Faculty's academic intellectual leadership within the conditions of modern universities

Basit Öğe Kaydı
dc.contributor.authorUslu, Bariş
dc.date.accessioned2025-01-27T18:56:24Z
dc.date.available2025-01-27T18:56:24Z
dc.date.issued2016
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.15390/EB.2016.6140
dc.identifier.endpage211
dc.identifier.issn1300-1337
dc.identifier.issue184
dc.identifier.scopus2-s2.0-84965026135
dc.identifier.scopusqualityQ3
dc.identifier.startpage193
dc.identifier.urihttps://doi.org/10.15390/EB.2016.6140
dc.identifier.urihttps://hdl.handle.net/20.500.12428/12969
dc.identifier.volume41
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTurkish Education Association
dc.relation.ispartofEgitim ve Bilim
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250125
dc.subjectAcademic intellectual leadership; Academic leadership; Faculty; Intellectual leadership; Managerial duty
dc.titleFaculty's academic intellectual leadership within the conditions of modern universities
dc.typeArticle

Dosyalar

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu