“…In this context, there are studies examining the innovation and creativity functions of universities (Ödemiş Keleş & Sezgin, 2024;Yaman & Esen, 2021) and the critical and free-thinking tendencies of academics (Boratav, Oran & Timur, 2016;Kanbay, Işık, Aslan & Özdemir, 2012;Ördek, 2016;Paker, 2012). Studies examining university students' thoughts on university generally examine students' adaptation to university life (Daşkın & Öğülmüş, 2022;Ertem, 2020;Gökyer, 2017;Özaydın Özkara & Özkara, 2022;Özkan & Yılmaz, 2010), their satisfaction with university (Biswas, Bose, Chang & Shams, 2023;Kalfa & Çakır, 2020;Karadağ & Yücel, 2017;Yücel, 2023), their views on a certain type of education or the courses they take (Berk & Güven Akdeniz, 2023;Müdüroğlu Arısoy, Arısoy & Boydak Özkan, 2023;Yıldırım & Acarlıoğlu, 2023), and there are not enough studies evaluating universities in general. From this point of view, in order to understand and explain the transformation of the university in a self-reflexive context, it is crucial to examine the internal dynamics of the institution and seek insights from students' critical perspectives regarding university education can fill an important gap.…”