Necessity for Reforming Turkish Higher Education System and Possibility of Governance of State Universities by the Board of Trustees

Kurt, Türker; Gür, Bekir S.; Çelik, Zafer

doi:10.15390/eb.2016.6253

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…We found that many of the studies related to leadership or organizational behavior also focused on school principals (n ¼ 95), while some studies either included vice principals alongside principals or focused solely on the former (n ¼ 33). Organizational behavior, school principalship, and leadership were followed by several other prevalent topics, including emotions (Aydın et al, 2011), higher education (Akbulut et al, 2015;Kurt et al, 2017;Uslu and Arslan, 2018), and school administration roles and practices (Ağaoğlu et al, 2012;Memduhoğlu, 2015;Tanrıöğen and Savcı, 2011). Human resources (Özgan, 2013;Özcan and Bakioğlu, 2010), values and ethics (Baloğlu, 2012;Polat, 2012) and teacher evaluation/supervision (Ilgan et al, 2015;Yavuz, 2010) were the other most frequently studied topics in Turkish EDLM research.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of educational leadership and management research in Turkey

Bellibaş

Gümüş

2019

JEA

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Purpose While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications Based on the current higher education context, reducing scholars’ teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.

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Section: Resultsmentioning

confidence: 99%

A systematic review of educational leadership and management research in Turkey

Bellibaş

Gümüş

2019

JEA

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“…Like their peers in foundation universities, academics in public HE institutions have to deal with the competitive changes in scholarly work requiring more publishing and collaborating at the international level (Huang, 2014). However, the segregation resulting from the rapid expansion of Turkish HE has widened the debate on the governance model of Turkish universities', especially public ones', in terms of their institutional autonomy and the balance of power relationship between them and CoHE as the top coordinating body (Çelik & Gür, 2014;Kurt, Gür, & Çelik, 2017). Even CoHE itself labels Turkish HE as a highly centralized system and considers this a weakness in its strategic plan (CoHE, 2015).…”

Section: Discussionmentioning

confidence: 99%

International Research Collaboration in Turkish Higher Education: The Role of Individual, Professional, and Institutional Factors

Çalıkoğlu¹,

Kondakçı²,

Seggie³

2022

Yuksekogretim Derg

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Globalizing forces in higher education put growing pressure on both institutions and academics worldwide to become engaged in international research collaboration (IRC). Similarly, in Türkiye, the recent governmental and institutional strategies have been ambitiously promoting academics’ endeavors toward IRC. This study examines factors influencing IRC in Turkish higher education based on academics’ attitudes and behaviors. We utilized relevant questions of an international research project and investigated the relationships between IRC and individual, professional, and institutional factors through a survey design. Our findings indicate that despite globalizing trends, a considerable proportion of the participant Turkish academics tend not to establish IRC. We also found that obtaining a doctoral degree abroad, holding higher academic titles, being employed in foundation universities, and orientation towards research that is multidisciplinary or international in scope are influential in establishing IRC. Based on national (i.e., Türkiye) developments and global trends in higher education and the academic profession, we discuss our findings and suggest measures and actions for policymakers and administrators.

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“…In other words, the group of faculty members who openly supported the Rector used to come to a privileged position in the university. Indeed, according to Kavili Arap (2011) and Kurt et al (2017), the most widespread criticisms regarding the entirety of the election system and the applications of the Rectorship after the elections are the unlimited powers of the Rector and the negative consequences that it creates. Thus power exercises prevent freedom by imposing restrictions on relevant actors in educational institutions (Kurtulaj, 2021).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Institutionalization at Universities: Case Study of the Focal Institution and the Spawning Institutions

Öztürk¹,

Balcı²

2021

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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The purpose of this study is to analyze the institutionalization of Gazi University Faculty of Education as a focal institution, and Ahi Evran University Faculty of Education and Kastamonu University Faculty of Education as spawning institutions where the faculty members serve. The common feature of these academics is that they graduated from any doctoral program of Gazi University in the past. In this context, the views of faculty members on the institutionalization of universities have been presented. Case study was employed in the research. The study group of this research is comprised of faculty members who have been working in a focal institution Gazi University, and spawning institutions Ahi Evran University and Kastamonu University in Turkey. According to research results, faculty members create hierarchies based on academic titles. Conflicts among faculty members in spawning faculties are resolved within the department by arbitration. The dominant organizational decision-making method employed by faculty members within their own faculties was consensus. Faculty members agree that graduates from their doctorate programs should be employed at the same faculty. The culture of the spawning faculties is similar to the culture of the teacher high school and the focal institution.

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Necessity for Reforming Turkish Higher Education System and Possibility of Governance of State Universities by the Board of Trustees

Cited by 5 publications

References 4 publications

A systematic review of educational leadership and management research in Turkey

A systematic review of educational leadership and management research in Turkey

International Research Collaboration in Turkish Higher Education: The Role of Individual, Professional, and Institutional Factors

Institutionalization at Universities: Case Study of the Focal Institution and the Spawning Institutions

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