scholarly journals Efficiency Analysis of Turkish Higher Education Institutions: Stochastic Frontier Model

Sosyoekonomi ◽  
2020 ◽  
pp. 355-380
Author(s):  
Fatih KARASAÇ
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Stochastic Frontier ◽  
Efficiency Analysis ◽  
Stochastic Frontier Model ◽  
Turkish Higher Education

scholarly journals Organizational Culture and Educational Innovations in Turkish Higher Education: Perceptions and Reactions of Students

2020 ◽  
Vol 20 (1) ◽  
pp. 20-39 ◽  
Author(s):  
Aysun Caliskan ◽  
Chang Zhu
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Student Perceptions ◽  
Higher Education Institutions ◽  
Survey Study ◽  
Learning Collaborative ◽  
Open Communication ◽  
Student Centered Learning ◽  
Educational Innovations ◽  
Turkish Higher Education

With the enormous scientific and technological developments, higher education institutions are facing rapid structural, social, technological changes. Because they are considered as an important center of talent development and knowledge production and sharing for countries. To fulfill their educational, social and economic needs, higher education institutions need to respond to changing education needs, to adopt the more flexible modes of organizational culture.  Organizational culture is a promotive environment which influences values, assumptions and beliefs. In an innovative culture, people can easily develop new ideas and exhibit collaboration. Therefore, this paper examines the relationship between the organizational culture features and the perceptions and student reported implementation with regard to student-centered learning, collaborative learning and use of innovative educational technologies in Turkish higher education. Four universities were involved, and 894 students responded to a questionnaire comprising three groups of questions. The three groups of questions capture (i) demographic characteristics, (ii) student perceptions of organizational culture, (iii) students’ perceptions of and responses to educational innovations comprising the following scales in a survey study. The results show that features of organizational culture affect students’ perceived need for innovation, their views about innovative approaches to instruction, responsiveness to instructional innovations and the perceived implementation level of educational innovations. In addition, differences among the institutions were examined and discussed. The study concludes that hierarchical structure, lack of open communication and autonomy, workload, lack of financial resources and support are main barriers for educational innovations in Turkish universities. It also implies to understand the link between organizational culture and educational innovations in Turkish higher education context.

scholarly journals Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Abdullah Selvitopu ◽  
Metin Kaya
Keyword(s):  
Higher Education ◽  
Organizational Support ◽  
Higher Education Institutions ◽  
Geographical Location ◽  
Internal Communication ◽  
Faculty Members ◽  
Alumni Relations ◽  
Strategic Plans ◽  
Turkish Higher Education ◽  
Analytical Tools

As strengths and weaknesses are regarded as internal features of an organization, the present study focused on strengths and weaknesses of Turkish public universities by analyzing the SWOTs (Strengths, Weaknesses, Opportunities, Threats) of twenty higher education institutions. By applying qualitative content analytical tools, we tried to make some comparisons, twenty universities, ten ranked at the top and ten at the bottom of the URAP list, were chosen to analyze the strengths and weaknesses. Findings show that all universities top or bottom ones have internal strengths and weaknesses on their own. The strengths of universities differ according to their size, field of service, structure, history and geographical locations. Top universities which are in big size, have a deeply rooted history and situated in a better geographical location can enjoy the strengths as qualified faculty members, organizational culture, internationalization process, infrastructure and good alumni relations. On the other hand, bottom universities which have not got those advantages deal with other strengths such as young faculty members, organizational support and internal communication. As for the weaknesses, top universities need more budget and acceptable rate of faculty member and student. Bottom ones need more qualified faculty members, students and staff. As they are located in disadvantageous regions, they are in need of some promotions to attract faculties, staff, national and international students. In addition, they also should be aware of the contributions of good alumni relations.

scholarly journals Academicians in Turkey: An Evaluation of Current Status of Academic Staff in Higher Education

2018 ◽  
Vol 8 (4) ◽  
pp. 129 ◽  
Author(s):  
Bertan Akyol ◽  
Filiz Tanrısevdi
Keyword(s):  
Higher Education ◽  
Education System ◽  
Academic Career ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Current Status ◽  
Turkish Republic ◽  
Higher Education System ◽  
Turkish Higher Education ◽  
The Status

The history of Turkish higher education dates back to Turkish nations of 1000 years ago. The beginning of higher education institutions are accepted as madrasahs that continue its existence during the Ottoman period. After the foundation of the Turkish republic, rapid changes and developments have been observed in the higher education like in all fields. Since this period of time, Turkish higher education institutions have been grouped in two categories, which are universities producing information-knowledge and vocational schools training people oriented with employment. Considering the both types of these institutions, the aim of Turkish higher education system is to sustain manpower considering the needs of the nation and the public; provide education and training facilities based on the secondary education; maintain the quality and quantity of scientific researches under the control of universities. In this context, the purpose of this study is to present the certain dimensions of Turkish higher education system, which are academicianship, current facts related to academicianship, the stages in academic career, achievements in academy and the status of women academicians in Turkey. Related documents have been analyzed and the current status of Turkish higher education system has been discussed by concluding the results.

scholarly journals Türkiye’de Sanatçı Adayı Yetiştiren Yükseköğretim Kurumlarının 2000 Yılı Sonrası Gelişimi / Development of Turkish Higher Education Institutions Educating Candidate Artists After 2000

2017 ◽  
Vol 6 (2) ◽  
pp. 473
Author(s):  
Evrim Çağlayan ◽  
Ayşe Dilek Kıratlı
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Fine Arts ◽  
Relevant Literature ◽  
Steady Increase ◽  
Administrative Staff ◽  
Employment Opportunities ◽  
Physical Conditions ◽  
Turkish Higher Education

<p><strong>Abstract</strong></p><p>The aim of this study is to present the qualitative development of Turkish higher education institutions that educating candidate artists after 2000. Obtained data and documents were organized according to this development and were analyzed in order to provide current information about these higher education institutions. The study deals with two main themes. The first theme contains developments between 1983 and 2000, and the second theme contains developments between 2000 and 2016. In the study, it has been found that the number of higher education institutions that training candidate artists follow a steady increase after 2000 and their numbers reached to 70 in 2016. The relevant literature show that some faculties of fine arts were established without planning and analysis about the needs of academic and administrative staff, technical and spatial structure, employment opportunities after graduation. Because of this reason, these faculties could not reach a sufficient number of academic staff, could not provide the minimum physical conditions and could start education approximately 3 or 4 years after their establishment.</p><p><strong>Öz</strong></p><p>Bu çalışma, sanatçı adayı yetiştiren yükseköğretim kurumlarının 2000 yılı sonrası niceliksel gelişimini ortaya koymayı amaçlamaktatır. Çalışma ile ilgili elde edilen bilgi ve belgeler bu gelişim sürecine göre düzenlenmiş ve ilgili yükseköğretim kurumları hakkında güncel bilgileri sunmak amacıyla analiz edilmiştir. Çalışma bulguları iki ana tema üzerinden sunulmuştur. Birinci tema 1983-2000 yılları arasında yaşanan gelişmeleri, ikinci tema ise 2000 yılından günümüze kadar olan gelişmeleri kapsamaktadır. Çalışmada, sanatçı adayı yetiştiren yükseköğretim kurumlarının sayısının 2000 yılı sonrasında düzenli bir artış izlediği ve 2016 yılında 70’e yükseldiği tespit edilmiştir. Çalışma sonucunda; yeterli planlama, mezuniyet sonrası istihdam olanakları, teknik ve mekânsal altyapı ihtiyaçları, akademik ve idari kadrolar, aday öğrenci kaynakları gibi hususlar göz ardı edilerek yeni fakültelerin kurulduğu tespit edilmiştir. Bu nedenle, pek çok fakültenin yeterli öğretim elemanı sayısına ulaşamadığı, asgari fiziki koşulları sağlayamadığı ve kuruluşlarından ancak 3-4 yıl sonra eğitim-öğretime başlayabildikleri belirlenmiştir.</p>

scholarly journals Current Status of the MOOC Movement in the World and Reaction of the Turkish Higher Education Institutions

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 59 ◽  
Author(s):  
Cengiz Hakan Aydin
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Survey Study ◽  
Final Part ◽  
Current Status ◽  
Turkish Higher Education ◽  
The World ◽  
History Of ◽  
The Eu

This manuscript intends to elaborate the current status of MOOC movement in the world and to reveal the results of a survey study in which the Turkish higher education institutions’ reactions to this movement was investigated. The survey was actually a part of a larger survey study that, as a deliverable of the EU funded HOME project, was conducted to contribute to the literature by providing an insight about European perspectives on MOOCs, to gain a better understanding of the strategic reasons why a higher education institution is or isn’t involved in MOOCs, and to compare these reasons with the results of similar studies in U.S. After a brief background and history of MOOC movement, following sections of the manuscript present the details (methodology and results) of the survey study on the Turkish HE institutions’ strategies regarding adaptation of MOOCs. The final part of the manuscript consists of discussions and conclusions drawn in the light of the results of the study.

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