16 10 3494 https://omeka.ibu.edu.ba/files/original/73d08f79e1ab3e636b9f63ad0249ad51.pdf bcf65fa36a63e02a92c7fc50bb4ea78d PDF Text Text MISIR’DA TÜRK DİZİ FİLMLERİNİN YABANCI DİL OLARAK TÜRKÇE ÖĞRENİMİNE ETKİSİ Elif KEZEL Mustafa ÇETİN Özet Bu çalışmanın amacı yaygın eğitim kapsamında, Mısır’da Türk dizilerinin yabancı dil olarak Türkçe’nin öğrenimi üzerine etkilerini ortaya koymaktır. Dil öğretiminde görsel ve işitsel araçların etkisi büyüktür. Bugün teknolojinin hızla gelişmesiyle görsel ve işitsel araçların sayısı artmış; dil öğrenimi kolaylaşmıştır. Diziler bu görsel-işitsel araçlar yoluyla Türkçe öğrenimine önemli bir katkı yapmaktadır. Diziler konuları ve içerikleri ile dil öğretiminin yanı sıra kültürü de aktarmaktadır. Mısırla Türkiye arasında geçmişe dayanan dilde ve kültürde derin bir müştereklik bulunmaktadır. Bu yüzden Türk dizileri Mısır’da ilgiyle izlenmektedir. Mısır halkı diziler sayesinde güncel Türkiye Türkçesine aşinalık kazanmakta ve temel kalıp ifadeleri öğrenmektedir. Bunun Türk ve Mısır halkları arasındaki duygusal bağı kuvvetlendirdiği, toplumlar arası dayanışmaya katkı yaptığı anlaşılmaktadır. Türk dizilerinin dost ve akraba topluluklar hatta başka uluslarla diyalogda ve kültürel değerlerimizin aktarımında önemli bir yeri olduğu görülmüştür. Bu çalışmada nitel araştırma yöntemi ile Mısır’da yaşayan 126 kişiye anket uygulanmış; veriler tarama yöntemiyle toplanmıştır. Araştırmada ulaşılan veriler analiz edilerek dağılımları ve yüzdelikleri hesaplanmıştır. Verilerden Türk dizilerinin, Mısır halkının Türkçe öğrenmesine yardımcı olduğu anlaşılmıştır. Yabancı dil olarak Türkçe öğretiminde film ve dizilerin etkileri üzerinde durulmalıdır. Anahtar Sözcükler: Mısır, Türk dizileri, Yabancı dil olarak Türkçe öğrenimi, kültür aktarımı, iletişim araçları. THE EFFECT OF TURKISH SOAP OPERAS ON THE ARABIAN NATIVE SPEAKERS IN TURKISH LANGUAGE LEARNING PROCESS IN EGYPT Abstract The goal of this work is to show the effects of Turkish TV series on learning Turkish as a foreign language in Egypt. The effect of visual and aural sources in language learning is important. Today by the help of rapid development in technology the number of visual and aural tools has increased that makes language learning easier. Turkish soap operas form a significant part of this visual-aural resources. TV series reflect on the culture as well as language learning with their topics and contents.  Yüksek Lisans Öğrencisi, International Burch University, elifkezel@hotmail.com . Doç. Dr., International Burch University, mufabeku@idu.ebu.ba  �In this work, survey results are collected from 126 people living in Egypt by using qualitative research method. Distribution and percentages are calculated after analyzing the obtained data from the research. It has been concluded that Turkish TV series have been helping Egyptians to learn Turkish language. It should be emphasized on the effect of Turkish films and TV series in foreign language teaching. Keywords: Egypt,Turkish series, teaching Turkish as a foreign language, cultural Transformation , Comunication Tools . 1.Giriş Tarih boyunca insanlar, başka milletlerin dillerini öğrenmeye ilgi duymuşlardır. Bunun farklı sebepleri bulunmaktadır. Dil öğrenmek kimileri için bir ayrıcalık kimileri için de bir ihtiyaç olmuştur. İnsanlar başka kültürleri tanımak, bilgilerini geliştirmek, rakip ya da düşman saydıkları medeniyetleri daha yakından tanımak, ticaret yapmak, dinlerini anlatmak gibi maksatlarla dil öğrenimine önem vermişlerdir. Dil öğrenme çabaları şahsî gayretlerden ibaret olabildiği gibi çoğu zaman da devletler tarafından teşvik edilmiş, hatta teşvikle kalınmayıp bu alanda ciddi yatırımlar yapılmıştır. İnsanların dil öğrenmeleri adına metotlar geliştirilmiş ve bu amaçla kitaplar, sözlükler yazılmıştır. Yabancı dil öğrenimini kolaylaştırmak için yapılan bu çalışmalar, küreselleşmenin kendisini iyice hissettirmeye başladığı yirminci yüzyılda ayrı bir boyuta taşınmıştır(Hengirmen, 1993:5-9). Bu alanda yayınlanan eser sayısında artış olduğu gibi radyo, televizyon ve internet de bu amaçla kullanılmaya başlanmış; üniversitelerde bu alanda hizmet veren kürsüler açılmıştır. Yabancı dil öğretimi ve kültür aktarımı çağımızda Uluslararası ilişkilerin en önemli argümanları haline gelmiştir. Bu alanda yaygın ve örgün öğretim yolları etkin bir şekilde kullanılmaktadır. Ülkeler arasındaki bilimsel, siyasi, ekonomik, askeri, kültürel, ticari ve turizmle ilgili ilişkiler her gün daha da artmaktadır. Bu ilişkilerin sağlam zemine oturtulabilmesi için ilgili kişilerin iletişim içerisinde oldukları ülkelerin dillerini öğrenmeleri gerekmektedir (Kılınç; Şahin, 2012:1). Devletler ve şirketler bu sahada eleman istihdamına önem vermekte; yaygın ve örgün eğitimle her geçen gün ikinci, hatta üçüncü dil öğrenen insan sayısı artmaktadır. Yabancı dil öğrenmek yeni istihdam imkanları ve iş başvurularında tercih sebebi olarak değerlendirilmektedir. Başka bir dili öğrenmek, o dili kullanan insanların baktığı açılardan dünyaya ve hayata bakmak, kendi kültüründen farklı bir kültür ve dil dünyasının varlığını keşfetmektir (Köse, 2005:153-172). Farklı bakış açısı sadece genel kültür sahibi olmayı değil, aynı zamanda ülkesini birçok sahada güzel noktalara taşımayı da kolaylaştırmaktadır. Bu arada yenilikleri keşfetmenin yanında kültürler arasındaki ortak noktaların keşfi ve geçmişte kurulan köprülerin varlığı konusunda da fikir ve bilgi sahibi olunabilmektedir. Dil, en yaygın ve en etkili iletişim aracıdır. Dil yoluyla toplumlar yaşayış biçimlerini, gelenekgöreneklerini, inançlarını, bilimsel çalışmalarını ve kültürel birikimlerini nesilden nesile aktarırlar. Dil, kuşaktan kuşağa aktarılırken zenginleşerek, söz varlığı gelişerek edebî inceliğe kavuşmaktadır. Türk dili yüzyıllardan beri işlene işlene hem zenginleşmiş hem de �güzelleşmiştir. Dilimizin bu güzelliği aslında insanımızın ve kültürümüzün güzelliğinden kaynaklanmaktadır. Toplumların kültürel birikimi dilinde toplanmıştır. Dil, aynı zamanda toplumların kültüründeki çeşniyi de göstermektedir. Türk dili ve kültürü özellikle İslamiyet’in Türkler tarafından kabul edilmesiyle Arap dili ve kültüründen önemli ölçüde etkilenmiştir. Farklı coğrafyalarda, birbirinden uzakta yaşayan insanlar aynı âdetleri yaşatır, birçok olaya ortak tepkiler verir; ağıtlar, masallar, nükteler, fıkralar, özdeyişler, mecazlar ve dilin diğer unsurları onların aynı kaynaktan beslenmesine ve bir bütünlük oluşturmasına imkan tanımaktadır. Türk dili ve kültürüne karşı Mısırlıların bu anlamda ilgi ve sevgisi bulunmaktadır. 2.Mısır’da Türkler ve Türkçenin Etkileri Tarih boyunca pek çok medeniyete ev sahipliği yapan Mısır’da insanlar farklı dönemlerde farklı dillerle tanışmışlardır. Mısır’daki Türk varlığı 9. yüzyılda Tolunoğulları (868-905) ile başlamış, 16. yüzyılda Osmanlı’nın Mısır’ı fethiyle (1517) ile yeni bir boyut kazanmıştır. Mısır’daki Osmanlı-Türk tesiri, Mehmet Ali Paşa’nın Mısır Valiliği’ne atanmasıdan (1805), Mehmet Ali Paşa hanedanının 1952’ye kadar yönetimde kalmasıyla devam eden süreçte, önceki döneme (1517-1804) nispetle daha yoğun bir şekilde görülür. Yemek kültüründen, giyimkuşama, musiki ve sanata kadar hayatın her alanında görülür. Farklı bölgelerden Mısır’a göç eden Türkler beraberlerinde âdet, gelenek ve göreneklerini de getirmişlerdir. Akrabalık ilişkileriyle kurulan yakınlıklar, maddî ve manevî ortak paydalarda buluşmayla sonuçlanmıştır (İslamoğlu, 2010:144). Geçmişte bu topraklarda hakimiyet kuran Türk devletlerinin idaresi sırasında Türkçe halka inmemiş, ancak bazı Türkçe kelimeler Ammiyye denen halk Arapçasına geçmiştir. Osmanlı’nın, fethettiği topraklarda halkın anadilini değiştirme eğiliminin olmadığı, bilinen bir gerçektir. Bununla birlikte gerek devlet hizmetinde bulunanlar, gerek aydınlarla temasta olanlar arasında Türkçe öğrenenler olduğu bilinmektedir. Mısır’da Türkçe öğrenimi, geçmişten bu yana-belli tarih aralıklarında azalmalar görülmekle birlikte- ilgi görmektedir. Yirminci yüzyıldan itibaren bu öğrenim faaliyetleri, üniversitelerin çatıları altında yürütülmektedir. Mısırdaki üniversitelerde Türkoloji ile ilgili çalışmalar, Türkoloji bilim dalı başlığı altında değil Türk Dili ve Edebiyatı Anabilim Dalları bünyesinde yürütülmektedir.Lisans,yüksek lisans ve doktora tezi hazırlayanlar Türk tarihi, folkloru, sanatı ,edebiyatı ve dil bilgisi üzerine çalışmalar yapmaktadırlar. Öğrenciler hazırlık sınıfında Türkçe öğrenmeye başlamakta ve öğretim süresi boyunca Türkçe seviyelerini ilerletmektedirler. Mısır üniversitelerindeki Türkçe öğretiminin 1920’lerde başladığı bilinmektedir. Mehmet Akif Ersoy da Mısır’da bulunduğu yıllarda Kahire Üniversitesi Edebiyat Fakültesi’nde Türkçe dersleri vermiştir (Düzdağ, 2009:35). Aynuşşems Üniversitesi bünyesinde Türk Dili ve Edebiyatı Anabilim Dalı kürsüsünün açılmasıyla bu alandaki çalışmalar daha sistemli olarak yürütülmeye başlanmıştır. Edebiyat Fakültesi’nde kurulan Doğu Dilleri ve Edebiyatları Bölümü, 1954’te Türk Dili ve Edebiyatı Anabilim Dalı’nın açılmasıyla ilk öğrencilerini kabul emeye balamıştır. Bu bölümdeki eğitim faaliyetleri önceleri Ezher Üniversitesi öğretim elemanları tarafından yerine getirilirken 1960’larda bu bölüm mezunlarını vermeye başlamış; Türk Dili’nin gelecekteki hocaları bu ilk mezunlar arasından seçilen genç asistanlar olmuştur(İslamoğlu,2002:145). Bugün Mısır’da; Aynuşşems, Ezher, Hilvan, İskenderiye, Kahire, Mansura, Münufiye, Sühac ve Zagazig Üniversitelerinde Türk dili ve edebiyatı alanında öğretim verilmektedir. Bunlara ek olarak Beni Suveyf Üniversitesi bünyesinde de bu alanda çalışmalar yapmak üzere girişimlerde bulunulmaktadır. �Lisans düzeyinde Türkçe Dil Bilgisi,Türkçe Konuşma,Türkçe-Arapça Tercüme Dersi,Osmanlı Türkçesi, Yazma Eser İncelemesi, Divan Edebiyatı,Tanzimat Edebiyatı, Yeni Türk Edebiyatı, Selçuklular Tarihi, Osmanlı Tarihi ve Türkiye Cumhuriyeti Tarihidir. Lisansüstü düzeydeki öğretim ise Türk Dili, Türk Edebiyatı, Türk Tarih ve Medeniyeti alanlarında verilmektedir. Üniveristelerin Türk Dili ve Edebiyatı anabilim dallarının dışında;edebiyat, tarih, sanat tarihi, kütüphane ve arşivciliğe dair bölümlerde de Türk Dili, Osmanlı Türkçesi dersleri okutulmaktadır. Özellikle son yıllarda yapılan tez çalışmalarında yeni Türk edebiyatına daha çok rağbet edildiği gözlemlenmektedir. Bu fakültelerdeki Mısırlı akademisyenlerin yayınları daha çok edebiyat sahasıyla ilgilidir.Bunun yanında kültür ve medeniyetle siyaset sahasına dair çalışmalar da yapılmıştır.Bunlar arasında Türkçe öğretimine dair yayın sayısı oldukça azdır. (İslamoğlu, 2002:143-171)Bu alanda Ahmed Mursi el-Safsafi’nin Türkçe Dersleri ve Arap Öğrencilerine Türkçe Öğretimi adlı çalışmaları vardır. Bununla birlikte Türkçe öğretiminde, akademisyenler kendi hazırladıkları ders notlarını kullanmakta; Gökkuşağı,Hitit gibi yabancılara Türkçe öğretimi alanında hazırlanan kitaplardan yararlanmaktadırlar. Bugün Mısır’da Türkçe öğrenimine üniversitelerdeki derslerin sınırlı şekilde etki ettiği, Türkçeyi daha etkili şekilde öğrenmek isteyenlerin takviye kurslarına başvurduğu gözlemlenmektedir.Türkler tarafından işletilmekte olan Yunus Emre Dil-Kültür Merkezi ile Merkez el-Nil, bu alanda her sene çok sayıda öğrenciye öğretim vermektedir. 3.Yabancı Dil Olarak Türkçe Öğretimi ve Kültürel Aktarım Araçları İnsanlar, yaşadıkları toplum ve ait oldukları kültürün kavramlarıyla kendilerini ifade ederler. Hedef dildeki her kelime ve kavram,diğer dillerde de olduğu gibi uzun bir geçmişten süzülüp gelmiştir. Dolayısıyla öğrenilmek istenen dili kullanan toplumun yapısı ve kültürel unsurları o dili öğrenme aşamasında önem arz etmektedir. Sözlüklerde sıkça görüldüğü gibi pek çok kelimenin; temel anlamı dışında zamanla kazandığı yan anlamları vardır. Dilde yan anlamlar; mecaz, benzetme, terim ve diğer dil unsurlarının dilin zenginleştirilmesinde kullanılmasıyla oluşur. Bu oluşum masa başında ve kısa sürede gerçekleşen yapay bir şekillendirme değil; yüzyıllarca ve hatta bazı dillerde binlerce yıl devam eden uzun bir sürecin sonucudur. Bu durumda karşımıza çıkan dili müstakil bir yapı olarak değil, bir kültürün tanımlayıcısı olarak görebiliriz. Macar Türkolog Mr.Mundy’nin, Nasrettin Hoca’nın gölde yoğurt mayalama bahanesiyle ders verdiği fıkrayı ilk okuduğunda, onun gibi sevilip sayılan bir halk bilgesi nasıl olur da çalmak gibi sevimsiz bir eyleme tenezzül eder diyerek hayretini ifade etmesi, bu fıkranın anlaşılabilmesi için “maya çalmak” deyiminin kilit taşı mesabesinde olduğunu göstermektedir. Bu durum özlü sözlerde, masallarda, şiirlerde ve hatta günlük konuşma dilinde de kendisini sıklıkla göstermektedir. Türkçe gibi anlam kalıplarının, deyimlerin, benzetmelerin sık kullanıldığı bir dilin öğreniminde meseleyi gramere yönelik çalışmaların ötesine taşımanın gerekliliği tartışma götürmez. Yeri geldiğinde bir Türk’ün bile “daha karpuz kesecektik “deyiminin anlamını bilmediği için kalkmaktan vazgeçip oturmaya devam ederek karpuz beklemesi, dilimizi öğrenmek isteyenleri bir kavrama sorunuyla karşı karşıya bırakmaktadır. Burada dilin özellikle bağlamıyla öğrenilmesi gerektiği düşüncesi önem kazanmaktadır. Türk dizileri aynı zamanda güncel Türkçenin durumsal bağlamını da oluşturarak kavramaya yardımcı olmaktadır. Bugün dil öğretiminde gelinen nokta bu durumun fark edilmesinden kaynaklanan dil öğretim stratejilerinin geliştirilmesini gündeme getirmiştir. �Dil öğrenmek sadece gramer kurallarını öğrenmekle ve o dilin kuralları ile doğru cümleler kurmakla gerçekleşmez. Öğrenilecek dilin kültür unsurlarını da tanımak gerekir. Çünkü kültür, bir milletin her şeyini kapsar. Kişinin bir yabancı dili öğrenmesi; dilini öğrendiği milletin kültürünü de öğrenmesi, bulunduğu duruma göre uygun cümleyi kurmayı öğrenmesi ve toplumun ifade ettiklerinin ne manaya geldiğini kavraması anlamına gelmektedir (Kırbaş, 2015:1053-1055). Bir yabancı için bunun en güzel yolu dilin sadece metinsel bağlamının değil, aynı zamanda durumsal bağlamının da yansıtıldığı dizileri ve filmleri izlemektir. Dil, bir toplumun anlaşma vasıtası olduğu gibi aynı zamanda bir kültür taşıyıcısı ve aktarıcısıdır(Özbay, 2022:15). Bu durum dil öğretimine iki şekilde yansımaktadır. Birincisi akademik ve kültürel saha ile sınırlı, öğretme amaçlı bir yaklaşımdır. Diğerinde ise gelişmiş ülkelerin dillerini öğretirken sadece geleneksel değil, popüler kültürlerini de aktardıklarını görürüz. Tabi bu ikinci uygulamada arz-talep ilişkisi etkili olmaktadır. Yani, dilini öğreten hâkim unsur aynı zamanda ticari sahada da ciddi kazanımlar elde etmekte ve öğrenicilerin yaşantısında meydana gelen değişikliklerde aktif rol oynamaktadır. Sözgelimi bugün bir Amerikalı ya da İngiliz’in, dünyanın neredeyse her ülkesinde zorlanmadan yaşayacağı, alış veriş yapacağı, alışık olduğu tarzda beslenebileceği ortamlar oluşmuştur. Bu, onlara ait dili öğrenenlerin onların yaşam tarzına uyum sağladığının da göstergelerinden biridir. Bugün gençler arasında gözlemlenen fastfood kültürü, geleneksel beslenme alışkanlıklarının işlerliğini çoktan gölgede bırakmıştır. Kişi, kültür öğelerini ne kadar iyi algılarsa yabancı dili de o oranda iyi öğrenebilmektedir. Dolayısıyla kültür öğelerinin, yeri geldikçe, bir yabancının öğrenebileceği ölçüde ve doğru biçimde verilmesi önem taşımaktadır (Barın, 2008:61). Bu da akademisyenleri, kitaplarda yer alan metinlerin ve uygulamalı derslerin içerikleriyle ilgili yenilikler yapmaya sevk etmiştir. Yabancılara Türkçe öğretirken kültür unsurlarına yer vererek, onları dilin bağlamına vakıf kılmak, sosyal ilişkilere yer vermek ve öğrendiklerini sıkça tekrarlatmak gerekir (Barın, 1994: 55). Böylece öğrenciler bir yandan dilbilgisi kurallarını, cümle yapısını, günlük hayatta sık kullanılan kelimeleri öğrenmekle kalmayıp çay, kahve, salep gibi içeceklerimizle; halk oyunlarımızla; ebru, tezhip, hat gibi geleneksel sanatlarımızla; bakırcılık, çinicilik ve benzeri zanaatlarımızla; misafirperverlik, hediyeleşme, bayramlaşma, gelenek ve görenekler gibi somut olmayan kültürel değerlerimizle de tanışacaktır. Dili öğrendiğinde kullanacağı kelimelerin pek çoğu bu maddelerle ilgili olacaktır. Dizi filmler somut olmayan kültürel değerlerin bağlamını veren en etkili araçlardır. Türkçe’nin yabancı dil olarak yurt dışında öğretilmesinin, Türkiye sınırları içerisinde öğretilmesinden farklı ve zor bir yönü; Türkçeyi öğrenen yabancıların Türk kültürüne olan uzaklığıdır. Bu uzaklığın giderilmesinde kitle iletişim araçlarından azami ölçüde faydalanmak gerekir(Doğanay, Kırbaş, 2015:1053-1055). Pek çok insanın, örgün eğitim almadığı halde bu araçlardan aktif olarak yararlanarak dil öğrenmeleri, bunun yararlanılması gereken önemli bir imkan olduğunu göstermektedir. Modern insanın ilgi ve motivasyonu televizyon, internet gibi elektronik iletişim araçlarıyla ilişkilidir ve bu iletişim araçları insanların yaşamlarında önemli bir yer tutmaktadır (Şengül,2011:167;Karçiç,2015:1). Televizyon karşısında uzun zaman geçirilmesi pek çok insan için faydasız olduğu düşünülse de kimi televizyon programları eğitici ve faydalı olmaktadır. Bu faydalar arasında özellikle bilgi edinimini ve kültürel etkileşimleri sayabiliriz. Televizyon bireyleri, toplumu ve milletleri birbirine yaklaştırmakta ve kültürel objeler yaygınlaşmaktadır. Televizyonun ve filmler aracılığıyla yabancı dil öğretiminde önemli bir rol oynadığı görülmektedir(İnan, 2012:183). Alt yazılı film izleme hem ana dili öğreniminde hem de yabancı dil öğreniminde öğrenicilere avantajlar sunmaktadır. Dil öğretiminde uzun süre çok ortamlı öğretimin değişkenlerini öğretmen ve ders kitabı oluşturmuştur. Bugün ise eğitimde çağdaş teknoloji imkanlarından yararlanılması sebebiyle öğretmen-ders kitabı ikilisinin yanı sıra değişik kaynaklar sınıf içindeki çok ortamlı öğretimin sağlanmasına yardımcı olmaktadır. Sınıf içinde bu araçlara ne kadar çok yer verilirse �öğrencilerin güdülenme düzeylerinin de o kadar artacağı belirtilmektedir(Demirel, 2007:59). Öğrenicinin birden fazla kişiyle-dolaylı da olsa-muhatap olmasının, hedef dili farklı ses tonu, söyleyiş özellikleriyle gözlemleyebilmesinin etkisi bulunmaktadır. Bazı okullarda yabancı dil öğrenen aynı sınıfın hedef dil derslerine iki ayrı öğretmenin girmesi bile öğrenciye bu yönüyle bir kazanım sağlarken; televizyonun çok farklı karakterlerle sağlayacağı imkan gözden kaçırılmamalıdır. Bu konuda İşitsel-Dilsel Yöntem, yabancı dil öğrenim teknikleri içerisinde önemli bir yere sahiptir(Yıldız, Tuncel, 2012:137). İletişim araçları, öğrenicinin bu yöntemlerle tanışıp öğreniminin desteklenmesi açısından önemli görülmektedir. Özellikle internet, bu konuda televizyonu destekleyen önemli bir unsurdur. İnternet yoluyla öğreniciler hem aradıkları içeriklerin çoğuna ulaşabilmekte hem de süreli olarak takip ettikleri dizi ve programları kaçırsalar bile ilgili kanalların sanal ortamdaki arşivlerinden, kaçırdıkları bölümleri takip edebilmektedirler. Önemli olan dil öğretimi alalnında dizi ve filmlerden eğitim öğretime uygun materyaller üretilmesidir. 4.Mısır’da Türk Dizileri ve Yabancı Dil Olarak Türkçe Öğrenimine Etkisi Türkiye, son yıllarda farklı coğrafyalardaki çok sayıda ülkeye dizi film satmıştır. Bu sahada Türkiye’nin en önemli alıcıları Arap ülkeleridir. Dil öğretiminde dizilerin etkisine geçmeden önce Arap coğrafyasında Türk dizilerine karşı gözlemlenen büyük ilgiye değinmek, yerinde olacaktır. Bu konuda yayınlanan bir makalede kayda değer bilgilere yer verilmektedir: “Suudi kanalı MBC’de 2008’de dublajlı gösterilen Türk pembe dizisi ‘Noor(Gümüş)’hemen popüler oldu.Dizinin yüksek reyting oranı kısmen de olsa alışılmadık biçimde yerel Arapça’nın kullanımına bağlıydı.MBC’nin resmi sözcüsü ve halkla ilişkiler,pazarlama ve reklam grup direktörü Mazen al-Hayek,”Noor’un 30 Ağustos 2008’de gösterilen son iki bölümünü Ortadoğu ve Kuzey Afrika bölgesinde (Dolayısıyla Mısır’da,E.K.)85 milyon kişi izledi, bunların 50 milyonu kadın seyircilerdi, dedi.Türk dizileini 2008’de yayınlamaya başlayan MBC yaklaşık olarak 20 dizi yayınladı.Diğer dizilerse Abu Dabi TV gibi Arap kanallarında yayınlandı.Geçen birkaç yılda Arap kanallarında hedef haline gelen diziler için talep son aylarda yayın bölgesinin genişlemesi ve bazı aksan problemlerinin hlledilmesinden sonra daha da arttı.Özellikle iki büyük televizyon yapım kenti Kahire ve Şam’da bir yıldan uzun süren politik karmaşa sonucu üretilen dizi sayısı düşüşe geçince Türk dizilerine olan talep arttı. “Gümüş” Türk dizilerinin öncüsüydü. “Nur” şeklinde yeniden adlandırılan ve karakterlerine yeni Arapça isimler verilen dizi Arap dünyasında fenomen haline gelmişti. Dizi o kadar başarılıydı ki 2008 yılında yayınlanan finali izlemek için 85 milyon Arap, televizyonlarının karşısına geçmişti. Sadece on yıl önce Türk dizilerinin uluslararası platformda satış geliri bir milyon Amerikan dolarından daha az iken, büyük ölçüde Ortadoğu’da yayınlanan dizilerin muazzam başarısı sebebiyle, 2010 senesindeki satış gelirleri elli milyon doları buldu… Peki tam olarak Türk dizilerinin Mısırlı film yapımcıları üzerindeki etkisi nedir? Dizileri takip eden Mısırlı aktör Nour El-Sherif, dizilerin Arap kadınına çekici geldiğini söylemektedir. Ortadoğu uzmanı Mohamed Zayed, bunu “Arap dünyasındaki dramatik ve duygusal boşluğa bağlayarak, Türk dizilerin bu anlamda bir boşluğu doldurduğunu ifade etmektedir. (Zayed , 2013:35-42). Makalede dile getirilen bu hususları, diğer Arap ülkelerinde olduğu gibi Mısır’da da gözlemlemekteyiz. “Gümüş” dizisi o derece ilgi görmüştü ki 2010’ların başlarında Türkiye’ye gelen Arap turistler arasında , Gümüş’ün çekimlerinin yapıldığı konağın önünde fotoğraf çektirmek adet haline gelmişti.2011’de Türkçe öğrenim sürecinde pratik yaptırma amacıyla Türkiye’ye getirdiğimiz Arap öğrencilerle İstanbul Sarıyer sahilinde dolaşırken rehberimizden, yakınımızdaki bu konağın , dizinin çekimlerinin yapıldığı yer olduğunu ve Arap ülkelerinden gelenlerin buraya uğrayıp kapısında fotoğraf çektirdiğini öğrendik. �Uluslararası iktisadi ve siyasi bağların güçlendirilmesinin yanında, toplumlar arası bağların kurulması bakımından televizyon dizileri vazgeçilmez bir tanıtım aracıdır. Çünkü günümüzde toplumun kültürünü en iyi şekilde tanıtan araçlar, kitle iletişim araçları, özellikle televizyondur. Türkiye’de Türkçe’yi öğrenenler için kültürü benimseyip dil ile bağlantı kurmak doğal bir süreçken, yurt dışındaki öğrenciler için bu durum zorlaşmaktadır. Yurt dışında Türkçe öğrenenler, kültürel unsurları teknoloji vasıtasıyla görerek öğrendikleri dil ile bağlantı kurmaya çalışmaktadır. Bu koşullarda öne çıkan öğretim materyali kuşkusuz dizi ve filmlerdir (Doğanay, Kırbaş, 2015:1054). Yabancı dil ve kültür öğretiminde rağbet gören bir içerik unsuru olarak televizyon dizileri, geniş bir kitleye hitap ettiği için zamanla kültürel içeriği sunan ve kitlelere ileten bir medya elemanı olarak ortaya çıkmıştır. Televizyon dizileri, konusunu kimi zaman tarihi bir olay kimi zaman insanların ilgisini çekebilecek güncel bir olaydan alabilir. Her iki durumda da televizyon dizileri üretildikleri ülkelerin az ya da çok hayat şartlarını, toplumsal yapısını, tarihi geçmişini yansıtır…kültüre ait kodlarla donanmış televizyon dizileri, yabancı dil öğrenenler ve farklı bir kültürü tanımak isteyenler için gerek konuşma ve dinleme gibi dil becerilerinin geliştirilmesinde gerekse içeriğinde yer alan kültür unsurları ile eşsiz bir yabancı dil ve kültür öğretimi aracıdır (İnan, 2012:183-184). Bu tezin etkileri yabancı dil olarak Türkçe öğrenen Mısırlılar içerisinde dizileri ilgi ile izleyenlerin kat ettikleri seviye ile de görülmüştür. Televizyon dizi ve filmleri yalnızca kültür aktarımında etkin olarak kullanılan araçlar değildir. Bu dizilerin aynı zamanda yabancı dil öğrenenlerin hedef dile yönelik konuşma, dinleme, okuma, yazma ve dilbilgisi becerilerini de geliştirdiği; yapılan birçok araştırmada ortaya çıkmıştır. Sözgelimi Arap coğrafyasındaki öğrenicilerin kavramakta son derece zorluk çektikleri belirtili isim tamlaması yapısı çoğu zaman sınıf ortamındaki temrinlerle aşılamamakta, aşılsa da bu kısmî başarı dışarıya taşınamamaktadır. Öğreniciler her defasında “annem evi, senin kalem” gibi eksik yapılarla konuşmaya devam etmektedir. Fiil çekimlerinde başlangıç aşamasında özellikle üzerinde durulan şimdiki zamandan sonra diğer zamanlara geçmekte oldukça zorlanılmaktadır. Gelecek zaman eki yerine ısrarla şimdiki zaman eki kullanılmaktadır. Bu ve benzeri sıkıntılar, dizi izleyenlerde daha kolay aşılmakta, öğrenme tabi bir süreçte gerçekleşmektedir. Dil eğitimi için hazırlanmış videolar ve filmler, dinleme becerilerini geliştirmede çok önemlidir. Filmler ait oldukları dilde seslendirilir, yani ana dilin en doğal halini temsil ederler. Bu doğal konuşmaları dinleyerek pratiklerini geliştiren öğrenciler, hedef dili daha rahat konuşurlar. Günlük konuşma dili, eksik cümleler ve birçok hatayla doludur. İnsanlar bazen mırıldanır, bazen de garip bir ses tonuyla konuşurlar. Bu konuşmalar, bölgesel ve etnik yapı farklılığı gösterir. Bütün bu söylenilenleri kitaplarda göstermek zordur. Fakat filmlerde bu tip diyaloglara rastlamak olağandır. Bu bağlamda filmler, aktörlerin -uygun vücut dili ve diğer pragmatik davranışları birleştirmeleriyle-doğal dili nasıl kullandıklarını gözleme fırsatı verir. Ayrıca öğrenciler kelimelerin anlamları yerine filmdeki hikayeye odaklanırlarsa yoğun biçimde dinleme pratiği yapma fırsatını bulabilirler (LIOU,KATCHEN ve WANG, 2003:224). Bu uygulama hem öğrenmeyi hızlandırmakta hem de öğreniciyi başlangıç safhasında ayrıntılara takılıp kalarak öğrenme isteğini yitirmekten kurtarmaktadır. Diziler, bir sonraki bölümü seyretme isteği uyandırdıkları için, izlemede süreklilik sağlanmakta ve belli bir öğrenme süreci oluşturmaktadır. Diziler sayesinde öğrencinin kelime hazinesi genişlemekte; bu arada öğrenci yeni atasözü ve deyimlerle tanışmaktadır. Dizilerde kullanılan kelime grupları ve cümle kalıpları genel itibarı ile toplumun günlük hayatta kullandığı kelime grubu ve cümle kalıplarıyla uyuştuğu için; izlenilen bu diziler öğrencinin günlük hayatta kendisini ifade edebilecek kadar Türkçe öğrenmesine katkı sağlayacaktır. �4.1.Yöntem Bu çalışmada Türk dizilerinin, yabancı dil olarak Türkçe’nin öğretimine ve Türk kültürünün tanıtımına etkisi anket yöntemiyle tarama ve inceleme-araştırma yöntemiyle incelenmiştir. Anket verileri çerçevesinde ortaya çıkan frekansların karşılığı olan rakamlar, yuvarlanarak yazılmıştır. Ankette deneklere yöneltilen sorular yoluyla ulaşılan sonuçlar sadece rakamlara göre değil, uzun süreli gözlemler ışığında yorumlandı. Araştırmaya katılan 126 deneğe göre Mısır’da izlenilen Türk dizilerinin, Mısırlılar’ın Türkçe öğrenimine etkisi araştırıldı ve aşağıdaki bulgulara ulaşıldı: 4.2.Hipotezler Hipotez 1:Mısır Arapçası ile Türkiye Türkçesi arasında müştereklikler mevcuttur. Hipotez 2: Mısır'da Türk dizilerinin yabancı dil olarak Türkçe öğrenimine olumlu etkisi bulunmaktadır. Hipotez3: Mısır’la belirginleşmektedir. Türkiye arasında kültürel müştereklik dizilerle daha da 4.3.Bulgular ve Yorumlar Araştırmaya katılan 126 deneğe göre Mısır’da izlenilen Türk dizilerinin, Mısırlıların Türkçe öğrenimine etkisi araştırıldı ve aşağıdaki bulgulara ulaşıldı: Tablo 1:Yabancı dilde dizi izlerim. Hayır; 15 Evet, 85 Günümüzde televizyon en önemli iletişim araçlarından biridir. İnsanlar özellikle gelişmiş ülkelerde günün önemli bir kısmını televizyon karşısında geçirmektedirler. Televizyonu bir yaygın öğretim aracı olarak faklı sektör ve alanlar etkin bir şekilde kullanmaktadır. Yaygın olarak Türkçe öğretimine ve öğrenimine de televizyonun katkısı olacaktır. Mısır’da da, özellikle çocuklar ve gençler arasında televizyon izleme oranı oldukça yaygındır. Bunda popüler kültürün etkileri yanında, diğer Arap ülkelerinde de açıkça gözlemlenebilen günlük yaşamla ilgili alışkanlıkların da etkisi vardır. Arap ülkelerinde genellikle hayat günün geç saatlerine kadar devam etmekte, özellikle merkezî yerleşim mekanlarında, sokaklarda ve caddelerde bir canlılık gözlemlenmektedir. Aynı hareketliliğe evlerde de rastlamak mümkündür. Misafirlikler, arkadaş ortamları ilerleyen saatlere kadar devam ettiği gibi aile fertleri de bu vakte kadar televizyon karşısında oturabilmektedir. Filmler ve spor programlarının izlenme �oranları hayli yüksekse de özellikle yabancı dizilerin izlenme oranları dikkat çekmektedir. Ankette yöneltilen “Yabancı dizi izler misiniz?” sorusuna %85 oranında evet cevabının verilmesi de bu ilginin bir göstergesidir. Bu diziler içinde bugüne kadar adından çokça bahsedilen Türk yapımları Asi,Aşk-ı Memnu,Aşk ve Ceza,Bin Bir Gece,Ezel,Gümüş, Fatmagül’ün Suçu Ne, Kara Day, Lale Devri, Kurtlar Vadisi, Muhteşem Yüzyıl, Öyle Bir Geçer Zaman Ki ve Sıla olmuştur. Tablo 2: Türkçe filmler izlerim. Hayır; 15 Evet, 85 Ankete katılanların büyük çoğunluğu, Türk dizileri izlemektedir. Bu oranın yüksek olmasında, ankete katılanların Türkçe öğrenimiyle ilgili olması etkilidir. Mısır’da son 10 yıl içinde Türk dizilerinin izlenme oranında ciddi bir yükselme gözlenmektedir. Gümüş, Muhteşem Yüzyıl, Kurtlar Vadisi, Fatmagül’ün Suçu Ne ve Aşk-ı Memnu dizileri özellikle ön plana çıkmıştır. Bununla birlikte televizyon kanalları dışında internet erişimi yoluyla da pek çok Türk dizisi izlenmektedir. Televizyon kanallarında yayınlanan Türk dizileri Türkçe ve Türkiye’ye ilgiyi artırdığı için Türkçe öğrenmek isteyenler daha çok Arapça alt yazılı Türkçe dizilere ve bazı dizilerin internet sitelerindeki Türkçe versiyonlarına yönelmektedir. Ekip 1,Hakkını Helal Et, Kollama, Lale Devri, Tek Türkiye, Hakkını Helal Et, Ekip 1 dizileri bunlardan bazılarıdır. Türkçe öğrenenlere hizmet vermekte olan “arapcadersanesi.com” gibi siteler de arşivlerinde bulundurdukları Arapça alt yazılı Türkçe dizilerle, takipçilerine bu sahada kolaylık sağlamaktadırlar. Sonuç olarak özellikle Türkçe öğrenenler arasında Türk dizileri yoğun olarak izlenmektedir. Bu da yaygın eğitim kurumlarında yabancı dil olarak Türkçe öğrenenlere dil öğretiminde farklı etkinliklerle(dinleme-anlama, izlemeanlama) karşılaşma imkanı ve yoğunluğu sunmaktadır. Ayrıca, Türk dizileri aracılığıyla öğrendikleri Türkiye Türkçesinin doğal bağlamını kavrama ayrıcalığına da kavuşmaktadırlar. Mısır’da Türkiye Türkçesinin öğretimi açısından bu önemli bir şans olarak değerlendirilmektedir. Tablo 3:Dizi /film seyrederek, günlük hayatta insanlarla anlaşabilecek kadar yabancı dil öğrenilir. �Katılmıyorum; 7 Kesinlikle Katılıyorum; 15 Kararsızım; 35 Katılıyorum; 39 Katılımcıların % 54’ü dizi seyredilerek dil öğrenilebileceğini düşünmektedir ki, bu önemli bir orandır. Soruya % 15’le kesinlikle katılıyorum ve % 39’la katılıyorum cevaplarının verilmesi; bu kesimin konuyla ilgili ikna sürecini aştığı hususunda fikir vermektedir. Soru da temel seviyede Türkçe öğrenimi açısından değerlendirilmiştir. Özellikle yabancı dil olarak Türkçe öğretiminde bu seviyede böyle bir değer oluşturmak eğitim açısından bir motivasyon kaynağı olabilir. Nitekim, Balkan coğrafyasında da Türk dizilerinin yayınlanmasıyla Türkiye Türkçesinin öğretimine gözle görülür bir talep artması yaşanmıştır. Bu soruya evet cevabı verenler, görüşlerini pratikle de desteklemektedir. İzleyerek öğrendikleri sözcük ve cümle kalıplarını kullanmaları ve bunları çevrelerindeki Türklerle paylaşmaları hem öğrenim sürecini hızlandırmakta hem de muhtemel hatalı kullanımların düzeltilmesini sağlamaktadır. Tablo 4:Diziler/filmler, temel seviye dil öğreniminde yaygın öğretimden (okul veya kurslardaki öğretimden) daha motive edicidir. Katılmıyorum; 11; 11% Kesinlikle katılmıyorum; 8% Kesinlikle katılıyorum; 31; 31% Kararsızım; 23; 23% Katılıyorum; 27; 27% �Mısır’da Türkçe öğrenen kişiler, gözlemlediğimiz kadarıyla günlük hayatta kendilerini ifade edecek seviyeye ulaşmakta zorlanmaktadır. Bunda, öğrenmekte oldukları dili dışarıda aktif olarak kullanamamaları/bu olanağa sahip olmamaları büyük rol oynamaktadır. Bununla birlikte Türkçeyi yeteri kadar kullanabilen insan sayısı da az değildir. Bu konuda belli bir seviye kat edenler Türk-Mısırlı evliliği gerçekleştirenler, Türk şirketlerinde çalışanlar ve Türkçe öğrenimini yoğun izleme-dinleme faaliyetleriyle destekleyenler arasından çıkmaktadır. Dizilerin dil öğretiminde kurslardan daha etkin rol oynadığını düşünenlerin oranının da %60’a yakın olması, bu konuda fikir vermektedir. Buradan bir yabancı dilin doğal ortamıyla öğrenilmesinin önemi ve değeri anlaşılmaktadır. Bahsedilen değer de en çok motivasyon konusunda ön plana çıkmaktadır. Örgün olarak Türkiye Türkçesinin yabancılara öğretimi konusunda en temel meselenin motivasyon olduğu düşünülürse yabancı dil öğretiminin doğal ortamıyla verilmesinin önemi anlaşılacaktır. Tablo 5:Dizilerdeki oyuncuların beden dili-davranışları ile görsel ve işitsel unsurlar, anlamaya yardımcı olmaktadır. Kesinlıkle katılmıyorum, 8 Katılmıyorum, 12 Kesinlıikle katılıyorum, 30 Kararsızım, 22 Katılıyorum, 27 Dilin doğal ortamıyla öğrenimi, konuşma dilinin öncellendiği bir durumdur. Konuşma dili ise her ulusa has olan ve dil öğretim kitaplarında yer almayan dilin prosodi(bürünsel) özelliklerini içermektedir. Bunlar, bir dilin doğallığını tamamlayan en önemli özelliklerdir. Arap coğrafyasında yaşayanları(özellikle Mısır insanını)gözlemlediğimizde; beden dili, vurgu ve tonlamanın son derece başarılı şekilde kullanıldığını görünmektedir. Öyle ki, bu durum, okuma-yazma, edebiyat, şiir gibi kültür öğelerinden uzak olan insanlar için de çoğu zaman geçerli olmaktadır. Bugün Mısır’da Türkçe öğrenmek isteyenler genellikle tahsilli ve Arapçayı güzel kullanan insanlardır. Türk dizilerini izleyenler bu özelliklere sahip oldukları için, izledikleri sahnelerde konuşulanları destekleyen jest, mimik, vurgu ve tonlamaları kavramakta da başarılı olmaktadır. 5. tablodaki değerin yaklaşık % 60 gibi bir karşılık bulması, bu açıdan önemli bulunmaktadır. �Tablo 6:Dizilerde kullanılan içerik(muhteva), günlük konuşmada kullanılan cümle ve kelimelerin tekrarı olduğundan; öğrenme daha etkili ve kalıcıdır. Kesinlikle katılmıyorum, 14 Kesinlikle katılıyorum, 18 Katılmıyorum, 18 Katılıyorum; 36 Kararsızım; 14 Dil öğreniminde temel yaklaşımlardan biri tekrarın yeriyle ilgilidir. Dizilerde günlük konuşma içerisinde kalıp ifadelerin sık sık tekrar edilmesi bilgilerin pekiştirilmesi açısından son derece önemlidir. Bu aşamada dizilerin izlenme süresi arttıkça dil birimleriyle ilgili tekrarlar da artacaktır. Bireylere dili kullanırken temel kelimeler ve cümle kalıplarını öğrenmede zengin bir olanak sağlanmış olacaktır. Mısırlı katılımcıların vermiş oldukları cevaplar da bu düşüncemizi %54 oranıyla desteklemektedir. Tablo 7: Türk Dizileri/filmleri insan ilişkilerini; gelenek ve görenekleri, topluma ait özellikleri yansıttığı için Türk diline ve kültürüne ilgiyi arttırır. Kesinlikle katılmıyorum, 11 Kesinlikle katılıyorum, 16 Katılmıyorum, 21 Katılıyorum, 32 Kararsızım, 20 Türk dizilerinin Türk kültürünü aktardığı tartışma götürmez bir gerçektir. Bu dizilerin kültürel müştereklik çerçevesinde ortak kültürel yaşanmışlıkları ve benzer toplumsal sorunları işlemesi ilginin bir diğer kaynağıdır. Türk dizileri Ortadoğu toplumlarıyla bir tanışmadır. Bu tanışmada aynı kültürel değerlerin hayat içerisindeki yeri gönül, duygu ve kültürel akrabalığı akla getirmiştir. Onun için ilgi bu kadar yoğun olmuştur. Bu yüzden katılımcıların %48’i kültürel yakınlıktan dolayı yabancı dil olarak Türkçe öğrenimine motive olmuşlardır. Tablo 8:Türkçeye olan ilgim dizilerle başladı. �Kesinlikle katılmıyorum, 16 Katılmıyorum, 13 Kesinlikle katılıyorum, 16 Katılıyorum, 32 Kararsızım, 24 Veriler Mısırlıların yaklaşık % 50’si, dizilerin Türkçe öğrenmekte olan Mısırlılar’ın Türkçe’ye olan merakının başlamasında etkili olduğu yönündedir. Bunun yanında birçok Mısırlı’nın Türkçe öğrenim serüveni iş dünyasındaki arayış ve hedeflerle ilgilidir. Mısırlılarda Türk dizileriyle başlayan ilgi biraz da Türkiye’nin Ortadoğu’da yıldızının parlamasına bağlanmaktadır. Buradan şunu da ifade edebiliriz ki, bir dilin ve kültürün popüleritesi onu taşıyan milletlerin dünya çapındaki etkinliği ile de ilgilidir. Değerlere bakıldığında sonuç olarak Türk dizileri yüzde elli gibi yüksek bir oranla Türkçe’ye ilgiyi artırmaktadır.Ancak şu da bilinen bir gerçektir ki farklı sebeplerle Türkçe’ye karşı ilgi duyanların öğreniminde de bu diziler etkili rol oynamaktadır. Tablo 9:Mısır’da ortak kültürden dolayı Türk dizileri ilgimi çeker. Kesinlikle katılmıyorum, 10 Kesinlikle katılıyorum, 10 Katılıyorum, 21 Katılmıyorum, 24 Kararsızım, 35 Özellikle Yavuz Sultan Selim’in Mısır’ı fethinden sonra yapılan nüfus mübadeleleri ile iki ülke arasında karşılıklı göçler yaşanmıştır. Bugün iki toplum arasında çok sayıda kültürel benzerlik vardır. Köken itibarı ile kimlerin hangi noktalarda kimlere ne derece etki ettiği ayrı ve derin bir araştırma konusudur. Bugün Mısır’da özellikle beşinci, altıncı, yedinci kuşak dedeleri Türk olan insanların sayısı hiç de az değildir. Aynı oranda olmasa da bu durum Kıbrıs ve Anadolu’da yaşayan bazı aileler için de geçerlidir. Dizilerin büyük çoğunluğunun popüler kültürden beslenmesi, bu oranın %48’lerde kalmasında etkili olmuştur. Buradaki gözlemlerimiz, iki halk arasındaki ortak noktaların dizilerdekinden çok daha fazla olduğu yönündedir. Anadolu kültürünü daha etkili şekilde işleyen dizilerin yayınlanması ,bu değerdeki rakamları yükseltecektir. Misafir uğurlanırken ayakkabılarının kapıya doğru çevrilmesi, düğünlerde takıların ilan edilmesi ve hatta bazı illerimizde olduğu gibi deftere yazılması, gelin çıkarma ve çeyiz görümü ,düğün hamamı, bazı mekanlara nazar niyetiyle beş parmak işareti veya nal �çakılması ,nazar değmesiyle ilgili hassasiyetler, misafire getirdiği şeyin ikram edilmesinin ayıp sayılması, isimlerin kısaltmalarla ifade edilmesi ve sayılarını artırabileceğimiz pek çok motif burada da karşımıza çıkmaktadır. İzleyicinin bu dizilere olan ilgisi, devrimden sonra Mısır’da yaşanan Türk mallarını ve dizilerini boykot çağrıları karşısında kanallara geri adım attıramamış ve dizilerin yayınları devam etmiştir. Üstelik dizi sayısında azalma yerine artma olmuştur. (Soultan ,AMIRA;2013) Bir dönemde görüldüğü gibi izlenme rekorları kırmasa da bunlar hala ilgiyle takip edilmektedir. Tablo 10:Mısır’da popüler kültüre olan meraktan dolayı Türk dizileri ilgi çekmektedir. Katılmıyorum, 13 Kesinlikle katılmıyorum. , 5 Kesinlikle katılıyorum, 27 Kararsızım, 24 Katılıyorum, 31 Yukarıdaki veriler %58 oranında popüler kültürü işaret etmektedir. Bu değer,Türkçe öğrenenlerle ilgili bir fikir vermektedir. Türkçe öğrenenler Türkçenin doğal ortamını merak etmektedir. Türkçenin bağlamına ilgi duymaktadır. Belki de geçmişe dayalı kültürel müşterekliğin popüler kültüre yansımalarını araştırmakta ve böylece bir karşılaştırma yapmaktadır. Popüler sözcüğü Latince “Popularis” kavramından türemiştir. Fransızcadan Türkçeye geçen bu sözcük, “halkın zevklerine uygun, halk tarafından benimsenen, beğenilen” anlamlarında kullanılmaktadır (Kızıldağ,2001:27). Sözcüğün “yaygın olarak beğenilen ve hızlı bir şekilde tüketilen anlamını içermektedir (Bostancı,2013:25). Bugün popüler kültürün günlük hayat yansımaları ele alındığında dünyanın farklı yerlerindeki pek çok ülkeler gibi Mısır ile Türkiye arasında da çok sayıda benzerlik vardır.Bu benzerliklerin Mısırlı öğreniciler arasında Türk dizilerine olan ilgisi inkar edilemez. Tablo 11:Türk dizileri/filmleri Türkiye’ye karşı ilgi uyandırmaktadır. �Kesinlikle katılmıyorum, 15 Katılmıyorum, 10 Kesinlikle katılıyorum, 21 Katılıyorum, 26 Kararsızım, 28 Veriler diziler sayesinde Türkiye’ye ilginin %47 olduğunu göstermektedir. Hatta Mısır’da, Türkiye’ye karşı ilgi uyanmasında dizilerin etkisinin daha da fazla olduğu dile getirilmektedir. Bu ilgi bir vesilesiyle Türkiye’yi görme şeklinde tahakkuk etmektedir. Son yıllarda evlenen genç çiftlerin balayı için Türkiye’yi tercih ettikleri, Gümüş dizisini izleyip çocuklarına Mehmet ve Nur ismi verenlerin varlığı, dizilerde işlenen mekanların güzellik ve temizliğinin ilgi çektiği gözlemlenmektedir (İbrahim, 2015). Tablo 12:Dizilerde/filmlerde geçen bazı sözcükler Arapça’da da kullanıldığı için Türkçe’ye ilgi artmaktadır. Kesinlikle katılmıyorum, 13 Katılmıyorum, 8 Kesinlikle katılıyorum, 23 Katılıyorum, 21 Kararsızım, 35 Bu değerler, dizileri dil öğrenmek için izleyenlerde daha da etkilidir. Öğrenciler, dizilerde tespit ettikleri Arapça kelimeleri çevrelerindeki Türklerle paylaşmakta, böylece bilgilerini pekiştirmektedirler. Her iki dilde aynı anlam gelen sıfat, fiil, zarf ve diğer dil birimlerini Türkçedeki şekilleriyle öğrenmeleri; öğrenim sürecini olumlu yönde etkilemektedir. Türkçe’nin bünyesinde bulunan; doğrudan veya dolaylı yoldan sözcük, tamlama, deyim olarak kullanılan ve sayıları binleri bulan örnekler; öğrencilere kendi kelimelerini kullanarak Türkçe konuşma imkanı sunmaktadır. Söz gelimi bu öğreniciler günlük hayatta sık kullanılan “Allah aşkına, ya sabır, el insaf, yahu, be, selam, selametle, Allah’a emanet.. gibi bazı Türkçe ifadeleri ve eklerle birlikte kullanılan Arapça söz ve söz öbeklerini gözlemleyebilmekte ve kullanmaya �başlamaktadır. Mısırlıların Türkçe meraklarını dolayısı ile tek bir gerekçe üzerinden açıklayamayız. Tablo 13:Türk dizilerinden sonra Mısır'da Türkçeden tercüme eserlere ilgi artmıştır. Kesinlikle katılmıyorum, 16 Katılmıyorum, 24 Kesinlikle katılıyorum, 16 Katılıyorum, 32 Kararsızım, 12 Verilerde görüldüğü gibi Türk dizilerinden sonra Mısır’da Türkçe öğrenimine karşı ilginin artması,beraberinde Türkçe eser okuma ihtiyacını da doğurmuştur. Öğrenicilerin okuma-anlama becerilerinin geliştirilmesi ve Türkçe cümle yapısını daha iyi kavrayabilmesi için buna gereksinim duyulmaktadır. Gökkuşağı Yayınları’nın yabancılar için temel seviye okuma kitapları dışında Hitit,Gökkuşağı,Açılım,Sevgi Dili,Ebru gibi yabancılar için hazırlanan Türkçe öğretim kitaplarındki metinler de belli ölçüde açığı kapatmaktadır.Ancak bu sahada henüz istenilen noktaya ulaşılamamıştır. Tablo 14:Türk dizilerinden Türkçe öğrendim. Kesinlikle katılmıyorum, 8 Katılmıyorum, 16 Kesinlikle katılıyorum, 18 Katılıyorum, 26 Kararsızım, 34 Bu tabloda olumlu cevap verenlerin oranı % 44 olmakla beraber, bu yolla Türkçe öğrenenlerin basit cümle kalıpları dışında Türkçe’yi yeteri kadar öğrenebildikleri söylenemez. Diziler, başlı başına öğrenme aracı olarak kullanılmaktan ziyade öğrenim sürecini destekleyici olarak kullanıldığında, öğreniciye daha fazla katkı sağlamaktadır. Ayrıca, Türkçe öğrenim sürecine dahil olmada duyuşsal değer oluşturma ve motivasyon sağlamada bir araçtır. �Tablo 15: Türkçe dizileri Arapça altyazılı seyretmek dil öğrenmeyi hızlandıran bir yöntemdir. Kesinlikle katılmıyorum, 10 Katılmıyorum, 20 Kararsızım, 23 Kesinlikle katılıyorum, 31 Katılıyorum, 16 Orijinal dilde alt yazılı dizi seyretmek dil öğrenmeyi hızlandırmakta; kelime, kelime grubu, cümle kalıbı, vurgu ve tonlama, jest ve mimiklerin kullanımı gibi noktalarda öğreniciye kolaylık sağlamaktadır. Öğrenci, kelime dağarcığı genişledikçe bu metodu daha faydalı şekilde kullanabilmekte; böylece deyim, mecaz ve diğer dil öğelerinin Arapça’daki karşılıkları hakkında bilgi sahibi olmaktadır. Tablo 16:Türk dizileri Türkçe'yle ve Türkler'le ilgili düşüncelerimi olumlu yönde değiştirmiştir. Kesinlikle katılmıyorum, 16 Kesinlikle katılıyorum, 20 Katılmıyorum, 16 Katılıyorum, 23 Kararsızım, 25 Bu tabloda olumlu görüş bildiren katılımcıların oranı, bu değerle ilgili doğru ipuçları vermektedir. Mısır’da özellikle popüler Türk dizileri genellikle aynı hayat tarzına sahip insanlar arasında kabul görüp izlenmekte ve beğenilmektedir. Tablo 17:Türk dizileri Türkiye ve Mısır arasında kültürel müşterekliğin olduğunu göstermektedir. �Kesinlikle katılmıyorum, 15 Kesinlikle katılıyorum, 15 Katılmıyorum, 15 Katılıyorum, 32 Kararsızım, 23 Türk dizilerini izleyen Mısırlılar; yemekler, kız isteme, düğün, cenaze ,el sanatları, zanaatler, dînî yaşantı, müzik ve benzeri hususlarda müşterekler olduğunu gözlemlemektedir. Her iki ülkenin sokaklarında rastlanan ve günlük hayatın motiflerini oluşturan ortak manzaralara da rastlanmaktadır: Tablacılar, pazar yerleri, şerbetçiler, amele pazarları, ramazan ayında yol üstünde bekleyip iftar vaktinde gelen geçene ikramda bulunanlar, yüksek sesle müzik çalarak hız yapan araçlar vb. Elbette, Türk dizilerine olan ilginin birçok gerekçesi bulunmaktadır. Bu ilginin en somut neticelerinden biri ise temel seviyede Türkiye Türkçesinin öğrenimi olarak veriler ve gözlemler çerçevesinde tespit edilmiştir. Sonuç ve Öneriler Yurt dışında Türkçe’yi yabancı dil olarak öğrenenlerin, yaygın eğitim araçlarıyla desteklenmesi öğrenime bilişsel ve duyuşsal katkısı olacaktır. Nitekim, araştırmaya konu olan Mısırlı öğrenciler açısından bu sonuç ortaya çıkmıştır. Türk dizileriyle birlikte Türkçe öğrenime ilgi artmıştır. Bireyler yaygın öğretim araçları ya da medya aracılığığla herhangi bir yabancı dili kendi kendilerine ve belli bir düzeyde öğrenebilirler. Çalışmaya konu olan Mısırlılar da Türkiye Türkçesini temel seviyede öğrendiklerini belirtmişlerdir. Herhangi bir yabancı dilin öğreniminde hedef dilin doğal ortamının bilinmesi ve görülmesi önem arz etmektedir. Böylece dili bağlamıyla öğrenmek mümkün olacaktır. Özellikle yurt dışında Türk dizilerinin önemi daha çok artmaktadır. Veriler, Mısırlıların Türkçeyi öğrenimleri açısından bu konuda Türk dizilerinin önemini ortaya koymaktadır. Diziler ve filmler kültürel aktarıma katkıda bulunmaktadır. Türk dizilerini izleyen Mısırlılar dizilerden dil öğreniminin yanında Türk kültürüyle ilgili değerlere de aşına hale geldiklerini ifade etmişlerdir. Bu nedenle dizilerin içeriklerinde, aktardıkları kültürel motifler ve değerlere özen gösterilmelidir. Yabancı dil öğretiminde hedefe ulaştıran bir araç olarak altyazılı dizilerin dil öğretimine olan katkısı önemsenmeli ve öğrenciler bu şekilde hazırlanan dizilerle desteklenmelidir. Bu tür diziler öğrencinin hem ana dili bilgisini hem de hedef dil bilgisini geliştirecektir. �Dizi ve filmlerde yer alan hedef dile ait deyim, atasözü, mecaz gibi önemli dil birimleri; öğrenicinin söz varlığını geliştirecektir. Özellikle kalıp ifadelerin bağlamıyla öğrenilmesine ciddi katkısı yadsınamaz. Mısırlı katılımcılar açısından her iki dilde de ortak olan kalıp ifadelerin kavranması açısından önemli bulunmuştur. 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Kültür Aktarımı Açısından Türkçe Öğretimi.(2002).Türk Dili,602:112-120 -ÖZBAY,M.(2002).Kültür Aktarımı Açısından Türkçe Öğretimi.Türk Dili,602:112-120 -ÖZBEK, Süleyman,Kahire Üniversitesi ve Daru’l-Ulûm Fakültelerinde Türkoloji Sahasında Yapılmış Master-Doktora Tezleri, Tarih Araştırmaları Dergisi, Ankara 1991,c.xv,sayı:26,ss.359-380 -PARLATIR ,İsmail, Kahire Aynuşşems Üniversitesinde Türkoloji Çalışmaları, Türk Dili, Temmuz 2002,c.LXXXIV,sayı:60,ss.296-299 -.Soultan ,AMIRA;Cezayir’de yayın yapmakta olan Fransızca L’Expression Gazetesi,23.08.2013 -ŞENGÜL,Murat,Yabancı Dil Olarak Türkçe Öğretiminde Öğretim Teknolojileri ve Materyal Kullanımı, Pagem Akademi Yayınları. Editörler: Aziz Kılınç, Abdullah Şahin:167-188 -TAPAN,N.(2006).Kültürlerarası İletişime Giden Bir Yol: Yabancı Dil Öğretimi. İzmir: İlya Yayınevi �-ÜNALAN,Ş.(2002).Türkçe Öğretimi. Ankara: Nobel Kitabevi -YAĞMUR ŞAHİN, Esin& KOÇBEY, Pınar.(2012).Yabancı Dil Olarak Türkçe Öğretimi İçin Hazırlanmış Ders Kitapları. Yabancı Dil Olarak Türkçe Öğretimi, Teaching Turkish as Foreign Language(TTFL),Pagem Akademi Yayınları. Editörler: Aziz Kılınç, Abdullah Şahin:189-210. -Yeni Hitit Yabancılar için Türkçe Öğretim Seti,TÖMER,1,2,3.Ankara:AÜ Basımevi -YILDIZ, Ümit& TUNÇEL, Hayrettin.(2012).Yabancı Dil Olarak Türkçe Öğretiminde Karşılaşılan Sorunlar ve Öneriler, Yabancı Dil Olarak Türkçe Öğretimi(YDTÖ),PEGEM AKADEMİ:137. �ZAYED, Mohamed (2013).Arap Dünyasında Türk Dizisi.Sosyal Etkileri, Dini Tepki ve Arap Dünyasındaki Dramatik Boşluk.Cilt II, Sayı 7,s.35-42,Türkiye Politika ve Araştırma Merkezi ZAYED, Mohamed.(2013)Arap Dünyasında Türk Dizisi: Sosyal Etkileri, Dini Tepki ve Arap Dünyasındaki Dramatik Boşluk. RESEARCH TURKEY, Türkiye Politika ve Araştırma Merkezi. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3591 Title A name given to the resource MISIR’DA TÜRK DİZİ FİLMLERİNİN YABANCI DİL OLARAK TÜRKÇE ÖĞRENİMİNE ETKİSİ Author Author Kezel, Elif ÇETİN, Mustafa Abstract A summary of the resource. Özet Bu çalışmanın amacı yaygın eğitim kapsamında, Mısır’da Türk dizilerinin yabancı dil olarak Türkçe’nin öğrenimi üzerine etkilerini ortaya koymaktır. Dil öğretiminde görsel ve işitsel araçların etkisi büyüktür. Bugün teknolojinin hızla gelişmesiyle görsel ve işitsel araçların sayısı artmış; dil öğrenimi kolaylaşmıştır. Diziler bu görsel-işitsel araçlar yoluyla Türkçe öğrenimine önemli bir katkı yapmaktadır. Diziler konuları ve içerikleri ile dil öğretiminin yanı sıra kültürü de aktarmaktadır. Mısırla Türkiye arasında geçmişe dayanan dilde ve kültürde derin bir müştereklik bulunmaktadır. Bu yüzden Türk dizileri Mısır’da ilgiyle izlenmektedir. Mısır halkı diziler sayesinde güncel Türkiye Türkçesine aşinalık kazanmakta ve temel kalıp ifadeleri öğrenmektedir. Bunun Türk ve Mısır halkları arasındaki duygusal bağı kuvvetlendirdiği, toplumlar arası dayanışmaya katkı yaptığı anlaşılmaktadır. Türk dizilerinin dost ve akraba topluluklar hatta başka uluslarla diyalogda ve kültürel değerlerimizin aktarımında önemli bir yeri olduğu görülmüştür. Bu çalışmada nitel araştırma yöntemi ile Mısır’da yaşayan 126 kişiye anket uygulanmış; veriler tarama yöntemiyle toplanmıştır. Araştırmada ulaşılan veriler analiz edilerek dağılımları ve yüzdelikleri hesaplanmıştır. Verilerden Türk dizilerinin, Mısır halkının Türkçe öğrenmesine yardımcı olduğu anlaşılmıştır. Yabancı dil olarak Türkçe öğretiminde film ve dizilerin etkileri üzerinde durulmalıdır. Anahtar Sözcükler: Mısır, Türk dizileri, Yabancı dil olarak Türkçe öğrenimi, kültür aktarımı, iletişim araçları. THE EFFECT OF TURKISH SOAP OPERAS ON THE ARABIAN NATIVE SPEAKERS IN TURKISH LANGUAGE LEARNING PROCESS IN EGYPT Abstract The goal of this work is to show the effects of Turkish TV series on learning Turkish as a foreign language in Egypt. The effect of visual and aural sources in language learning is important. Today by the help of rapid development in technology the number of visual and aural tools has increased that makes language learning easier. Turkish soap operas form a significant part of this visual-aural resources. TV series reflect on the culture as well as language learning with their topics and contents. In this work, survey results are collected from 126 people living in Egypt by using qualitative research method. Distribution and percentages are calculated after analyzing the obtained data from the research. It has been concluded that Turkish TV series have been helping Egyptians to learn Turkish language. It should be emphasized on the effect of Turkish films and TV series in foreign language teaching. Keywords: Egypt,Turkish series, teaching Turkish as a foreign language, cultural Transformation , Comunication Tools . Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed PI Oriental languages and literatures Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3348 Title A name given to the resource PROBLEMS OF TRANSLATING ECONOMIC TERMINOLOGY Author Author Kladničanin, Adela Abstract A summary of the resource. Throughout history translation has made inter-linguistic communication between people possible. Theoretically, one can consider translation a science; practically, it seems rational to consider it an art. However, regardless of whether one considers translation as a science, art or craft, one should bear in mind that a good translation should fulfill the same function in the target language as the original did in the source language. The aim of this paper is to demonstrate through various examples the difficulties with translating. The author has also included some of her own personal experiences that she has acquired while working on the ERP project with the US Steel company in Serbia. The focus here is on the economic terminology. Keywords: translating, troubles with translating, economic terminology Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3604 Title A name given to the resource FILLING THE VOIDS: URBAN REGENERATION Author Author Kljajić, Adna Abstract A summary of the resource. The intent of this Master Thesis is to provide an insight into issues and potential of urban areas which lost their function over time and became useless or abandoned – urban voids. This paper tends to clarify those areas based on works of architectural and urban theorists, it attempts to create a simple classification and suggests how to proceed towards regeneration. Furthermore, it aims to stress the importance of these misunderstood urban holes as a different perspective on the development of today’s already overcrowded cities. The paper further discusses the concept of urban regeneration and its tools in practice. Finally, by providing a methodology for applying the practices of urban regeneration on urban voids as areas of intervention, it aims to show the immense potential for future of architectural and urban planning hidden within these forgotten areas. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Thesis NonPeerReviewed NA Architecture Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3502 Title A name given to the resource ANTONYMY AS BINARY CONSTRUAL IN CONCEPTUAL SPACE Author Author Kostić, Nataša Abstract A summary of the resource. This article is based on empirical investigation of intrasentential antonym functions in Serbian written discourse, which suggests that phrasal contexts in which antonyms co-occur are relatively stable and that at least some of the most frequent ones can be viewed as potential triggers of contrast relation in discourse. Starting from the notion of antonymous framework, a formulaic structure in which certain grammatical and content words systematically house both members of an antonymous pair, the article addresses the issue of whether some of the most frequent frameworks can be viewed as potential triggers of contrast relation in discourse and seeks to explain the non-canonical instances of binary semantic contrast generated in those contexts within the framework of Cognitive Semantics. The paper also attempts to explain how this contributes to our understanding of the nature of the category of antonymy in language. Theoretical framework adopted is that of Cognitive Semantics in which antonymy as a Gestalt is an instance of a bisected domain and the resulting interpretation is shaped by the construal of comparison and the profiling of a specific dimension. Examples of binary semantic contrast analyzed in the article fulfill the requirements for antonym construal: they are aligned along the same meaning dimension within a domain in which they are compared and construed as denoting contrasting concepts. Conclusions provide support to the treatment of antonymy as a conceptual relation and a linguistic category exhibiting prototypicality effects. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/8ea553368f6c8d983db363068632f907.pdf 11ca1b8c9894540844a8dfd3ad88f81b PDF Text Text YABANCI DİL ÖĞRENİMİNDE KULLANILAN ÖĞRENME STRATEJİLERİ VE ÖNEMİ Lamija Kulović 1 Salih Cıgıllıoğlu 2 ÖZET Öğrenmenin gerçekleştirilmesinde yardımcı olan unsurlardan bir tanesi de doğru seçilmiş stratejidir. Her öğrenci öğrenme yetisine sahiptir, lakin öğrenme yolunu iyi seçerse öğrenme daha kolay ve daha çabuk meydana gelmektedir. Öğrenci bu süreç boyunca ister farkında olsun veya olmasın kendince kolay ve uygun bir yolu seçmektedir. Bu çalışmanın amacı O’Malley ve Chamot, Oxford, Cohen’in ortaya koydukları araştırmalar göz önünde bulundurularak öğrenme stratejilerini tespit etmektir. Öğrenme stratejileri tek tek incelendikten sonra davranış değişkliklere kattıkları önem tartışılmıştır. Anahtar Kelimeler: Yabancı Dil Öğrenimi, Öğrenme Stratejileri THE USE AND IMPORTANCE OF LEARNING STRATEGIES IN LEARNING FOREIGN LANGUAGE ABSTRACT One of the important elements which help in the realization of the learning is correctly chosen strategy. Each student has the ability to learn, yet learning occurs more easily and quickly if they choose the best way to learn. Students during this process consciously or unconsciously choose their own way to learn. This study aims to determine O'Malley and Chamot, Oxford and Cohen learning strategies using their researches. After learning strategies were examined individually, we discussed the importance of them in learning process. Key Words: Foreign Language Learning, Learning Strategies GİRİŞ Yabancı dil öğrenimi ve öğretimi uzmanlık gerektiren bir alandır. Öğrenciler yabancı dili öğrenirken aynı zamanda o ülkenin kültürü, yaşayış tarzını, değerlerini de öğrenmek zorundadırlar. Bu süreci kolaylaştıracak unsur ellbette ki doğru seçilmiş stratejidir. Her öğrenci farklı zeka türüne sahiptir, bunların farkında olup ona göre bir strateji seçerse 1 2 Yüksek Lisans Öğrencisi, İnternational Burh University, Eğitim Fakültesi, Türk Dili ve Edebiyatı Bölümü Yrd. Doç. Dr. , İnternational Burh University, Eğitim Fakültesi, Türk Dili ve Edebiyatı Bölümü �oğrenmeyi çok hızlı ve çok kaliteli bir şekilde meydana getirecektir. ‘Başarılı öğrencilerin kullandıkları öğrenme stratejilerini tespit edip bu stratejileri daha az başarılı olan öğrencilere öğretmek amacıyla başlayan dil öğrenme stratejileri çalışmaları, strateji sınıflandırmalarının oluşturulması ile devam etmiştir. Yapılan çalışmalar sonucunda dil öğreniminde başarılı olan öğrencilerin dil görevlerine uygun strateji seçebildikleri ve kendi öğrenmelerini yönlendirebildikleri ortaya çıkmıştır. Bu yönde öğrencilerin bakış açılarını geliştirebilmek için neler yapılabilir sorusu strateji öğretimi üzerine yapılan araştırmaları artırmıştır.’ (Bayezit ve Çubukçu, 2015: 26) Weinsten ve Mayer öğrenme stratejiyi şöyle tanımlamaktadırlar: ‘seçebilme, organize edebilme, yeni bilgileri edinebilme özelliklerini ve öğrencinin motivasyonu ya da duygusal durumunu etkileyen unsurdur.’( Weinstein ve Mayer, 1986: 315). Strateji kelimesinin anlamını açığa getiren Oxford “öğrenmeyi kolaylaştıran, hızlandıran, daha eğlenceli, bağımsız, etkin ve yeni durumlara daha kolay aktarılabilen kılan, öğrenci tarafından seçilen özel yollar” olarak tanımlamaktadır. (Oxford, 1990: 8). Dolayısıyla öğrenme strateji seçimi genellemeyen, öğrencilere göre değişen bir etkinliktir. Öğrenci merkezli bir yaklaşımın tercih edildiği günümüzde öğretmenin rolüne bakıldığında öğretmen bilginin kaynağı değildir. Öğretmen bilgi kaynaklarını ve desteğini sağlayarak sorumluluğun öğrencide olduğu inancıyla öğrenmeyi kolaylaştırmaya çalışır. (Scharle ve Szabó, 2009: 6). Ders kitaplarında veya derse getirelen ders dışı materyallerinde strateji öğretimi açık veya örtük, ayrı veya bütüncül bakış açısıyla uygulanabilmektedir. Brown’a göre öğrencilerin bu stratejilerinin farkında olmaları için şüphesiz ki öğretmenin yardımına ihtiyaçları vardır. (Brown, 2007: 130) Oxford, araştırmasında stratejilerin gruplanması her ne kadar zor ve soyut bir kavram olsa da, doğrudan ve dolaylı strateji olmak üzere iki gruptan bahssetmektedir. Her iki grup üç tane alt gruba ayırmaktadır. Toplam bu altı grup birbirine bağlı, birbirini destekleyen ve birbirinden kolay ayıramayan parçalardır. (Oxford, 1990: 14-15) Doğrudan öğrenme strateji öğrenmeyi doğrudan etkileyen strateji türüdür. Bu gruba giren stratejiler dil öğreniminde zihinsel işlemleri kapsamaktadır. Hafıza stratejileri, bilişsel strateji ve tazminat strateji doğrudan öğrenme strateji adı altında toplanmaktadır. Her üç strateji de öğrencinin zihni zorlayan ve öğrenmeyi meydana getiren öğrenme yollarıdır. Hafıza strateji dil öğreniminde yeni bilgilerin depolanmasına ve kaydedilmesine yardımcı olurken bilişsel strateji dilin anlaşılmasını ve farklı anlamları kullanılarak yeni dilin üretilmesini sağlamaktadır. Tazminat strateji ise bilgilerin boşluklarına rağmen dilin kullanılmasına olanak tanımaktadır. İmgelerin gruplanması ve kullanılması hafıza stratejine, tümdengelim özetleme bilişsel stratejine ve eş anlamlı kelimelerin tahmin edilmesi veya kullanılması tazminat stratejine örnek olarak verilebilmektedir. (Oxford, 1990: 37) Stratejinin her türü dört temel beceri (konuşma, okuma, yazma, dinleme) üzerinde uygulanabilmektedir. Oxford’un yapmış olduğu öğrenme stratejinin ikinci grubu ise dolaylı öğrenme stratejileridir. Bilişüstü strateji, sosyal strateji ve duyuşsal strateji olmak üzere bu gruba üç tane strateji girmektedir. Bilişüstü strateji öğrencilerin kendi bilgilerini kontrol etmesine imkan vermektedir. Merkeze koyma, düzenleme, planlama ve değerlendirme gibi öğrenme faaliyetleri bilişüstü stratejine örnek olarak gösterilebilmektedir. Öğrencilerin duygularını, motivasyonu ve tutumlarını kontrol etmeleri duyuşsal strateji olarak tanımlanabilmektedir. Sosyal strateji ise konu olunca isminden de anlaşıldığı gibi öğrencilerin sosyal çevresi ile kurdukları ilişkiler neticesinde �meydana gelen davranış değişiklikleri ile ilgilenmektedir. Bütün bu stratejiler hedef dilinin öğrenilmesini doğrudan etiklemediğinden, dolaylı strateji olarak adlandırlmıştır. Doğrudan stratejilerde görüldüğü gibi dolaylı stratejilerin uygulanması da dört temel beceri üzerinde mümkündür. (Oxford, 1990: 135) Bu çalışmada değinmek istenen ikinci isim de O’Malley ve Chamot’tur. Onlara göre dil öğrenme stratejileri “bireyin yeni bilgiyi anlamasında, öğrenmesinde ve geri getirmesinde yardımcı olan, bireyin kullandığı özel düşünce veya davranışlardır.” (O’Malley ve Chamot, 1990: 1) O’Malley ve Chamot çalışmalarında öğrenme stratejileri bilişsel, bilişüstü ve sosyal strateji olmak üzere üç grupta toplamışlardır. Bilişüstü stratejileri; öğrenme sürecini düşünme, öğrenmeyi planlama, öğrenme görevini izleme, öğrenmenin ne ölçüde olduğunu değrelendirmeyi kapsamaktadır. 1. Planlama: Beklenen öğrenme görevinin veya organize kavramının ön izlemesi (üst planlama); meydana gelmek üzere olan öğrenme görevi için stratejilerin önerilmesi; parçalar için planın üretilmesi; bir görev işleminde kullanılacak olan bölümler, ana fikirler veya dil işlevleri (organizasyonel planlama). 2. Göreve odaklanma: Öğrenme görevine genel olarak katılmaya önceden karar verme ve ilgisiz şıkları yok sayma; görev yürütme sırasında dikkat sürdürme. 3. Seçici dikkat: Dil girişlerinin belirli yönlerine veya bir görevin yerine getirilmesinde yardımcı olacak durumsal ayrıntılara önceden karar verme; görev yürütme sırasında dil girişinin belirli yönlerine dikkat verme. 4. Öz yönetim: Başarılı dil görevleri yerine getirilmesine yardımcı olan anlama koşulları, ve bu koşulların varlığının düzenlenmesi; bilinen kullanımı en üst seviyeye getiren kişinin dil performanslarının kontrol edilmesi 5. Öz denetım: Bir dil görevi sırasında kişinin anlama veya performansını düzeltme, denetleme ve doğrulama; 1) Anlama denetimi: Bireyin anlamasının düzeltilmesi, kontrol edilmesi veya doğrulanması 2) Dil üretimi denetimi: Bireyin dil üretiminin düzeltilmesi, kontrol edilmesi veya doğrulanması 3) Duyumsal denetim: Karar verme amacıyla bireyin ‘kulaklarını’ kullanma ( bir şeyin kulağa hitap etmesi) 4) Görsel denetim: Karar verme amacıyla bireyin ‘gözlerini’ kullanma ( bir şeyin göze hitap etmesi) 5) Biçem denetimi: İç üslup kayıtlara dayalı kontrol etme, doğrulama veya düzeltme 6) Strateji denetimi: Bir stratejinin ne ölçüde başarılı kullanımının izlenmesi 7) Plan denetimi: Planın ne ölçüde başarılı olduğunu izleme 8) Çift denetim: Daha önce düşünülen eylemler veya üstlenilen olanakların görev karşısında izlenmesi 6. Problem tanımlama: Görevin çözümlenmesi için gerekli olan merkez noktanın açıkça belirlenmesi, görev başarısının tamamlanmasını engelleyen yönlerinin belirlenmesi 7. Öz değerlendirme: Bireyin kendi dil performansının sonuçlarını tamlığının ve doğruluğunun iç tedbirine karşı kontrol etme; bireyin dil repertuarlarını, strateji kullanımını, ya da eldeki görevi gerçekleştirme yeteneğini kontrol etme; 1) Dil üretimi değerlendirme: Görevin bitişinde bireyin çalışmasını kontrol etme �2) Görevin icrasını değerlendirme: Bireyin genel görev yürütmesini yargılama 3) Yetenek değerlendirme: Bireyin görev gerçeleştirme yeteneğini yargılama 4) Strateji değerlendirme: Görev tamamlandığında bireyin strateji kullanımını yargılama 5) Dil bilgisini değerlendirme: Bireyin kelime, kelime grubu, cümle, kavram düzeyi hakkındaki bilgilerini yargılama Bilişsel stratejiler: Öğrenilmesi gereken malzeme ile etikileşimi içermekte, zihinsel veya fiziksel malzemeleri işlemekte, öğrenme görevi üzerinde belirli bir tekniği uygulamaktadır. 1. Tekrar: Dil görevi yerine getirme amacıyla dilin bir yığını (kelime veya kelime grubu) tekrarlama 2. Kaynak kullanımı: Sözlükler, ders kitapları, ve önceki çalışmalar da dahil olmak üzere hedef dil hakkındaki mevcut bilgi kaynaklarını kullanma 3. Gruplama: Ortak özelliklere dayalı dil görevinde kullanılam malzemelerin sınıflandırılması ve etiketlenmesi; daha önce yapılmış gruplamalara dayalı bilgilerin hatırlanması 4. Not alma: Kısaltılmış sözel, grafik veya sayısal formda anahtar kelimeler ve kavramlar yazılarak bir dil görevi performansını meydana getirme 5. Tümdengelim ve tümevarım: Hedef dilini anlamak amacıyla bireyin öğrendiği veya kendi geliştirdiği kuralları bilinçli olarak uygulama 1) Tümdengelim 2) Tümevarım 6. Yerine koyma: Dil görevini gerçekleştirmek amacıyla alternatif yaklaşımları, revize planları, ya da farklı kelime veya kelime gruplarını seçme 7. Ayrıntılandırma: Yeni bilgi ile ön bilgi arasında bağlantı kurma; yeni bilginin farklı parçalarını birbirine bağlama; sunulan bilgilere anlamlı kişisel ilişkileri kurma 1) Kişisel Ayrıntılandırma: Sunulan materyal hakkındaki yargıda bulunma veya kişisel tepki gösterme 2) Çevresel Ayrıntılandırma: Çevre deneyimlerinden edinen bilgileri kullanma 3) Akademik Ayrıntılandırma: Akademik durumlarından edinen bilgileri kullanma 4) Göreve yönelik ayrıntılandırma: Dil görevlerinin parçalarını birbirine bağlama 5) Sorularla Ayrıntılandırma: Dil görevlerine beyin fırtınasının mantıksal çözumleri, çevre bilgileri ve soruları uygulama 6) Öz değerlendirici Ayrıntılandırma: Materyallere ilişkin kendini yargılama 7) Yaratıcı Ayrıntılandırma: Hikaye yazma veya akıllı bir bakış açısını benimseme 8) İmaj: Ayrı bir kategori olarak kodlanmış, ancak detaylandırma biçimi olarak incelenmiş bilgileri temsil etmek amacıyla zihinsel ve gerçek resmi veya görselleri kullanma 8. Özetleme: Sunulan görevinin sözlü veya yazılı dil ve bilgi özetini çıkarma 9. Çeviri: Bir dilden başka bir dilde fikirleri oluşturma 10. Aktarma: Dil görevini kolaylaştırmak amacıyla daha önce edinen dil bilgilerini kullanma �11. Çıkarım: Sonuçları tahmin etmek ya da eksik bilgileri doldurmak için yabancı dil öğelerinin anlamlarını ya da kullanımını tahmin etmek amacıyla mevcut bilgileri kullanma 12. Sosyal ve duyuşsal stratejileri; Öğrenme görevini gerçekleştirmek veya öğrenmeyi meydana getirmek için başka kişilerle etkileşim içinde olma, etkin kontrolünü kullanma 1. Açıklık getirmek için soru sorma: Materyalin açıklamasını, doğrulamasını veya örneklerini sorgulama; görevle ilgili açıklamayı ve doğrulamayı sorgulama; kendine soruları sorma 2. İşbirliği: Sorunları çözmek için yaşıtları ile birlikte çalışma; öğrenme görevini denetleme, dil aktiviteleri biçimlendirme, sözlü ya da yazılı performansı hakkında geri bildirim alma 3. Öz konuşma: Dil görevini yerine getirmek için bireyin uzman hissetmesi ve endişesinin giderilmesi adına zihinsel teknikleri kullanma 4. Öz pekiştirme: Bir dil öğrenme faaliyeti başarıyla tamamlandığında bireye ödül verilerek kişisel motivasyonu sağlama ( O’Malley ve Chamot, 1990: 137-139) Öğrenme stratejilerini “öğrencinin bilinçli olarak seçtiği öğrenme süreçleri” olarak tanımlayan Cohen (1998: 4) seçim faktörünün önemine dikkat çekerek stratejiyi strateji yapan özelliğin “seçim” olduğunu vurgulamakta ve seçimin bilinçli yapılıp yapılmadığı konusunda ise kullanılan stratejiden öğrencinin en azından bir miktar farkında olması gerektiğini söylemektedir. Çalışmasında aşağıdaki stratejileri ele almaktadır: 1. Tekrar Strateji: Hedef dilinin yapılarını tekrarlama; örneğin farklı fillerin çekimi. Bu stratejinın amacı öğrenilen yapılarını tekralayarak akılda kalmasını sağlamaktır. 2. Örtme Strateji: Öğrencilerin hedefi ezberlediği ve anlamını tam olarak anlamadığı bir ifadeyi kullanarak faaliyetlerin devamını getirmek amacıyla bir etkiyi yaratmaktır. Bilgisindeki boşlukları telafi etmek için bu stratejiye baş vurmaktadır. 3. İletişim strateji: İletişimi kurmak adına derste ilk defa duyulan kelimelerin kullanılmasıdır. Bu stratejini amacı verici ile alıcı arasında iletişimi sağlamak, kelimenin öğrenilmesi ikinci plana düşmektedir. Bunun tersinde iletişim kurmak peşinde olmayan öğrenci kelimeyi öğrendiğini belli etmek istemektedir. Bu iki durumda da iletişim stratejinin önemi görülmektedir. 4. Bilişsel strateji: Hedef dilinin yapılarının, kelimelerinin, kelime gruplarınının depolanması ve öğrenilmesi ile ilgilenmektedir. 5. Bilişüstü strateji: Bu tür strateji öğrencilerin planlayarak, organize ederek, değerlendirerek kendi bilgilerini kontrol etmelerine olanak tanımaktadır. 6. Sosyal strateji: Sosyal çevrsiyle iletişime geçmek amacıyla kullanılan etkinliklerinin bütünü içermektedir. Öğrencilerin bilmediklerini açığa getirmek için soru sormaları, diğer öğrencilerle işbirliğini yapmaları bu tür stratejiye örnek olarak verilebilmektedir. (Cohen, 1998: 4-5) SONUÇ �Hedef dil öğrenilirken öğrenci bu stratejinin farkında olursa sadece bir dili değil, dili nasıl öğreneceğini de öğrenecektir. Yapılan çalışmaların neticesinde birbirine benzeyen stratejiler tespit edilmiştir. Oxford ve Cohen daha az ayırmları yaparken O’Malley ve Chamot daha çok ayırımlara değmiştir. Her üç çalışmada da bilişsel, bilişüstü ve sosyal strateji yer almaktadır. Öğrenciler derste gördükleri kavramları akıl yürüterek öğrenecektir. Sürekli tekrarlarla bilgileri daha kolay belleklerine kaydedeceklerdir. Sınıf arkadaşlarıyla irtibata geçip dört becerisinden olan konuşmayı ilerletecekler ve aynı zamanda işbirliği duygusunu geliştireceklerdir. Öğretmenler dersinde kullanılan kitaplarda bu stratejileri tespit etmeli, olmayanları ise ders dışı mataryellere öğrencilere sunmalı ve böylece onların öğrenmelerini sağlanmalıdır. Lakin bu çalışmada vurgulanmak istenen öğretim değil, öğrenimdir. Dolayısıyla öğretmenin rolü öğrencilere yol göstermek, kendi stratejlerini tespit etmelerini sağlamaktır. KAYNAKÇA        Bayezit, H. Ve Çubukçu, F. (2015), Yabanci Dil Olarak Türkçe Ve İngilizce Ders Kitaplarindaki Öğrenme Stratejilerinin Kullanimi, Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 25-47. Brown, H. D. (2007). Principles of language learning and teaching. New York: Pearson Longman. Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman. O’Malley, J. M., & Chamot, A. (1990), Learning strategies in second language acquisition. New York, NY: Cambridge University Press Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House Publishers. Scharle, A., Szabó, A. (2009). Learner autonomy. Cambridge: Cambridge University Press Weinstein, C. E., and Mayer, R. E. (1986), The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching 3rd ed. New York, Macmillan. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3596 Title A name given to the resource YABANCI DİL ÖĞRENİMİNDE KULLANILAN ÖĞRENME STRATEJİLERİ VE ÖNEMİ Author Author Kulovic, Lamija Cigillioglu, Salih Abstract A summary of the resource. Öğrenmenin gerçekleştirilmesinde yardımcı olan unsurlardan bir tanesi de doğru seçilmiş stratejidir. Her öğrenci öğrenme yetisine sahiptir, lakin öğrenme yolunu iyi seçerse öğrenme daha kolay ve daha çabuk meydana gelmektedir. Öğrenci bu süreç boyunca ister farkında olsun veya olmasın kendince kolay ve uygun bir yolu seçmektedir. Bu çalışmanın amacı O’Malley ve Chamot, Oxford, Cohen’in ortaya koydukları araştırmalar göz önünde bulundurularak öğrenme stratejilerini tespit etmektir. Öğrenme stratejileri tek tek incelendikten sonra davranış değişkliklere kattıkları önem tartışılmıştır. Anahtar Kelimeler: Yabancı Dil Öğrenimi, Öğrenme Stratejileri ABSTRACT One of the important elements which help in the realization of the learning is correctly chosen strategy. Each student has the ability to learn, yet learning occurs more easily and quickly if they choose the best way to learn. Students during this process consciously or unconsciously choose their own way to learn. This study aims to determine O'Malley and Chamot, Oxford and Cohen learning strategies using their researches. After learning strategies were examined individually, we discussed the importance of them in learning process. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed PI Oriental languages and literatures https://omeka.ibu.edu.ba/files/original/0476f1d08dcc2c6282d52bc1b84eb500.pdf 8aaec6bf21aa3e959ce62ec31b4811f5 PDF Text Text THE EFFECTIVENESS OF ADVERTISING IN SPORT VIDEO GAMES: A COMPARISON BETWEEN SVG ADVERTISING AND TELEVISED SPORTS ADVERTISING Eldin Kurtić International Burch University Bosnia and Herzegovina eldin.kurtic@outlook.com Erkan Ilgun International Burch University Bosnia and Herzegovina erkan.ilguen@gmail.com Abstract: In today’s competitive business, marketers are trying to find the most effective way to promote their products and serviced, and reach a greater audience. Since the introduction of the internet, marketing professionals have been using digital advertisements more and more. It is easy, cheap and they can reach a huge population which would be impossible to reach by other means. Another way to advertise digitally is the gaming industry. This paper focuses on finding how effective this type of advertising really is. In the first part of the paper, a brief introduction and an overview of previous research on this topic will be presented. The following part focused on investigating if participants who played a sports video game had a higher recall rate and purchase intention of advertised products than participants watching a televised football game. Evidence from the gathered data suggests that advertising via video games is indeed more effective than televised gaming. Furthermore, different variables like satisfaction level and gaming experience were tested in order to see if they had an effect on increasing recall rate of gamers. Again, the evidence was sufficient to conclude that these variables did increase the recall rate of advertisements in sports video games. As such, this paper provides some justification to companies willing to invest into marketing their products in video games, and are reassuring the companies that already do. Keywords: sports video game (SVG), gamers, in-game advertising, buying intent (purchase intent), recall. Introduction Since the advancements in technology, people have been spending their time more and more with television, computers and consoles. When it comes to advertising however, one big market people don’t talk about very much is the gaming industry. The International video game revenue is estimated to be $81.5B in 2014 (newzoo.com). This is more than double the revenue of the international film industry in 2013 (UNESCO Institute for Statistics. Retrieved 1 November 2013). In 2015 it was estimated at US$91.5 billion (newzoo.com). In the U.S. an astonishing 155 million people play video games, of which whom are 44% female and 56% male gamers. It is also interesting to note that the average gamer is 35 years old. This comes as a surprise, since people usually connect video games with kids and teenagers. The same study found that 47% of the gamers felt that video games ICESoS 2016 - Proceedings Book 333 �International Conference on Economic and Social Studies (ICESoS’16) provide more value for their money, compared to DVDs (28%) going to movies (14%) and music (12%). Many companies have realized that the gaming industry is a market that has huge potential, so they started advertising their products within this industry. Many advertise their products via streaming websites, where people can watch popular gamers play video games, others however decided to market their products within the games itself. This is especially true for sports video games, like Formula 1, Soccer, Basketball and other sports games. The reason companies choose sports games for advertising over other kinds of games is that advertising in these games comes natural. This is due to the fact that real-life sport games have billboards all around the place, so we are used to them being there in video games too. They don’t present a distraction from the game, because it feels natural having them there. On the other hand such advertisements would be a nuisance in first person shooter games, because they would distract players from enjoying the game as much. Another thing important to note is that advertising via video games can reach an audience that other means of advertising probably can’t. As mentioned before, the gaming community has less intentions of watching TV or going to the movies since they believe video games give them more value for money. Consequently, advertising in video games is an easy way of reaching this specific audience. Many organizations know about this and that’s why they started to promote products in video games that would suite such an audience. For example, Kingston and Asus are visible at almost every gaming event, knowing that they will reach a higher audience there, rather than on television or at a sport stadium. However, even though this industry is rapidly increasing, there is very few studies investigating the effectiveness of in game advertising, and even less has been done in comparing the effectiveness of in game advertising to advertising of televised games. Therefore, the aim of this study is to investigate if the recall rate of advertisements in video games is higher than the recall rate from TV broadcasted games. In addition to this, this study will also investigate if the level of video game consumption has an effect on the recall rate of advertised products. Therefore, the three hypotheses this study will investigate are: 1. 2. 3. 4. There is a significant difference in the recall rate of advertisements in a sports video game compared to a TV broadcasted game. There is a significant difference in the buying intent of products advertised in a sports video games compared to a TV broadcasted game. There is a positive correlation between the experience level in video games and the recall rate of advertised products. There is a positive correlation between the satisfaction level in video games and the recall rate of advertised products. The purpose of this paper is to find if in-game advertising is a good alternative to traditional TV advertising. In addition, this paper investigates different determinants affecting the recall rate of gamers. 334 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Literature review Review of past research Recent research of in-game advertising has been focusing on its effectiveness. For example, Walsh, Zimmerman, Clavio, and Williams (2014b), investigated if there is a difference in the type of advertisement (visual signage or verbal in-game announcements) on the brand awareness in a sports video game. Similarly, Cianfrone and Zhang (2013) investigated the effectiveness of in-game advertising and came to the conclusion that the recall rate of advertisements was positive. They also suggested that in-game advertising could be a cheaper alternative for smaller companies to advertise their products effectively. Additionally, Michael Bode (2012) researched the effectiveness of in-game advertising compared to advertising via TV broadcasting. He used infrared eye-tracking tools on his participants in order to establish how much advertisements they could recall from playing a sports video game compared to watching a real TV broadcasted game. He came to the conclusion that in-game advertising was more effective, meaning that it needed less glances on average to recall an advertisement. However, in order to use the eye-tracking tool effectively, it had to be calibrated, which meant that the participant’s freedom of movement was limited. Recently, it has been hypothesized that advertising in games could be more effective than TV advertising. However, there is some issues with this that have to be addressed. Lang (2000) explained that gamers have limited capacity for processing information. Gamers have to use their cognitive resources for playing the game, and for processing information of advertised brands. Therefore, gamers who are more proficient in playing video games will use less of their cognitive ability for playing the game and will have a higher recall rate of advertisements than gamers who are less proficient at the video game (Leng, 2015). Schneider & Cornwell 2005 discussed that while devoting attention to playing a game, the player will have less available attention capacity to process the additional stimuli of advertisements in a game. Yang, M. et al. (2006) and (Lee & Faber, 2007) also discussed this. Due to this fact, Kim, Walsh, & Ross (2008) concluded that in-game advertising is less effective than televised advertising. On the other hand, some argue that the level of involvement can have a big impact on the recall rate of in-game advertising. For example, if the video game is exciting and fast paced, gamers will experience a higher level of involvement and may notice more in-game advertisements (Leng et al., 2010). Sport video games are interactive and create an environment where the gamer is stimulated to think, engage and be creative (Nelson, Keum, & Yaris, 2004). Furthermore, Cianfrone et al (2008) investigated the influence of sport video game consumption on brand awareness and found that it was significant. In addition to this, many argue that the placement of advertisement can be a big factor when it comes to recall rate in SVG’s, due to the fact that our eyes are mostly focused on the main objective of the game (the ball, players, cars). Advertisements that appear at places that are located centrally will be recalled at a much higher rate than advertisements appearing at locations that are on the sides. (Schneider & Cornwell, 2005; Acar, 2007; Chaney, Lin, & Chaney, 2004). The researches above suggest there is many variables that can influence positive or negative levels of brand awareness in SVG’s. This topic definitely needs more careful ICESoS 2016 - Proceedings Book 335 �International Conference on Economic and Social Studies (ICESoS’16) studies in order to determine how effective SVG advertising really is. This study will try to investigate and compare the recall rates of people watching a televised sports game and gamers playing a SVG. This study will also investigate the participant’s attitudes towards the advertised brands and their buying intent. Brand awareness Brand awareness is mostly connected to recognition and recall of advertisements or sponsorship in different settings (Aaker, 1996; Walsh, et al. 2008). Brand awareness can be aided and unaided. Unaided recall is a type of brand awareness where the consumer remembers different advertisements without giving him any cues (visual or verbal). On the other hand, aided recall is when consumers are given verbal or visual cues in order to remember any advertisements or sponsorships. Aided recall should always be lower than unaided recall, but it doesn’t mean it is more effective way of analyzing brand awareness. If people are not familiar with a brand they probably won’t recall their name, which doesn’t mean that haven’t seen it. Purchase intention Purchase decision is described as a form of decision-making which studies why consumers buy a specific brand (Shah et al., 2012). Others explain purchase intention as a setting where consumers decide to buy a particular product or service in a particular condition (Morinez et al., 2007). Purchase intention is a variable that can directly determine the effectiveness of the advertisement. If the recall rate of an advertising or sponsorship is high but people are not likely to buy it, than it wasn’t effective. Measuring only recall rate would result in a bad understanding of the advertising effectiveness. Methodology Data collection For this study a total of 100 participants were recruited. The average age of the participants was 23.70, with the youngest being 16 and the oldest 55. Out of 100 participants, 91 were male and 9 female. Two separate studies have been conducted, each study consisting of 50 volounteers. One group were people who played Pro Evolution Soccer on a PlayStation 4 for 10 min, and were mostly recruited at a local internet café. They were selected randomly and paid a voucher for an hour of free playtime at the internet café. The second group of 50 participants had to watch a recorded televised game for 10 minutes. They too were recruited at the internet café and have gotten a voucher. The whole experiment had taken 10 days to finish, approximately interviewing and testing 10 participants a day. The purpose was to see which group would have a higher recall rate of advertisements, and to investigate their buying intent of the advertised products. In order to have more exact results, the advertisements on the console game and the recorded TV game had to be the same. For this reason a recorded game of Bayern Munich vs Athletico Madrid had been used, because the console game had the same advertisements as the Champions League match. 10 different products had been advertised during the game (Gazprom, Sony Xperia, Playstation 4, Lays, Heineken, Uni Credit, Nissan, Adidas, Pepsi and Mastercard). Two surveys were formulated in order to investigate the hypotheses. In the first part of the survey, both contained question about age, sex and education. The second part was about recall of advertisements. For this study aided recall was tested. Participants had 336 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation to answer what advertisements they could remember from the video game/televised match. Participants had to mark advertisements they saw on list of 20 advertisements, of which only 10 were right. Only right answers were used for this study. The third part of the study investigated the buying intent of the participants. Participants were asked to answer how likely they would buy the advertised products and services. For this a Likert scale from 1-5 was chosen, not very likely/very likely. Furthermore, gamers were asked to describe their level of satisfaction while playing the game on a likert scale 1-5. Participants from the gamer group were also asked to answer how much time they spend playing video games on a weekly basis. For this another likert scale has been used. In addition to this, both groups were asked if the advertisements present a distraction from watching/playing the game. The gamer group was also asked if they would prefer more advertisements in sports video games if that meant a lower initial price for the game. Data analysis In order to analyze the data gathered from the surveys, SPSS version 23 was used. For the first part of the survey descriptive statistics was used. In the second part there was two samples from two different groups, so a two sample t-test was used to calculate if there is a difference in the recall rate of advertisements between the two groups. In addition, another independent t test was used to calculate if there is a difference in the buying intent of the advertised products between the two groups. For the last part a Spearman correlation analysis was used to establish if increased levels of video game consumption would result in a higher recall rate of in game advertisements. Furthermore, another correlation was used to investigate if increased levels of involvement (enjoyment) would result in a higher recall rate of advertisements in video games. Results Results of part one – descriptive In table 1. the group statistics for the number of recalled advertisements are presented. Gamers recalled on average 3.86 advertisements, whereas participants watching a televised game only recalled 2.82 advertisements on average. This means that gamers recalled 1 advertisement more on average than participants watching a televised football game. ICESoS 2016 - Proceedings Book 337 �International Conference on Economic and Social Studies (ICESoS’16) Results of part two – recall rate and buying intent comparison Table 1: Group statistics for recall rate Group N Mean Std. Deviation Std. Error Mean 1 50 3.86 2.450 .346 2 50 2.82 1.722 .244 Recall Table 2: Independent t test for recall rate Levene’s Test for Equality of Variances t-test for Equality of Means F .Sig Equal variances assumed 4.736 Sig. (2-tailed) t .032 Std. Error Difference Confidence Interval 95% of the Difference Lower Upper 2.456 .016 .423 .200 1.880 2.456 .016 .423 .198 1.882 Recall Equal variances not assumed An independent t test was conducted to determine if there is a difference in the mean recall rate of advertisements between a sports video game and a televised game. This is shown on table 2. Looking at Levene’s test for equality of variances the level of significance is 0.032 which is less than 0.05 and therefore equal variances are not assumed. From looking at the bottom row (equal variances not assumed), the level of significance is 0.016 which is less than 0.05 and therefore is highly significant. The 95% confidence interval was 0.198-1.882. Looking at these results the null hypothesis can be rejected, which means that there is a significant difference in the recall rate of advertisements in SVG’s compared to televised advertisements. Table 3: Group statistics for buying intent Group N Mean Std. Deviation Std. Error Mean 1 50 3.5005 1.05577 .14931 2 50 3.0375 1.11635 .15788 Buying_intent 338 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation To test the difference in the mean buying intent between gamers and participants watching a televised football game an independent sample t test was used. Table 3. shows the group statistics for this test. On average the gamers purchase intent of advertised products was higher by 0.5 compared to participants watching a televised sports game. On the second table the independent t test is presented. Levene’s test for equality in variances has a significance level of 0.993 which is higher than 0.05, thus equal variances are assumed. The upper row shows a t statistic of 2.131 with a significance level of 0.036 which is less than 0.05. The 95% confidence interval was 0.03179-0.89423. Looking at this it can be concluded that there is a positive significant difference in the mean buying intent of gamers compared to people watching a televised sports game. Table 4: Results of the independent t test for buying intent _Buying Levene’s Test for Equality of Variances t-test for Equality of Means intent F Equal variances assumed Equal variances not assumed .000 .Sig .993 t df Sig. (2-tailed) Std. Error Difference Confidence Interval 95% of the Difference Lower Upper 2.131 98 .036 .21730 .03179 .89423 2.131 97.696 .036 .21730 .03177 .89424 Results of part three – Testing correlations To test the third hypothesis a correlation was used. Since gaming experience satisfaction level are measured on an ordinal scale using a likert scale, the Pearson’s Correlation couldn’t be used in this research. A Spearman’s correlation had to be used instead. Recall has a positive correlation with gaming experience. The correlation coefficient is 0.799 which presents high correlation, meaning that higher level of gaming experience will increase recall rate of advertisements. In addition, satisfaction level also has a high correlation, with a coefficient of 0.835 meaning that higher levels of satisfaction while playing a video game will result in increased recall rates of advertisements. The level of significance is 0.000 for both variables and is therefore highly significant. ICESoS 2016 - Proceedings Book 339 �International Conference on Economic and Social Studies (ICESoS’16) Table 5: Results of the correlation analysis Correlations Spearman’s correlation Recall Correlation Coefficient Sig. (2-tailed) N Consumption Consumption Involvement 1.000 .799 .835** . .000 .000 50 50 50 1.000 .720** . .000 Correlation Coefficient .799 Sig. (2-tailed) .000 N Involvement Recall ** ** 50 50 50 Correlation Coefficient .835** .720** 1.000 Sig. (2-tailed) .000 .000 . 50 50 50 N .)Correlation is significant at the 0.01 level (2-tailed .** Furthermore, both groups were asked to answer if the advertisements presented a distraction in order to fully enjoy the game/match. 75% gamers answered that advertisements did not present any distraction to enjoying the game, whereas 63% participants watching a televised game said that they didn’t mind the advertisements either. Gamers where also asked if they would rather have more advertisements in the game if that meant they could buy the game for a cheaper price. 84% of the gamers answered positive and would welcome more in-game advertisements if they could get the game for a lower prices. Conclusions and limitations This study tried to provide insight on the effectiveness of in game advertising. The purpose was to identify an alternative strategy to advertise products compared to the mainstream advertisement techniques. Even though gamers recalled more advertisements than participants watching a televised football game, the recall rate was surprisingly high for both groups. The group playing Pro Evolution Soccer recalled 39% of the advertisements while the group watching a televised football game recalled 28%. The high recall rate could be due to the fact that the advertised products and services were among the more popular brands, and therefore participants recognized them easier. Only Lays had a low recall late (18% and 8%), which is an unfamiliar brand in Bosnia and Herzegovina. The purchase intent of people playing Pro Evolution Soccer was also significantly higher than the group watching a televised football game. Meaning that the average gamer would be more likely to buy a product that was advertised in the game, than someone watching a football game on television with the same advertisements. This study also managed to find a positive correlation between the gamer’s level of experience in video games and the recall rate of the advertised products. The results showed that increased playtime of video games leads to increased recall rate of advertisements. This is most likely due to the fact that gamers who are more experienced in playing video games will use less cognitive resources to actually play the game, and can therefore use more cognitive resources to process other peripheral information like advertisements. In addition to this, gamers who experienced a higher 340 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation satisfactory level while playing the game, also had increased recall rate. This means that gamers who enjoy the game more will have a higher level of involvement and therefore recall more advertisements from the game. Furthermore, the study found that gamers don’t mind in-game advertisements and would even welcome more if that meant a lower price for buying the game. This is something the gaming industry should be interested in, to encourage more sponsorship partners which would reduce their expenses for making the game, and ultimately give customers the game for a lower price. Even though this study managed to find enough evidence to support its hypotheses, there is still some limitations to this study. Firstly, doing such a study on a bigger sample size would bring better results. Unfortunately, due to financial limitations the researcher couldn’t create a bigger sample size. It would also be appropriate to test the effectiveness of in game advertising on different types of games too. Moreover, most of the participants were males, since female gamers are rare in Bosnia and Herzegovina. It would be interesting to see someone include female gamers to see if there would be a difference in the recall rate and purchase intent of in game advertisements. In addition, this study was mostly conducted on students and youngsters. A research including more mature and elderly people would bring more appropriate results too. This study can be used by organizations to justify marketing their products in video games. This is especially true for smaller companies trying to find a less expensive but efficient way to market their products. In game advertising has been found to be lot less expensive than advertising on TV, but could be as if not even more effective. In conclusion, this paper managed to provide enough evidence that in-game advertising can be more effective than televised advertising. There is still much work to be done in this field in order to fully understand how effective in-game advertising truly is, and to understand what really determines its effectiveness. However, the gaming industry is gaining more importance and relevance, which will also result in more studies to come. Future studies should investigate this further, to provide more evidence to organizations who are investing, or are willing to invest into marketing their products in video games. References • P., Zimmerman, M.H., Clavio, G., & Williams, A.S. (2014b). Comparing brand awareness levels of in-game advertising in sport video games featuring visual and verbal communication cues. Communication and Sport, 2(4), 386-404. • Cianfrone, B.A., & Zhang, J.J. (2013). The impact of gamer motives, consumption, and in-game advertising effectiveness: A case study of football sport video games. International Journal of Sport Communication, 6, 325-347. • Lang, A. (2000). The limited capacity model of mediated message processing. Journal of Communication, 50: 46–70. • LENG, H.K. (2008). A study on effectiveness of in game advertising. International Journal of Sport Management Recreation & Tourism, Vol.8, pp.65-80. • Schneider, L., & Cornwell, T. B. (2005). Cashing in on Crashes via Brand Placement in Computer Games: The Effects of Experience and Flow on Memory. International Journal of Advertising, 24(3), 321-343. • Yang, M., Roskos-Ewoldsen, D. R., Dinu, L., & Arpan, L. M. (2006). The Effectiveness of “In-Game” Advertising: Comparing College Students’ Explicit and Implicit Memory for Brand Names. Journal of Advertising, 35(4), 143-152. ICESoS 2016 - Proceedings Book 341 �International Conference on Economic and Social Studies (ICESoS’16) • Kim, Y., Walsh, P., & Ross, S. D. (2008). An examination of the psychological and consumptive behaviors of sport video gamers. Sport Marketing Quarterly, 17(1), 44-53. • Leng, H. K., Quah, S. L., & Zainuddin, F. (2010). The Obama Effect: An Exploratory Study on Factors Affecting Brand Recall in Online Games. International Journal of Trade, Economics and Finance, 1(1), 1-5. • Nelson, M.R., Keum, H., & Yaros, R.A. (2004). Advertainment or adcreep? Game players’ attitudes toward advertising and product placements in computer games. Journal of Interactive Advertising, 5(1). • Cianfrone, B.A., Zhang, J.J., Trail, G.T., & Lutz, R.L. (2008). Effectiveness of in-game advertisements in sport video games: An experimental inquiry on current gamers. International Journal of Sport Communication, 1(2), 195–218. • Acar, A. (2007). Testing the effects of incidental advertising exposure in online gaming environments. Journal of Interactive Advertising, 8(1), 45-56. • Chaney, I. M., Lin, K. H., & Chaney, J. (2004). The effect of billboards within the gaming environment. Journal of Interactive Advertising, 5(1), 54-69. • Lee, M., & Faber, R. J. (2007). Effects of Product Placement in On-Line Games on Brand Memory: A Perspective of the Limited-Capacity Model of Attention. Journal of Advertising, 36(4), 75-90. • Aaker, D.A. (1996). Building strong brands. New York: The Free Press. • Walsh, P., Clavio, G., Mullane, S., & Whisenant, W. (2014a). Brand awareness and attitudes toward political advertisements in sport video games. Public Organization Review, 14, 127-138. 342 ICESoS 2016 - Proceedings Book � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3320 Title A name given to the resource THE EFFECTIVENESS OF ADVERTISING IN SPORT VIDEO GAMES: A COMPARISON BETWEEN SVG ADVERTISING AND TELEVISED SPORTS ADVERTISING Author Author Kurtic, Eldin ILGUN, Erkan Abstract A summary of the resource. Abstract: In today’s competitive business, marketers are trying to find the most effective way to promote their products and serviced, and reach a greater audience. Since the introduction of the internet, marketing professionals have been using digital advertisements more and more. It is easy, cheap and they can reach a huge population which would be impossible to reach by other means. Another way to advertise digitally is the gaming industry. This paper focuses on finding how effective this type of advertising really is. In the first part of the paper, a brief introduction and an overview of previous research on this topic will be presented. The following part focused on investigating if participants who played a sports video game had a higher recall rate and purchase intention of advertised products than participants watching a televised football game. Evidence from the gathered data suggests that advertising via video games is indeed more effective than televised gaming. Furthermore, different variables like satisfaction level and gaming experience were tested in order to see if they had an effect on increasing recall rate of gamers. Again, the evidence was sufficient to conclude that these variables did increase the recall rate of advertisements in sports video games. As such, this paper provides some justification to companies willing to invest into marketing their products in video games, and are reassuring the companies that already do. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/367c322f2a9b44fb0b5cb8e9b0923922.pdf 61afb57b9786d678203bcaf5cbca47d8 PDF Text Text IMPACT OF LEASING PERFORMANCE FACTORS ON CUSTOMER SATISFACTION; EMPHASIS ON VB LEASING Almir Ljeskovica International Burch University Bosnia and Herzegovina almir.ljeskovica@hotmail.com Merdžana Obralić International Burch University Bosnia and Herzegovina mobralic@ibu.edu.ba Abstract: Main objective of this study is to identify key Leasing performance factors that influence customer satisfaction in VB Leasing and other leasing companies. On the basis of literature review, eight independent and one dependent variable have been identified, and specific measuring items were developed accordingly. Structured survey was prepared on the basis of mentioned measuring items to measure related variables, and it was used as main instrument in this study. Survey has been sent in online form to clients of VB Leasing via e-mail and social networks. Out of 250 managers who received the survey, 200 respondents completed it which gives response rate of 80%. Responses were analyzed using descriptive statistics in excel, but main methodology was regression analysis using SPSS. The findings indicated that there is a significant positive relationship between Processing Speed (PS), Form Simplicity (FS), Image of Leasing Company (CI), Communication with Company (CC), Annuity Ammount (AA) and Grace Period (GP) on Customer Satisfaction (CS). On the other hand, there is no relationship between Interest Ammount (IA) and Down Payment (DP) with Customer Satisfaction (CS). Research is completed in one company operating in Bosnia and Herzegovina (BH) and it is suggested for future research to do the study considering more companies, to test more different independent variables and do the research in all cantons of Federation of Bosnia and Herzegovina, entity Republic Srpska and District Brčko. Key words: Leasing, VB Leasing, Performance, Customer Satisfaction 1. Introduction Lack of domestic literature regarding leasing in Bosnia and Herzegovina, along with increase of importance of this sector as a response to economic crisis and enabling people to access resources more quickly than using regular financial services, a need for researching and writing more about this important issue is evident. Main purpose of this work is to find out what are Leasing performance factors that influence Customer satisfaction in a case of VB Leasing, and to compare the issue of VB Leasing with other companies in BH. The primary objective of this study is to identify the lesing performance factors that influence Customer Satisfaction in VB Leasing and other Leasing companies in BH. In other words, main objective is to test relationship between Processing Speed (PS), Form Simplicity (FS), Image of Leasing Company (CI), Communication with Company (CC), Annuity Ammount (AA), Grace Period (GP), Interest Ammount (IA) and Down ICESoS 2016 - Proceedings Book 139 �International Conference on Economic and Social Studies (ICESoS’16) Payment (DP) on Customer Satisfaction (CS). The secondary objective of this study is to descriptively present difference between customer satisfaction of clients of VB Leasing and those from other companies, as well as difference in the answers of clients regarding different performance factors. Based on eight variables, measuring items and survey questions were created. Target population was comprised of VB Leasing clients. Response rate of 80% was good enough to generalize data in the level of VB Leasing Company. Once the results were collected, regression analysis via SPSS has been used to determine the relationships among variables. In the same time, for purpose of conducting descriptive analysis, Excel has been used. 2. Literature Review 2.1. History and Definition of Leasing There is a lot of information regarding history and development of leasing. “First manifestations of leasing appear 4000 years ago in Mesopotamia and a little later in ancient Greece and Rome. The term of rent (lease) of land or forest etc., complements with the right to repurchase it after the end of renting period, and it even today represents the foundation of concept of financial leasing” (Slobodan Vujić, 2010). Besides Vujić (2010), on the official web page of Central Bank of Bosnia and Herzegovina, it is stated that even before 2000 BC first types of leasing were showing up. Also, Central Bank of Bosnia and Herzegovina (CBBIH) (2016) argues that in ancient Roman law first written explanations of leasing were found. Also, Vujić (2010) reported that first specialized leasing company in the world was established in United States of America (USA) in 1952. In the Europe, leasing companies show up about ten years after they were established in the USA. “From the economic standpoint, leasing is a special financing technique, which has developed into a relatively powerful economic activity over the past thirty years”(Saša Vujić, Vujić, & Ajanović, 2013). In BIH leasing starts to emerge by the beginning of new millennium, precisely in 2001 when first company, VB Leasing, is established. After that, other leasing companies start to work as well. Most of the leasing companies are in the ownership of same named banks. Leasing sector in BIH is regulated by two laws, due to complicated governmental structure. CBBIH emphasizes that: “In Bosnia and Herzegovina, leasing is regulated by two laws: ‘The Law on Leasing of the Federation of Bosnia and Herzegovina’ (FBiH), and ‘The Law on Leasing on the Republika Srpska’ (RS). Leasing companies are monitored and licensed by the banking agencies of the FBiH and the RS”. (Central Bank of Bosnia and Herzegovina, 2016). At the end of 2015, seven companies had permission to do leasing business in BIH. The youngest leasing company, as it is reported by Agencija za bankarstvo FBiH (2016), is established in the second half of 2015. It is Porsche Leasing d.o.o. Sarajevo. According to supervisory agency for leasing those companies are: “ 1) 2) 3) 4) ASA Aleasing d.o.o. Sarajevo, NLB Leasing d.o.o. Sarajevo, Porsche Leasing d.o.o. Društvo za poslove lizinga Raiffeisen Leasing d.o.o. Sarajevo, 140 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation 5) 6) 7) Sparkasse Leasing d.o.o. Sarajevo, UniCredit Leasing d.o.o. Sarajevo VB Leasing d.o.o. Sarajevo.” (Agencija za bankarstvo FBiH, 2016). “Leasing is a financial contract that allows the separation of ownership and use of an asset” (Lin, Wang, Chou, & Chueh, 2013). Other sources, such as Central Bank of BIH also provide their definitions of leasing. On official web page of CBBIH it is highlighted that in lease agreement, lessor (leasing company) gives the right to lessee (leasing user) to use an object of a leasing contract in return for monthly payments over agreed period of time. “Leasing service represents financing to user of leasing arrangement in purchasing equipment: production machines of various types and purposes, trucks, cars, buses, IT equipment, machines for construction, agriculture, forestry, etc.”(Slobodan Vujić, 2010). Also, Vujić (2010) in his book “Leasing kao savremeni oblik finansiranja” shares his idea about term leasing. He explains it and states that lessee chooses leasing object which is bought by lessor and then cedes it to the lessee on the contractually agreed period of time with certain amount of fee. Furthermore, some other authors also include only two sides in leasing contract which is noticeable from next definition. “A lease is a contractual agreement providing the use but not ownership of a piece of equipment. Two parties involving in the contract are lessor and lessee. The lessor holds the title to the equipment and provides the lessee with the use of equipment, while the lessee uses the equipment for a specific period of time and pays rent to the lessor” (Yan, 2012). There is also short definition found. It says: “Leasing is a contract through which someone uses equipment owned by somebody else. The user pays specific regular amount to the owner” (Deelen, Dupleich, Othieno, & Wakelin, 2003). As the civilization was evolving, new religions were coming with specific rules and laws. In that sense, leasing also has its roots in Islamic law. “Ijarah (leasing) refers to an agreement in a bank (the lessor) leases equipment, a building, or other facilities to a client (the lessee) at an agreed upon rental fee and for a specified duration. Ownership of the equipment remains in the hands of the lessor” (Shanmugam & Zahari, 2009). . From previously mentioned definitions and according to the official web page of CBBIH, we can conclude that participants in lease agreement typically are: 1. 2. 3. 2.2. Leasing user (lessee), Leasing company (lessor) and Manufacturer or dealer of equipment. VB Leasing – Example from Practice VB Leasing BH is a part of and is under the 100% ownership of VB Leasing Internacional Holding, Vienna. Within the Holding, companies in the VB Leasing are operating in ten countries of Western and Central Europe (Austria, Croatia, Serbia, Hungary, Czech Republic, Slovakia, Poland, Romania, Montenegro, Slovenia).VB Leasing is a leasing company which has been operating in Bosnia and Herzegovina since 2001. VB Leasing BH has headquarter in Sarajevo and operating under the laws of Bosnia and Herzegovina. Also, VB Leasing BH has four branches located in Mostar, Tuzla, Banja Luka and Tešanj. In general, service characteristics of VB Leasing BH are identical to the basic principles of leasing services but with some specificity and giving greater importance to certain services. VB Leasing BH in range of services offers operational and financial leasing. As we saw earlier in this thesis, operational leasing can only be used by legal persons so it is a case with VB Leasing BH as well. Financial leasing is offered to legal and natural persons. ICESoS 2016 - Proceedings Book 141 �International Conference on Economic and Social Studies (ICESoS’16) “The basic division of VB Leasing clients is on legal entities and individuals, and within that on clients who lease passenger cars, commercial vehicles and equipment” (Jahić, 2013). Many services are adapted to market needs and speed are distinct elements which separate VB Leasing BH from other leasing companies in BIH. “VB Leasing BH has a transparent, open and fair relationship with clients, a quick and simple administration procedure, and clear offers which make it stand out in the BiH marketplace. Besides the financing of personal vehicles and trucks, VBL also offers financing of construction machines, medical and other equipment as well as all forms of movable property. Flexible offers provide a financial solution adaptable to each clients’ needs, and what characterizes VB Leasing in particular is the speed of application processing and financing without guarantors. The young and innovative team from VB Leasing always seeks to offer something new with ever more favorable terms of financing for their clients, trying to recognize the needs of the market while making their product competitive at all times” (VB Leasing, 2010). For VB Leasing BH it can be said that they are leaders and pioneers in leasing sector in Bosnia and Herzegovina. “VB Leasing implements a differentiation strategy through which seeks to differentiate and separate its offer in comparison to competitors” (Jahić, 2013). According to Banking Agency of FB&H the number of newly signed contrasts in 2012 much increased. Table below shows that grow. Figure1: Market participation Source: (Banking Agency of FB&H, 2013) Through the years, thanks to support and experience of its owner, Volksbank Leasing International Holding of Vienna, as well as good cooperation between its employees and business partners and clients, VB Leasing has proved itself to be a reliable company with straightforward transparent offers and clear calculations. VB Leasing BH is also good example of social-responsible company. “From the start, VB Leasing has been the sponsor of many events such as Sarajevo Film Festival, the Car Selection of The Year 2008, the 3rd International Children’s Competition for the Sarajevo City Anniversary in 2010, International Conference on Economic and Social Studies 2014 (ICESoS’14), many concerts, cultural events across BIH” (VB Leasing, 2010). 142 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation 2.3. Scientific Studies about Leasing Performance Factors and Customer Satisfaction 2.3.1. Processing speed Processing speed refers to time period that is necessary for a leasing company to properly respond to request of client. Delay is an important issue for service providers, and many studies are being done addressing this issue (Bielen & Demoulin, 2007). Bielen & Demoulin (2007), Davis & Heineke (1998) and Peevers, McInnes, Morton, Matthews, & Jack (2009) are just few out of many researchers investigating issues of speed of service, waiting lines and customer satisfaction. RQ1: Does processing speed of leasing company have positive impact on customer satisfaction? 2.3.2. Form simplicity Speaking of simplicity, Jensen (1997) stated that it has nothing to do with “no-brains” but rather with following reasons: business complexity; age of information; making stuff simple is a lot of hard work. According to Jensen (1997), Jim Shanley, head of NationsBank Management Development stated that simplicity is all about increasing revenue and profitability while ensuring that organization is building the capability to grow, compete and win in the future (Jensen, 1997). RQ2: Does form simplicity of leasing company have positive impact on customer satisfaction? 2.3.3. Company image According to Nguyen and Leblanc (1998) corporate image is related to the physical and behavioral attributes of the firm, such are following: business name, architecture, variety of products/services, and to the impression of quality communicated by each person interacting with the firm’s clients (Nguyen & Leblanc, 1998). There are many studies dealing with company image and customer satisfaction such are those of Rahman (2012) and Onyancha (2013). The latter author emphasized that in the competitive banking industry, the impact of bank brand image on the attitudes and behaviors of customers become an important issue. The results of study reveal that bank brand image has positive effects on customer satisfaction and loyalty (Onyancha, 2013). RQ3: Does image of leasing company have positive impact on customer satisfaction? 2.3.4. Interest amount According to Cambridge Online Dictionary, interest rate is defined as percent that a bank or other financial company charges clients when they borrow money (Cambridge Dictionary, 2016). ICESoS 2016 - Proceedings Book 143 �International Conference on Economic and Social Studies (ICESoS’16) Norman Morris (2013) wrote an article that concluded that declining interest rates are driving improvement in bank customer satisfaction. Just in one year period, due to lower interest rates, customer satisfaction increased from 76.2 percent to 79.0 percent (Morris, 2013). RQ4: Does interest amount of leasing company have positive impact on customer satisfaction? 2.3.5. Communication with company Even though there are many different definitions of communications, all of them agree that this is factor that definitely cannot be neglected by modern companies (Barrett, 2006; Vanderberg, Richard, & Eastman, 1999; Bambacas & Patrickson, 2008). Barret (2006) suggests that communication refers to transmission of meaning from one person to another or many people verbally or non-verbally. On the other hand, very popular view of communication is that it is a process by which information about policies, procedures, finance and customer feedback is conveyed to others in organization (Vanderberg, Richard, & Eastman, 1999). RQ5: Does communication with leasing company have positive impact on customer satisfaction? 2.3.6. Annuity amount Annuity amount is defined as Series of payments at fixed intervals, guaranteed for a fixed number of years or the lifetime of one or more individuals (Business Dictionary, 2016). Interesting study that deals with a customers’ satisfaction with annuities in 2014. It has been conducted by Deloitte Center for Financial Services and proved that more than half of respondents were very satisfied with nearly all aspects of their annuity purchase while only few stated that they were dissatisfied (Friedman, Canaan, & Gokhale, 2015). RQ6: Does annuity amount of leasing company’s product have positive impact on customer satisfaction? 2.3.7. Grace period According to Cambridge Online Dictionary, grade period is extra time in which client is alloved to pay money he/she owe without losing something or paying an additional amount (Cambridge Dictionary, 2016). According to Murray (2001), results of study indicated that customers are more satisfied with longer grace periods than short ones. Grace period is definitely characterized as significant condition in provision of financial services, and it contributes to customer satisfaction. Murray (2001) stated that grace period is significant in making customers more loyal (Murray, 2001). Kanyurhi (2011) mentioned grace period as significant part of wider term called “loan conditions” (Kanyurhi , 2011). RQ7: Does grace period of leasing company’s product(s) have positive impact on customer satisfaction? 144 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation 2.3.8. Down payment (participation amount) Down payment refers to the difference between the purchase price of a property and the mortgage loan amount. Also called earnest money or front money (Business Dictionary, 2016). Some consultants recommend clients to use down payments, while some are not. Gregg Fidan (2013) recommended to not put down payments in a case of car lease. His arguments says that in a situation that car is stolen or totaled, there are no ways to compensate that amount to buyer (Fidan, 2013). Generally, leasing companies tend to offer customers opportunity to buy property without requesting down payment while lease signing. Higher down payments lead to lower monthly payments or interest rate discounts (DMW). RQ8: Does down payment amount requested by leasing company have positive impact on customer satisfaction? 2.3.9. Customer satisfaction The customer satisfaction in financial services occupied attention of many researchers. In one not so recent study, it has been concluded that managers in financial services companies are placing increased emphasis on customer satisfaction (Reichheld & Teal, 1996). The basic argument of focusing to improvement of customer satisfaction is that satisfied customers of a firm decide to stay with the firm for future business (Heskett, Jones, Loveman, Sasser, & Schlesinger, 1994). Famous scale with high reliability level has been adapted by Walsh and Beatty (2007). Their scale has a purpose to measure customer satisfaction, and comprised of following three questions: • • • I am satisfied with the services the company provides to me. (0.88) I am satisfied with my overall experience with this company. (0.95) As a whole, I am NOT satisfied with this company. (R) (0.51) (Walsh & Beatty, 2007). As presented, Cronbach alpha value is satisfactory in all questions except the last (reverse question) one which is the main argument for not using this question in our study. ICESoS 2016 - Proceedings Book 145 �International Conference on Economic and Social Studies (ICESoS’16) Research Methadology 3. Research model proposed in this study on the basis of previously reviewed literature has been presented in the following figure: Figure 2: Proposed research model Main instrument to collect necessary data for this study is structured survey. Instrument has been prepared for this research with purpose to conduct both exploratory comparative analysis of different issues regarding leasing in BH, but also to investigate relationship between different aspects of Leasing performance and Customer Satisfaction. First part of the structured survey asked respondents if they are legal or individual client. Legal respondents were then asked about form of their company, company size and leasing object bought via leasing services, while individual clients were asked about marital status, children number and employment status. Second part of the structured survey addressed questions of types of financing previously bought equipment and number of leasing companies offered by dealer. The purpose of first and second part of the instrument was to collect data that will be used for exploratory part of the study. Third part of the structured survey was investigating relationship between eight leasing performance factors and customer satisfaction. Independent variables are as follows: • • • • • processing speed form simplicity image of leasing company interest amount communication 146 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation annuity amount grace period down payment • • • Dependent variable is customer satisfaction. The scale used in the study to measure both dependend and independent variables is five point Likert Scale with following descriptions: Table 1: Likert scale Number Value Meaning Assigned 1 Strongly disagree You totally disagree with the statement 2 Disagree You believe that statement is not true to some extent 3 Neutral You are finding statement as not influential 4 Agree You believe that statement is true to some extent 5 Strongly agree You are completely agreed with the statement All variables are based in the literature, and they are defined, explained and discussed in literature review section. In the following table, summary of variables, survey questions and references regarding third part of structured survey has been presented. Table 2: Variables # Variables Survey Statements / Questions References )Bielen & Demoulin, 2007( )Davis & Heineke, 1998( 1 Processing speed Processing speed of leasing company is at a high level Peevers, McInnes, Morton, Matthews, &( )Jack, 2009 )Vujić, 2010( )Jensen, 1997( 2 Form simplicity of leasing company is at a high level Form simplicity )Kumbhar, 2011( )Vujić, 2010( )Nguyen & Leblanc, 1998( 3 Image of company leasing Image of leasing company is at a high level )Rahman, 2012( )Onyancha, 2013( )Vujić, 2010( )Morris, 2013( 4 Interest amount Interest amount provided by leasing )Kumbhar, 2011( company is very affordable )Vujić, 2010( ICESoS 2016 - Proceedings Book 147 �International Conference on Economic and Social Studies (ICESoS’16) )Barrett, 2006( )Vanderberg, Richard, & Eastman, 1999( 5 Communication with leasing company is at a high level Communication )Bambacas & Patrickson, 2008( )Kampumure, 2006( )Vujić, 2010( 6 Annuity amount provided by leasing company is very affordable Annuity amount )Friedman, Canaan, & Gokhale, 2015( )Vujić, 2010( )Murray, 2001( 7 Grace period provided by leasing )Kanyurhi , 2011( company is very acceptable Grace period )Vujić, 2010( )Fidan, 2013( 8 Down payment provided by leasing )Kanyurhi , 2011( company are very affordable Down payment )Vujić, 2010( I am satisfied with the services the company provides to me 9 Customer satisfaction I am satisfied with my overall experience with this company 3.1. )Reichheld & Teal, 1996( Heskett, Jones, Loveman, Sasser, & Schlesing�) )er, 1994 )Walsh & Beatty, 2007( Reliability and Validity of Survey The main evidence that survey questions used for purpose of this research were valid is fact that no one among respondents complained about the survey questions, and that all survey questions are based on the previously done research. All respondents clearly understood all survey questions they were asked. There was no any complaint and misunderstanding regarding interview questions. When it comes to reliability of the survey, reliability test has been performed after collecting the data. Results of reliability test indicated that survey is completely reliable instrument for this study due to fact that Cronbach’s Alpha value was 0,947 which is higher than 0, 7. Table below is extraction of reliability test completed using SPSS. Table 3: Reliability statistics Reliability Statistics Cronbach’s Alpha N of Items .947 9 148 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation 3.2. Regression Analysis Methodology Regression, both linear and non linear one is a technique used for the modelling and analysis of numerical data. Regression can be used for prediction (including forecasting of time-series data), inference, hypothesis testing, and modelling of causal relationships (MacDonald, S. & Headlam, N., 2015). Very useful source of information that helped to understand and do the regression analysis is a book entitled „Applied Regression Analysis: A Research Tool“ written by John O. Rawlings, Sastry G. Pantula and David A. Dickey (1998). The book covers review of simple regression in algebric notation, an introduction to key matrix operations and the geometry of vectors, review of ordinary least squares in matrix notation, provides foundation for the testing of hypothesis and doing analysis of variance and many more. This methodology will be used to identify relationships between independent and dependent variables as well as to measure the character of the relationship (positive / negative). Once this is completed, it will be clear which relationships are accepted and which ones are going to be rejected. 4. Data Analysis and Discussion There were totally 200 responses and surveys that were taken into consideration. Out of those 200, 86 were legal persons users of leasing and 114 were natural persons users of leasing services. As the main purpose is finding relationship between eight independent variables, which are leasing performance factors, with one dependent variable, customer satisfaction, results will be presented from regression analysis method. Before starting with the process of regression analysis, it is important to remind that following research questions were defined in table below: Table 4: Research questions REVIEW OF RESEARCH QUESTIONS TO BE ADRESSED IN THE STUDY RQ1: Does processing speed of leasing company have positive impact on customer satisfaction? RQ2: Does form simplicity of leasing company have positive impact on customer satisfaction? RQ3: Does image of leasing company have positive impact on customer satisfaction? RQ4: Does interest amount of leasing company have positive impact on customer satisfaction? RQ5: Does communication with leasing company have positive impact on customer satisfaction? RQ6: Does annuity amount of leasing company’s product have positive impact on customer satisfaction? RQ7: Does grace period of leasing company’s product(s) have positive impact on customer satisfaction? RQ8: Does down payment amount requested by leasing company have positive impact on customer satisfaction? ICESoS 2016 - Proceedings Book 149 �International Conference on Economic and Social Studies (ICESoS’16) For purpose of doing regression analysis, SPSS Statistics 18 software has been used. Data collected via online survey has been saved in Excel sheet, and values of all variables were calculated and imported to SPSS. Linear regression has been used to analyse the relationships between dependent and independent variables. Once the analysis was completed, following results appeared in the output report of SPSS. Reliability test has been conducted before full regression was done. Finding of reliability test has been presented in table below. Table 5: Reliability statistics Reliability Statistics Cronbach’s Alpha .947 N of Items 9 Cronbach Alpha value of 0.947 indicated that instrument used is fully reliable for making conclusions out of the data analysis. Table 6: Model summary Model Summaryb Model dimension0 1 R R Square Adjusted Square 950a. 902. 898. R Std. Error Estimate of the 1984. a. Predictors: (Constant), PA, CC, CI, GP, PS, AA, FS, IA b. Dependent Variable: ALLCS When it comes to model analysis, after calculations of SPSS, R Squared value of 0.898 indicated that the model describes 89.8% of the variance in dependent variable which is acceptable result for this study. Accordingly, Std. Error of the Estimate is 0.984 which is again acceptable level meaning that there are still few variables that could describe remaining variance in dependent variable (See Table __). This could be perceived as a limitation of this study and suggestion for all future researchers to consider more variables in order to have even higher R Squared value and lower Std. Error of the Estimate. When it comes to relevance of the proposed model considering its hypothesis, significance level alpha under ANOVA section, of the SPSS report indicated value of 0,000. Since significance level is below 0.05, this means that proposed model is accepted as relevant, and that remaining part of regression report can be used (see Table below). 150 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Table 7: Anova ANOVAb Model 1 Sum of Squares df Mean Square F .Sig Regression 68.950 8 8.619 218.914 .000a Residual 7.520 191 .039 Total 76.470 199 a. Predictors: (Constant), PA, CC, CI, GP, PS, AA, FS, IA b. Dependent Variable: ALLCS One more operation performed within regression was correlations testing among variables. Report on correlations is presented below in table below. According to the results of correlations analysis in SPSS, there are two significant correlations among four variables. Before explaining the correlations, it is important to state that all correlations are positive ones, which means that by increasing value of one variable, increase in value of another one will occur. With the value of 0.876 the highest correlation is between independent variable Annuity Amount (AA) and dependent one Customer Satisfaction of all clients (ALLCS). Another significant correlation is between independent variable Company Image (CI) and dependent one Form Simplicity (FS). The correlation level is 0.874. All other correlations are presented in table below. Table 8: Correlations When it comes to coefficients, beta values, t values, significance level alpha values and collinearity statistics, following table below reports all mentioned. ICESoS 2016 - Proceedings Book 151 �International Conference on Economic and Social Studies (ICESoS’16) Table 9: Coefficients From table presented above, considering values of significance level alpha, the conclusions about acceptance and rejection of hypothesis will be prepared. Before doing any conclusion, it is important to bear in mind that Confidence interval for this study is 95.0 % which means that all significance level alpha values lower than 0.5 will lead to acceptance of hypothesis. 5. Conclusion After data analysis, we can conclude that there is relationship between most of the tested leasing performance factors. Table below summarizes all research questions, leasing performance factors and their relationship with customer satisfaction. Table 10: Research questions Research Questions Sig. Level Alpha Existence Of Relationship RQ1: Does processing speed of leasing company have positive impact on customer satisfaction? 0.013 YES RQ2: Does form simplicity of leasing company have positive impact on customer satisfaction? 0.031 YES RQ3: Does image of leasing company have positive impact on customer satisfaction? 0.005 YES RQ4: Does interest amount of leasing company have positive impact on customer satisfaction? 0.341 NO RQ5: Does communication with leasing company have positive impact on customer satisfaction? 0.000 YES RQ6: Does annuity amount of leasing company’s product have positive impact on customer satisfaction? 0.000 YES 152 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation RQ7: Does grace period of leasing company’s product(s) have positive impact on customer satisfaction? 0.000 YES RQ8: Does down payment amount requested by leasing company have positive impact on customer satisfaction? 0.148 NO While processing speed, form simplicity, image of leasing company, communication with leasing company, annuity amount and grace period have positive impact on customer satisfaction, interest amount and down payment amount have no impact on customer satisfaction. 6. Reference • Agencija za bankarstvo FBiH. (2016, March). Informacija o sektoru lizinga u Federaciji Bosne i Hercegovine 31.12.2015. Agencija za bankarstvo FBiH. Retrieved from http://www.fba.ba/index.php?page=35 • Banking Agency of FB&H. (2013, March). Information About the Leasing Sector in the Federation of B&H 31.12.2012. Banking Agency of FB&H. Retrieved from http://www.fba.ba/images/Leasing_Documents/INFORMACIJA_ LEASING_31_12_2012_eng.pdf • Jahić, S. (2013). Poboljšanje konkurentske prednosti kroz inovacije u indirektnim kanalima prodaje na primjeru leasinga. Univerzitet “Vitez,” Travnik. • Shanmugam, B., & Zahari, Z. R. (2009). A Primer on Islamic Finance. Research Foundation Publications, 2009(6), 121. • VB Leasing. (2010). Vrste leasinga. Retrieved February 23, 2016, from http://www. vbleasing.ba/vrsteleasinga?tab=2 • Vujić, S. (2010). Leasing kao savremeni oblik finansiranja. Sarajevo: ACA System d.o.o. Sarajevo. • Bielen, F., & Demoulin, N. (2007). Waiting time influence on the satisfaction-loyalty relationship in services. Managing Service Quality: An International Journal, 17(2), 174 - 193. doi:http://dx.doi.org/10.1108/09604520710735182 • Business Dictionary. (2016). http://www.businessdictionary.com. Retrieved from http://www.businessdictionary.com/definition/down-payment.html • Cambridge Dictionary. (2016). Interest Rate. United Kingdom. Retrieved from http://dictionary.cambridge.org/dictionary/english/ • Davis, M., & Heineke, J. (1998). How disconfirmation perception and actual waiting times impact customer satisfaction. International Journal of Service Industry Management, 9(1), 64-73. doi:http://dx.doi.org/10.1108/09564239810199950 • DMW. (n.d.). Lease Down Payments. Retrieved 2016, from http://www.dmv.org/ buy-sell/leasing/lease-down-payments.php • Fidan, G. (2013). Why It’s Not Smart to Put a Down Payment on a Lease. Retrieved from http://www.realcartips.com/leasing/0314-dont-put-down-payment-oncar-lease.shtml • Friedman, S., Canaan, M., & Gokhale, N. (2015). Voice of the annuities consumer. Delotte University Press. • Gajić, M., Stevanović, M., & Gajić, A. (2010). Leasing as a Method of Investment Financing. In Unitech ’10 Grabovo. Grabovo. • Jensen, B. (1997). Make it simple! How simplicity could become your ultimate strategy. Strategy & Leadership, 35 - 39. doi:http://dx.doi.org/10.1108/eb054584 • Kampumure, J. (2006). Leasing Competence, Lease Structure and Perceived Performance of SMEs in Uganda. Makerere University. • Kanyurhi , E. B. (2011). Evaluation of customer satisfaction with services of a Micro-finance Institution: Empirical Evidence from WAGES’ customers in Togo. ICESoS 2016 - Proceedings Book 153 �International Conference on Economic and Social Studies (ICESoS’16) Catholic University of Bukavu • Morris, N. (2013). Declining interest rates on home loans driving improvement in bank customer satisfaction. Australia: Roy Morgan Research. Retrieved from http://www.roymorgan.com/findings/4993-banking-satisfaction-reportmay-2013-201306260307 • Murray. (2001). What do MFI customers Value? A comparative analysis from three continents. IVth Interamerican Conference on Microenterprise. Dominican Republic. • Nguyen, N., & Leblanc, G. (1998). The mediating role of corporate image on consumers retention decisions: an investigation in financial services. International journal of Bank Marketing, 16(2), 52-65. • Onyancha, G. K. (2013). The Impact of Bank Brand Image on Customer Satisfaction and Loyalty: A Case of Kenya Commercial Bank. European Journal of Business and Management, 5(21), 35-39. Retrieved from http://www.iiste.org/ • Rahman, M. S. (2012). Service Quality, Coporate Image and Customer’s Satisfaction Towards Customers Perception: An exploratory Study on Telecom Customers in Bagladesh. Business Intelligence Journal, 5(1), 56-63. • Rawlings, J., Pantula, S., & Dickey, D. (1998). Applied Regression Analysis: A Research Tool, Second Edition. New York: Springer. • Vujić, S., & Vujić, S. (2009a). Influence of Leasing Company Image on the Leasing Package Sales. Interdisciplinary Management Research, 5, 451–458. • Vujić, S., & Vujić, S. (2009b). Važnost kvaliteta leasing proizvoda i kvaliteta leasing usluga kod korištenja leasing aranžmana na primjeru VB Leasinga. Presented at the 6. naučno-stručni skup sa međunarodnim učešćem “KVALITET 2009), Neum, BIH. • Vujić, S., Vujić, S., & Ajanović, M. (2013). Personal Sales Factor and Their Quantification on the Example of a B-H Leasing Company. Interdisciplinary Management Research, 9, 551–562. • Walsh, G., & Beatty, S. (2007). Customer-based corporate reputation of a service firm: scale development and validation. J. of the Acad. Mark. Sci., 35, 127–143. doi:10.1007/s11747-007-0015-7 154 ICESoS 2016 - Proceedings Book � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3310 Title A name given to the resource IMPACT OF LEASING PERFORMANCE FACTORS ON CUSTOMER SATISFACTION; EMPHASIS ON VB LEASING Author Author LJESKOVICA, Almir Obralic, Merdzana Abstract A summary of the resource. Abstract: Main objective of this study is to identify key Leasing performance factors that influence customer satisfaction in VB Leasing and other leasing companies. On the basis of literature review, eight independent and one dependent variable have been identified, and specific measuring items were developed accordingly. Structured survey was prepared on the basis of mentioned measuring items to measure related variables, and it was used as main instrument in this study. Survey has been sent in online form to clients of VB Leasing via e-mail and social networks. Out of 250 managers who received the survey, 200 respondents completed it which gives response rate of 80%. Responses were analyzed using descriptive statistics in excel, but main methodology was regression analysis using SPSS. The findings indicated that there is a significant positive relationship between Processing Speed (PS), Form Simplicity (FS), Image of Leasing Company (CI), Communication with Company (CC), Annuity Ammount (AA) and Grace Period (GP) on Customer Satisfaction (CS). On the other hand, there is no relationship between Interest Ammount (IA) and Down Payment (DP) with Customer Satisfaction (CS). Research is completed in one company operating in Bosnia and Herzegovina (BH) and it is suggested for future research to do the study considering more companies, to test more different independent variables and do the research in all cantons of Federation of Bosnia and Herzegovina, entity Republic Srpska and District Brčko. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/f402bc6aa08ce67b8c60c0f4204e8068.pdf b7b9fc83db5b0583bb5ce9a9d3e1b758 PDF Text Text Journal of Economic and Social Studies Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Jeton Mazllami Faculty of Business and Economics, South East European University-Tetovo, Republic of Macedonia, j.mazllami@seeu.edu.mk Abstract: The world economy is facing a variety of financial and economic challenges caused by different economic and political crises. Furthermore, the crises have had a negative impact that has been reflected on the macroeconomic indicators of each national economy. In these circumstances the transition economies, especially the Western Balkan countries needed to cope with the ever growing international competition, increasing unemployment, lack of private initiatives and investments, low level of economic growth and development. As a result, the attention is oriented towards SMEs, the importance of SMEs as a key pillar to sustainable growth and competitiveness on national and global market. The focus of this research is the importance of various contemporary forms which support entrepreneurship in order to increase investments, such as: business start-up centres, clusters, business incubators, economic zones and investment funds. The main objective of this research is to determine and measure the relationship between the SMEs from Polog region and contemporary institutions: business development centre (BDC) and technology park (TP) at SEE University, Enterprise Support Agency (ESA) as a private company and economic chamber of Macedonia which support private initiatives and increase their investments. In order to determine the relationship, a survey on SMEs in Polog region is conducted. The methodology used is cross tabulation two-way tables with measures of association based on data analysis from surveys and processed by STATA software. The main finding of this research is the positive impact of BDC, ESA and economic chamber on Polog region SMEs on the increase of their investments. Volume 6 Number 1 Spring 2015 Keywords: Investments, SMEs, Entrepreneurship, BDC, Growth, Economic Development JEL Classification: D02, M13, M21 Article History Submitted: 01 June 2015 Resubmitted: 07 July 2015 Resubmitted:14 September 2015 Resubmitted:13 December 2015 Accepted: 04 February 2016 http://dx.doi.org/10.14706/JECO SS16613 81 �Jeton Mazllami Introduction The world economy is challenged by different political, economic and financial issues that impact various negative repercussions on international business and macroeconomic indicators at the national level. Nowadays, the worldwide economies are characterized by high competition, declining trend of private initiatives and weak economic growth and development. The actual economic position of all economies, especially transition countries, offers an opportunity to develop entrepreneurship and gives a greater importance to SMEs. Small and medium-sized companies are a key link of development and economic growth especially for economies with two levels of government, local or regional level and central government. Supporting the SMEs provides a key role in increasing investments and increasing employment and overall well-being at the same time. What is meant by SMEs? What is included in SMEs will depend on the Company Law of each country which is object of analysis. The Republic of Macedonia has the status of a Country candidate to adhere to EU, and in general the Law needed to adapt to EU law. In this case it will be offer the thresholds related to SMEs in Republic of Macedonia (Company Law, 2006) and EU (EC, 2005), (Appendix Table-6). According to the Macedonian Company Law the category SMEs includes three types of entities: the micro size commercial entity, the medium size commercial entity and the small size commercial entity. A micro size commercial entity shall be a commercial entity that, in each of the last two accounting years, or in the first year of business activities, has met the first criteria and at least one of the second or third of the following criteria: • • • 82 The average number of employees, based on the number of their full-time working hours, is up to 10 employees; and The gross annual revenue acquired from any source does not exceed EUR 50,000 in Macedonian Denars counter-value; and not more than 80% of the gross income of the enterprises acquired from one client/consumer and/or from an individual who is related to this client/consumer; and All rights to participate in the micro-company are owned by not more than two natural persons. Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia A small size commercial entity shall be a commercial entity that, in each of the last two accounting years, or in the first year of business activities, has met the first criteria and at least one of the second or third of the following criteria: • • • The average number of employees, based on the number of their full-time working hours, is up to 50 employees; and The annual income is less than EUR 2,000,000 in Macedonian Denar counter-value, and the total turnover is less than EUR 2,000,000 in Macedonian Denar counter-value; and/or The average value (at the beginning and at the end of the accounting year) of the total assets is less than EUR 2,000,000 in Macedonian Denar counter-value. A medium size commercial entity shall be a commercial entity that, in each of the last two accounting years, or in the first year of business activities, has met the first criteria and at least one of the second or third of the following criteria: • • • The average number of employees, based on the number of their full-time working hours, is up to 250 employees; The annual income is less than EUR 10,000,000 in Macedonian Denar counter-value; and/or The average value (at the beginning and at the end of the accounting year) of the total assets is less than EUR 10,000,000 in Macedonian Denar counter-value. The SMEs from Polog region are characterized by a traditional and contemporary entrepreneurial approach. The entrepreneurial approach is a very complex process and composed by the following characteristics: innovation, cooperation with start-up and business centres, risk-taking, decision making, etc. The stated characteristics make the contemporary entrepreneurial approach more different compared to the traditional approach. The relationship between the business sector and the contemporary forms which support and develop them are different during the different stages of the economic development. In this occasion this research paper tends to offer information about the importance of these forms which have supported the SMEs and would have the possibility to support the same in the Polog region of Macedonia in the coming future. Volume 6 Number 1 Spring 2016 83 �Jeton Mazllami Literature Review Modern economies have devoted great importance to contemporary forms which support the private initiatives. They developed the business ideas, supporting the creation of business plans with the final goal to most effectively establish SMEs. In transition economies the SMEs are supported especially by central and local institutions sometimes by other state institutions. Unfortunately, in Macedonia and in other transition economies, the contemporary institutions supporting the enterprises are developed slower. Every transition economy needed to create a strategy to develop these forms. The strategies of every transition economy should utilize the contemporary experiences from developed countries and encourage the entrepreneurs from SMEs to increase investments and employment. There is a substantial literature from relevant international institutions, some of which is mentioned in the following text. Business start-up centre or business development centre is an entity which assists individuals to develop their business ideas from their beginning toward formalizing their real business activities, in other words a new business entity (Mazllami, 2011). The access to business centers is very specific. The SMEs can take different consultations related to very important issues such as: how to start doing business or how to continue business activities, how to implement the business plan as a condition for a successful business. Founders of such business start-ups or business development centres are usually higher education institutions such as universities or faculties, local governments and others. According to the empirical analysis of the newly established 564 companies in Yangtze delta area in China, Tao Chen and Zh. Zhue have managed to conclude that environmental trust has positive effect on the construction of network relationship and network capacity, while the knowledge acquisition was significantly and positively correlated to the start-up firm performance (Zhao, Ordóñez and Tennyson, 2015). A business incubator is an entity which supports processes that accelerate the successful development of start-ups and fledgling companies by providing entrepreneurs with an array of targeted resources and services. These services are usually developed or orchestrated by incubator management and offered both in the business incubator and through its network of providers (Oklahoma, 2014). 84 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia According to the EU Centre for Strategy & Evaluation Services (IBRD, 2010), a business incubator is an entity that accelerates and systematizes the process of creating successful enterprises by providing them with a comprehensive and integrated range of support, including: incubator space, business support services, clustering and networking opportunities; a successful business incubator will generate a steady flow of new businesses with above average job and wealth creation potential. On a world level, the application of incubators in SMEs began as a method of economic development at federal, regional and local level. Regarding the location where the incubators function, two types of incubators are known: regional/local incubator and corporate incubator. According to Davies Mark, the Business incubator has an important impact during the developing process of the new enterprise known as start-up of the business cycle (Figure 1). Figure 1. Business Cycle MATURITY Source: Davies Mark: Mixed-use Incubator Handbook a Start-up Guide for Incubator Developers, author’s design An economic zone is an entity with a specific specialty to solve problems related to foreign trade, but gradually the focus of their activities is oriented towards production industry, scientific and technical innovation goals. The economic zone can be considered as an independent part of a national economy, but conversley the economic zone is an important part of the developing economic system. Economic zones largely contribute to the accomplishment of national interests whether it is in economic or social plan. The benefits from economic zones are enormous. They usually provide lower customs and taxes rates or charges on imports of raw materials. According to the traditional approach to economic zones there are three types of economic zones: industrial, commercial and service and mixed economic zone. According to the contemporary approach (IFC, MIGA, and IBRD, Washington 2008) the economic zone is a special economic zone such as: Free Trade Zone Volume 6 Number 1 Spring 2016 85 �Jeton Mazllami (FTZ), Traditional Export Processing Zone (EPZ), Hybrid Export Processing Zone (EPZ), Freeport, Urban Free Zones, Single Factory Export Processing Zone (EPZ). The principles incorporated in the basic concept of a special economic zone include: • • • • Geographically delimited area, usually physically secured (fenced-in) Single management/administration Eligibility for benefits based upon physical location within the zone Separate customs area (duty-free benefits) and streamlined procedures. Technology Park is an organization, physical or virtual, managed by a specialized professional team that provides value-added services, whose main aim is to increase the competitiveness of its region or territory of influence by stimulating a culture of quality and innovation among its associated businesses and knowledge-based institutions, organizing the transfer of knowledge and technology from its sources to companies and to the market place, and by actively fostering the creation of new and sustainable innovation-based companies through incubation and spin-off processes; and provides other value-added services together with high quality premises and facilities (Bellavista and Sanz, 2009). Creative cluster is a geographic concentration of interconnected companies, specialized suppliers, service providers, firms of related industries, and associated institutions (universities, standards agencies, trade associations) in a particular field that compete but also cooperate. The geographic scope of a cluster relates to the distance over which informational, transactional, incentive, and other efficiencies occur (Porter, 2000). According to Porter’s definition, the cluster stages include many types of institutions and different actors. In this case we have identified six main types: firms, financial entity, public institutions, universities, collaboration organizations and media. (Figure-2) Some authors from UK explain the very important role of anchor institutions (university and business school) to develop the SMEs through consultancy, contract research, professional and human development workshop or seminars, start-ups and others supporting activities for enterprises (Smallbone, Kitching and Blackburn, 2015). 86 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Figure 2. Network of Institutions-Creative Clusters Source: O. Sölvell,: Clusters – Balancing Evolutionary and Constructive Forces, 2008, author’s design Wim Naude from Maastricht School of management in the paper Entrepreneurship and economic development: Theory, evidence and policy (2013), conclude that the entrepreneurship provides a new perspective to develop economies; entrepreneurship influences development outcomes positively as well as negatively; and entrepreneurship is in turn significantly determined by the dynamics of development. Overview of Business Entities in the Republic of Macedonia: The Polog Region Case The economy of a country or region includes a complex set of all economic activities as parts of a whole, which are closely related and dependent on one another. All these branches of economic activities in general represent the economy of a country. Activities of social life, which form the economic base, financial and material life of people, and economic reports between people derived from work and satisfaction from work are included within the economy of a country. According to the new law on territorial reorganization in the Republic of Macedonia, the number of municipalities was reduced from 124 to 85. This regrouping was attempted to achieve an optimal size of municipalities to emphasize the economic potential in terms of realization of economic activities. According to Volume 6 Number 1 Spring 2016 87 �Jeton Mazllami the reshuffling of regional municipalities in Republic of Macedonia and according to statistical classification nomenclature-territorial units NUTS-3 have 8 regions: Vardar, Eastern, North Eastern, Southwest, Southeast, Pelagonija, Polog and Skopje. The Polog region includes two major cities of Polog valley, Tetovo and Gostivar. The Polog region is known as a region of private initiatives and the executor of many successful businesses. Based on the trend of the enterprise category (micro, small, medium and large) in the Polog Region during last 5-years (2009-2013) it could be concluded that (Figure 3): • • • • The total number of SMEs has increased for 659 entities (from 6.577 to 7236), The number of micro business entities has significantly increased for 1776 entities (from 3.896 to 5671), The number of small business entities has significantly decreased for 1130 entities (from 2644 to 1514) The number of medium and large business entities has shown slower growth compared to other categories. Figure 3. The number of SMEs in Polog Region (2009-2013) Source: State Statistical Office of RM, author’s calculation 88 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia The analysis of participation of Polog SMEs as part of the Macedonian economy during 2009-2013 is as follows (Figure 4): • • The percentage of total SMS has increased from 9.3% to 10,2%, The higher percentage from SMEs are micro business entities Figure 4. The number of Polog Region SMEs as part of RM economy (%), (2009-2013) Source: State Statistical Office of RM, author’s calculation There are several contemporary institutions of a high significance to the citizens and the business sector in the Polog region. There are two higher education institutions: the State University of Tetova (SUT) and South East European University (SEEU). In SEEU there are two contemporary institutions which are supporting the SMEs of Polog region: the Business Development Centre (BDC) and the Technology Park (TP). There are some private entities which are supporting SMEs in the Polog region, but of a high relevance and long time experience such as: Enterprise Support Agency (ESA) and Economic Chamber of North-West Macedonia (ECNWM). The objective of the research is to measure and test the level of relationship between the category of companies (micro, small and medium) and contemporary forms (BDC, TP, ESA, EC) and their impact on them. The focus of the research is the relationship between categories as follows: 1. Category of companies vs. Institutions which support the entrepreneurship 1.1 Category of companies vs. Institutions which support the entrepreneurship (Economic chambers, BDC and ESA) Volume 6 Number 1 Spring 2016 89 �Jeton Mazllami 2. Category of companies vs. Service satisfaction about services provided by BDC and ESA 3. Category of companies vs. Increasing the services received by BDC, TP and ESA 3.1 Category of companies (which increase the investments) vs. Increasing the services received by BDC, TP and ESA 4. Attendance of seminars, training, workshops for R&D vs. Trend of investment in the past three years Data and Methodology The research data is generated by a questionnaire conducted in 244 SMEs in the Polog Region, Republic of Macedonia. The questionnaire contains 9 questions which will transform in 9 variables processed by STATA (Appendix Table 6). The survey sample for SMEs of Polog region on one hand is dominated mostly by business trade activity 41.8%, production 29.1% and in the other 87.7% by micro companies, 9.4% small companies, and only 2.9% by medium companies (Figure 5, 6). Figure 5. Business Activity Figure 6. Category of company The used methodology is cross tabulation two-way tables with measures of association of the survey conducted in the Polog region SMEs processed by STATA software. According to this methodology the following hypotheses will be tested: 90 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia The null hypothesis (Ho): No relationship between variables The alternative hypothesis (Ha): Existing relationship between variables o o The estimation and testing of hypotheses will be realized as follows: • • Cross tabulation two-way tables with measures of association. Statistic Testing: X2 (chi-square) tests (Wolfe, 1999), Cramer’s V test, Gamma, Kandall’staub test and Fisher’s exact test (Jann, B. 2008). Measuring Results and Testing Hypotheses The focus of this research is testing four main hypotheses and two auxiliary hypotheses as follows: Hypothesis-1 No relationship between company category and institution type which support entrepreneurship. According to the cross tabulation results between company category and institution which support entrepreneurship, it could be concluded: (Table 1): • • • • 31.78% of micro enterprises have declared that local government is supporting their entrepreneurship activities, Banks 24.77%, BDC & ESA 18.22%, etc. 30.43% of the small enterprises believe that Local Government and University BDC & ESA Government are supporting their entrepreneurship activities. Most medium companies (57.14%) have declared that central government are supporting their entrepreneurship activities. In general, according to the sample of Polog region 31.56% of SMEs have declared that local government is supporting their entrepreneurship activities, Banks 23.36%, central government 21.72%, BDC & ESA 18.85% and economic chamber 4.51%. Volume 6 Number 1 Spring 2016 91 �Jeton Mazllami Table 1. Category of Companies and Institutions which Support Entrepreneurship Company category Institutions which support entrepreneurship L Banks Central Gov Chambers Com Local Gov BDC&ESA Total f 53 44 10 68 39 214 R% 24.77 20.56 4.67 31.78 18.22 100 Micro Co% 92.98 83.02 90.91 88.31 84.78 87.7 Ce% 21.72 18.03 4.1 27.87 15.98 87.7 F 4 5 0 7 7 23 R% 17.39 21.74 0 30.43 30.43 100 Small Co% 7.02 9.43 0 9.09 15.22 9.43 Ce% 1.64 2.05 0 2.87 2.87 9.43 F 0 4 1 2 0 7 R% 0 57.14 14.29 28.57 0 100 Medium Co% 0 7.55 9.09 2.6 0 2.87 Ce% 0 1.64 0.41 0.82 0 2.87 F 57 53 11 77 46 244 R% 23.36 21.72 4.51 31.56 18.85 100 Total Co% 100 100 100 100 100 100 Ce% 23.36 21.72 4.51 31.56 18.85 100 Legend: Frequency (f), Row percentage (R%),Column percentage (Co%), Cells percentage (Ce%) The testing of correlation between the company category and institution which support the entrepreneurship is shown as follows: TESTING: RESULTS : Pearson chi2 (8) = 11.9107 Pr = 0.155 Because Pr>0.05 (5%IC) then we accept H(0) Crammer’s V= 0.1562 Gamma= 1.0000 V: ∈+ or -0.10 to 0.19 then the association is weak The results from testing hypothesis 1 indicate that in general there is no correlation between the Company Category (micro, small and medium size company) and the type of Institution that supports entrepreneurship (Banks, Central Government, Chambers of Commerce, Local Government, BDC and ESA). 92 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Hypothesis-1.1. No relationship between company categories and institution type which support entrepreneurship with special emphasis on economic chamber, business development centre (BDC) & enterprise support agency (ESA). According to the cross tabulation results between company category and especially with economic chamber, business development centre (BDC) & enterprise support agency (ESA) the following can be concluded: (Figure 7, Appendix Table 7) • • • • 23.4% or 57 of 244 SMEs have declared they have used services provided by EC, BDC and ESA 20.4% or 10 of 49 micro companies have declared they have used services provided by economic chamber and 79.6% or 39 of 49 micro companies that they have used services provided by BDC & ESA. All 7 of the small companies have declared they have used services only provided by BDC & ESA. One medium company has declared it has used services provided only by the economic chamber. Figure 7. Relation Between Company Category and Institutions Which Support Entrepreneurship (Economic Chamber, BDC and ESA) The testing of correlation between the company category and economic chamber, BDC and ESA, is as follows: Volume 6 Number 1 Spring 2016 93 �Jeton Mazllami TESTING: Pearson chi2 (2) = 5.8945 Pr = 0.052 Crammer’s V= 0.3216 Gamma= 1.0000 RESULTS : Because Pr=0.05 (at 95% confidence) then we accept H(a) There is a relationship between Company categories vs. EC, BDC&ESA. V=0.3216 ∈ (+ or - ) 0.30 or above, this association is strong G=1.0000 then there is a positive strong relationship The results from testing hypothesis 1.1 indicate that there is a relationship between the enterprises category and EC, BDC and ESA. These results confirm the declarations of SMEs from Polog region that the institution type mentioned above have supported their entrepreneurship activities and in general have improved the entrepreneurship climate in Polog region. Hypothesis-2 No relationship between company category and service satisfaction of services provided by BDC and ESA. The most important issue of SMEs in Polog region is the level of satisfaction from services provided by BDC and ESA. As a result of cross tabulation of SMEs related to this issue the following results have been obtained (Table 2): • • • 11.2% (24 companies) and 46.3% (99 companies) from all micro companies have declared that they have been very satisfied and satisfied with services provided by BDC and ESA. 8.6% (2 companies) and 56.6% (13 companies) of all small companies have declared they have been very satisfied and satisfied with services provided by BDC and ESA and 71.4% (5 companies) of medium company have declared they have been very satisfied and satisfied with services provided by BDC and ESA. Table 2. Enterprises Category and Service Satisfaction of Services Provided by BDC and ESA Company category Micro Small Medium Total 94 Service Satisfaction of services provided by BDC and ESA Very dissatisfied Dissatisfied Satisfied Very satisfied Total 45 44 99 24 214 3 5 13 2 23 0 2 5 0 7 48 51 117 26 244 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia The testing of correlation between these categories is as follows: TESTING: Pearson chi2 (6) = 4.423 Pr = 0.620 Crammer’s V= 0.0952 Gamma= 0.216 RESULTS : Because Pr>0.05 (at 95% confidence) then we accept H(0) No relationship between Enterprise Category &service satisfaction about services provided by BDC&ESA V=0.0952∈ (+ or - ) 0.01 to 0.10 this association is very weak G=0.2165<1.0000 then there is a positive weak relationship The results from testing hypothesis 2 indicate that there is no relationship between enterprise categories and service satisfaction about services provided by BDC and ESA. The results do not confirm the declarations of SMEs from Polog region about the service satisfactions of the institution type mentioned above. In this case, as a result of a very poor level of correlation between category types which are the object of study do not relate to the declaration of SMEs concerning this issue. Hypothesis-3 No relationship between company categories and increasing services received by BDC, TP and ESA One of the goals of this research is to measure the correlation between SMEs and the process of increasing services received by BDC, TP and ESA. As a results of cross tabulation of SMEs answers related to this issue, the following results have been obtained. (Table 3): • • 59.8% of micro companies, 21.7% of small companies and 55.3% of medium companies have declared that the services received by BDC, TP and ESA will increase in the future. SMEs of Polog region believe that in the future these institutions should help and will support more their entrepreneurial activities. Volume 6 Number 1 Spring 2016 95 �Jeton Mazllami Table 3. Company Category and the Increasing of Services Received by BDC, TP and ESA Company category Micro Small Medium Total F R% F R% F R% F R% Increasing the services received by BDC, SEEU Tech Park and ESA YES NO Total 128 86 214 59.81 40.19 100.00 5 18 23 21.74 78.26 100.00 2 5 7 28.57 71.43 100.00 135 109 244 55.33 44.67 100.00 The testing of correlation between these categories is as follows: TESTING: Pearson chi2 (2) = 14.2680 Pr = 0.001 likelihood-ratio chi2 (2) = 14.6491 Pr= 0.001 Crammer’s V= 0.2418 Gamma= 0.3928 Fisher's exact = 0.000 RESULTS : Because Pr=0.001<0.05 (at 95% confidence) then we accept H(a) Relationship exists between Enterprise Category & Inst. which support entrepreneurship V=0.2418 ∈ (+ or - ) 0.20 to 029, this association is moderate G=0.3928<1.0000 then there is a positive moderate relationship Here we reject the (H ) and conclude that there is a 0 relationship between variables The results from testing hypothesis 3 indicate that there is a positive relationship between enterprise categories and increasing services received by BDC, TP and ESA. These results confirm the declarations of SMEs from Polog region as a significant issue that the services received by BDC, TP and ESA will have a positive trend and will support more their entrepreneurship in the future. Hypothesis-3.1 No relationship between category of enterprise (which increased the investments in the last three years) and increasing services received by BDC, TP and ESA 96 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia According to the cross tabulation answers of SMEs which increased the investments in the last three years and increasing services received by BDC, TP and ESA we have obtained the following results: (Figure 8, Appendix Table 8) • • 40.98% or 100 of 244 SMEs have declared that during the last three years have increased their investments. 54.0% or 47 of 87 micro companies, 1% or 1 of 10 small companies and 33.3% or 1 of 3 medium companies are declared parallel to their investment increase have increased the services received by BDC, TP and ESA. Figure 8. Enterprise Category with Increased Investments in the last 3 Years and BDC, TP and ESA Volume 6 Number 1 Spring 2016 97 �Jeton Mazllami The testing of correlation between these categories is as follows: TESTING: RESULTS : Because Pr=0.027<0.05 (at 95% confidence) then we Pearson chi2 (2) = 7.2595 accept H(a) Pr = 0.027 There is relationship between company category with likelihood-ratio chi2 (2) = 8.2249 increased investments & institution type BDC, TP, Pr= 0.016 ESA) V=0.2694 ∈ (+ or - ) 0.20 to 029, this association is Crammer’s V= 0.2694 moderate Gamma= 0.5526 G=0.5526<1.0000 then there is a strong relationship Kendall's tau-b = 0.1973 Fisher's exact = 0.015 F=0.015 near 0, we conclude that there is a relationship between variables The results from testing hypothesis 3.1 indicate that there is a positive relationship between SMEs which have increased their investments in the last 3-years and increasing services provided by BDC, TP and ESA. These results confirm the strong opportunity of SMEs of Polog region to increase their investments being supported by BDC, TP and ESA. In general, this will improve the investment climate in region and broader. Hypothesis-4 No relationship between company categories which have attended seminars, training, workshops for R&D and trend of their investments in the last three years. According to the cross tabulation answers between categories mentioned in hypothesis 4, we can conclude as follows: (Table 4) • • • 98 56.1% or 137 of 244 SMEs have declared that have attended seminars and workshop on research and development (R&D). 51.0% or 51 of 100 SMEs which have increased their investments during last 3 years declared that have attended seminars, training, workshops and R&D activities. 3.6% or 5 of 137 SMEs which have attended the seminars, training, workshops and R&D activities have declared that have had significant increase of investments. Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Table 4 Companies which have Attended Seminars, Training, Workshops and the Trend of Increasing Investments during last 3 years Attendance of seminars training, WSH – R&D YES No Total Trend of investment during last three years K Decrease Increase Sig.Increase The same Total F R% F R% F R% 30 21.90 14 13.08 44 18.03 51 37.23 49 45.79 100 40.98 5 3.65 12 11.21 17 6.97 51 37.23 32 29.91 83 34.02 137 100.00 107 100.00 244 100.00 The test results of the relationship between companies which have attended seminars, training, and workshops for R&D & Trend of investment during last three years are as a follows: TESTING: Pearson chi2 (3) = 9.5457 Pr = 0.023 likelihood-ratio chi2 (3) = 9.6539 Pr= 0.022 RESULTS : Because Pr=0.023<0.05 (at 95% confidence) then we accept H(a) There is relationship between attendance of seminars, training, WSH –R&D & trend of investments last three years Crammer’s V= 0.01978 V=0.01978 ∈ (+ or - ) Less than 0.10, this association is very low Gamma= 0.0338 G=0.0338<<1.0000 then there is a strong relationship Kendall's tau-b = 0.0198 Fisher's exact = 0.023 Here we reject the (H ) and conclude that is a 0 relationship between variables The results from testing hypothesis 4 indicate that there is a positive relationship between companies which have attended seminars, training, workshops on R&D and positive trend of investment in the last three years. SMEs from Polog region believe that if they attend more training and workshops for R&D in the future, it will improve their entrepreneurial performance and will impact the overall entrepreneurial performance of the region. Volume 6 Number 1 Spring 2016 99 �Jeton Mazllami Conclusion According to the estimates, results and testing of the answers and feedback from questionnaires conducted for SMEs of the Polog Region in Republic of Macedonia, the research leads to the following conclusions: There are good entrepreneurs in the Polog region who need support especially by public institutions as well as banks and contemporary forms of business support. In general, there are insignificant relationships between company categories of Polog region and all institutions which support entrepreneurship such as: banks, local and central government, economic chambers, technologic parks, business development centres and enterprise support agencies. The economic chamber, BDC and ESA have a positive impact in supporting and assisting the development of SMEs. But unfortunately, the SMEs of Polog region do not have an adequate service satisfaction related to the services provided by BDC and ESA, even though they continue to receive services from them. SMEs of Polog region which have had increasing investments in the past three years have received increased the services received by BDC, TP and ESA such as: seminars, training, and workshops. These activities are conducted in order to research and develop their company and to achieve a positive trend of their investments. Universities, BDC, business start-up agencies, technologic parks should provide services according to the SME needs. This approach will create new opportunities for entrepreneurs and more chances to develop the existing or new companies. The entrepreneurs should understand that the relationship with contemporary institutions is meant to give them more benefits and profit. References Baporikar, N. (2015). Handbook of Research on Entrepreneurship in the Contemporary Knowledge-based Global Economy, USA, IGI Global. Bellavista, J. & Sanz, L. (2009). Science and technology parks: Habitats of innovation: Introduction to special section. Science and Public Policy, Vol. 36 Issue 7, 499-510. 100 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Dagogo, W.D. & Ollor, G.W. (2012). The effect of venture capital financing on the economic value added profile of Nigerian SMEs, African Journal of Accounting, Economics, Finance and Banking Research, Vol. 5, 37-51. IBRD (2010). Global Good Practice in Incubation Policy Development and Implementation, Washington DC, infoDev. IFC, MIGA, and IBRD (2008). Special Economic Zones Performance, lessons learned, and implications for Zone Development, Washington. Jann, B. (2008). Multinomial goodness-of-fit: Large-sample tests with survey design correction and exact tests for small samples. Stata Journal 8, 147–169. Mariotti, S. & Glackin, C. (2015). Entrepreneurship: Starting and Operating a Small Business (4th Edition), Prentice Hall, New York. Mazllami, J. (2011). Investments and Local Economic Development in the Tetovo region, (PhD Dissertation). Michael E. Porter (2000). Location, Competition, and Economic Development: Local Clusters in a Global Economy, Economic Development Quarterly, Vol. 1, 15– 34. Naude, W. (2013). Entrepreneurship and Economic Development: Theory, Evidence and policy, IZA Discussion Paper Series, No.7507. Öksüzoğlu-Güven, G. (2015). Decision Making in SMEs: Insights from Business Ethics and Entrepreneurship. In Human Rights and Ethics: Concepts, Methodologies, Tools, and Applications, IRMA. Oscar Torres-Reyna (2014). Getting Started in Frequencies, Crosstab, Factor and Regression Analysis, Data & Statistical Services, Princeton University. Official Gazette "No. 84/05, and 25/07(2006). Company Law in Republic of Macedonia, SV and Ministry of Economy. Volume 6 Number 1 Spring 2016 101 �Jeton Mazllami Oklahoma Department of Commerce, (2014). Small business incubator certification program: Anual report, Oklahoma Department of Commerce, (http://digitalprairie.ok.gov/cdm/ref/ collection/stgovpub/id/14848) Smallbone, D., Kitching, J., & Blackburn, R., (2015). Anchor institutions and small firms in the UK: A review of the literature on anchor institutions and their role in developing management and leadership skills in small firms, UKCES, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/ 414390/Anchor_institutions_and_small_firms.pdf. SME Envoy Report (2005). The activities of the European Union for small and medium-sized enterprises (SMEs), European Commissions (http://ec.europa.eu/research/bioeconomy/pdf/ small-and-medium-sizedenterprises_en.pdf). Todorovic, K. & Smallbone, D. (2014). Advances in Logistics, Operations, and Management Science (Aloms) Book Series, IGI Global. Wolfe, R. (1999). Partitions of Pearson’s 2 for analyzing two-way tables that have ordered columns. Stata Technical Bulletin 51: 37–40. Reprinted in Stata Technical Bulletin Reprints, vol. 9, pp. 203–207. College Station, TX: Stata Press. Zhao, J., Ordóñez de Pablos, P., & Tennyson, R. D. (2015). Organizational Innovation and IT Governance in Emerging Economies, Hershey, PA: IGI Global. Appendix: Table 5. Thresholds of Enterprise Category EU/MKD Country EU MKD Enterprise category Medium-sized Small Micro Medium-sized Small Micro Headcount < 250 < 50 < 10 50 → 249 10 → 49 1→9 Turnover € 50 million € 10 million € 2 million € 10 million € 2 million € 50 thousand Total balance sheet € 43 million € 10 million € 2 million € 10 million € 2 million € 50 thousand Source: SMEs EU Envoy Report 2005 and Company Law of MKD, author’s design 102 Journal of Economic and Social Studies �Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Table 6. DATA Describe Variable var1 var2 var3 var4 var5 var6 var7 var8 Storage type str22 str6 str18 str22 str17 str27 Display format %22S %9S %18S %22s %17s %27s str3 %9s str22 %22S str3 %9S var9 Variable label Business Activity Enterprise category The reasons for opening of enterprise Institutions which support your entrepreneurship Service Satisfaction from Universities and ESA Associations which needed to protect your interests Attendance of seminars, trainings, workshops for R&D Trend of investment in the past three years Increasing the services received by BDC, SEEU T. Park and ESA Table 7. Category of Companies and Economic Chamber, BDC, ESA Enterprise category Medium Micro Small Total Institutions which support the entrepreneurship Economic BDC&ESA Total Chambers 1 0 1 10 39 49 0 7 7 11 46 57 Table 8. Enterprises Category with Increasing Investments last 3 Years and BDC, TP & ESA Enterprise category Medium Micro Small Total Increasing the Services received by BDC, SEEU Tech Park and ESA YES NO Total 1 2 3 47 40 87 1 9 10 49 51 100 Volume 6 Number 1 Spring 2016 103 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2974 Title A name given to the resource Contemporary Forms of Supporting Entrepreneurship and Investments on SMEs: The case of Polog Region in the Republic of Macedonia Author Author MAZLLAMI, Jeton Abstract A summary of the resource. The world economy is facing a variety of financial and economic challenges caused by different economic and political crises. Furthermore, the crises have had a negative impact that has been reflected on the macroeconomic indicators of each national economy. In these circumstances the transition economies, especially the Western Balkan countries needed to cope with the ever growing international competition, increasing unemployment, lack of private initiatives and investments, low level of economic growth and development. As a result, the attention is oriented towards SMEs, the importance of SMEs as a key pillar to sustainable growth and competitiveness on national and global market. The focus of this research is the importance of various contemporary forms which support entrepreneurship in order to increase investments, such as: business start-up centres, clusters, business incubators, economic zones and investment funds. The main objective of this research is to determine and measure the relationship between the SMEs from Polog region and contemporary institutions: business development centre (BDC) and technology park (TP) at SEE University, Enterprise Support Agency (ESA) as a private company and economic chamber of Macedonia which support private initiatives and increase their investments. In order to determine the relationship, a survey on SMEs in Polog region is conducted. The methodology used is cross tabulation two-way tables with measures of association based on data analysis from surveys and processed by STATA software. The main finding of this research is the positive impact of BDC, ESA and economic chamber on Polog region SMEs on the increase of their investments. Keywords: Investments, SMEs, Entrepreneurship, BDC, Growth, Economic Development Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Article PeerReviewed DOI Digital object identifier doi: http://dx.doi.org/10.14706/JECOSS16613 Identifier An unambiguous reference to the resource within a given context ISSN 1986 – 8502 HB Economic Theory https://omeka.ibu.edu.ba/files/original/930f5e0a5a7af0c7eb4709887f6d4f81.pdf b08b54703f2e5c542a64d7f5f92dda83 PDF Text Text IMPACT OF HIGHER EDUCATION SERVICE QUALITY ON STUDENT SATISFACTION AND ITS INFLUENCE ON LOYALTY: FOCUS ON FIRST CYCLE OF STUDIES AT ACCREDITED HEIS IN BH Ensar Mekić International Burch University Bosnia and Herzegovina ensar.mekic@ibu.edu.ba Emina Mekić International Burch University Bosnia and Herzegovina emina.mekic@ibu.edu.ba Abstract The purpose of this study is to investigate relationship between higher education service quality and student loyalty through student satisfaction. Secondary goals are to examine influence of each five dimensions individually on student satisfaction, effect of perceived value on student satisfaction and impact of student satisfaction on loyalty. Eight variables are identified from the literature and survey will be developed accordingly. For all variables, there are previously developed scales which are validated by many researchers and highly reliable. For purposes of analyzing methodology, Structural Equation Modeling will be applied. Direct, positive, and significant effect is expected to occur between all relationships in the proposed model. Main limitations that might occur while implementing this study are related to insufficient response rate and time limits. Key words: Higher Education, Service Quality, Satisfaction, Loyalty Introduction Public funding of higher education institutions (HEIs) becomes scarcer and more complex nowadays. Due to this situation, the financing is partly based on student credits and professional degrees. As a result, student loyalty has become an important strategic theme in every HEI (Helgesen & Nesset, 2007). On the other hand, in relatively small market of Bosnia and Herzegovina, many new private HEIs started to operate in this region (CIN, n.d.). According to official information from Center for Information and Recognition of Qualifications in Higher Education, there are fifty HEIs operating in the region of Bosnia and Herzegovina. Ten out of those are public HEIs while even forty are private HEIs. From mentioned facts, three important conclusions may be derived: competition in Higher Education of BH is very strong; the number of private HEIs is five times bigger than number of public HEIs which has implications for public HEIs; number of private HEIs is still increasing. All three conclusions are direct alarm for HEIs in BH to either work on service quality, customer satisfaction and achieve customer loyalty, or cease to exist. This implies huge need to conduct research on all mentioned dimensions influencing customer loyalty in the region of Bosnia and Herzegovina. ICESoS 2016 - Proceedings Book 43 �International Conference on Economic and Social Studies (ICESoS’16) Significant number of HEIs in BH, even eighteen of them are accredited HEIs and signed into National Register of Accredited HEIs in BH. This means that they implemented nine criteria for accreditation as requested from Agency for Development of Higher Education and Quality Assurance (HEA), and that they conform to the minimum of quality level to operate HE activities. Considering fact that Commission of Experts already concluded that satisfactory quality level exists within these institutions, it will be interesting to examine perceptions of students towards the five dimensions of HE service quality and conclude if they match. In previous study, it has been found that perceived service quality and customerperceived value have a positive and significant influence on repurchase intention. However, authors stated that there are limitations of the study such is uncertain generalization of results (Dlačić, et al., 2014). Still, there is a need to conduct research with better response rate encompassing as many as possible HEIs in BH, and testing influence of different dimensions of perceived service quality on satisfaction as well as its impact on student loyalty. This study is mainly important for both researchers and practitioners. Its importance for practitioners lies in fact that it addresses issues of HEIs service quality, student satisfaction, perceived value and student loyalty which is of high importance for strategies of all HEIs in the BH region. On the other hand, it is significant for theory due to gap in literature when it comes to investigating relationship among mentioned variables in higher education setting of BH. The main goal of this study is to examine relationship between dimensions of HE service quality, student satisfaction (influenced by perceived value) and student loyalty. In other words, the main goal is to measure factors influencing student loyalty. Objectives of the study are as follows: • • • • • • • to investigate whether Non-Academic aspects of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction; to examine whether academic aspects of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction; to find out whether the reputation as an aspect of higher education (HE) service quality has a direct, positive, and significant effect on student satisfaction; to investigate whether access as an aspect of higher education (HE) service quality has a direct, positive, and significant effect on student satisfaction; to examine whether programme Issues as an aspect of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction; to find out whether student perceived value has a direct, positive, and significant effect on student satisfaction; to investigate whether Students satisfaction has a direct, positive, and significant effect on student loyalty. The sample for this study are students studying at first cycle of studies studying at accredited private higher education institutions in Bosnia and Herzegovina. At this moment, there are eighteen accredited higher education institutions in the country. The target in terms of number of responses is to collect at least 500 surveys. The data will be collected in several phases: online survey; phone administered survey; face to face collection of data by using hard copy forms of surveys. The survey will be developed on the basis of variables mentioned in literature review part and presented in research model. For all variables, there are previously developed scales which are validated 44 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation by many researchers and highly reliable. For purposes of analyzing methodology, Structural Equation Modeling will be used (SEM). There are three aspects of contribution of this study: contribution to literature; contribution to practice and contribution to society. In terms of contribution to literature, it is important to say that this study is testing a new model developed on the basis of previous literature. All scales used in the study are already validated, but still there are no many studies conducted in Bosnia and Herzegovina. Therefore, this study will contribute to validation of scales by applying them in the BH context. Practical contribution lies in the goal of all institutions to achieve loyalty and repurchase behavior of their clients. The study will help to all private HEIs of BH to learn important dimensions of higher education service quality, how to influence positively student satisfaction by developing specific dimensions of service quality, and how to achieve student loyalty and repurchase behavior. HEIs may use results of this study to improve their strategies in both short run and long run. As HEIs are directly affecting society not only through production of labor force, but also through learning students all important values for their life, considering fact that this study may contribute to improvement of higher education service quality and achievement of student satisfaction as well as student loyalty and repurchase behavior, it may definitely have positive implications for whole society in the long run. Literature Review While developing literature review for purpose of this study, in total forty six sources were carefully analyzed. Three of them are books, while remaining forty one are published articles. Most of them are published in indexed academic journals, while very few are published in conference proceedings. Many different definitions of quality are best evidence of its complexity. Sallis (2005) mentioned that word quality comes from the Latin quails meaning what kind of. While explaining quality, he stated that it is an ideal with which there can be no compromise. Quality things are perfect, valuable, with no expense spared and convey prestige to their owners. Authors also stated that quality is synonymous with high quality or top quality. When it comes to quality in an organization generally, it is defined by Reeves and Bednar (1994) in terms of quality as excellence, value, quality as conformity to specifications, and quality as meeting customer expectations. Very comprehensive and significant definitions of quality in HEIs compared to definitions of quality in businesses are provided by Koslowski (2006). This author compared definitions of quality in business provided by Garvin (1988) and definitions of quality in context of HEIs provided by Seymour (1993). Accordingly, definitions mentioned by Koslowski (2006) are presented in Table 2.1 prepared specifically for this study. ICESoS 2016 - Proceedings Book 45 �International Conference on Economic and Social Studies (ICESoS’16) TABLE 1: Quality Types and Definitions Type of quality Transcendent quality Manufacturingbased quality Definitions of quality in businesses Definitions of quality in HEIs (Garvin, 1988) (Seymour, 1993) Transcendent quality is defined a result of the producer’s expert training and professional standing. Product conforms to specifications and is fit to be used in a manner for which it was designed The quality of education is defined a result of the expertise of Academic Staff. HEI can achieve its objectives Product-based quality Quality can be defined Quality is defined by presence or through assessing increase in absence of a specific ingredient students’ learning as result of curriculum and faculty. Value-based quality Quality is defined as acceptable Quality is defined based on performance at an acceptable rankings, marketing of HEI price. etc. Quality is defined by the User-based quality customer’s needs, wants, desires, and preferences Quality is defined through requirements from customers such are: labor market, government, students etc. Source: (Koslowski III, 2006) Service quality was in focus of studies conducted by many researchers such are Tan & Kek (2004), Brochado (2009), Jain, et al. (2011), Yeo (2008), Brochado (2009), Firdaus (2005). There were many efforts to measure service quality using certain instrument such is SERVQUAL, to conceptualize service quality in higher education context, to develop new more reliable and efficient scale to measure service quality in higher education setting, or to provide other important empirical evidences that would contribute to this issue (Tan & Kek, 2004; Brochado, 2009; Jain, et al. 2011; Yeo, 2008; Brochado, 2009; Firdaus, 2005). Higher Education Service Quality According to Faizan, Zhou, Hussain, Nair, & Ragavan (2016), five dimensional scale for measuring service quality in higher education context entitled “HEdPERF” has been developed by Firdaus (2004). Validation of this scale has been conducted by Firdaus (2005), Firdaus (2006a) and Brochado (2009) who were comparing the scale with famous scales frequently used to measure service quality in different contexts by wide range of researchers. Accordingly, authors compared usage of HEdPERF with other measuring instruments such are SERVQUAL and SERVPERF within the higher education setting. Their conclusion was in favor of HEdPERF as a better instrument due to more reliable estimations, greater criterion and construct validity, better explained variance. All these arguments in favor of HEdPERF as good scale to measure service quality in higher education setting are the main reason for decision to use it in this study. 46 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation HEdPERF has been comprised of six factors: non-academic aspects, academic aspects, reputation, access, programme issues and understanding (Firdaus, 2005). Due to low cronbach alpha of factor understanding, Firdaus (2005) removed this variable as a part of scale modification process. Accordingly, in this study, only five factors will be considered: non-academic aspects, academic aspects, reputation, access, programme issues. Non-Academic Aspects Firdaus (2005) stated that this factor contains variables essential to enable students fulfill their study obligations, and it relates to duties and responsibilities carried out by non-academic staff. More accurately said, it refers to ability and willingness of administrative or support staff to show respect, provide equal treatment, and safeguard confidentiality of information (Firdaus, 2005). Factor 2 Academic Aspects Academic aspects refers to the responsibilities of academics. This factor highlights key attributes such as having positive attitude, good communication skill, allowing sufficient consultation, and being able to provide regular feedback to students (Firdaus, 2005). Factor 3 Reputation Reputation is loaded with items suggesting the importance of higher learning institutions in projecting a professional image (Firdaus, 2006b). Factor 4 Access This factor entitled access is comprised of items that relate to such issues as approachability, ease of contact, availability and convenience (Firdaus, 2006b). Factor 5 Programmes issues According to Firdaus (2006b), programme issues factor stresses the importance of offering wide ranging and reputable academic programmes/specializations with flexible structure and syllabus (Firdaus, 2006b). Student - Perceived Value Customer-perceived value is usually defined as the customer’s overall assessment of the utility of a product (or service) based on perceptions of what is received and what is given (Zeithaml, 1988). When it comes to measuring customer-perceived value, high contribution has been realized by developing PERVAL scale by Sweeney and Soutar (2001). The PERVAL scale has a variety of potential applications, and it can be used to assess customers’ perceptions of the value of a consumer durable good at a brand level. The reliability and validity of the scale was assessed in a pre-purchase as well as in post-purchase situation, using exploratory and confirmatory analyses. All four value dimensions were found to help significantly in explaining attitudes and behavior (Sweeney & Soutar, 2001). ICESoS 2016 - Proceedings Book 47 �International Conference on Economic and Social Studies (ICESoS’16) Replication, validation of the scale and reducing the length has been realized by Walsh, et al. (2014). Student Satisfaction Student satisfaction has been in attention of many researchers in recent years (Mark, 2013; Sadeh & Garkaz, 2015; Sultan & Wong, 2012; Faizan, et al., 2016; Alves & Raposo, 2010; Zineldin, et al., 2011). Faizan, et al. (2016) initiated their study emphasizing fact that there is a lack of studies that have empirically tested HEdPERF and its influence on students’ satisfaction, institutional image and loyalty. Their findings indicated that all five dimensions of higher education service quality influenced student satisfaction. Alves and Raposo (2010) emphasized not only that service quality in higher education is of particular, essential and important meaning, but also that it is an established fact that positive perceptions of service quality have a significant influence on student satisfaction. There are different definitions of satisfaction. The one of Kotler and Clarke (1987) states that satisfaction is a state felt by a person who had experienced either performance or an outcome that fulfills his / her expectations. However, when it comes to definition of satisfaction in higher education context, before explaining the definition, it is important to understand who is customer of HEIs. In fact, watching from different perspectives, there are several types of customers in higher education sector: students, parents, research sponsors, state and federal governments, future employers of students, disciplinary academic communities, accreditation bodies, staff (Quinn, et al., 2009). However, many researchers agree that students’ role in getting feedback about HEI’s services is inevitable and they consider students as a primary customer to focus on (Hill, 1995; Leckey & Neill, 2001; Coates, 2005; Quinn, et al., 2009). Considering students as main customer, student satisfaction refers to psychological state of happiness as a result from performance evaluation of the service attributes in the context of higher education (Sultan & Wong, 2012). Significant scale that offers highly accurate results when it comes to measuring customer satisfaction with service has been developed even in 1998 by Voss, Godfrey and Seiders. Average construct reliability of the scale seems to be 0.83 (Voss, et al., 1998). It is important to add that the scale has been even more reliable in study conducted later on. Values of the alphas in this study were 0.89 and 0.94 (Voss, et al., 2010). This instrument is based on seven points Likert type and comprised of three statements (Voss, et al., 1998). Another valuable scale to measure satisfaction of customers when it comes to their relationship with a person, company or organization has been developed by Adjei, Noble and Noble (2010). Authors reported composite reliability of scale by value of 0.97. The scale itself is seven points Likert type and comprised of three statements (Adjei, et al., 2010). These two scales are general and applicable to different institutions. However, important scale dealing with student satisfaction in higher education setting has been developed by Alves & Raposo (2009). According to authors, results indicated reliability coefficient of 0.93. 48 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Student Loyalty Considering student as primary customer in higher education, speaking of student loyalty is the same as speaking about customer loyalty. There are various definitions of customer loyalty as provided by different researchers. Oliver (1999) defined loyalty as “…a deeply held commitment to rebuy or re-patronize a preferred product or service consistently in the future, causing repetitive same brand or same brand-set purchasing, despite situational influences and marketing efforts” (Oliver, 1999, p. 34). Oliver (1999) also added that loyalty involves a process in which customer’s cognition, affect, conation, and behavior take place. The scale of Brown and Mazzarol (2009) included measures of the student’s willingness to recommend the course or institution to others, maintain contact with the faculty, select the institution again for future study or join the alumni. Same approach has been used in study of Faizan, et al. (2016). On the basis of experiences from previous researchers, in this study, the loyalty will be examined with special focus on intention to behave which implies decision of student to continue second or third cycle of studies in the same university upon graduation, and their decision to recommend HEI to others. Higher Education Service Quality and Students Satisfaction The terms ‘student satisfaction’ and ‘quality’ have been central to philosophy of higher education authorities’, and their importance continues along with the promise of a renewed, foreseeable prosperity for the higher education of the future (Nadiri, et al., 2009). As mentioned already, HEdPERF has been comprised of six factors initially: nonacademic aspects, academic aspects, reputation, access, programme issues and understanding (Firdaus, 2005). Faizan, Zhou, Hussain, Nair, & Ragavan (2016) reported that all five dimensions of higher education service quality within structure of HEdPERF influenced students satisfaction which is important implication for research model to be proposed in this study. Considering importance of relationship between service quality and student satisfaction in higher education setting, as well as considering significance of all five higher education service quality dimensions developed by Firdaus (2005) and tested by different researchers (Brochado 2009; Faizan, Zhou, Hussain, Nair, & Ragavan 2016 etc.), following hypothesis were developed: H1: Non-Academic aspects of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction. H2: Academic aspects of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction. H3: Reputation as an aspect of higher education (HE) service quality has a direct, positive, and significant effect on student satisfaction. H4: Access as an aspect of higher education (HE) service quality has a direct, positive, and significant effect on student satisfaction. ICESoS 2016 - Proceedings Book 49 �International Conference on Economic and Social Studies (ICESoS’16) H5: Programme Issues as an aspect of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction. Perceived value and student satisfaction The relationship between customer satisfaction and perceived value is quite frequent on agenda of researchers. Dovaliene, et al. (2015), Lai, et al. (2012), McDougall & Levesque (2000), Patterson & Spreng (1997), Akinci, et al. (2015) Gallarza & Saura (2006) are just few out of many who were dealing with these variables in their studies. While analyzing the literature, most of researchers suggested positive influencing relationship between perceived value and customer satisfaction meaning that the first one impacts the latter one. Accordingly, Dovaliene, et al. (2015) reported that there is empirical evidence in their study arguing that relationship between perceived value and student satisfaction exists. The results of study conducted by McDougall & Levesque (2000) revealed that core service quality and perceived value were the most important drivers of customer satisfaction. The work of Gallarza & Saura (2006) confirm the existence of a quality– value–satisfaction–loyalty chain. However, through literature review process, one article has been found that had a little bit different path suggesting that perceived value has mediating role between satisfaction and loyalty intentions (Akinci, et al., 2015). Considering that most of the literature proposed, tested and proved positive, significant and influential relationship between customer satisfaction and perceived value, following hypothesis is developed for this study: H6: Student perceived value has a direct, positive, and significant effect on student satisfaction. Student satisfaction and loyalty The relationship between student satisfaction and loyalty was quite well addressed in the literature which speaks in favor of its significance. Brown & Mazzarol (2009), Faizan, et al. (2016), Helgesen & Nesset (2007), Sirdeshmukh, et al. (2002) are just few out of many researchers dealing with relationships among these two variables. There authors suggested that student satisfaction has positive influence on loyalty. Important research question of Helgesen & Nesset (2007) was whether student loyalty increases by increasing student satisfaction. On the other hand Faizan, et al. (2016) found that all five dimensions of higher education service quality influence student satisfaction which influences student loyalty. When it comes to research of Fernandes et al. (2013), one of the main hypothesis was whether student satisfaction leads to student loyalty. Findings indicated positive impact of programme satisfaction, satisfaction with non-academic services and facilities on student loyalty (Fernandes, et al., 2013). These are only few studies dealing with relationship between student satisfaction and student loyalty which speaks in favor of significance and importance of this issue in literature. 50 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Considering all mentioned studies, following hypothesis has been developed for this study: H 7: Student satisfaction has a direct, positive, and significant effect on student loyalty. Proposed Research Model After extensive literature review that enabled understanding and explanation of all variables as well as relationships among them, a research model to be used in this study has been developed and presented in figure one below. FIGURE 1: Proposed Research Model Source: Prepared for this study The model represents six independent (all five dimensions of higher education service quality and perceived value) and two dependent variables (student satisfaction and student loyalty). Even though all hypothesis have been mentioned above, for practical reasons, the list of them will be provided once again below: H1: Non-Academic aspects of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction. H2: Academic aspects of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction. H3: Reputation as an aspect of higher education (HE) service quality has a direct, positive, and significant effect on student satisfaction. H4: Access as an aspect of higher education (HE) service quality has a direct, positive, and significant effect on student satisfaction. ICESoS 2016 - Proceedings Book 51 �International Conference on Economic and Social Studies (ICESoS’16) H5: Programme Issues as an aspect of higher education (HE) service quality have a direct, positive, and significant effect on student satisfaction. H6: Student perceived value has a direct, positive, and significant effect on student satisfaction. H 7: Students satisfaction has a direct, positive, and significant effect on student loyalty. Methodology Sample design and data collection The sample for this study are students studying at first cycle of studies studying at accredited private higher education institutions in Bosnia and Herzegovina. At this moment, there are eighteen accredited higher education institutions out of total fifty HEIs in the country. The target in terms of number of responses is to collect at least 500 surveys. The data will be collected in several phases. First phase is online survey data collection. Second phase is collecting data via phone administered survey. It is expected that third phase will be face to face collection of data by using hard copy forms of surveys. Research instrument The survey will be developed on the basis of variables mentioned in literature review part and presented in research model. For all variables, there are previously developed scales which are validated by many researchers and highly reliable. The summary of variables, scales and references is presented in table below: TABLE 2: The summary of scales Scale to be adapted & # Variable applied 1 Non-Academic Aspects 2 3 4 5 6 Academic Aspects HEdPERF Reputation Access Programmes issues Perceived Value PERVAL 7 Student Satisfaction Firdaus (2005); Firdaus (2006b) Sweeney and Soutar (2001) Customer satisfaction with Voss, Godfrey and Seiders service (1998) Customer satisfaction with Adjei, Noble and Noble relationship (2010) Student satisfaction Alves & Raposo (2009) Measuring repurchase and recommendation Source: Prepared for this study 8 Reference Student Loyalty 52 ICESoS 2016 - Proceedings Book Brown and Mazzarol (2009); Faizan, et al. (2016). �Regional Economic Development: Entrepreneurship and Innovation Analyzing methodology For purposes of analyzing methodology, Structural Equation Modeling will be used (SEM). There are many reasons behind this decision: SEM Accounts for Random Measurement Error, SEM can Control for some Types of Non-Random Error, SEM allows for Straightforward Evaluation of Convergent and Discriminant Validity, SEM gives a Global View, SEM emphasizes Theory Testing (Blanthorne, et al., 2006). In addition, SEM has become one of the most popular statistical tools to test the relationships proposed in a parsimonious model (Cheng, 2001). According to Eddie W.L. Cheng (2001), only one significant relationship can be justified by multiple regression while on the other hand, SEM has helped to develop new relationships based on the modification indexes. Expected Results As already indicated in all seven hypothesis, direct, positive, and significant effect is expected to occur between all relationships in the model. If this expectation come true, the findings of this research will be in accordance with most of the studies mentioned in literature review part. References Adjei, M. T., Noble, S. M. & Noble, C. H., 2010. The influence of C2C communications in online brand communities on customer purchase behavior. Journal of the Academy of Marketing Science, Volume 38, p. 634–653. Akinci, S., Kiymalioglu , A. & Inana, E. A., 2015. How golf players’ satisfaction from golf experience predicts their loyalty intentions? Mediating role of perceived value. International Journal of Culture, Tourism and Hospitality, 9(2), pp. 117-132. Alves, H. & Raposo, M., 2009. The measurement of the construct satisfaction in higher education. The Service Industries Journal, 29(2), p. 203–218. Alves, H. & Raposo, M., 2010. The influence of university image on student behaviour. International Journal of Educational Management, 24(1), pp. 73-85. Blanthorne, C., Jones-Farmer , L. A. & Almer, E. D., 2006. Why you should consider SEM: A guide to getting started. Advances in Accounting Behavioral Research, Volume 9, p. 179–207. Brochado, A., 2009. Comparing alternative instruments to measure service quality in higher education. Quality Assurance in Education, 17(2), pp. 174-190. Brown, R. M. & Mazzarol, T. W., 2009. The Importance of Institutional Image to Student Satisfaction and Loyalty within Higher. Higher Education, 58(1), pp. 81-95. Cheng, E. W., 2001. SEM being more effective than multiple regression in persimonious model testing for management development research. Journal of Management Development, 20(7), pp. 650-667. ICESoS 2016 - Proceedings Book 53 �International Conference on Economic and Social Studies (ICESoS’16) CIN, n.d. Privatni fakulteti niču kao alternativa javnim, s.l.: Centar za Istraživačko Novinastvo. CIP/CIR, n.d. Information about higher education institutions, s.l.: Centre for Information and Recognition of Qualifications in Higher Education. Coates, H., 2005. The value of student engagement for higher education quality assurance. Quality in Higher Education, 11(1), pp. 25-36. Dlačić, J. et al., 2014. Exploring perceived service quality, perceived value, and repurchase intention in higher education using structural equation modelling. Total Quality Management, 25(2), p. 141–157. Dovaliene, A., Masiulyte, A. & Piligrimiene, Z., 2015. The relations between customer engagement, perceived value and satisfaction: the case of mobile applications. s.l., s.n., p. 659 – 664. Faizan, A. et al., 2016. Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education, 24(1), pp. 70-94. Fernandes, C., Ross, K. & Meraj, M., 2013. Understanding student satisfaction and loyalty in the UAE HE sector. International Journal of Educational Management, 27(6), pp. 613-630. Firdaus, A., 2004. The development of HEdPERF: a new measuring instrument of service quality for higher education sector. Plymouth, University of Plymouth. Firdaus, A., 2005. HEdPERF versus SERVPERF: The quest for ideal measuring instrument of service quality in higher education sector. Quality Assurance in Education, 13(4), pp. 305-328. Firdaus, A., 2006a. Measuring service quality in higher education: HEdPERF versus SEdPERF. Marketing Intelligence and Planning, 24(1), pp. 31-47. Firdaus, A., 2006b. The development of HEdPERF: a new measuring instrument of service quality for the higher education sector. International Journal of Consumer Studies, 30(6), p. 569–581. Gallarza, M. G. & Saura, I. G., 2006. Value dimensions, perceived value, satisfaction and loyalty: an investigation of university students’ travel behaviour. Tourism Management, Volume 27, p. 437–452. Garvin, D. A., 1988. Managing Quality. New York: The Free Press. Helgesen, Ø. & Nesset, E., 2007. What accounts for students’ loyalty? Some field study evidence. International Journal of Educational Management, 21(2), pp. 126-143. Hill, M. F., 1995. Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education, 3(3), pp. 10-21. Jain, R., Sinha, G. & Sahney, S., 2011. Conceptualizing service quality in higher education. Asian Journal on Quality, 12(3), pp. 296-314. 54 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Koslowski III, F. A., 2006. Quality and assessment in context: a brief review. Quality Assurance in Education, 14(3), pp. pp. 277-288. Kotler, P. & Clarke, R. N., 1987. Marketing for Health Care Organizations. 1st ed. Englewood Cliffs: Prentice-Hall. Lai, L. S., To, M. W., Lung, J. W. & Lai, T. M., 2012. The perceived value of higher education: the voice of Chinese students. Higher Education, 63(3), pp. 271-287. Leckey, J. & Neill, N., 2001. Quantifying Quality: The importance of student feedback. Quality in Higher Education, 7(1), pp. 19-32. Mark, E., 2013. Student satisfaction and the customer focus in higher education. Journal of Higher Education Policy and Management, 35(1), pp. 2-10. McDougall, G. H. & Levesque, T., 2000. Customer satisfaction with services: putting perceived value into the equation. Journal of Services Marketing, 14(5), pp. 392 - 410. Nadiri, H., Kandampully, J. & Hussain, K., 2009. Students’ perceptions of service quality in higher education. Total Quality Management & Business Business, 20(5), pp. 523-535. Oliver, R. L., 1999. Whence Consumer Loyalty?. Journal of Marketing, 63(Special Issue), pp. 33-44. Patterson, P. G. & Spreng, R. A., 1997. Modelling the relationship between perceived value, satisfaction and repurchase intentions in a business-to-business, services context: an empirical examination. International Journal of Service Industry Management, 8(5), pp. 414-434. Quinn, A., Lemay, G., Larsen, P. & Johnson, D. M., 2009. Service quality in higher education. Total Quality Management & Business Excellence, 20(2), pp. 139-152. Reeves , C. A. & Bednar, D. A., 1994. Defining Quality: Alternatives and Implications. The Academy of Management Review, pp. pp. 419-445. Sadeh, E. & Garkaz, M., 2015. Explaining the mediating role of service quality between quality management enablers and students’ satisfaction in higher education institutes: the perception of managers. Total Quality Management & Business Excellence, 26(1112), pp. 1335-1356. Sallis, E., 2005. Total Quality in Education. London: Taylor & Francis e-Library. Seymour, D. T., 1993. Total Quality Management in Higher Education: Clearing the Hurdles. A Survey on Strategies for Implementing Quality Management Practices in Higher Education, s.l.: GOAL/QPC, Methuen, MA.. Sirdeshmukh, D., Singh, J. & Sabol, B., 2002. Consumer Trust, Value, and Loyalty in Relational Exchanges. Journal of Marketing, 66(1), pp. 15-37. Sultan, P. & Wong, H. Y., 2012. Service quality in a higher education context: an integrated model. Asia pacific journal of marketing and logistics, 24(5), pp. 755-784. Sweeney, J. C. & Soutar, G. N., 2001. Consumer perceived value: The development of a multiple item scale. Journal of Retailing , Volume 77, p. 203–220. ICESoS 2016 - Proceedings Book 55 �International Conference on Economic and Social Studies (ICESoS’16) Tan, K. C. & Kek, S. W., 2004. Service quality in Higher Education using an enhanced SERVQUAL approach. Quality in Higher Education, 10(1), pp. 17-24. Voss, G. B., Godfrey, A. & Seiders, K., 2010. How Complementarity and Substitution Alter the Customer Satisfaction—Repurchase Link. Journal of Marketing, 74(6), pp. 111-127. Voss, G. B., Parasuraman, A. & Grewal, D., 1998. The Roles of Price, Performance, and Expectations in Determining Satisfaction in Service Exchanges. Journal of Marketing, 62(4), pp. 46-61. Walsh, G., Shiu, E. & Hassan, L. M., 2014. Replicating, validating, and reducing the length of the consumer perceived value scale. Journal of Business Research, Volume 67, p. 260–267. Yeo, R. K., 2008. Servicing service quality in higher education: quest for excellence. On the Horizon, 16(3), pp. 152-161. Zeithaml, V. A., 1988. Consumer Perceptions of Price, Quality, and Value: A Means-End Model and Synthesis of Evidence. Journal of Marketing, 52(3), pp. 2-22. Zineldin, M., Akdag, H. C. & Vasicheva, V., 2011. Assessing quality in higher education: new criteria for evaluating students’ satisfaction. Quality in Higher Education, 17(2), pp. 231-243. 56 ICESoS 2016 - Proceedings Book � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3323 Title A name given to the resource IMPACT OF HIGHER EDUCATION SERVICE QUALITY ON STUDENT SATISFACTION AND ITS INFLUENCE ON LOYALTY: FOCUS ON FIRST CYCLE OF STUDIES AT ACCREDITED HEIS IN BH Author Author MEKIĆ, Emina MEKIĆ, Ensar Abstract A summary of the resource. Abstract The purpose of this study is to investigate relationship between higher education service quality and student loyalty through student satisfaction. Secondary goals are to examine influence of each five dimensions individually on student satisfaction, effect of perceived value on student satisfaction and impact of student satisfaction on loyalty. Eight variables are identified from the literature and survey will be developed accordingly. For all variables, there are previously developed scales which are validated by many researchers and highly reliable. For purposes of analyzing methodology, Structural Equation Modeling will be applied. Direct, positive, and significant effect is expected to occur between all relationships in the proposed model. Main limitations that might occur while implementing this study are related to insufficient response rate and time limits. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/18e3b47ae3d84bb5cb5643b0020a06c0.pdf 590b65c732f9a8d17dcb0e6bafe1528e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3251 Title A name given to the resource Do Size and Origin Matter? Evidence from the Banking Market of Bosnia and Herzegovina Author Author MEMIĆ, Deni MEMIĆ, Nedim PAŠIĆ, Sanela Abstract A summary of the resource. This paper supports research activities related to the performances of banks in Bosnia and Herzegovina. Observing diversified, decentralized and inhomogeneous banking market of Bosnia and Herzegovina arises questions such as whether large banks are better than small banks or whether foreign owned banks are better than locally owned banks. The main purpose of this study is to compare banks of different size and ownership origin in Bosnia and Herzegovina. The dataset includes 162 bank-years data and 24 financial ratios. The results show that small banks in Bosnia and Herzegovina have significantly higher net interest margin and are better capitalized than large banks. Large banks, however earn almost double interest revenue per employee compared to small banks. Foreign banks are significantly larger compared to local banks. It is also possible to discriminate between banks of different size and origin based on their financial performance. Keywords: Bosnia and Herzegovina, banking, profitability, efficiency, size and origin Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Article PeerReviewed DOI Digital object identifier doi:http://dx.doi.org/10.14706/JECOSS16616 Identifier An unambiguous reference to the resource within a given context ISSN 1986 – 8502, HB Economic Theory