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    Öğe
    Bilgi Temelli Toplumda Akademisyenlik Mesleği ve Türkiye’nin Küresel Akademideki Konumu
    (2019) Uslu, Barış Aatalay; Aarrevaara, Timo; Kondakçı, Yaşar; Seggie, Fatma Nevra; Gümüş, Sedat; Çalıkoğlu, Alper
    Projenin amacı; 25 ülkenin katılımıyla gerçekleştirilen ?The Academic Profession in the Knowledge-Based Society (APIKS) [Bilgi Temelli Toplumda Akademisyenlik Mesleği] (BTTAM)? başlıklı uluslararası araştırma projesi kapsamında, bilgi toplumu oluşumunun akademisyenlere getirdiği sorumlulukların/görevlerin ülkemizdeki akademisyenler tarafından benimsenme düzeyinin ve bilgi toplumu yapısına ekonomik ve sosyal katkılarının incelenmesidir. Carnegie Foundation tarafından 14 ülkenin katılımıyla gerçekleştirilen ?Changing Academic Profession (CAP) [Değişen Akademisyenlik Mesleği] 1992? ve 19 ülkenin katılımıyla gerçekleştirilen ?CAP 2007? serisinin üçüncü nesil devam çalışması olan APIKS, CAP 1992 ve CAP 2007?de olduğu gibi nicel verilere dayalı tarama modelinde bir araştırma olarak tasarlanmıştır. Araştırma kapsamında veriler, APIKS Survey?in Türkçe?ye çevrilmesiyle oluşturulan BTTAM Anketi ile Türkiye?de görevli 1.810 akademisyenden toplanmıştır. Elde edilen veriler, betimsel, çıkarımsal, ilişkisel ve modelleme analizleri ile incelenmektedir. Projede ilk olarak, Türkiye?de görevli akademisyenlerin derslerinde etik tartışmalara ve etik dışı davranışların yaptırımlarına yer verme durumları analiz edilmiştir. Bu analiz, akademisyenlerin derslerinde öğrencilerin etik gelişimine katkıda bulunmak için oldukça fazla zaman ayırdıklarını göstermiştir. Bir diğer analiz ile, akademisyenlerin öğretimaraştırma uyumu konusundaki görüşleri incelenmiştir. Burada, akademisyenlerin öğretimaraştırma uyumunun önemini vurguladıkları, fakat ülke genelindeki eğilim ile araştırmaya daha fazla yöneldikleri sonucuna varılmıştır. Ayrıca, akademisyen sayılarına göre küçük (Şili), orta (Türkiye) ve büyük (Meksika) yükseköğretim sistemlerinde görevli akademisyenlerin kurum dışı etkinliklere katılımları uluslararası karşılaştırmalı olarak analiz edilmiştir. Bulgular, büyük yükseköğretim sistemi olan Meksika?da görevli akademisyenlerin Türkiye?de ve Şili?de görev yapan meslektaşlarına oranla genel olarak ve farklı disipliner alanlar bazında daha fazla kurum dışı etkinliklere katıldıklarını göstermiştir. Proje kapsamında elde edilen sonuçlar tartışılarak politika yapıcılara ve üniversite yöneticilerine yönelik öneriler geliştirilmiştir. Ek olarak, BTTAM Anketi alt bölümleri (a. Kariyer ve Mesleki Konum, b. Genel Çalışma Durumu ve Faaliyetleri, c. Öğretim, d. Araştırma, e. Kurum Dışı Faaliyetler, f. Yönetim ve Yönetişim, g. Kariyer Gelişim Aşamalarındaki Akademisyenler ve h. Kişisel Bilgiler) ile paralel şekilde, verilerin hem ulusal hem de uluslararası boyutta analizleri gerçekleştirilmektedir.
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    Does the public-private higher education institution distinction influence academics' societal engagement? Evidence from Chile and Turkey
    (Emerald Group Publishing Ltd, 2022) Guzman, Pamela; Veliz, Daniela; Uslu, Baris; Berrios, Paulina; Seggie, Fatma Nevra
    Purpose The purpose of this study is to examine the relationship between the participation in commercially- and socially-oriented Academics' Societal Engagement (ASE) activities, partnership choices, and funding preferences of academics working in public and private universities from Chile and Turkey. Chile represents a private-dominant higher education system (HES), while Turkey is public-dominant. This article presents the results of an international survey, the Academic Profession in Knowledge-based Society (APIKS), applied to academics from over 20 countries, including Chile and Turkey. Design/methodology/approach Through a quantitative analysis the authors analyse how the dominant institutional type influences ASE activities, partnership choices, and funding preferences. Findings Results from the analysis show that being part of a public or private university does not solely explain the activity type that academics engage with. Moreover, the rate of Chilean academics participating in ASE activities is more than twice that of Turkish academics regardless of the public-private distinction. Research limitations/implications Further research about the academic life and ASE activities using a qualitative approach can complement this study. Applying further in-depth interviews to obtain more information from external partners can provide different perspectives and help to better understand the ASE activities. Additional analysis could compare external activities by higher education institution (HEI) type regarding vocational/technical centres since the Chilean and Turkish private HEIs included in this study received a mix of public-private funds and are considered not-for-profit, so extending this research to include for-profit private HEIs may be worthwhile for additional comparison. Practical implications More support and funding for the development of commercially-oriented ASE activities is recommended for Chile and Turkey's HES. In Turkey, a law-update in 2017 facilitates the establishment of technology transfer offices (TTOs) as companies within universities (Author, 2019). Though it is too early to know its effects, a positive contribution is anticipated. Centred Chile's private dominant HES, it would be appropriate for this type of system to also create different support structures to incentivise socially-oriented external activities and partnership opportunities. As done in other universities, the establishment of a community engagement office may provide professional guidance for partnership creations. Regardless of a country's HE public/private dominance, diverse sources of funding and support mechanisms can also be created to strengthen organisational and financial autonomy facilitating academics' participation in ASE activities. For example, universities can develop institutional policies to support academic establishment, lead or join in administration of non-governmental organisations, or form institutional media to deliver academics' viewpoints of social issues to the larger and non-academic audience. University managers should also empower the connection between academics and industry and business sector through different organisational structures such as Research Office, Science Park Incubators, Career Centre, while guiding and financially supporting academics' research commercialisation by their TTO experience and sources. Originality/value The literature has studied the public-private higher education distinction in vast aspects, however, no empirical studies have explored it concerning ASE. Chile and Turkey propose interesting cases since they represent opposite ends considering the public-private predominance of higher education systems. Turkey exhibits a heavy public predominance, whereas Chile has a significantly strong private system.
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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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    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.