Determining University Students' Perspectives on Islamic Economics and Finance Education

Muhammet Fatih Canbaz

Makale detayları

Determining University Students' Perspectives on Islamic Economics and Finance Education

Yazarlar:

Muhammet Fatih Canbaz

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

İslam Finansı

Dergi:

Kocatepe İslami İlimler Dergisi Vol.6 Issue Özel Sayı, pp.64-91

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301086

pISSN:

2757-8399

Anahtar kelimeler:

Özet:

 In Turkey, Islamic banking participation banking has exhibited an annual average growth of 23 from 2005 to the present, while traditional banking showed a growth rate of 17 during the same period. With the rapid development of Participation Finance, the need for new branch openings and personnel has increased. The sector generally recruits its employees from departments such as business, economics, finance, and banking, while education in Islamic finance and participation banking within the social sciences is still in its early stages. During this early phase of education, feedback on the training provided has not yet been established. This study explores the perspectives of students who have received education in Islamic economics and finance from different university programs. This study also seeks to understand changes in students  interest and passion for these subjects and their career expectations. This study explores the perspectives of university students who have received education in Islamic economics and finance within different university programs. In doing so, the research investigates students  interest and affection toward the courses and any changes in their career expectations. This study primarily focuses on students from the Department of Finance and Banking at Bolu Abant Izzet Baysal University, and additional data was collected through social media to expand the sample size. Surveys were conducted using the convenience sampling method, and 109 students were included in the study. The data obtained from the surveys did not follow a normal distribution; therefore, frequency analysis, MannWhitney U, Kruskal-Wallis H, and one-way ANOVA: post hocTamanes T2 analysis techniques were applied. In the demographic analysis, it was observed that 68 of the participants were male and 32 were female, a higher interest in the field among male students. Moreover, 62 of the participants were aged 28 years and above, indicating higher participation of older students, especially in graduate programs. The majority of students studied in the Marmara and Black Sea regions. After the demographic questions, participants were asked important questions to indicate their relationship with the Islamic Economics and Finance field and their level of interest. Based on the responses, 87 of all participants expressed a desire to work in the Islamic Economics and Finance field, and 73 indicated an interest in the subject. Following this preliminary information, a scale was created to determine students perspectives on Islamic Economics and Finance courses. The scale consisted of 40 statements, which were categorized into 7 dimensions as follows: Affection for Courses, Perception of Course Utility, Perception of Course Necessity, Relevance to Interest Area, Desire for Learning, Course Difficulty, and Career Contribution. Based on the analyses conducted for each dimension, students expressed the following perspectives on Islamic Economics and Finance courses: 73 of students stated that they enjoyed the courses and the field. 85 found the courses to be beneficial. 86 perceived the courses as necessary. 81 felt that the courses were relevant to their interest area. 85 had a strong desire to learn. 81 did not find the courses difficult. 76 believed that these courses would have a positive impact on their careers. Additionally, the percentage of participants displaying a negative attitude toward Islamic Economics and Finance ranged from 7 to 16. When considering undecided participants in the negative attitude group, the overall rate of disapproval reached approximately 20. It is essential to conduct further work to engage and address the concerns of the relevant parties. Regarding the main research question, What are the perspectives of students on Islamic Economics and Finance courses?, the study concluded that the responses were significantly positive. The analysis of whether perspectives differed among different groups showed that students from higher education programs had a more positive outlook. Masters and Doctoral students had different perspectives compared with undergraduate and associate degree students. Based on this finding, providing Islamic Economics and Finance education to students at an early stage could contribute to a more positive perspective and increased interest. Taking all the questions into account, the overall average percentage of students having a positive perspective on courses related to Islamic Economics and Finance was 80, while 20 were undecided or held negative views.

 Türkiyede Katılım bankacılığı İslami Bankacılık sektörü 2005 yılından günümüze yıllık ortalama 23 büyüme gösterirken aynı dönemde geleneksel bankacılık 17 oranında büyüme kaydetmiştir. Katılım Finansın bu hızlı gelişiminin sonucunda şube sayısında ve personel ihtiyacında artışlar olmuştur. Sektör, çalışanlarını genellikle işletme, iktisat, finans ve bankacılık gibi bölümlerden temin ederken sosyal bilimlerde İslami finans ve katılım bankacılığı eğitimleri henüz erken aşamasını yaşamaktadır. Erken aşama olarak nitelendirilen dönemde verilen eğitimlerin geri bildirimleri ise henüz olgunlaşmamıştır. Bu çalışmanın amacı üniversitelerin farklı programlarında İslam İktisadı ve Finansı kapsamında eğitim alan öğrencilerin aldıkları derslere ilişkin bakış açılarının araştırılmasıdır. Bu vesileyle öğrencilerin derslere olan ilgi ve sevgisi araştırılırken kariyer beklentilerinde değişimler anlaşılmaya çalışılmıştır. Çalışmada Bolu Abant İzzet Baysal Üniversitesi Finans ve Bankacılık Anabilim dalı öğrencileri öncelikli örneklem olarak ele alınmıştır. Ardından daha fazla öğrenciye ulaşmak adına sosyal medya aracılığıyla ek veri toplanmıştır. Anketler kolayda örneklem yöntemi ile toplanmış olup 109 öğrenci çalışmaya dahil edilmiştir. Anketlerden elde edilen verilere normallik normal dağılmadığı için Frekans Analizi, MannWhitney U, Kruskal-Wallis H, ve one-way ANOVA: post hocTamanes T2 analiz teknikleri uygulanmıştır. Demografik analizde, katılımcıların 68 erkek 32 kadın olduğu görülmüştür. Alana ilginin erkeklerde yoğunlaştığı düşünülebilir. 28 yaş ve üzeri katılımcıların 62lik oranla yüksek seviyede olduğu ve lisansüstü eğitimin programlarından daha fazla veri toplandığı anlaşılmıştır. Öğrencilerin büyük kısmı Marmara ve Karadeniz bölgesinde eğitim görmektedir. Demografik sorular akabinde katılımcılara bazı önemli sorular sorularak İİF alanıyla olan ilişkilerinin ve ilgi düzeylerini belirtmeleri istenmiştir. Bu sorulara verilen cevaplardan tüm katılımcıların 87si İİF alanında çalışmayı arzuladığını ve 73 seviyesinde İslam İktisadı Finansına ilgi duyduğunu belirtmişlerdir. Bu ön bilgi sonrası İslam İktisadı ve Finansı Derslerine Bakış Açılarının Tespiti adına oluşturulan ölçekte toplamda 40 adet ifade yer almıştır. Bu ifadeler ise 7 farkı boyuta indirgenmiştir. Boyutlar şu şekildedir: Derslere Sevgi Boyutu, Dersleri Faydalı Bulma Boyutu, Dersleri Gerekli Bulma Boyutu, İlgi Alanına Girme Boyutu, Öğrenme Arzusu Boyutu, Derslerin Zorluğu Boyutu, Kariyer Katkısı Boyutu. Boyutlar özelinde yapılan analizler sonucunda öğrenciler; 73 oranında dersleri ve alanı sevdiğini, 85 oranında dersleri faydalı bulduğunu, 86 oranında derslerin gerekli olduğunu, 81 oranında ilgi alanına girdiğini, 85 oranında öğrenme arzusuna sahip olduklarını, 81 oranında derslerin zor olmadığını ve 76 oranında ise kariyerlerinde bu alanın etkili olacağını ifade etmiştir. İslam İktisadı ve finansına olumsuz tutum gösteren katılımcıların 7 ile 16 arasında değiştiği tespit edilmiştir. Kararsızlar da olumsuz tutum gösterenlere eklendiğinde ortalama 20 bir kayıp olduğu görülmüştür. İlgili tarafların kazanılması adına çalışmalar yapılması gerekmektedir. Araştırmanın temel sorusu olan Öğrencilerin İslam İktisadı ve Finansı derslerine bakış açıları nedir sorusuna nihai aşamada yüksek oranda olumlu olduğu kanaatine ulaşılmıştır. Bakış açılarının gruplar arasında farklılıklar gösterip göstermediğine ilişkin analizde ise eğitim alınan programın daha yüksek bir eğitim programı olması halinde bakış açısının pozitif yönde eğilim gösterdiği tespit edilmiştir. YL ve Doktora öğrencileri Lisans ve Ön Lisans öğrencilerinden tutum noktasında farklılaşmaktadır. Bu veriden hareketle İİF eğitimlerinin öğrencilere erken aşamada verilmesi bakış açısının ve ilginin daha olumlu hale getirilmesine katkı sağlayacaktır. Tüm sorular dikkate alınarak bir ortalama alındığında ise öğrencilerin İslam İktisadı ve Finansı kapsamına giren derslere ilişkin bakış açılarının 80 olumlu ve 20 oranında ise kararsızolumsuz olduğu anlaşılmıştır.

 In Turkey, Islamic banking participation banking has exhibited an annual average growth of 23 from 2005 to the present, while traditional banking showed a growth rate of 17 during the same period. With the rapid development of Participation Finance, the need for new branch openings and personnel has increased. The sector generally recruits its employees from departments such as business, economics, finance, and banking, while education in Islamic finance and participation banking within the social sciences is still in its early stages. During this early phase of education, feedback on the training provided has not yet been established. This study explores the perspectives of students who have received education in Islamic economics and finance from different university programs. This study also seeks to understand changes in students  interest and passion for these subjects and their career expectations. This study explores the perspectives of university students who have received education in Islamic economics and finance within different university programs. In doing so, the research investigates students  interest and affection toward the courses and any changes in their career expectations. This study primarily focuses on students from the Department of Finance and Banking at Bolu Abant Izzet Baysal University, and additional data was collected through social media to expand the sample size. Surveys were conducted using the convenience sampling method, and 109 students were included in the study. The data obtained from the surveys did not follow a normal distribution; therefore, frequency analysis, MannWhitney U, Kruskal-Wallis H, and one-way ANOVA: post hocTamanes T2 analysis techniques were applied. In the demographic analysis, it was observed that 68 of the participants were male and 32 were female, a higher interest in the field among male students. Moreover, 62 of the participants were aged 28 years and above, indicating higher participation of older students, especially in graduate programs. The majority of students studied in the Marmara and Black Sea regions. After the demographic questions, participants were asked important questions to indicate their relationship with the Islamic Economics and Finance field and their level of interest. Based on the responses, 87 of all participants expressed a desire to work in the Islamic Economics and Finance field, and 73 indicated an interest in the subject. Following this preliminary information, a scale was created to determine students perspectives on Islamic Economics and Finance courses. The scale consisted of 40 statements, which were categorized into 7 dimensions as follows: Affection for Courses, Perception of Course Utility, Perception of Course Necessity, Relevance to Interest Area, Desire for Learning, Course Difficulty, and Career Contribution. Based on the analyses conducted for each dimension, students expressed the following perspectives on Islamic Economics and Finance courses: 73 of students stated that they enjoyed the courses and the field. 85 found the courses to be beneficial. 86 perceived the courses as necessary. 81 felt that the courses were relevant to their interest area. 85 had a strong desire to learn. 81 did not find the courses difficult. 76 believed that these courses would have a positive impact on their careers. Additionally, the percentage of participants displaying a negative attitude toward Islamic Economics and Finance ranged from 7 to 16. When considering undecided participants in the negative attitude group, the overall rate of disapproval reached approximately 20. It is essential to conduct further work to engage and address the concerns of the relevant parties. Regarding the main research question, What are the perspectives of students on Islamic Economics and Finance courses?, the study concluded that the responses were significantly positive. The analysis of whether perspectives differed among different groups showed that students from higher education programs had a more positive outlook. Masters and Doctoral students had different perspectives compared with undergraduate and associate degree students. Based on this finding, providing Islamic Economics and Finance education to students at an early stage could contribute to a more positive perspective and increased interest. Taking all the questions into account, the overall average percentage of students having a positive perspective on courses related to Islamic Economics and Finance was 80, while 20 were undecided or held negative views.

 In Turkey, Islamic banking participation banking has exhibited an annual average growth of 23 from 2005 to the present, while traditional banking showed a growth rate of 17 during the same period. With the rapid development of Participation Finance, the need for new branch openings and personnel has increased. The sector generally recruits its employees from departments such as business, economics, finance, and banking, while education in Islamic finance and participation banking within the social sciences is still in its early stages. During this early phase of education, feedback on the training provided has not yet been established. This study explores the perspectives of students who have received education in Islamic economics and finance from different university programs. This study also seeks to understand changes in students  interest and passion for these subjects and their career expectations. This study explores the perspectives of university students who have received education in Islamic economics and finance within different university programs. In doing so, the research investigates students  interest and affection toward the courses and any changes in their career expectations. This study primarily focuses on students from the Department of Finance and Banking at Bolu Abant Izzet Baysal University, and additional data was collected through social media to expand the sample size. Surveys were conducted using the convenience sampling method, and 109 students were included in the study. The data obtained from the surveys did not follow a normal distribution; therefore, frequency analysis, MannWhitney U, Kruskal-Wallis H, and one-way ANOVA: post hocTamanes T2 analysis techniques were applied. In the demographic analysis, it was observed that 68 of the participants were male and 32 were female, a higher interest in the field among male students. Moreover, 62 of the participants were aged 28 years and above, indicating higher participation of older students, especially in graduate programs. The majority of students studied in the Marmara and Black Sea regions. After the demographic questions, participants were asked important questions to indicate their relationship with the Islamic Economics and Finance field and their level of interest. Based on the responses, 87 of all participants expressed a desire to work in the Islamic Economics and Finance field, and 73 indicated an interest in the subject. Following this preliminary information, a scale was created to determine students perspectives on Islamic Economics and Finance courses. The scale consisted of 40 statements, which were categorized into 7 dimensions as follows: Affection for Courses, Perception of Course Utility, Perception of Course Necessity, Relevance to Interest Area, Desire for Learning, Course Difficulty, and Career Contribution. Based on the analyses conducted for each dimension, students expressed the following perspectives on Islamic Economics and Finance courses: 73 of students stated that they enjoyed the courses and the field. 85 found the courses to be beneficial. 86 perceived the courses as necessary. 81 felt that the courses were relevant to their interest area. 85 had a strong desire to learn. 81 did not find the courses difficult. 76 believed that these courses would have a positive impact on their careers. Additionally, the percentage of participants displaying a negative attitude toward Islamic Economics and Finance ranged from 7 to 16. When considering undecided participants in the negative attitude group, the overall rate of disapproval reached approximately 20. It is essential to conduct further work to engage and address the concerns of the relevant parties. Regarding the main research question, What are the perspectives of students on Islamic Economics and Finance courses?, the study concluded that the responses were significantly positive. The analysis of whether perspectives differed among different groups showed that students from higher education programs had a more positive outlook. Masters and Doctoral students had different perspectives compared with undergraduate and associate degree students. Based on this finding, providing Islamic Economics and Finance education to students at an early stage could contribute to a more positive perspective and increased interest. Taking all the questions into account, the overall average percentage of students having a positive perspective on courses related to Islamic Economics and Finance was 80, while 20 were undecided or held negative views.

Makale detayları

Determining University Students' Perspectives on Islamic Economics and Finance Education

Yazarlar:

Muhammet Fatih Canbaz

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

İslam Finansı

Dergi:

Kocatepe İslami İlimler Dergisi Vol.6 Issue Özel Sayı, pp.64-91

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301086

pISSN:

2757-8399

Islamic Economics and Finance

Islamic Finance

University Student

Interest in Courses

Perspective on Coursesİslam İktisadı ve Finansı

Katılım Finans

Üniversite Öğrencisi

Derslere İlgisi

Derslere Bakış açısı

Sayı

Makale detayları

Yazarlar: Muhammet Fatih Canbaz

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: İslam Finansı

Dergi: Kocatepe İslami İlimler Dergisi Vol.6 Issue Özel Sayı, pp.64-91

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301086

pISSN: 2757-8399

Sayı

Yazarlar:

Muhammet Fatih Canbaz

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

İslam Finansı

Dergi:

Kocatepe İslami İlimler Dergisi Vol.6 Issue Özel Sayı, pp.64-91

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301086

pISSN:

2757-8399