Browsing by Subject "Higher education"

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Open Access
5018 Sayılı Kamu Mali Yönetimi ve Kontrol Kanunu açısından üniversitelerde tam gün çalışma esası
(Hazine ve Maliye Bakanlığı, 2009) Mutluer, Kamil M.
2003 yılında 5018 sayılı Kamu Mali Yönetimi ve Kontrol Kanunu yürürlüğe konulmuştur. Bu Kanunun getirilmesinin bazı nedenleri bulunmaktaydı. Söz konusu nedenlerin başında, kamu kuruluşları bütçelerinin yanında, fonlar ve döner sermaye gibi harcama alanlarının çok büyük boyutlara ulaşması olmuştur. Çünkü bu tür bütçeler ve harcamalarla bütçelerin genellik ve birlik ilkesinden tamamen uzaklaştırılmış oluyordu. Fon ve döner sermaye bütçeleri bütçe denetimlerini zorlaştırmasına ve bu tür yöntemlerin uygulamadan kaldırılması çalışmaları yapılmasına rağmen, 2547 sayılı Yükseköğretim Kanunu’nun 36. maddesinde değişiklik yapılması düşünülerek, tekrar döner sermayeler desteklenmek suretiyle yükseköğretim kurumlarında tam gün çalışma esası getirilmek istenilmektedir. Tam gün çalışma esasının 5018 sayılı Kanun karşısındaki durumu bu çalışmada irdelenecektir.
Open Access
Adding a course to the curriculum? dilemmas and problems
(Routledge, 2006) Collins, A. B.
The "knee-jerk" implementation of curriculum without study, understanding, proper implementation, and follow-up monitor cannot assure a purposeful addition to educational programs. This research was conducted to assess the effectiveness of a new course (Co-Op Management Applications, or CMA) added to the curriculum at a higher-education level. Course effectiveness was assessed from all stakeholders' perspectives; students, sector representatives, school administration, and instructors. Data were collected through questionnaires and interview schedules and subjected to quantitative (descriptive) and qualitative (content) analysis. The findings show that a representative "needs assessment, facility analysis, and force field analysis" was not conducted during the course development and implementation. Further, the proper monitor of student assessment was not being conducted. It is apparent that a meaningful work experience was being imparted to the students. Early monitor and evaluation could have potentially assured that the students benefited and achieved the course intentions before going forward.
Open Access
Approaches to teaching creative writing in L2 at the tertiary level: a critical interpretive synthesis
(2025-01) Özden, Kibele Başak
Creative writing (CW) holds significant potential to address linguistic, cognitive and affective needs by fostering self-expression, cultural ownership and identity formation. While traditional L2 writing instruction often prioritizes form and accuracy, neglecting creativity, CW provides a more meaningful approach that encourages authentic voice, motivation and deeper engagement. This study adopts Dixon-Woods et al.’s (2006) Critical Interpretive Synthesis (CIS) approach to analyze and synthesize existing studies on how creative writing is taught in English as a Foreign and Second Language (L2) as well as English as a First Language (L1) contexts in higher education. By synthesizing findings, conclusions and implications from 98 studies across these contexts, this study aims to uncover practices and insights that inform diverse and flexible approaches tailored to teaching creative writing in L2 contexts at the tertiary level. It provides actionable pedagogical practices and insights for language educators and policymakers, emphasizing CW’s role in enhancing L2 writing skills, and fostering creativity and supporting personal development. While focusing on L2 contexts, the outcomes of the study offer broader implications for innovative and student-centered creative writing practices across diverse educational settings.
Open Access
‘Bringing everyone on the same journey’: Revisiting inclusion in higher education
(Routledge, 2018-03-15) Collins, Ayşe; Azmat, F.; Rentschler, R.
This study investigates inclusion in higher education, examining learning environments for students with physical disabilities (SWPD) and the challenges faced in promoting inclusive education, using an Australian university as a case study. Drawing from the social model of disability and interviews with 40 stakeholders, our findings suggest that despite marked progress towards inclusive education through reasonable adjustments for all, learning environments remain largely driven by adjustments for individual students, creating organisational and personal challenges. Four key challenges emerged: (1) staff perception about too many resources creating student dependencies; (2) staff training needs; (3) low representation of students with visible disabilities; and (4) moving inclusion beyond education into employment. Our findings emphasise the need to embed employability and skills development in all aspects of teaching and learning while moving towards inclusive education, to enable all students to develop professionally, and reinforcing calls for an inclusive workplace that values and accepts SWPD.
Open Access
Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey
(Routledge, 2012) Mitton-Kűkner, J.; Akyüz, Ç.
This paper explores the authors' experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers' experiences in schools in close relationship with their identities. Inquiring into moments that disrupted what the authors knew as instructors, they demonstrate how thinking narratively was vital to their professional development and understanding of the complexities shaping the backdrop of their higher educational context. They situate their learning in the field of professional development at the university level and propose that thinking narratively enables instructors across the career phases and disciplines to draw upon their range of experiences in ways that offer potential opportunities for support, reflection and self-growth. This interactive process, the authors suggest, suits the aim of professional teacher development and emphasizes reciprocal learning possibilities for early career and experienced instructors working collaboratively. © 2012 Copyright Teacher Development.
Open Access
Classroom management in higher education: a systematic literature review
(Routledge, 2022-02-17) Ateşkan, Armağan; Albayrak, Duygu
This paper presents the findings of a systematic literature review (performed from 2010 to 2020) about classroom management (CM) in higher education. The purpose of this article is to present the state of CM in higher education. Search terms identified 129 papers, from which 42 relevant articles met the inclusion criteria of the current review. Data extraction was initially conducted based on title, keywords, and abstract; it continued with a full-text analysis for the final set of 42 included studies. Based on the reviewed articles factors affecting CM are classified according to students, instructors, and the system. The results show that novice instructors need training about CM and instructors should integrate active learning strategies for better CM. The results also point to a need for researches in online CM. Finally, the findings provide suggestions for future research on CM in higher education.
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Çukurova Üniversitesi'nin kuruluşu
(Bilkent University, 2021) Maşlakcı, Hasret Şerife; Baru, Ece Ceren; Torun, Utku Boran; Aydın, Erkin; Hazinedar, Serkan Doruk
Adana’nın Türkiye'deki en verimli tarım arazilerinin başında gelmesi Ankara Üniversitesinin bölgede bir ziraat fakültesi kurma kararının temelini oluşturmuştur. Böylelikle, Ankara Üniversitesi tarafından 1972 yılında Adana Ziraat Fakültesi hayata geçirilmiştir. Kısa bir süre sonra, Erzurum Atatürk Üniversitesi aynı yerde bir Tıp Fakültesi kurma kararı almıştır. Bunun sonucunda, Çukurova Tıp Fakültesinin kuruluşuna ilişkin Ankara ve Erzurum Atatürk üniversiteleri arasında tartışmalar yaşanmış ve sonuç olarak bu fakülte Erzurum Atatürk Üniversitesi bünyesinde yer almıştır. Bu iki fakülte 30 Kasım 1973 tarih ve 1786 sayılı kanunla Çukurova Üniversitesinin temelini oluşturmuştur. Üniversite bugün on dokuz fakülte, dört enstitü ve otuz sekiz araştırma ve uygulama merkezi ile çalışmalarını sürdürmektedir.
Open Access
English-medium higher education: dilemma and problems
(Ani Publishing, Ani Yayincilik, 2010) Collins, A. B.
Problem statement: "Non-English speaking" countries have no choice but to learn English in order to survive in the international market. Establishing English-medium higher education institutions is one of the educational policies that has been adopted by countries like Turkey, in order to provide a greater advantage for the country in the international market. The purpose of the study: This research was conducted at an English-medium university located in a non-English speaking country in order to assess its effectiveness at the university level from the perspective of students and instructors. The research surveyed the perspectives of the students and instructors based on their rate of foreign language proficiency and their attitudes toward English-medium education. Their recommendations were also gathered to help improve the system. Methods: Both quantitative and qualitative methods were employed for data collection and analysis. The research was conducted using a random sampling from a population of 1011 students and 117 instructors. A balanced percentage (10%) of the student and the instructor population, from each faculty, was included in the study. Data was gathered through two sets of questionnaires consisting of closed and open-ended questions. Multiple choice and the Likert Scale format (1 to 5) were used for the closeended questions. Both the instructor’s and student’s questionnaires were prepared in their mother tongue in order to obtain more detailed information. The data was subjected to a quantitative (descriptive) and qualitative (content) analysis Results: The results show that students feel disadvantaged during their college years, due to a self-perceived low language proficiency. Both the students and the instructors believe that if the system is improved it will provide great benefits to the whole university student population, not only in Turkey but in all EU Countries. Conclusions and recommendations: In order to reconcile the instructor’s misgivings, as well as enhance student performance, a middle ground should be found at which students can reach their potential. Therefore, it is recommended that special text be prepared for English-medium educational programs, or for any other language being used in a nonnative environment. It should integrate subject matter, English text, and native language supplemental explanations. Lectures, class discussion, and testing should continue in English, thus retaining the prime advantages of immersion learning techniques. In this way, a student will find ease in continuing to read and communicate concepts in a foreign language. Further, Turkey should expand its language education by promoting the acquisition of a second language in order to have a head start on its own ascension into the global community, modeling itself on the EU aspirations for a majority of their citizens to speak two foreign languages.
Open Access
Faith and reason in higher education: social scientific study of Islam at Ankara University School of Divinity
(2019-07) Baykal, Seda
The purpose of this thesis is to examine how the mektep-madrasa controversy is manifested in Ankara University School of Divinity as a divide between those who see the study and teaching of Islam as a religion, and those who see it as a social science. The works of İlhami Güler, Hayri Kırbaşoğlu and Şaban Ali Düzgün who are scholars at Ankara University School of Divinity are analyzed to understand how they construct an academic study of Islam based on the premises of social sciences through questioning the binary logic behind the concepts of reason/faith, modern/traditional, knowledge/belief which is at the core of theological Islamic studies. Based on the analysis, I argue that although their approaches, points, emphases are different from each other, these scholars share the same objective which is the construction of a social scientific study of Islam in higher education as a ground to reconcile ongoing dichotomy in the academic study of Islam in Turkey.
Open Access
Gender, risk-taking and entrepreneurial intentions: assessing the impact of higher education longitudinally
(Emerald Publishing Limited, 2021-04-29) Gürel, Eda; Madanoglu, M.; Altinay, L.
Purpose This longitudinal study assesses whether higher education has the same impact on the entrepreneurial intentions of women and men with regard to their propensity to risk-taking in particular. Design/methodology/approach A self-administrated survey instrument was used to collect data from students studying business and engineering at five selected universities in Turkey. The survey was carried out in two intervals: first year and fourth year of studies. A total of 215 student participated in both waves. Findings The findings indicate that the impact of education is stronger for women than for men as the relationship between gender and entrepreneurial intention is moderated by education and risk-taking propensity in that the entrepreneurial intention of women with high or low risk-taking propensity increases when they acquire higher education. In particular, the boost is more noticeable for women with low risk-taking propensity. On the contrary, the effect of education is negative for men with both high risk-taking propensity and low risk-taking propensity. Practical implications This study has identified that the impact of education is different for women and men. Based on these findings, Turkey could offer gender-specific entrepreneurship education in higher education for individuals who could then exploit their entrepreneurial capacity and thus contribute to the social and economic well-being of the country. Originality/value This paper makes two distinct contributions. First, this is one of the few longitudinal studies in the literature which demonstrates the differences between females and males in terms of their entrepreneurial intention and shows how risk-taking and education influence entrepreneurial intention. Second, it offers new insights into entrepreneurship research from a developing-country but emerging-economy context.
Open Access
Higher education in turkey: subsidizing the rich or the poor?
(Pergamon Press, 2013) Caner, A.; Okten, C.
We investigate how the benefits of publicly financed higher education in Turkey are distributed among students with different socioeconomic backgrounds. We use a dataset from a nationally representative sample of university entrance exam takers together with data on government subsidies to public universities. We compare the characteristics of students who succeed in the exam to those who do not and those who enter public universities to those who go to private ones. Our econometric analyses based on a three-stage selection model reveal that students from wealthier and more educated families are more likely to be successful at university entrance. Unlike the findings in other countries, students who enroll in private universities come from higher income and more educated families. Among those who enter public universities, students from higher income and better educated families are more likely to go to universities that receive larger subsidies from the government.
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How changes in higher education impacted social-economic situation in Turkey after 1950s
(Bilkent University, 2023) Zebardast, Sara; Aliyev, Kamran; Zeynalov, Kanan; Kharlan, Aleksandr; Ahani, Amirhossein
Turkey’s higher education system lacked crucial components prior to the 1950s. There were only three universities in the entire country, and they were all in Istanbul or Ankara. The government-owned enterprises at the time dominated the entire market, which did not aid Turkey’s economic condition. A country’s labor force must be educated if it is to enjoy social and economic prosperity, hence the Turkish government had to increase the capacity of its educational institutions. Because of the country’s expanding population, rising number of high school graduates, and overall societal growth, the government was compelled to give education priority. Between the 1950s and the early 1990s, Turkey’s social economy saw significant changes, which had an impact on its social economy positively to an extent. Key-Words: Higher Education, Labor Force, Population, Economy, Employment
Open Access
The internationalization of higher education in Turkey: creating an Index
(TedMem, 2016-11-28) Kireçci, M. A.; Bacanlı, H.; Erişen, Y.; Karadağ, E.; Çeliköz, N.; Dombaycı, M.; Toprak, M.; Şahin, M.
The aim of this study is to test the validity and reliability of the Internationalization Index of Higher Education in Turkey, which provides a ranking of institutions of higher education in Turkey according to their degree of internationalization. The item discrimination, construct validity (exploratory and confirmatory factor analyses), and internal consistencies of the index’s indicators and subindicators were tested using data obtained from 300 faculty members. The findings obtained showed that the index was made up of five indicators—(i) university research performance, (ii) curricular efficiency, (iii) international linkages, (iv) student support, and (v) urban sufficiency—as well as of 33 subindicators, and that the index was valid and reliable. The study then made use of the Delphi method to establish the weight of the index’s indicators and subindicators. In sum, it can be said that the study effectively constitutes a proof toward utilization of the Internationalization Index of Higher Education in Turkey for the ranking of institutions of higher education in terms of internationalization.
Open Access
An investigation of factors related to self-efficacy for java programming among engineering students
(2009-01) Askar, P.; Davenport, D.
The purpose of this study was to examine the factors related to self-efficacy for Java programming among first year engineering students. An instrument assessing Java programming self-efficacy was developed from the computer programming self-efficacy scale of Ramalingam & Wiedenbeck. The instrument was administered at the beginning of the course via Internet with a questionnaire concerning gender, department, computer skills, computer experience, frequency of computer use and family background. Results indicated that self-efficacy of males were stonger than females, 11. 8 % of the variance in self-efficacy was explained by computer experience, the correlation coefficient calculated with the regression factor score of computer skills and self-efficacy scores was statistically significant. In addition siblings use of computers was significant and the mother's role was critical. © The Turkish Online Journal of Educational Technology 2002.
Open Access
Managing international student collaborations: An experience report
(IEEE, 2012) Cajander, A.; Daniels, M.; Kultur, Can; Dag, Lori Russell; Laxer, C.
Knowledge and experience from working in international collaborative projects prepares engineering students for their future careers in a global market. Hence this is an important element in higher education, although seldom pr ovide d in the c urr ic ulu m. O ne r e as o n f or this la c k mi g ht be uncertainty in how to manage international collaborations and to create a good learning environment for the development of skills related to international collaborations. Therefore this article describes our experiences from managing international student collaborations including theoretical underpinning for our choices when relevant. Having given the context of, and the strategies for running our tw o collaborations, we provide an analysis of our experiences. This includes observations of differences in the two collaborations, both when due to use of different strategies and when due to different contexts, as well as observations of similarities. With this in mind, we present recommendations for running international student collaborations. © 2012 IEEE.
Open Access
Navigating the Covid 19 turbulence in higher education: Evidence from Turkish faculty members
(Dokuz Eylul University, 2022-09-30) Örücü, Deniz; Kutlugün, Habibe Elif
Covid19 was the first pandemic of the modern era to strike with such virulence. We sought to understand this recent phenomenon and contribute to the empirical findings on the expectations from HEI leadership and management in Turkey. Drawing on the Turbulence Theory, we explored how the academic staff experienced the initial phase of the pandemic in Turkey and how they perceived the HE leaders’ navigation of the crisis at the selected universities. Within qualitative phenomonology, data from semi-structured interviews with a convenient sample of 10 academic staff in five public and five private universities in Turkey, was analysed through content analysis. Findings highlighted the opportunities and challenges of the pandemic for the faculty at personal and organizational level in an intersectional pattern. Moreover, the ways HEI leaders navigated the crisis created binaries in the form of experience vs. inexperience and trust vs. distrust. The challenges derived from the rapid but ineffective decision-making processes and the heightened surveillance mechanisms over the academic staff; which in some cases resulted in lack of trust. Hence, the turbulence level was shaped by how the universities and their leaders addressed it. In such cases, practices of building trustworthy connections, more distributive forms of leadership and robust communication; which would help the leaders to navigate the turbulence at times of crises are significant. Further recommendations are provided for research, policy and practice.
Open Access
Pathways to need-supportive instruction
(2024-09) Cilalı, Bengü
How learners and teachers respond to academic challenges is essential for attaining desired achievement outcomes. When faced with challenges, some show perseverance, while others give up easily. Two essential mechanisms underlying these differences are mindset beliefs (growth or fixed) and types of motivation (well-internalized or poorly internalized). However, little is known about how mindsets relate to different types of motivation, and even less about how educators' teaching mindsets and motivation contribute to need-supportive instruction. Two separate yet complementary studies were conducted to address these research gaps. Study 1 meta-analytically reviewed 45 studies with 112 effect sizes on the relationships between mindset beliefs and different types of motivation, revealing medium effect sizes for the relationships between growth mindset and well-internalized motivation types. These findings suggest that those with a growth mindset are more likely to have autonomous motivation which helps them handle challenges better. Based on this evidence, Study 2 examined to what extent English as a Foreign Language (EFL) instructors' (N = 348) teaching mindsets and quality of teaching motivation matter for their need-supportive instruction. Structural Equation Modeling (SEM) results showed that fixed teaching mindset beliefs directly and negatively predicted autonomy-supportive teaching. Furthermore, fixed teaching mindset beliefs negatively predicted competence-supportive teaching through the external regulation of teaching motivation. Additionally, intrinsic regulation of teaching motivation mediated the relationships between fixed teaching mindset beliefs and both competence-supportive and relatedness-supportive teaching styles. These findings highlight the importance of promoting a growth mindset and intrinsic motivation among educators to create need-supportive learning environments.
Open Access
Predicting international students' academic success... may not always be enough: assessing Turkey's Foreign Study Scholarship Program
(Kluwer Academic Publishers, 2007) Mathews, J.
In 1993, Turkey's Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad, in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide. With an incoming new YOK administration in 1995, dramatic changes were made in the program's selection procedures. One of the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides another look at the connection between language proficiency and academic success, with both qualitative and quantitative data collected from 23 'YOK scholars'. Although finding a positive relation between language proficiency and academic success, the study suggests that rather than having solved the scholarship program's problems by imposing high language proficiency requirements, the new YOK administration actually reduced even further the program's ability to successfully supply faculty to the new universities. Recommendations are made for the Turkish and similar foreign study programs.
Open Access
Quality of college life (QCL) of students: further validation of a measure of well-being
(Springer, 2010) Sirgy, M. J.; Lee, D. -J.; Grzeskowiak, S.; Yu, G. B.; Webb, D.; El-Hasan, K.; Garcia Vega, J. J.; Ekici, A.; Johar, J. S.; Krishen, A.; Kangal, A.; Swoboda, B.; Claiborne, C. B.; Maggino, F.; Rahtz, D.; Canton, A.; Kuruuzum, A.
This paper reports a study designed to further validate a measure of quality of college life (QCL) of university students (Sirgy, Grzeskowiak, Rahtz, Soc Indic Res 80(2), 343-360, 2007). Two studies were conducted: a replication study and an extension study. The replication study involved surveys of 10 different college campuses in different countries. The results of the replication study provided additional nomological (predictive) validation support of the measure based on a theoretical model mapping out the antecedents and consequences of satisfaction with college life. With respect to the extension study, the focus was to further test the nomological validity of the QCL measure by arguing and empirically demonstrating that the consequence of QCL is life satisfaction. The extension study involved a survey of three college campuses in different countries. The results were also supportive of the nomological validity of the QCL measure.
Open Access
Reform paradoxes: Academic freedom and governance in Greek and Turkish higher education
(Routledge, 2012) Grigoriadis, I. N.; Kamaras, A.
This study evaluates the impact of higher education reforms, implemented in the early 1980s in Greece and Turkey, due to preceding student and wider political radicalization, on academic freedom. It highlights a paradox, namely that authoritarian corporatism in Turkey inadvertently facilitated academic freedom in higher education, whereas in Greece participatory majoritarianism ended up stifling academic freedom. Authoritarian corporatism in Turkey mandated the introduction of private universities. These expanded academic freedom within the wider national goal of the country's European Union membership. Participatory majoritarianism in Greece conversely mandated student organisation participation in the governance of Greek higher education. These acquired powerful rent-seeking interests, which have progressively constricted academic freedom. © 2012 Copyright Taylor and Francis Group, LLC.