A corpus-based discourse analysis of the vision and mission statements of universities in Turkey

Efe, İbrahim; Özer, Ömer Faruk

doi:10.1080/07294360.2015.1070127

Cited by 40 publications

(33 citation statements)

References 16 publications

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“…This can be interpreted as the universities changing their missions being either not completely aware of the third mission understanding or not wanting to set such goals. One of the more interesting findings of the study is that expressions about Ataturk's principles and Kemalism, discussed under separate titles in the studies of Efe and Ozer (2015) and Ozdem (2011) and having an important place in universities' missions during that period, were not found outside the mission statements of one or two universities. Although the aim of this study is not to categorize the missions of universities, as other studies have sought to do, but rather to classify them within the framework of the third mission, it is considered necessary to emphasize this important transition to demonstrate universities' change processes.…”

Section: Discussionmentioning

confidence: 84%

“…When examining the related literature, it can be seen that there are few studies examining missions theoretically or the mission understanding of universities systematically in Turkey. In one of the few studies conducted, Efe and Ozer (2015) compared the mission and vision documents of state and private universities in Turkey and found no differences. They also stressed in their study that current CHE policies and Ataturk's and Kemalism emphasis on mission statements (Efe & Ozer, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In one of the few studies conducted, Efe and Ozer (2015) compared the mission and vision documents of state and private universities in Turkey and found no differences. They also stressed in their study that current CHE policies and Ataturk's and Kemalism emphasis on mission statements (Efe & Ozer, 2015). In another study, the mission and vision statements in the strategic plans of the universities were examined, and it was determined that the universities mostly emphasized the aim of "Providing Services for a Qualified Labor Force" in their missions (Ozdem, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding

Kesten¹

2019

INT J EDUC METHODOL

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Universities are more than institutions only conducting research and educating students in today's world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the "third mission," one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world's leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey's future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.

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Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding

Kesten¹

2019

INT J EDUC METHODOL

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“…To achieve organizational goals in their strategic plans, Turkish public universities also need flexibility in the recruitment of human resources (Efe & Ozer, 2015;Visakorpi et al, 2008). However, by using its legal power based on state regulations, the nation-wide central higher education management unit (CofHE) have interfered in universities' staff choices more than ever in recent years (Özcan & Çakır, 2016).…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

“…Stratejik planlarındaki amaçlara ulaşmak için, Türk devlet üniversiteleri, ayrıca, insan kaynaklarının edinimi kapsamında da esnekliğe ihtiyaç duymaktadır (Efe & Ozer, 2015;Visakorpi et al, 2008), fakat ulusal merkezi yükseköğretim yönetimi birimi (YÖK), devlet düzenlemelerine dayanan yasal gücünü kullanarak, üniversitelerin personel tercihlerine son yıllarda her zamankinden daha çok müdahalede bulunmaktadır (Özcan & Çakır, 2016). Bu durumun aksine, son dönemdeki girişimleri ve uygulamalarıyla, YÖK, üniversitelerin yönetim kurullarına ve senatolarına altyapı ve üstyapı yatırımlarını gerçekleştirme konusunda (Çelik & Gür, 2014) ve belirledikleri minimum kriterlerin dikkate alınması, hatta artırılması koşuluyla, derece programlarının oluşturulmasında (Çetinsaya, 2014) daha fazla güç aktarımında bulunmaktadır ve bunu devam ettirmelidir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Organizational flexibility of Turkish universities: Evaluations in the institutional reports of European University Association

Uslu

2017

Pegegog

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The 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.

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Universities in Turkey: Changing politics and science

Durgun

2020

J Public Affairs

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Throughout the history of modernization, universities have been one of the critical topics of debate of Turkish political life. Especially in the Republican period, universities continued to occupy the political and social agendas in line with their relations with politics in the context of both organization and caderization and the mentality they brought forward. In the process from the beginning of the Republican period to the present day, the reorganizations made again and again in universities under the name of reform in the direction of the prevailing understanding of power both brought about the liquidation of existing cadres and hindered the formation of a scientific tradition. In other words, the scientific understanding in Turkey has always remained young throughout the history of the republic. This, in turn, rendered universities and Turkish intellectual life more open to international influences. Such an understanding of university acted in line with the political institutions' preferences in the international arena rather than determining the internal and external agenda of the country; thus, university became an institution, which acted with the understanding of eclecticism rather than production. That the change in the understanding of science was parallel to the preferences of the institution of politics, also rendered science–politics relations and the qualifications that academicians should have debatable. The present article aims to address these discussions about the Turkish universities in the context of the changing political and scientific mindset in the Ottoman‐Turkish modernization process, especially during the Republican period, and to analyze how the organizational structure and mentality of scientific institutions have been shaped.

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A corpus-based discourse analysis of the vision and mission statements of universities in Turkey

Cited by 40 publications

References 16 publications

Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding

Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding

Organizational flexibility of Turkish universities: Evaluations in the institutional reports of European University Association

Universities in Turkey: Changing politics and science

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