1997 - 2002, BA in Economics, Fatih University, Istanbul-Turkiye
2002 - 2005, MA in Economics, Fatih University, Istanbul-Turkiye
2005 - 2011, Ph.D in Business Administration (Accounting-Finance Track), Marmara University, Istanbul-Turkiye
Accounting Standards, Earnings Management, Budgets, Financial Statements Analysis, Econometrics
I can basically state my teaching philosophy as contributing students’ learning and gratification on accounting.
I should firstly mention that, I like being in the classes and dealing with students. One of the main purposes for me to have an academic career is transferring my knowledge and experience to the students as much and best as I can. I have worked as a teaching assistant in accounting for four years and I have taught accounting for about 7 years, in foundation universities in Turkey and I had many international students from different countries. This helped me to have an experience in teaching students with different education backgrounds and different cultures.
More than % 80 of students I taught were not accounting majors, hence their focus on accounting classes are generally not very high. Additionally, they were mostly freshmen or sophomore and generally influenced negatively from whispers on accounting, such as it was boring, it had many calculations, computer programs can make it, etc. My first challenge in class is to convince students why accounting is important and why do we need to know it, because I believe that; if I want to teach something, I should firstly convince students why this information is essential. Unless, the outcome would be pointless because if one does not feel the need to learn something it is very difficult to motivate him/her to learn, people who are in need of something are motivated for learning. This is the fundamental of my teaching philosophy.
I provide many examples from real life for emphasizing the importance of accounting in both professional and personal life. For instance; when we speak about perpetual inventory system, giving an example of a clerk at a clothes store telling you that the size of pants fitting you is at branch “X”; is accomplished by perpetual inventory system, makes the understanding of the issue more solid, because the theoretical information is augmented by a daily life example, helping more focused students on the subject and more sound theoretical information supported with examples.
Accounting education and curriculum should be designated by taking stakeholders’ views, to make this, I generally try to communicate with business environment and accounting foundations both local and global. This is crucial because, as prospective professionals, students are required to satisfy the needs of business environment and to achieve this, the curriculum should be interactively designated with the comments and advices of stakeholders.
Accounting is an area in which many unethical treatments are made in spite of rigorous laws and regulations. This case reminds me a word of a senior colleague: “Though you establish a perfect system, you may have problems if you do not have people with high ethics.” The accounting scandals and frauds has led me to think about this issue and I set ethical issues forth in my education philosophy. I believe that my goal is not only having students with a high level of accounting information, but also I should help them aware ethical problems in accounting and in their professional life and to lead them bear this responsibility.