3. İşletme Tarihi Konferansı, İstanbul, Türkiye, 24 Eylül 2020, ss.38-41
Türkiye’de modern anlamda işletmecilik eğitimi iki farklı paradigma ekseninde gelişmiştir. Bu
paradigmalar, Alman ve Amerikan ekolleridir (B. Üsdiken: 2003). 1937 sonrası İstanbul
Üniversitesi İktisat Fakültesi’nde meşruiyete kavuşan Alman ekolü, 1950’lere kadar
Türkiye’deki işletmecilik eğitiminde ağırlığını korumuştur (B. Adiloğlu ve G. Yücel: 2019).
Buna karşın, İkinci Dünya Savaşı sonrasında Avrupa’da hızla gelişen Amerikanizasyon
hareketinden en çok etkilenen ülkelerden biri Türkiye olmuştur. Amerikanizasyon hareketi
Türkiye’de siyasi, iktisadi ve endüstriyel anlamda değişimlere ve gelişmelere yol açmıştır (B.
Üsdiken: 2009). İktisadi ve Endüstriyel alandaki gelişmeler beraberinde Türkiye’deki
işletmecilik sorunlarını çağdaş metotlarla ele almayı, işletmecilik eğitimini ve yönetici
yetiştirilmesinin önemini gözler önüne sermiştir. Her iki ekolün gelişimi karşılaştırıldığında
Alman ekolü daha çok bireysel girişimler etrafında şekillenirken, Amerikan ekolü daha
karmaşık bir şekilde İşletmecilik Eğitimi’nin şekillenmesine neden olmuştur. Bu bakımdan,
İşletmecilik eğitiminde Amerikanizasyon’un karmaşık sürecinin nasıl olduğu sorunsalı
irdelenmesi gerektiği düşünülmektedir.
Two different paradigms shaped the modern basics of business education in Turkey. These
paradigms are German Ecole and American Ecole. Soon after found the Faculty of Economics
at Istanbul University, in 1937, the German Ecole gained its legitimization in the Turkey
context, and the intense impact of the Ecole continued until the 1950s. However, after the
WWII, Turkey was one of the most affected countries in Europe by the Americanization that
rapidly growing movement all around the world. The Americanization movement prompt veer
off in a new direction to Turkey in fields such as politics, economics, and industrial. Indeed,
developments in economics and industrial areas showed the importance of the approach to
business problems with modern methods and, need for business education and executive
trainings in the Turkish context. When compared to the evolution of two paradigms, the German
Ecole in Turkey directed mostly by individual pioneers. The ascend of American Ecole in
Turkey was shaped by not just individuals but institutions. In this context, the question of how
to find the Americanization movement occurs within the of Europe and Turkey frameworks
should be considered first.
The evolution of both German Ecole and American Ecole in business education was referred
by different researches before. However, no one research detailly and comparatively focus
causes on the Americanization. Therefore, it's significant to reveal which fields of business
education affected by Americanization to (1) understand the circumstance of the period, and
(2) uncover the basics today's business education.
In the process that started with the Truman doctrine in 1947, the governments both the USA
and Turkey were closed, in terms of politics and economic relationships. USA based institutions
conducted the economic, financial, cultural, agricultural, and industrial mutual works in
Turkey. This research aims to both classify reports related to the Americanization movement
according to their types and, develop an understanding of the basics of Americanization in
Turkey's business education.
S a y f a 41
24 Eylül 2020
III. İşletme Tarihi Konferansı Yıldız Teknik Üniversitesi
I I I . İ ş l e t m e T a r i h i K o n f e r a n s ı
In the research, the Truman Doctrine (1947), the Marshall Plan (1948-1951), World Bank
Report (1951), Turkey - UN Technical Assistance Additional Agreement (1952), Gordon and
Howel Report (1959) and, Pierson Report have examined with the document review qualitative
research method. The comparative historical research method used in this study. The findings
were analyzed using both descriptive analysis and content analysis.
Above six reports were examined in the context of the Americanization movement. The reports
have split into three different types, namely politic-based, economic-based, and educational
system based. As a result, it has shown how the different ways of the Americanization
movements affected Turkey’s business education system, focusing on the evolution of business
education at Istanbul University.