Factors affecting the success of e-learning in developing managerial competencies; A case study in participation banking sector

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Dissertasiyanın növü: Doctorate

Dissertasiyanın aid olduğu qurum: Sakarya University, İşletme Enstitüsü, Yönetim ve Organizasyon Bilim Dalı, Turkey

Dissertasiyanın təsdiq tarixi: 2018

Dissertasiyanın dili: Turkish

Tələbə: SELÇUK NAM

MəsləhətçiHasan Tutar

Açıq Arxiv Kolleksiyası: Dissertasiya, Rəqəmsal Yaddaş Kolleksiyası

Qısa məlumat:

The aim of this thesis is to explore the critical success factors that directly affect the success of e-learning in the process of developing the current and potential managerial competencies of the executives and executive candidates in the banking sector. In this study, it is aimed to determine the human, technological, educational and institutional e-learning barriers that emerged in the process of reaching learning goals and objectives. The main question of this study is the design of a successful e-learning process; it is identified as "What are the critical factors that affect the success of e-learning in developing managerial competencies". Scope of the study is limited to Kuveyt Türk Katılım Bankası A.Ş. (Kuveyt Türk). According to the data of the last quarter of 2017, Kuveyt Türk currently covers 38% of total employment in six participation banks in Turkey. The diversity and number of participation banks necessitated such a limitation under the prescribed working time restrictions. The sample of the study consists of 8 managers selected using critical case sampling from the purpose sampling methods and among managers participating in training on developing managerial competencies in e-learning practice in Kuwait Turk. In the first part, conceptual framework of competence and managerial competencies was drawn, the evolution of competence concept in management literature, strategic management and Human Resources Management Areas were evaluated and managerial competence models, competency types and levels were categorized. In the second part, the concept of e-learning, critical success factors approach in evaluating e-learning and human, technological, educational and institutional factors examined in the literature were evaluated in the context of the changing environment of technology and learning environment. In the third part, critical factors determining the effectiveness of the e-learning process and the effects of the process were determined by analyzing the data obtained through direct interviews using the integrated single case study pattern. Content analysis method was used to analyze data provided through in-depth interviews and data were analyzed using the MAXQDA 2018 Qualitative Analysis Program. According to the results of the research, the seven critical success factor dimensions that affect the success of e-learning process were determined to improve the competencies of the employees working at managerial level in the participation banking sector. These factors include continuity, content quality, compliance with goals and expectations, accessibility and transportation quality, attractiveness of content, interaction, corporate communication and support. The critical success factor in the success of e-learning process is "educational factors". After educational factors, the critical success factor in secondary weight is "technological factors". These dimensions are followed by "human factors" and" institutional factors" respectively; When critical success factors are evaluated separately, it is observed that media continuity and continuity are more important than other critical success factors. The most critical role in e-learning success is the continuity and continuity factor, which demonstrates the sensitivity of the relationship between the manager and the e-learning environment. However, it has been concluded that there are strong relationships and interactions between the content attractiveness, content quality, corporate communication and support, interface and screen design, adaptation to individual learning goals and expectations, content purpose-anticipation compliance, attitude of senior management, recurrent and routine content, institution's general education policy and learning management system factor dimensions.