ceza-yok<\/p>\n

[15]<\/a> Bircan, H. Merve ve N. Erdo\u011fmu\u015f (2020) “Kad\u0131n akademisyenlerin kariyer kimli\u011fi in\u015fas\u0131: Ara\u015ft\u0131rma yapmak isteyen anne \u00f6\u011fretim \u00fcyesi”, Journal of Economy Culture and Society \u00d6zel Say\u0131 1, 177-206.<\/p>\n

[16]<\/a> \u00d6ztan, E. ve S. N. Do\u011fan (2015) “Akademinin cinsiyeti: Y\u0131ld\u0131z Teknik \u00dcniversitesi \u00f6rne\u011fi \u00fczerinden \u00fcniversite ve toplumsal cinsiyet”, \u00c7al\u0131\u015fma ve Toplum 3, 46, 191-222.<\/p>\n

[17]<\/a> Bu konudaki olduk\u00e7a kapsaml\u0131 \u00e7al\u0131\u015fma i\u00e7in bkz. Tekerek, T. (2023) Ta\u015fra \u00dcniversiteleri: AK Parti’nin Arka Kamp\u00fcs\u00fc<\/em>, \u0130leti\u015fim Yay\u0131nlar\u0131, \u0130stanbul.<\/p>\n

[18]<\/a> \u00d6rne\u011fin, Times Higher Education (THE) University Rankings\u2019in s\u0131ralama sisteminde \u201cIndustry Income\u201d ba\u015fl\u0131\u011f\u0131 alt\u0131nda \u00fcniversitelerin sanayiyle yapt\u0131\u011f\u0131 i\u015fbirliklerinden elde etti\u011fi gelir \u00f6l\u00e7\u00fclmektedir. Bu kriter, do\u011frudan bilginin ticarile\u015fme kapasitesine dayal\u0131d\u0131r. Yani bir \u00fcniversitenin bilimsel ba\u015far\u0131 seviyesi, art\u0131k sadece ara\u015ft\u0131rma \u00e7\u0131kt\u0131lar\u0131n\u0131n niteli\u011fiyle de\u011fil, bu \u00e7\u0131kt\u0131lar \u00fczerinden elde edilen patent ve gelirlerle de tan\u0131mlanmaktad\u0131r. THE\u2019nin a\u00e7\u0131klamas\u0131na g\u00f6re bu kriter \u201cbir \u00fcniversitenin bilgi aktar\u0131m\u0131ndaki etkinli\u011fini ve sanayiye katk\u0131s\u0131n\u0131\u201d \u00f6l\u00e7mektedir. Ne var ki, bu \u201ckatk\u0131\u201d, \u00fcretimden \u00e7ok k\u00e2rla \u00f6l\u00e7\u00fclmektedir. Times Higher Education (2024) World University Rankings Methodology, https:\/\/www.timeshighereducation.com\/world-university-rankings\/methodology-world-university-rankings<\/p>\n

[19]<\/a> Andrew A. (18 Eyl\u00fcl 2024) \u201cAcademic Publishers Hit with Antitrust Suit over Peer Review\u201d, Publishers Weekly<\/em>, https:\/\/www.publishersweekly.com\/pw\/by-topic\/industry-news\/publisher-news\/article\/95968-academic-publishers-hit-with-antitrust-suit-over-peer-review.html<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Kaan Bi\u00e7ici   Bilim mefhumu zihinlerde farkl\u0131 bi\u00e7imlerde yer al\u0131rken, bilim insan\u0131 tipolojisinde de benzer bir durum s\u00f6z konusudur. Bu tipolojide yer alanlardan kimisinin -uzay ara\u00e7lar\u0131 \u00fcreten bir \u015firketin CEO\u2019su gibi- \u201cbilim insan\u0131\u201d olmakla uzaktan yak\u0131ndan alakas\u0131 yoktur, kimisi ise \u201cekranlar\u0131n sevilen y\u00fcz\u00fc\u201d haline gelmi\u015f bilimin, bilgeli\u011fin sembol\u00fc gibi sunulan aristokrasinin karn\u0131 tok evlad\u0131d\u0131r. Asl\u0131nda bilim insan\u0131, bir zamanlar ger\u00e7ekten […]<\/p>\n","protected":false},"author":1,"featured_media":3842,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[774,773,655],"tags":[],"class_list":["post-3841","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-68-sayi-yaz-2025","category-turkiye-isci-sinifi","category-kaan-bicici"],"yoast_head":"\nBilimsel \u00dcretimin Fabrikas\u0131 Olarak \u00dcniversiteler ve Akademik Eme\u011fin D\u00f6n\u00fc\u015f\u00fcm\u00fc<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/teoriveeylem.net\/tr\/2025\/10\/17\/bilimsel-uretimin-fabrikasi-olarak-universiteler-ve-akademik-emegin-donusumu\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:locale:alternate\" content=\"en_EN\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bilimsel \u00dcretimin Fabrikas\u0131 Olarak \u00dcniversiteler ve Akademik Eme\u011fin D\u00f6n\u00fc\u015f\u00fcm\u00fc\" \/>\n<meta property=\"og:description\" content=\"Kaan Bi\u00e7ici   Bilim mefhumu zihinlerde farkl\u0131 bi\u00e7imlerde yer al\u0131rken, bilim insan\u0131 tipolojisinde de benzer bir durum s\u00f6z konusudur. Bu tipolojide yer alanlardan kimisinin -uzay ara\u00e7lar\u0131 \u00fcreten bir \u015firketin CEO\u2019su gibi- \u201cbilim insan\u0131\u201d olmakla uzaktan yak\u0131ndan alakas\u0131 yoktur, kimisi ise \u201cekranlar\u0131n sevilen y\u00fcz\u00fc\u201d haline gelmi\u015f bilimin, bilgeli\u011fin sembol\u00fc gibi sunulan aristokrasinin karn\u0131 tok evlad\u0131d\u0131r. 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