Son y\u0131llarda \u00f6zellikle fon sa\u011flayan devlet kurumlar\u0131 taraf\u0131ndan \u00fcniversitelerin performanslar\u0131na g\u00f6re de\u011ferlendirilmeleri gerekti\u011fine dair y\u00fckselen bir talep var. Bu performans\u0131 da lisans \u00f6\u011frencilerinden \u00e7\u0131kan ara\u015ft\u0131rmalara ve makalelere g\u00f6re de\u011ferlendiriyorlar. Peki, bu durumun \u00fcniversitelere ve ona ba\u011fl\u0131 olarak \u00f6\u011frencilere bir etkisi oluyor mu?<\/p>\n
Bu konuda T\u00fcrkiye\u2019de yap\u0131lan detayl\u0131 bir ara\u015ft\u0131rma yok, fakat Amerika\u2019da 1993-2010 y\u0131llar\u0131nda 500 lise sonras\u0131 d\u00f6rt y\u0131ll\u0131k e\u011fitim kurumu aras\u0131nda b\u00f6yle bir ara\u015ft\u0131rma yap\u0131lm\u0131\u015f. Sonuca g\u00f6re mevcut performans finansman politikalar\u0131n\u0131n \u00f6\u011frenci performans\u0131 ile y\u00fcksek d\u00fczeyde ili\u015fkili olmad\u0131\u011f\u0131 anla\u015f\u0131lm\u0131\u015ft\u0131r. Hatta uzun d\u00f6nemde bu konuda daha az bir performans g\u00f6sterdikleri de g\u00f6r\u00fclm\u00fc\u015f. Fakat fonlama konusundaki son politikalar uzun d\u00f6nemde baz\u0131 geli\u015fmeler sa\u011flayabilir.<\/p>\n
Yap\u0131lan ara\u015ft\u0131rmaya g\u00f6re Amerika\u2019daki d\u00f6rt y\u0131ll\u0131k \u00fcniversiteler, \u00f6\u011frencilerinin neredeyse %60\u2019\u0131n\u0131 alt\u0131 y\u0131lda mezun ediyor. Bu mezuniyet oran\u0131 baz\u0131 \u00f6\u011frenci gruplar\u0131nda ise \u00e7ok daha d\u00fc\u015f\u00fckt\u00fcr. 1993-2010 aras\u0131ndaki performans fonlama politikalar\u0131n\u0131n \u00f6\u011frenci ara\u015ft\u0131rmalar\u0131 konusunda \u00e7ok az etkisi oldu\u011fu ortaya \u00e7\u0131km\u0131\u015ft\u0131r. \u00dcniversitelerin ara\u015ft\u0131rmalar i\u00e7in daha fazla fon<\/a> kazanmak amac\u0131yla akademisyenlere verdi\u011fi baz\u0131 primlere ra\u011fmen de bu konuda pek bir geli\u015fme sa\u011flanamam\u0131\u015f. Hatta uzun d\u00f6nemde ara\u015ft\u0131rmac\u0131lar \u00fczerinde negatif bir etkisi olmu\u015ftur. Amerika\u2019n\u0131n 19 eyaletinde performansa dayal\u0131 sistemler ve programlar b\u00fcy\u00fck \u00f6l\u00e7\u00fcde \u00f6n lisans\u0131 tamamlayan \u00f6\u011frenci say\u0131s\u0131n\u0131 artt\u0131rmak i\u00e7in tasarlanm\u0131\u015f olsa da, sadece d\u00f6rt tanesinde ba\u015far\u0131ya ula\u015f\u0131lm\u0131\u015ft\u0131r. Alt\u0131 eyalette tamamlama say\u0131lar\u0131 asl\u0131nda azalm\u0131\u015f, di\u011fer dokuzunda ise herhangi bir sonu\u00e7 al\u0131namam\u0131\u015ft\u0131r.<\/p>\n Bir ba\u015fka ara\u015ft\u0131rma ise Yeni Zelanda\u2019da yap\u0131lm\u0131\u015ft\u0131r. Bu ara\u015ft\u0131rmada ise performansa dayal\u0131 fonlama sisteminin ara\u015ft\u0131rmac\u0131lar \u00fczerinde olumlu etkileri oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Hatta hem \u00fcniversite ara\u015ft\u0131rmalar\u0131n\u0131n say\u0131s\u0131nda hem de ara\u015ft\u0131rma kalitesinde ciddi anlamda bir art\u0131\u015f olmu\u015f. \u00d6zellikle 2003 y\u0131l\u0131ndan sonra ara\u015ft\u0131rmac\u0131 ba\u015f\u0131na d\u00fc\u015fen ara\u015ft\u0131rma say\u0131s\u0131<\/a> da artm\u0131\u015ft\u0131r.<\/p>\n