Ensuring Turkish students' success at The New York Turkish consulate general's office of education attache
New york türkiye başkonsolosluğu eğitim ataşeliği'nde türk öğrencilerin başarılarının sağlanması
- Tez No: 842701
- Danışmanlar: PROF. EDWARD R. THOMPSON
- Tez Türü: Yüksek Lisans
- Konular: Kamu Yönetimi, Eğitim ve Öğretim, Public Administration, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2017
- Dil: İngilizce
- Üniversite: Indıana Unıversıty Bloomıngton
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
The Consulate General of Turkey in New York is one of the five Turkish consular missions in the USA. The rest are located in Los Angeles, Chicago, Houston and Boston. Since its inception as the first consular representation of the Republic of Turkey in the USA in 1925, the Turkish Consulate General implemented its consular services and diplomatic duties throughout a jurisdiction area covering the East Coast. Currently the Turkish Consulate's jurisdiction area includes Delaware, New Jersey, New York and Pennsylvania. The Office of Education Attaché employees are engaged in such a way that workflow in problem resolution is seamless. Each member is well aware of the strengths and the capabilities of other team members so that tasks are distributed accordingly. Working as a diplomat in a different country is a hard-to-reach dream of many people all around the world. The intern thought to use critical thinking in examining the culture of his organization. The Turkish Consulate General also incorporates the New York Offices of the Educational Attaché, the Culture and Tourism Attaché, the Commercial Attaché, the Economy Attaché, the Attaché for Social and Religious Affairs and the Counselor for Medical Cooperation. The intern had a perception that international students lacked the necessary support from the Consulate General in New York, Office of Education Attaché. Hence, the intern conducted research using interviews and surveys to see if others agreed or disagreed. As the intern began his Constructive Action, he started to realize and explored that some sponsored students received enough support from the Office of the Education Attaché and some did not. The intern's findings suggested that the intern respondents agreed with his perception. The intern implemented a project that included orientations, social activities and seminars. At the conclusion of the project, the respondents were given a posttest to evaluate the results. The evaluation suggested there were improvements.
Özet (Çeviri)
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