Yazar "Calikoglu, Alper" seçeneğine göre listele

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    Boundary-Spanning and Sustainability in the Digital Higher Education Space: A Case Study of Anadolu University
    (Wiley, 2025) Ozdemir, Murat; Kesik, Fatma; Uslu, Baris; Aypay, Ahmet; Calikoglu, Alper
    This research explores how boundary-spanning efforts in higher education can be expanded through the digital space and contribute to sustainability in higher education. By employing a qualitative case study design, we examine the journey of a Turkish public university's open education faculty, focusing on how the university has leveraged its open education mission and the developments in digital space to span boundaries and contribute to societal development constantly. Alongside reviewing institutional documents, we interviewed with 12 faculty members at the case institution. Benefitting from an inductive descriptive thematic analysis approach, we categorised related strategies and experiences into three themes: key agents, drivers and challenges and sustainability. The findings reveal that universities can better position themselves in the digital education space if the leadership embraces a clear vision regarding digital evolvement. Also, national regulations influence the digital development of universities and lead them to push boundaries in generating new teaching-learning, research and service platforms. Our research demonstrates that by enhancing digital environments and online technologies, universities can extend their collaboration with different stakeholders and maintain boundary-spanning efforts to improve their societal contribution. Further discussions and recommendations are made on the role of digital space in boundary spanning and sustainability in higher education.
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    Evaluating the Criteria of TUBITAK Entrepreneurial and Innovative University Index in Terms of the Prominent Operations of the Entrepreneurial University
    (Deomed Publ, Istanbul, 2020) Uslu, Baris; Calikoglu, Alper; Seggie, Fatma Nevra; Seggie, Steven H.
    The purpose of this study is to theoretically examine the criteria of the TUBITAK Entrepreneurial and Innovative University Index (TUBITAK-EIUI) in terms of the prominent operational areas of the entrepreneurial university as reported by the relevant articles in higher education journals. For this purpose, a literature-based theoretical comparison was carried out. Firstly, the details related to the criteria of the TUBITAK-EIUI were gathered and visualised. The results of a meta-synthesis study, which analyzes articles from top higher education journals, on the operational areas of the entrepreneurial university were then visualised. In the analysis stage, drawing on this visualization, the criteria in TUBITAK-EIUI and the operational areas of the entrepreneurial university were compared by cross-tabulation. The results of this comparison revealed that five categories in the TUBITAK-EIUI included more content than the prominent operational areas of the entrepreneurial university. Although many criteria in the TUBITAK-EIUI (e.g. knowledge/technology production, collaboration with external actors, obtaining research funds, and acquiring intellectual property rights) directly matched with universities' prominent entrepreneurial operations outlined in the meta-synthesis study, the contribution of other criteria to the entrepreneurial university structure was difficult to observe at first sight. Moreover, some of the criteria in the TUBITAK-EIUI fell into more than one operational area of the entrepreneurial university, while linking two of them, the number of entrepreneurship and innovation courses in a university and the number of staff and students in mobility, to the entrepreneurial university operations was somewhat difficult. Another key point is that the indicator set of the TUBITAK-EIUI could be enhanced by adding the amount of income from activities which diversify fund and resource pools in universities. To sum up, having experts and decision-makers evaluate the criteria of the TUBITAK-EIUI with reference to the higher education literature, and identifying the appropriate categories for these criteria would be beneficial. Further studies examining the TUBITAK-EIUI through different theoretical entrepreneurial university frameworks can contribute to the efforts toward measuring the content validity of the TUBITAK-EIUI.
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    Faculty International Engagement: Examining Rationales, Strategies, and Barriers in Institutional Settings
    (Sage Publications Inc, 2022) Calikoglu, Alper; Lee, Jenny J.; Arslan, Hasan
    The dramatic expansion of the international dimension in higher education has incited broadened and diverse interpretations of internationalization. As faculty members are integral in achieving many of the expected higher education goals, understanding their perspectives toward internationalization process is critical. Administrative leaders also play a vital role in influencing the conditions of internationalization and working alongside the faculty. Addressing the rationales, strategies, and barriers encountered, our study seeks to provide a comprehensive understanding of faculty internationalization. Employing a phenomenological design, we interviewed 22 participants, including central administrators of two public research universities and both faculty and administrative leaders of these universities' colleges of education. Revealing diverse rationales, strategies, and barriers, our findings confirm faculty's initiator and maintainer roles in operationalizing internationalization. Our study also corroborates the need for sustainable mechanisms and for a consensus between faculty perspectives and institutional priorities. Recommendations are made to improve faculty engagement in internationalization.
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    Stratified University Strategies: The Shaping of Institutional Legitimacy in a Global Perspective
    (Routledge Journals, Taylor & Francis Ltd, 2019) Stensaker, Bjorn; Lee, Jenny J.; Rhoades, Gary; Ghosh, Sowmya; Castiello-Gutierrez, Santiago; Vance, Hillary; Calikoglu, Alper
    Globalizing forces have both transformed the higher education sector and made it increasingly homogenous. Growing similarities among universities have been attributed to isomorphic pressures to ensure and/or enhance legitimacy by imitating higher education institutions that are perceived as successful internationally, particularly universities that are highly ranked globally (Cantwell & Kauppinen, 2014; DiMaggio and Powell, 1983). In this study, we compared the strategic plans of 78 high-ranked, low-ranked, and unranked universities in 33 countries in 9 regions of the world. In analyzing the plans of these 78 universities, the study explored patterns of similarity and difference in universities' strategic positioning according to Suchman's (1995) 3 types of legitimacy: cognitive, pragmatic, and moral. We found evidence of stratified university strategies in a global higher education landscape that varied by institutional status. In offering a corrective to neoinstitutional theory, we suggest that patterns of globalization are mediated by status-based differences in aspirational behavior (Riesman, 1958) and old institutional forces (Stinchcombe, 1997) that contribute to differently situated universities pursuing new paths in seeking to build external legitimacy.
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    The entrepreneurial university and academic discourses: The meta-synthesis of Higher Education articles
    (Wiley, 2019) Uslu, Baris; Calikoglu, Alper; Seggie, F. Nevra; Seggie, Steven H.
    The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta-synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta-synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics' personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way.
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    The teaching and research nexus in Turkish academia: Lessons from an international survey
    (Hiroshima University,Research Institute for Higher Education,, 2020) Calikoglu, Alper; Seggie, Fatma Nevra; Uslu, Baris
    With the Humboldtian idea of university, the research-informed teaching has largely influenced university models all around the world since 19th century. Recent models, however, seem to more emphasize the role of research through entrepreneurial mindset and bring questions about the connections as well as controversies between teaching and research activities of academics. Utilizing related questions of an international survey, this study aims at shedding light on the teaching and research nexus in Turkish academia by focusing academics’ main activities and orientations. Our findings indicate that while Turkish academics have positive perceptions on the teaching and research nexus, rapid expansion in higher education and competitive global trends may have an influence on the academic profession, bringing contradictions regarding the interplay between teaching and research activities. We discuss our findings through the national changes and global trends in higher education and conclude with recommendations on enhancing the nexus between teaching and research. © 2020, Hiroshima University,Research Institute for Higher Education,. All rights reserved.