Rapid Expansion of Higher Education in Turkey: The Challenges of Recently Established Public Universities (2006–2013)

Özoğlu, Murat; Gür, Bekir S.; Gümüş, Sedat

doi:10.1057/hep.2015.7

Cited by 50 publications

(40 citation statements)

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“…Consistent with these arguments, earlier studies (Gök & Gümüş, 2015;Özoğlu et al, 2016) discuss such applications and suggest that mechanisms such as inservice training for the current administrators or graduate-level education courses and degrees in the field of "higher education management" will further the professionalization of administrative staff at HEIs. Additionally, the separation of academic and administrative officers in the overall administration of HEIs needs to be considered by the policymakers.…”

Section: Discussionmentioning

confidence: 79%

The Turkish Higher Education System from the Kaleidoscope of Martin Trow

Gök

2016

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KeywordsThe present study examines the Turkish higher education system using Martin Trow's ten-aspect transition model from elite to mass to universal access in higher education. Using a semi-structured interview form, 13 eminent people in the higher education sector, including executive board members of the Council of Higher Education, government officials, university administrators and faculty members, and representatives from major educationrelated non-governmental organizations, were interviewed. Qualitative data was analyzed through descriptive analysis. Findings revealed that the Turkish higher education system has been under the influence of politics and vulnerable to threats from the continuously changing political landscape due to its centralized, non-autonomous structure. Problems arising from the rapid increase in the number of higher education institutions and the expansion of the system are more visible today in every segment of the system, from attitudes toward access and the role of the universities attributed by public, issues with diversity and equity in access, and central student selection and placement mechanisms. Additionally, problems related to state control and the centralized structure of the system, failures in institutional governance, and the lack of institutional autonomy as well as problems related to curriculum, forms of instruction, and the lack of mechanisms for quality control and accountability in the institutions were also discussed. Recommendations for further research and policy were provided.

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Section: Discussionmentioning

confidence: 79%

The Turkish Higher Education System from the Kaleidoscope of Martin Trow

Gök

2016

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“…It is commonly known that full-time staff often has been trained in the conventional education system; (h) limited appreciation of principles of ODL; (i) shortage of infrastructure and human capital in ODL institutions; and (j) lack of transformation of ODL policies and procedures to accommodate the growing number of learners. The growing number of learners at ODL institutions has placed more pressure on ODL institutions to provide more services, especially learner support [19,39,44,46].…”

Section: Institutional Challengesmentioning

confidence: 99%

Professional Development of Adult Learners through Open and Distance Learning

Mahlangu¹

2017

Global Voices in Higher Education

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The concept of human knowledge is a human construct, and therefore, researching experience from the point of view of those who are living it following a social constructivist paradigm will likely reveal valuable information. Topics covered in this review suggest that the topic "professional development of adult learners" might focus on (a) the choice of learning, in other words, why adults opt for open and distance learning, (b) professional development, (c) learning as adult learners, (d) professional practice, (e) quality assurance, (f) performance in distance education programs, and (g) challenges facing adult students. Approaches that deal with flexible learning are referred to as online or distance learning (ODL). Other examples of flexible learning options available to adult ODL learners are learning from work and employer engagement, part-time study, webbased or blended learning, time driven programs at students' pace, contact sessions, workshops and seminars.

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“…Reform taleplerinin ve tartışmalarının artmasının nedeni, günümüz dünyasının ekonomik ve toplumsal yapısında yükseköğretimden beklentilerin artmasıdır (Miller, 1999;Pusser ve Ordorika, 2001). Yükseköğretimden beklentilerin artmasına ilaveten, Türkiye'de son yıllarda yükseköğretimde öğrenci sayılarının hızlı artışı, yeni üniversitelerin açılması, yükseköğretimin seçkin/elit bir sistemden hemen herkesin yükseköğretime erişebildiği evrensel bir sisteme bürünmesi karşısında yükseköğretim kurumları kaliteyi sağlamak ve toplumsal taleplere cevap üretebilmekte zorlanmaktadırlar (Celep ve Tülübaş, 2015;Çetinsaya, 2014;Özoğlu, Gür ve Gümüş, 2016). Yine kamu yönetimi anlayışında yaşanan değişim, uluslararası rekabetin artması, yükseköğretim kurumları ile devlet, iş dünyası ve toplum ilişkilerinin yeniden tanımlanması ve kalite güvencesine atfedilen önem gibi hususlar, yükseköğretim sistemlerini reforma zorlamaktadır (Çelik ve Gür, 2014).…”

Section: Introductionunclassified

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

Kurt

Gür

Çelik

2017

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Rapid Expansion of Higher Education in Turkey: The Challenges of Recently Established Public Universities (2006–2013)

Cited by 50 publications

References 13 publications

The Turkish Higher Education System from the Kaleidoscope of Martin Trow

The Turkish Higher Education System from the Kaleidoscope of Martin Trow

Professional Development of Adult Learners through Open and Distance Learning

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

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