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Published By Deomed Publishing

2146-7978, 2146-796x

2021 ◽  
Vol 11 (3) ◽  
pp. 597-606
Author(s):  
Gonca Yüzbaşı Künç

Higher education institutions are among the keystones of a country. Besides being the primary institutions of a country that expand overseas, universities are the most important organizations representing it at the international level. It is an undeniable fact that a university benefits the country in which it is located in many ways. It is crucial to examine the performances of universities, which are among the major drivers of global change. As such, the positions of the Turkish universities during the 2008–2009 and 2018–2019 periods were examined by multidimensional scaling analysis. Especially the change in the positions of the recently-opened universities and their proximity or distance to the established universities constitute the primary focus of this study. The universities in Turkey were analyzed through multidimensional scaling analysis by using the variables of the number of students at associate and undergraduate level, the number of academic staff, the number of doctoral students, the total number of publications, and the number of graduate students. No significant difference was found between the positions of the universities that were opened under the policy of “one university for each city”.


2021 ◽  
Vol 11 (3) ◽  
pp. 734-747
Author(s):  
Dilek Erdoğan ◽  
Sabiha Annaç Göv

In recent years, the number of both co-authored publications and authors per publication in the national and international literature has increased. Co-authored publications are a result of voluntary research collaboration among academics. This study aims to investigate the reasons for research collaboration, the factors affecting the success of research collaboration, and the disadvantages of the collaboration perceived by researchers. For this purpose, qualitative research was conducted, and interviews were conducted with ten academics with different titles working in different disciplines. Among the reasons for collaboration, the most frequently reported reasons were increasing the quality of publications, ensuring learning and development, improving social relations, expertise, and access to resources. Factors such as being honest and trustworthy of the research partner, fulfilling the responsibilities of the parties, interpersonal harmony, complying with the business plan and calendar are among the factors considered to affect the success of the collaboration. Some of the perceived disadvantages of research collaboration are the low reliability of the contribution to multi-author studies, the division of academic achievement score by the number of authors, the difficulty of proving individual achievement in co-authored studies, and problems related to the research partner.


2021 ◽  
Vol 11 (3) ◽  
pp. 578-596
Author(s):  
Esra Baran Kasapoğlu ◽  
Berk Küçükaltan ◽  
Abdullah Açık ◽  
İlke Sezin Ayaz ◽  
Ömür Yaşar Saatçioğlu

This study aims to identify different types of barriers to knowledge sharing among academics in Turkey and to investigate the relationships between the barriers and their degree of impact. Accordingly, it implements qualitative and quantitative approaches in two phases. In the first phase, the knowledge sharing barriers are identified through the literature review and categorized under organizational, individual, and technological dimensions via expert opinions so as to determine current barriers for the Turkish academics. In the second phase, the identified barriers and their interactions are more deeply investigated by using the Interpretive Structural Modeling (ISM) and Decision Making Trial and Evaluation Laboratory Method (DEMATEL) methods. The findings of the study reveal that organizational and individual knowledge sharing barriers have a stronger effect than technological barriers. According to ISM and DEMATEL findings, “corporate structure”, “power relations"”, and “supportive corporate culture” are the driving forces for the knowledge sharing among the academics in Turkey. This study provides a hierarchical and causal relation model that may enable both performing the actions needed to promote academic knowledge sharing and advancing university performances. The findings offer useful insights on what the key barriers are and how these interrelate, so that they can be overcome. Thus, the findings hold significant potential to contribute both to the academic field and to the policymakers who are in charge of taking regulatory actions.


2021 ◽  
Vol 11 (3) ◽  
pp. 705-716
Author(s):  
Rüya Ehtiyar ◽  
Özlem Güzel ◽  
Hijran Rzazade

The international student mobility, aiming to create and sustain international integration has been an essential part of the education market in the 21st century. However, while such international student exchange programs contribute to the students and the cities hosting them, they bring along some problems. The aim of this study is to identify the main problem areas that international university students are likely to encounter. By applying the qualitative research method, the phenomenological research design was used in the study since it aims to reveal the problems of students based on their individual experiences. In-depth interviews were conducted with the Azerbaijani students studying at Akdeniz University selected as the research sample, which were then descriptively analyzed. The main problems were identified as “economic problems, inability to understand the local language, problems with accommodation, feeling cheated and intimidated, being inexperienced, lack of knowledge about the formal procedures, cultural diversity, lack of support, and exclusion”. The problems regarding finance and accommodation emerged as the most frequently mentioned problems. The main strategies to overcome these problems are also discussed.


2021 ◽  
Vol 11 (3) ◽  
pp. 617-624
Author(s):  
Ceyda Uzun Şahin ◽  
Ayşe Nur Serbest Baz

This study was conducted to identify the views and anxiety levels of university students regarding distance education during the Covid-19 pandemic. The population of this descriptive and cross-sectional study consisted of the students studying at seven health-related departments at two state universities in Turkey. The data were collected using a questionnaire developed by the researchers and the State Anxiety Inventory (SAI). The results revealed that 50.2% of the students were first-year students, 30% were studying at the first and emergency aid program, 79.3% had a medium-income level, 50.1% lived in a metropolitan area, and 83% had a nuclear family. 50.9% of the students were satisfied with the distance education system, 52.1% found the lessons given through the distance education method partially understandable, 46.7% found the lecturing styles partially plain and understandable, and 72.7% had exam anxiety. The SAI score of the students was found to be 59.0±5.30 (range 29–73), and 52.8% of them had a moderate anxiety level. While the level of anxiety in students varied significantly according to gender, department, and family income, no significant difference was found among the participants in terms of age, year of study, family type, place of residence, and the presence of chronic and psychological illnesses. The anxiety scores of those who were not satisfied with the distance education, who experienced exam anxiety, who understood the online lessons partially, and who attended the lessons were found to be significantly higher. The study demonstrated that university students experienced anxiety about distance education and exams during the Covid-19 pandemic.


2021 ◽  
Vol 11 (3) ◽  
pp. 682-704
Author(s):  
F. Şehkar Fayda-Kınık ◽  
Münevver Çetin

Adopting a quantitative research design, this study aimed to develop Student Survey of Knowledge Management Capabilities in Higher Education (SSKMCHE) and Academic Staff Survey of Knowledge Management Capabilities in Higher Education (ASKMCHE) to measure the knowledge management capabilities in state universities from the perspectives of both students and academics. The participants were 512 undergraduate students and 300 academics working full-time in state universities in Istanbul during the academic years of 2017–2018 and 2018–2019. The explanatory factor analysis (EFA) was performed to determine the validity of the surveys, and the Pearson correlation analyses and matched-pair t-tests were performed to find out the reliability of the surveys, and Cronbach alpha coefficients were calculated for each sub-dimension to test their internal consistency. At the end of the study, 43-item 5-point Likert-type scale of SSKMCHE and 50-item 5-point Likert-type scale of ASKMCHE were developed, which measure 7 dimensions: technology, organizational structure, and organizational culture as the dimensions of knowledge management infrastructure capabilities, and knowledge acquisition, knowledge conversion, knowledge application, and knowledge protection as the dimensions of knowledge management process capabilities.


2021 ◽  
Vol 11 (3) ◽  
pp. 563-577
Author(s):  
Nazlı Yüceol

The progress of societies, their development, and their ability to compete economically depend on education. Education is both affected by changes in all these areas and affects them. The desired results from the new wave of industrial revolution called industry 4.0 can only be achieved through education as well. Industry 4.0 is the new industrial revolution that first appeared in Germany and includes applications such as autonomous vehicles, wearable technologies, artificial intelligence applications, block chain, and cloud computing systems. With the innovations brought by the revolution, it has been changing the ways of doing business and the competencies required from employees. Industry 4.0 requires university students to have new knowledge, competencies and skills before graduation, the workforce to acquire new skills, and the restructuring and transformation of higher education to achieve all of these. Thus, industry 4.0 is reshaping the future of education. This review study focuses on the connection of higher education and industry 4.0 by examining the national and international literature. It aims to present a general assessment of the steps to be taken in higher education in parallel with the requirements of industry 4.0 and the new competencies that should be acquired by graduates. It is concluded with some suggestions about what should be done regarding the international standards in order for the higher education curricula to adapt to the existing processes and changes, to train human resources in accordance with the conditions and demands of the age, what new competencies the workforce should have, and the steps to be followed regarding industry 4.0.


2021 ◽  
Vol 11 (3) ◽  
pp. 717-733
Author(s):  
Erkan Çalışkan ◽  
Nezih Önal ◽  
Semirhan Gökçe

Since the use of technology in education is considered critical in terms of both teaching and learning, technology integration into instructional methods and teaching environments is a must. This requirement is indispensable for the education organizations at all levels of education, including higher education organizations. The use of instructional technology not only increases the success of the students but also offers many advantages to the academic staff. To benefit from technology for educational purposes, the staff must first adopt the technology and use it to support their teaching and then restructure their teaching experience with technology. The purpose of this study is to investigate the issues in technology integration of academic staff at a Turkish university located in Central Anatolia. Both qualitative and quantitative data analysis techniques were used in this study designed as a correlational survey research. The results showed that the techno-pedagogical competence of academic staff was almost at the advanced level. Moreover, the staff had high level of information and communication technologies (ICT) acceptance so they used technology in their teaching quite often. The participants reported that they used technology during the presentation of slides, and listed their major problems as insufficient infrastructure, limited ICT skills, inadequate technical support, and student- and software- related problems. The findings indicated that it was the daily life experiences of the academic staff rather than the in-service trainings that enhanced their technological and pedagogical skills.


2021 ◽  
Vol 11 (3) ◽  
pp. 649-670
Author(s):  
Zafer Kuyrukçu ◽  
Ahmet Alkan

Emerging as urban institutions in the medieval Europe, universities began to offer education in college buildings in the center of the cities where they were originally established. Over time, with the effect of the American campus model, they have become independent settlements that can grow and develop in large areas outside of cities. Today, however, many university campuses are functionally, economically, and socially obsolete and in need of restructuring. This study aims to develop a systematic decision-making process for the evaluation of urban settlement of universities in accordance with some parameters. Thus, based on the national and international research on the location selection of universities, ‘25 subparameters under four main parameter groups affecting the urban location selection’ were identified. The analysis of these parameters was performed by applying the AHP method, the evaluation of alternative decisions was carried out by applying the TOPSIS method, and a decision-making methodology was developed for the location selection of universities within the city. To test this methodology, ‘Selçuk University’ was determined as the sampling site. With the method developed in the study, it was determined that the interaction between the university and the city and the accessibility of the university were critical in the urban settlement of the universities. Although the establishment of a university campus has become easier with the growth and development of higher education today, the fact that universities exist for the society and cannot be isolated from it should not be forgotten. Therefore, the return of the university to the city must be ensured and the university and the city must be reconciliated.


2021 ◽  
Vol 11 (3) ◽  
pp. 625-637
Author(s):  
Ayten Doğan-Keskin ◽  
Neriman Aral

The World Health Organization (WHO) defines healthcare human resources as one of the basic building blocks of the health system. Human resources drive the health system. The WHO has reported a global shortage of health workers. When the demand for healthcare is higher than the supply, problems can arise in terms of healthcare human resources and delivery. Some studies suggest that there is an insufficient number of healthcare employees in Turkey, whereas others report that the number of healthcare workers is sufficient in some health fields. The Covid-19 pandemic, which has influenced the whole world, has also changed the profession choices of young people, who are now placing the professions related to healthcare at the top of their list. Therefore, both the demand for and the interest in the healthcare sector and the related occupations are likely to increase. As health human resources planning grows in importance, carrying out this study during the pandemic period becomes critical. Considering the importance of health human resource planning and university education, and focusing on the human resources trends in the healthcare sector, this study analyzed the number of health-related faculties and programs, student quotas, academic staff, and the number of students per faculty member. The findings indicate that the number and student quota of all the healthcare programs and faculties have increased rapidly in the past decade; however, the number of academic staff in some programs remains insufficient.


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