Author/Authors :
yilmaz, kaya marmara üniversitesi - atatürk eğitim fakültesi - sosyal bilgiler eğitimi anabilim dalı, Turkey , şahin, taner marmara üniversitesi - eğitim bilimleri enstitüsü - sosyal bilgiler eğitimi, Turkey
Abstract :
It is emphasized in the previous studies that little, if any, has been known about how research assistants perceive their occupation. This research topic has not been examined via phenomenological research design. Aimed at addressing this gap in the literature, this study examined how research assistants perceive their experiences as a research assistant. The study is significant in terms of its potential to reveal the participants’ perceptions of what it means to be a research assistant on the basis of their own experiences. Phenomenological research design was used to conduct the study. The study participants were 10 research assistants who were employed at college of education. Semi-structured interview was used to collect data. Probing questions were asked to the participants depending on their answers to interview questions. Phenomenological study aims to reveal the essence and structure of a phenomenon experienced by participants. Therefore, in order to identify the meaning, essence and structure of the experience of being a research assistant, four intertwined processes were carried out during data analysis. These are ‘bracketing’, ‘phenomenological reduction’, ‘imaginative variation’ and ‘synthesis of meanings and essences.’ At the end of data analysis, it was found that the essence and structure of the phenomenon of being a research assistant at a college of education was composed of six interrelated components. Research assistants are (1) being exploited, doing secretary and drudgeries, (2) facing academic pressure, (3) confronting economic difficulties, (4) losing their motivation, (5) building an academic career, and (6) experiencing academic development. The participants have stated that even though it is not in their job definition, they are required to handle office works and chore, teach courses on behalf of the faculty members, do their personal works, and this situation makes them feel uncomfortable and exploited. It was found that research assistants do not have enough freedom in their academic affairs, confront interference and coercion by faculty members, face different sorts of economic hardship in their personal and academic life, and all of these negative experiences result in motivation loss for research assistants. Participants’ statements have showed that experiences in carrying out research assistantship plays a significant role in their academic identity development. Lastly, engaging in academic career and conducting scientific research provide research assistants with intellectual satisfaction and contribute to their academic development.
