Akademik Veri Yönetim Sistemi
International Congress of Integrated Social Research and Interdisciplinary Studies, Batumi, Gürcistan, 30 Mayıs - 01 Haziran 2024, cilt.1, sa.1, ss.114-117, (Özet Bildiri)
With the development of science and technology, the qualities expected from 21stcentury people have also changed. Individuals who can think critically, solve problems, be enterprising, have both leadership qualities and work with a team, and are open to lifelong learning have found a place in the changing world. Education systems, which are responsible for preparing individuals for life, have also taken their share from this change, and almost every country has changed its education systems to meet the needs of the age. Projects are expected to deal with problems in education programs in countries. Being able to move forward by resolving the problems encountered and ultimately creating a product is very valuable in the project processes. Sigmon (2017) emphasizes that project culture is important in solving the problems encountered. Gray and Learson (2000) define project culture as having the ability to identify and solve problems that threaten project work quickly. They consider project culture to be an element that activates teamwork and increases individual motivation. In his evaluation to emphasize the importance of project culture, Sigmon (2017) states that people continually participate in projects and continue the projects, but when they do this, they can be quite destructive and cause confusion, and this situation can only be prevented by creating a project culture. This study aims to determine the impact of project culture on the undergraduate students of Ondokuz Mayıs University who receive project development and execution training. The study used a screening model, a pre-test, and a post-test experimental model with a control group. The study was conducted to determine the effect of the students' project culture on the project culture after the 30-hour training, consisting of 14 hours theoretical (distance) and 16 hours practical (face-to-face), in the 2023-2024 academic year. The Project Culture Scale developed by İçen (2019) was used as a data collection tool in the relevant study. In the analysis of the collected data, paired-samples t-test and one-way ANOVA test were used, and arithmetic mean, standard deviation, frequency (f), and percentage (%) values were calculated. The Working Group comprises 493 students enrolled in Project Development and Execution training at Ondokuz Mayıs University. As a result of the study, it was concluded that there was a positive change in the student's project cultures and that the training provided increased the students' awareness.