Academicians in Turkey: An Evaluation of Current Status of Academic Staff in Higher Education

Akyol, Bertan; Tanrisevdi, Filiz

doi:10.5539/hes.v8n4p129

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…Recent research findings recognise a significant increase in the number of female academics in higher education (Akyol & Tanrisevdi, 2018;White & Nesic, 2014). Nevertheless, female lecturers still experience a low academic career progression (Morley, 2014;Tarimo & Swai, 2020).…”

Section: Status Of Female Academic Staff In Higher Education Institut...mentioning

confidence: 99%

“…The past decade has witnessed a tremendous increase in the number of women joining higher academic institutions as academic staff (Akyol & Tanrisevdi, 2018;White & Nesic, 2014). However, this notable increase does not reflect women's increased numbers at higher academic ranks, as the majority are still concentrated at the lower levels of academic ranks (Kamerlin & Wittung, 2020;Tarimo & Swai, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Institutional Support Strategies for Academic Career Progression among Female Lecturers: A Case of Kyambogo University of Uganda

Nabawanuka

2023

East Afr. j. educ. stud.

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Supporting the academic career progression of female lecturers has a positive impact on gender equality within society because universities play a big role in shaping society and building active citizens based on the fact many people who take up powerful roles in society have a background in higher education. It can also enhance their participation in higher education leadership because leadership qualities and potential in higher education are tied to academic rank. However, there is a low academic career progression of female lecturers at Kyambogo University. This qualitative study set out to examine the support strategies employed by the Kyambogo University of Uganda to advance the academic career progression of female lecturers. The study was positioned within an interpretative paradigm and employed a phenomenological approach to uncover the female academics’ experiences. Both semi-structured interviews and documentary analysis data generation strategies were used in this study. In semi-structured interviews, a sample comprising eight female academics with not less than five years at the rank of a lecturer at Kyambogo University were selected, while documents such as the Human Resources Manual which enshrines the policy that guides the promotion of staff in the university and the Gender Policy were analysed. Data were thematically analysed according to phenomenological analysis such as strategies bracketing, clustering into themes, textual description, structural description, and textual-structural essence of the study. The findings which emerged from the study indicate that though the university has some support measures in place, the majority of female academics at Kyambogo University regard the available support strategies as inadequate for instance, most of them have inadequate skills in academic writing, there is inadequate funding of female academics, gender neutral promotional policies, unsatisfactory work environment and scarcity of workshops. The findings further indicate limited women’s academic networks and inadequate mentorship collaboration among academics as the key factors that hamper female lecturers’ academic career progression. The study recommends, among others, academic writing training, adequate funding, and redesigning promotion policies to suit female academic progression.

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Section: Status Of Female Academic Staff In Higher Education Institut...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Institutional Support Strategies for Academic Career Progression among Female Lecturers: A Case of Kyambogo University of Uganda

Nabawanuka

2023

East Afr. j. educ. stud.

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“…Social media enables professional identity expression, exploration, and experimentation (Kasperiuniene & Zydziunaite, 2019, p. 9). Akyol and Tanrısevdi (2018), using the work by Dill (1982), advocate that the academic profession involves dealing with the elements depicted in Figure 1, in a context that has specific features.…”

Section: Social Media and Identitymentioning

confidence: 99%

Social Media Centrality in Identity (Re)construction in Higher Education

Sá¹,

Serpa

Ferreira

et al. 2020

JESR

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Social media, including digital social networks, runs through a large part of society. This position paper analyses the social media centrality in identity (re)construction in higher education, seeking to add to the understanding of the social media’s role in the identity, both in the individual dimension – of several higher education actors (academics and students) – and in the identity of higher education institutions. In methodological terms, a selection and review of publications addressing this topic were conducted. Results allow concluding that it is critical to consider the growing relevance of digital social networks in shaping these actors’ identity, without disregarding the individual situations of great limitation or even rejection by the presence of digital social networks in identity (re)construction. Regarding the implications, at the theoretical level and according to the existing corpus of knowledge, there is a need for further studies to deepen the understanding of this topic. As a practical implication, while the presence of digital social media in human relationships is unavoidable in many instances, the intentional and relevant mobilization of these digital social media is crucial, both for higher effectiveness and efficacy of the academic-student interaction and for the dissemination and positive image of higher education institutions and academics.

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Challenges early career academics of ELT face in publishing in international journals

Ekoç

2023

JERPP

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The aim of this study is to examine the challenges of early career academics working in the field of English Language Teaching (ELT) in Türkiye while publishing in international journals, which will contribute to the growing number of studies in different countries. In line with this thought, an online survey was administered. Semi-structured interviews were held to collect data for the study. Four main problems emerged from the findings: lack of institutional support, problems in collecting data, difficulty of planning research writing for the long term and under-training during postgraduate studies. From their suggestions, it is evident that early career academics should be offered training in writing for publication in the form of structured courses, seminars or workshops as part of the preparation for their academic careers. In addition, they need mentorship opportunities from experienced professors. It is also evident that their teaching hours should be reduced to allocate more time to their research and writing practices. Overall, highlighting the barriers to writing research articles and possible suggestions from the perspectives of early career academics can help graduate programme developers, supervisors and deans of faculties see the obstacles encountered and provide solutions for them.

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Academicians in Turkey: An Evaluation of Current Status of Academic Staff in Higher Education

Cited by 6 publications

References 12 publications

Institutional Support Strategies for Academic Career Progression among Female Lecturers: A Case of Kyambogo University of Uganda

Institutional Support Strategies for Academic Career Progression among Female Lecturers: A Case of Kyambogo University of Uganda

Social Media Centrality in Identity (Re)construction in Higher Education

Challenges early career academics of ELT face in publishing in international journals

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