Yazar "Uslu, Baris" seçeneğine göre listele
Listeleniyor 1 - 19 / 19
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe A path for ranking success: what does the expanded indicator-set of international university rankings suggest?(Springer, 2020) Uslu, BarisDespite some theoretical and technical criticism, scholars largely acknowledge the influence of universities' ranking positions on the preferences of fund providers, academics and students, nationally and internationally. Considering their noticeable contribution to university rankings, prominent indicators can guide university leaders to develop better strategies by targeting common aspects of international ranking systems. The purpose of this research is therefore to specify the significant indicators and to examine their individual weight through an expanded indicator-set of international university rankings. The research benefited from the predictive approach of correlational research. The dataset was composed of universities' scores in the 2018 ARWU, THE, QS and URAP world university rankings and includes the scores of 224 universities. The data were re-organised following the expanded indicator-set previously formulated by the researcher. Regression analyses were then employed in two steps to explore significant predictors through the expanded indicator-set. The researcher also re-calculated the percentage values of seven combined indicators: citation, income, internationalisation, prize, publication, reputation and ratios/degrees. The findings showed that while all these indicators are statistically significant, the components of research reputation contribute 73.71% to universities' ranking scores. On the other hand, income is the only negative contributor with a weight of - 1.78%. The research also revealed that when comparing two scores based on re-calculated and assigned weights, only 19 universities occupy the same position among the 224 universities. Following these results, the researcher then discusses various policies and practices with the potential to expedite universities' ranking success. Considering the data reliability and longitudinal feasibility, several recommendations were also developed for further research on university ranking systems.Öğe A unique contribution to lifelong learning in Turkey: Elginkan Foundation as a non-governmental organization(Elsevier Science Bv, 2014) Uslu, Baris; Cekic, OsmanThe aim of the study is to determine contributions to lifelong learning in Turkey by Elginkan Foundation as a non-governmental organization. Case study method and descriptive analysis technique were used in the study. The results showed that, Elginkan Foundation provides various supports to education such as scholarship programs, project and innovative idea contests, research funding, building schools, supporting publication activities, setting vocational and technical education centers. In conclusion, many industrial organizations satisfy their qualified manpower by means of vocational courses, personal and professional development trainings offered by education centers of the foundation, and significant level of employment is created. (C) 2013 The Authors. Published by Elsevier Ltd.Öğe 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, AlperThis 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.Öğe 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 NevraPurpose 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.Öğe 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.Öğe Faculty's Academic Intellectual Leadership within the Conditions of Modern Universities(Turkish Education Assoc, 2016) Uslu, BarisThe purpose of this research is to examine the displayed level of faculty's academic intellectual leadership behaviors, and the differences according to their personal, professional, and institutional features, by controlling the impact of having managerial duties. For this purpose, quantitative data were collected from 1398 Turkish faculty using the Academic Intellectual Leadership Scale. The data were then analyzed using descriptive and covariance analyses. Descriptive analysis showed that the general level of the faculty's intellectual leadership behaviors was at a Sometimes level, while at a Often level in Mentor and Guardian dimensions. Moreover, the covariance analyses, by eliminating the impact of having managerial duties, showed that there were significant differences in the faculty's intellectual leadership in terms of their gender, seniority, academic title, discipline, and universities' establishment dates. These differences may arise from the willingness of the female members of the faculty to academic contributions, potentially larger scholarly productions of professors during their longer careers, the subjectivity of the research results in social sciences, and the well-rounded institutional facilities in the most of older universities to support academic activities. Therefore, in order to minimize the differences among faculty's intellectual leadership, university managers can adopt several practices such as providing larger travel funds for younger academics, creating inducement project opportunities early in the careers of the faculty, commissioning younger faculty with administrative duties and encouraging faculty from product-oriented disciplines to participate debates and activities related to social affairs as well as instituting essential academic support mechanisms.Öğe Faculty's academic intellectual leadership: the intermediary relations with universities' organizational components(Taylor & Francis Ltd, 2018) Uslu, Baris; Arslan, HasanIn line with 'the entrepreneurial university' discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various disciplines, participating in international networks and representing their disciplines and institutions. These new duties and the traditional roles of academics, as knowledge producer and public intellectual, constitute their intellectual leadership. Given these new circumstances, it is important to investigate the influence of universities' organizational components to understand how university managers can support academics' intellectual leadership. This research aims to explore intermediary relations between communication, climate and managerial practice flexibility in universities and academics' intellectual leadership. Quantitative data were collected from 937 Turkish faculty via an online questionnaire and analysed using Path analyses. Analysis revealed that faculty, by their intellectual leadership behaviours, contribute to the development of their disciplines, institutions and society, and that communication in universities has a strong impact on faculty's intellectual leadership by mediation of the organizational climate and managerial flexibility regarding scholarly practices. Consequently, university managers should establish functional communication systems in their institutions to generate a positive atmosphere and to maximize the efficiency of institutional practices.Öğe Mentoring and Role Modelling Through the Perspective of Academic Intellectual Leadership: Voluntarily and Institutionally(Turkish Educational Admin Research & Development Assoc, 2020) Uslu, BarisWith their traditional roles as being knowledge producers and public intellectuals, the intellectual leadership of academics is formed jointly of responsibilities regarding emerging expectations such as income generation, international networking, external collaboration, interdisciplinary research, disciplinary/institutional representation, and guidance/supervision of younger colleagues' studies. While academic intellectual leadership basically includes six dimensions, Mentor and Role Model are the two core dimensions that intertwine around the others; namely, Acquisitor, Steward, Ambassador, and Advocate. Therefore, the purpose of this research is to compare the rationales and outcomes of voluntary mentoring-role modelling behaviours and institutional mentoring-role modelling programs through the perspective of academic intellectual leadership. In the research, a systematic review of the literature was employed to examine mentoring-role modelling components in the peer-reviewed articles on academic intellectual leadership, following the five essential steps of systematic review methodology: i) formulating research question(s), ii) setting inclusion-exclusion criteria, iii) establishing a systematic search protocol, iv) apprising the quality of individual studies, and v) integrating prominent findings. Results of the analysis revealed that the personal and economic rationales behind the voluntary mentoring-role modelling behaviours of senior academics are largely consistent with the organisational goals of institutional mentoring-role modelling practices. Further, the symbiotic nature of the mentor-mentee relationship generates a huge potential to enrich the scientific productivity of both senior and junior academics. However, cultural and political reasons largely shape the international practices of mentoring-role modelling in higher education, both at individual and institutional level.Öğe Organizational Flexibility of Turkish Universities: Evaluations in the Institutional Reports of European University Association(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2017) Uslu, BarisThe purpose of this research is to examine the level of organizational flexibility in Turkish universities. The institutional evaluation reports of the European University Association (EUA) related to Turkish universities were used as the data sources. The EUA's reports of 14 universities were selected by taking the locations and dates of their reports into consideration. The research was then designed in a case study pattern, as a qualitative inquiry. During the analysis of the EUA's reports, descriptive thematic analysis was carried out. According to the findings, it can be said that the general level of organizational flexibility in Turkish public universities is not high, as in their institutional autonomy level calculated by the EUA. It seems that financial autonomy initiates the formation of strategy flexibility in universities, and conformable rules and regulations of national higher education provide room to universities for precept and managerial flexibility. The stronger organizational flexibility will then provide a greater university autonomy in terms of financial, managerial, employment, and academic autonomy. Based on these results, several recommendations are proposed to higher education policy makers, as well as to university managers in Turkey.Öğe Strategic actions and strategy changes in european universities: Clues from institutional evaluation reports of the european university association(Taylor and Francis Ltd., 2018) Uslu, BarisThis research examined strategic actions in European universities through the institutional evaluation reports of the EUA. EUA reports for 21 universities from seven European countries were included in the data set. Qualitative inquiry was carried out and six sub-sections in the reports were used as established themes. The findings were then integrated into a node map. The analysis reveals that European universities follow similar strategies in organizational management, quality assurance, teaching/learning, societal service, and internationalization. However, environmental factors such as economic conditions, demographical changes, the industrial/business sector, and higher education regulations and institutional characteristics lead to differences in their strategic perspectives. European-wide policies and practices also influence their strategies related to continental integration and international visibility. It is shown that these factors add various requirements to the institutional strategies of the sample universities, which have to adapt them to meet contemporary threats and catch developmental opportunities in their environment. © 2018 Informa UK Limited, trading as Taylor & Francis Group.Öğe Strategy adaptation for sustainable quality management in universities: a systematic literature review(Springer, 2023) Ozsen, Tolga; Uslu, Baris; Aypay, AhmetDespite its roots in environmental discussions, sustainability has become a critical term influencing every aspect of organisations. As human-oriented institutions, universities have also embraced the 'sustainable development' concept on the quality of their internal and external services. Two overarching questions are most important for university managers to strategically guide sustainable quality development in their institutions: Which strategies do university managers adapt to construct a sustainable quality management structure in their universities? and how are these adapted strategies related to different aspects/components of universities? In response, we employed a Systematic Literature Review (SLR) protocol to analyse the existing studies in the related literature. During the systematic review, we followed five steps sequentially: i) defining the research question(s), ii) setting inclusion-exclusion criteria, iii) recording eligible studies, iv) quality overview of selected studies, and v) discussing prominent results. To integrate the results, we benefitted from five enablers in the European Foundation for Quality Management (EFQM) model and the sub-sections given in the European University Association's (EUA) institutional evaluation reports. The results revealed that the initial steps for university leadership to establish a `Sustainable Quality Management' system are integrating a sustainable quality approach to the main strategy document, and then motivating their staff to participate in and enrich the reform-level cultural changes in their universities. This study also discusses the strategies adapted to sustain quality development in universities' teaching, research, societal services, and internationalisation practices.Öğe Testing the psychometric features of the academic intellectual leadership scale in a university environment(Edam, 2015) Uslu, BarisThe purpose of this research is to develop a scale for measuring the level of academics’ intellectual leadership, test the scale by examining the influence of their personal and institutional characteristics, and then investigate the relationship of academic intellectual leadership (AIL) to communication, climate, and managerial flexibility regarding scholarly practices in universities. The pilot version was applied to 359 faculty members, then validity and reliability studies were carried out on it. According to exploratory analysis, the scale has a five-factor structure which explains 64.83% of the variance for AIL. This factorial structure was also tested through confirmatory analysis using the secondary data set of 504 faculty members from different universities, which confirmed the five-factor structure. In addition, the alpha reliability coefficient was found to be.91. These results prove that the scale is a valid and reliable data collection instrument for measuring academics’ intellectual leadership. Moreover, there are significant differences in faculty members’ AIL in terms of gender, title, field of discipline, and establishment date of their universities. Furthermore, their AIL has significant correlations to communication, climate, and flexibility with managerial practice. Therefore, faculty members’ AIL level can be enhanced within a more collegiate organizational climate in universities by implementing various communication mediums and operating different managerial practices to support academics’ activities. © 2015 EDAM.Öğe Testing the Psychometric Features of the Academic Intellectual Leadership Scale in a University Environment(Edam, 2015) Uslu, BarisThe purpose of this research is to develop a scale for measuring the level of academics' intellectual leadership, test the scale by examining the influence of their personal and institutional characteristics, and then investigate the relationship of academic intellectual leadership (AIL) to communication, climate, and managerial flexibility regarding scholarly practices in universities. The pilot version was applied to 359 faculty members, then validity and reliability studies were carried out on it. According to exploratory analysis, the scale has a five-factor structure which explains 64.83% of the variance for AIL. This factorial structure was also tested through confirmatory analysis using the secondary data set of 504 faculty members from different universities, which confirmed the five-factor structure. In addition, the alpha reliability coefficient was found to be .91. These results prove that the scale is a valid and reliable data collection instrument for measuring academics' intellectual leadership. Moreover, there are significant differences in faculty members' AIL in terms of gender, title, field of discipline, and establishment date of their universities. Furthermore, their AIL has significant correlations to communication, climate, and flexibility with managerial practice. Therefore, faculty members' AIL level can be enhanced within a more collegiate organizational climate in universities by implementing various communication mediums and operating different managerial practices to support academics' activities.Öğe The components of communication systems in universities: their influence on academic work life(Springer, 2018) Uslu, BarisThis research aimed to identify the components of communication systems in universities and to explore their influence on academic life. To collect data, interviews were carried out with academics from Australian universities. Thematic descriptive and content analyses were performed on the data-set. Analyses showed that the human relations unit, deanship office, academic board, newsletters, academic and public events, tea/coffee/lunch meetings, social activities and celebrations are common formal and informal channels of communication in universities. Academic support mechanisms also provide various communication opportunities such as professional interactions during staff training, collegial evaluation on grant proposals, and intellectual discussions at public events. Access to top management and mentoring between senior and junior academics are other important kinds of communication. The results revealed that good communication systems are an essential component of a participative, collaborative and interdisciplinary work environment, and as such a positive environment noticeably contributes to academics' individual and collective productivity.Öğe 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.Öğe The influence of organisational features in high-ranked universities: the case of Australia(Routledge Journals, Taylor & Francis Ltd, 2017) Uslu, BarisThis article examines the influence of major institutional components, academic support mechanisms and organisational climate on scholarly productivity in high-ranked universities. Qualitative data were collected from senior academics working in high-ranked Australian universities. The data were examined using thematic descriptive and content analysis techniques. The results indicate that academic support practices help save time by providing excelled knowledge related to new pedagogies and research preparation and by offering project management support. Results also show that a participatory work environment and fair institutional policies and practices generate intrinsic and extrinsic incentives to enhance academic role performance. Accordingly, to promote their institutional prestige, university managers should operate selective financial and human resource investment strategies. To elevate the ranking of their institutions, they need to establish essential academic support structures and institute multi-directional communication networks with less bureaucracy, simplified hierarchical structures, effective reward systems, well-designed career planning and informative performance reviews.Öğe The influence of universities' organizational features on professorial intellectual leadership(Routledge Journals, Taylor & Francis Ltd, 2018) Uslu, Baris; Welch, AnthonyThis research examines the intellectual leadership behaviours of senior academics at professoriate level, and the influences of institutional support practices, climate and communication in universities as main organizational features on these behaviours. To explore relations among research variables, qualitative data were collected by interviews with Australian senior academics, and analysed by using content and descriptive analysis techniques. According to senior academics, major professorial leadership behaviours are creating new knowledge, keeping up standards in disciplinary publications, helping younger researchers' academic development, obtaining competitive grants, raising the reputation of their institutions and using their expertize to influence public debates. In addition, senior academics confirmed that institutional resources contribute generally to their productivity within scholarly leadership, and organizational climate strongly affects their motivation and academic performance. Furthermore, they affirmed that organizational communication has greater impact on their intellectual leadership by its reflections on climate and institutional facilities in universities than its direct effects.Öğe The Relationship between Learning Styles and Leadership Orientations of Pre-Service Teachers(Turkish Education Assoc, 2014) Arslan, Hasan; Uslu, BarisThis research aims to determine the relationship between learning styles and leadership orientations of pre-service teachers. In the research process, the data collection tool consists of Learning Styles and Leadership Orientations scales and the personal information form was applied to 452 pre-service teachers. Pearson Product Moment Correlation Analysis; to determine the relationship between the variables, and Multiple Linear Regression Analysis; to examine the predictive strength of learning styles on leadership orientations, are used. When examining the results, relationship between Avoidant Learning Style and leadership orientations are negative and relationship between the other learning styles and leadership orientations are positive that is seen. Individuals; adopting Avoidant Learning Style, are passive in learning applications and they obtain incomplete and low quality information so these information is insufficient when they transferred to the experiences of life that may be cause the situation.Öğe 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, BarisWith 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.
