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Öğe Administrative Views on Pedagogical Tolerance in Higher Education(2024) Kashkhynbay, Baizhuman; Baltabayeva, Zhaniyat; Doğan, Miray; Baısarına, SandugashFor individuals to live together in society, they must comply with essential elements such as tolerance, respect and solidarity. Tolerance is respecting and understanding individuals’ ideas, feelings, and behaviors. For this reason, tolerance also plays a vital role for administrators in higher education. Pedagogical tolerance is the ability to accept and appreciate experiences, cultures and different perspectives in education, which is necessary to create inclusive, supportive learning environments. There are various studies on pedagogical tolerance. This study investigates the critical qualities required for sustainable and effective university leadership based on the responses of 26 participants from a university in Astana, Kazakhstan, to open-ended questions about pedagogical tolerance. The participants work in the positions of faculty deans, faculty department heads, and department administrative managers. The research was conducted using a qualitative research design. The answers to the open-ended questions asked of the participants were determined through content analysis. The research findings show that effective communication, cultural behavior, and emotional intelligence are essential for deans, as well as intelligence, respect, and responsibility for department heads. Strategic thinking, honesty, and technological literacy are emphasized for departmental administrators. Participants emphasize that having open-mindedness, empathy, and patience are essential in providing fair and quality education. Pedagogical tolerance is considered very important for ensuring sustainable education. In this context, it is recommended that seminars and training programs be organized for deans, faculty department heads and department managers. These trainings will enable them to understand better and apply pedagogical tolerance. These initiatives will provide comprehensive development opportunities for educational leaders in Kazakhstan and enable them to become competent in creating inclusive, respectful and supportive learning environments.Öğe AI In Higher Education: Risks and Opportunities From the Academician Perspective(Wiley, 2025) Doğan, Miray; Çelik, Arda; Arslan, HasanThis research investigates how artificial intelligence (AI) influences higher education, specifically exploring the perspectives of academicians regarding associated risks and opportunities. The study is aimed at the implementation of AI within university settings and its impact on both educators and students. Given the swift integration of AI, notably the widespread adoption of generative AI in higher education, the article emphasises AI's ability to collect detailed data, providing a deeper understanding of academicians' learning experiences. This, in turn, enables personalised support, allowing academicians to respond more effectively to students' needs and improve the overall educational process. Moreover, the research highlights AI's potential to proactively identify students at risk of failure, offering academicians a comprehensive view for more effective assessment. On the other hand, these advantages and the growing dependence on technology pose challenges, including reduced interaction between academicians and students, shifts in workforce dynamics, concerns about student privacy and disparities in technology access. Acknowledging these issues, the study underscores the importance of preparing academicians and students for the evolving landscape of higher education shaped by AI. It stresses the need for proactive measures to navigate these changes effectively, as they are inevitable. The findings of this study are significant for the field of higher education, as they provide a clear and critical assessment of AI's transformative potential and advocate for proactive measures to navigate the changes effectively.Öğe Akademik kendileşmenin öğretim elemanlarındaki yaratıcı ve yenilikçi beceriler bağlamında incelenmesi(Çanakkale Onsekiz Mart Üniversitesi, 2024) Doğan, Miray; Arslan, HasanAkademik kendileşme, üniversitelerin lisansüstü mezunlarını kendi bünyelerinde öğretim elemanı olarak istihdam etmeleri ve bu kişilerin akademik kariyerlerini aynı üniversitede sürdürmeleri durumunu ifade etmektedir. Bu araştırmanın amacı, Türkiye'de bulunan devlet üniversitelerinde akademik kendileşen ve kendileşmeyen öğretim elemanlarının örgütsel yaratıcılık ile yenilikçi davranış arasındaki ilişkisini ortaya koymaktır. Bu araştırmada, örgütsel yaratıcılık davranışlarını değerlendirmek amacıyla Örgütsel Yaratıcılık Ölçeği kullanılmıştır. Yenilikçi davranışları ölçmek için ise Yenilikçi Davranış Ölçeği'nden yararlanılmıştır. Hem örgütsel yaratıcılık hem de yenilikçilik davranışları, nicel analiz yöntemleri kullanılarak incelenmiştir.Araştırmada akademik kendileşmenin ve kendileşmemenin Türkiye yükseköğretim sisteminde fırsatları, güçlü, zayıf tarafları ve nasıl bir tehdit oluşturabildiği nitel analiz yöntemi ile tespit edilmeye çalışılmıştır. Araştırma sonuçlarına göre akademik kendileşme ile örgütsel yaratıcılık arasında istatistiksel düzeyde anlamlı farklılık görülmemiştir. Aynı şekilde cinsiyet, unvan, mesleki kıdem süresi ve yaş değişkenleri ile örgütsel yaratıcılık algısı ve yenilikçi davranış arasında da anlamlı farklılık saptanmamıştır. Akademik kendileşme ile yenilikçi davranış arasında istatistiksel düzeyde anlamlı farklılık bulunmuştur. Araştırma sonuçlarına göre mobil kendileşme yurt içi ve yurt dışı ile örgütsel yaratıcılık ve yenilikçi davranış algısı arasında istatistiksel düzeyde anlamlı farklılık bulunmamıştır. Araştırmanın nitel bulgularında akademik kendileşmenin güçlü, zayıf, fırsat ve tehdit temaları altında incelenmiştir. Güçlü yönler olarak kuruma aşina olma öne çıkmıştır. Zayıf yön olarak kadrolaşma ve yaratıcılığın azalması olarak belirlenmiştir. Fırsatlar temasında kurumsal istikrar olarak görülmüştür. Tehditler temasında akademik aynılık ve akademik kısır döngü olarak tespit edilmiştir. Öğretim elemanlarının kariyerleri boyunca farklı üniversitelerde veya ülkelerde çalışma deneyimlerinin artırılmasının, yenilikçi davranışlarını teşvik edebileceği önerilmektedir. Üniversiteler, farklı disiplinlerden ve kültürlerden gelen akademisyenlerin bir araya gelerek çalışabilecekleri projeler ve araştırma grupları oluşturmalıdır. Bu çeşitlilik, farklı bakış açıları ve yaklaşımlar sayesinde yenilikçi fikirlerin ortaya çıkmasını sağlayacaktır.Öğe Intergenerational Conflict Between Generation X Academicians and Generation Y Postgraduate Students in Higher Education(Sabri SİDEKLİ, 2019) Beytekin, Osman Ferda; Doğan, MirayIn this study, it was aimed to reveal the intergenerational conflict between generation X academicians and generation Y postgraduate students in higher education. In the phenomenological study, intergenerational conflict was studied through semi-structured interviews with 10 generation X academicians and 15 generation Y postgraduate students at Ege University in Izmir during the 2017-2018 academic year. In today’s higher education, intergenerational gap between academicians and students leads to some conflicts in educational context. Overcoming and creating effective educational context by using intergenerational conflict may seem difficult but not insurmountable. Conflicts in higher education should be resolved rather than reducing, eliminating or limiting their existence. The aim of this study is to determine the subjects of intergenerational conflicts between generation X academicians and generation Y postgraduate students in higher education. The results of the research revealed that generation Y postgraduate students experienced intergenerational conflict with generation X academicians in topics such as communication style, status differences, disagreements on teaching methods and technology literacy. Generation X academicians experienced intergenerational conflict with generation Y in themes such as the misbehaviors of postgraduate students, communication style, disrespect, technology literacy and students' individualistic behaviors. According to the generation Y postgraduate students, the reasons of intergenerational conflicts are lack of empathy, miscommunication, being authoritarian and prescriptive. According to the generation X academicians, the reasons of intergenerational conflicts are miscommunication, undisciplined behaviors and irresponsibility. The conflicts cause low motivation, burnout, unwillingness and drop out consequences in Generation Y postgraduate students on the other hand low motivation and depression consequences in generation X academicians. As a result of the study, generation Y postgraduate students suggested to improve the communication skills to improve mutual understanding and to avoid destructive criticism against postgraduate students. The generation X academicians suggested to develop mutual understanding and respect and to avoid prejudices in communicationÖğe Is the Productivity of Faculty Members Sustainable? The Perspective of Faculty Members(Mdpi, 2024) Doğan, Miray; Arslan, HasanIn the global economic landscape, a nation's ability to secure a prominent position is intricately linked to its capacity for knowledge augmentation and technological innovation. This correlation underscores the pivotal role of universities and academicians, whose importance directly reflects a country's level of development. The effectual execution of educational, research, and innovative pursuits within university settings necessitates the presence of qualified, productive, and dedicated academicians. As key contributors to academic, social, and humanitarian spheres, academicians bear responsibilities spanning research, teaching, societal enlightenment, and problem solving within higher education. The scholarly productivity of researchers is commonly gauged through metrics involving scientific publications and academic engagements. Notably, in many countries, advancements and appointments within academic institutions are contingent on the demonstrated productivity of academicians. Aligning with this global trend, Turkey accordingly structures its promotion and appointment procedures within academia. This study aims to ascertain faculty members' perspectives regarding academic productivity after their associate professors' and professors' appointments in Turkey. Furthermore, we endeavor to identify the underlying factors contributing to this decline and increase academic productivity. Our findings emphasize the intricate interplay of various factors influencing academic productivity and sustainability. These include the significance of institutional support, economic stability, intrinsic motivation, and challenges such as bureaucratic processes and gender-related issues, which collectively shape the academic landscape and faculty members' ability to produce impactful research over time. The research study group comprised 20 faculty members working at a public University in Turkey in the 2022-2023 academic year. This study was prepared using a qualitative research model. This study used the interview technique, one of the data collection techniques used in process-based evaluation applications. Furthermore, the obtained data were analyzed using the content analysis technique used in qualitative research methods.Öğe Perspectives of Faculty Members on Distance Education(Tuba-Turkish Acad Sciences, 2023) Doğan, Miray; Arslan, HasanThis study examined the perspectives of the faculty members of Çanakkale Onsekiz Mart University on distance education. The content analysis method, one of the qualitative data analysis methods, was used to analyze the data obtained in the research. Faculty members stated that distance education has advantages such as flexibility, time management, and efficiency. On the other hand, they argue that distance education has disadvantages, such as a lack of motivation and social interaction. However, they also stated that face-to-face education is not a substitute. While designing distance education courses, they primarily benefited from the relevant web pages on the internet and the help of their colleagues. For transiting to the distance education system in higher education institutions, this study recommends rescheduling faculty member duties and responsibilities, defining and enriching digital tools and technological infrastructure, and providing support and feedback.Öğe Yükseköğretimde Dijital Pedagoji(2024) Doğan, Miray; Tunçer, Kadir; Arslan, HasanBu çalışmanın konusu, dijital pedagojiye ve yükseköğretimdeki önemine kapsamlı bir genel bakış sunmaktır. Dijital pedagoji, öğretme ve öğrenme deneyimlerini geliştirmek için dijital teknolojilerin kullanılmasını içerir. Teknolojinin hayatımızda giderek yaygınlaşmasıyla, akademisyenler eğitimin dijital boyutlarına aşina olmalı ve öğrencilerinin benzersiz ihtiyaçlarını karşılayan pedagojik çözümlere başvurmalıdırlar. Bu çalışma, teoriye dayalı, Bilgi ve İletişim Teknolojileri (BİT) destekli öğretimi planlama ve yürütme ile ilgili tutumlarını, bilgilerini ve becerilerini tutarlı bir şekilde değerlendirmeyi ve geliştirmeyi içeren dijital pedagojik yeterliliğini geliştiren üniversitelerin ve akademisyenlerin önemini vurgulamaktadır. Bu, yalnızca dijital araçlar ve kaynaklar hakkında derinlemesine bir anlayış değil, aynı zamanda dijital pedagojiye dayalı öğrenmeyi teşvik etmek için bunların nasıl etkili bir şekilde kullanılacağına dair bir farkındalık gerektirir. Akademisyenlerin teknolojiyi dijital pedagojik yaklaşımlarla kullanmaları, mevcut eğitim ortamları için hem fırsatlar hem de riskler sunabilir. Dijital çağda sürekli öğrenme ve teknolojinin doğru zamanda doğru yerde kullanımını göz önünde tutulmalıdır. Akademisyenlere, gelişen teknolojiler ve dijital pedagojide en iyi uygulamalar konusunda güncel kalmaları için sürekli mesleki gelişim fırsatları sunulmalıdır. Yükseköğretim örgütleri dijital pedagojiyi kendi öğretme ve öğrenme ortamlarına etkili bir şekilde kullanırsa sonuçta hem akademisyenler hem de öğrenciler için etkili verimli bir eğitim deneyimi gerçekleşir.
