Conceptual, phenomenal, thematic and methodological choices in the sense of higher education of turkey

Abstract

ÖZBu çalışmanın amacı; Türkiye'nin yükseköğretimi alanında, son yıllarda ele alınan çalışmaların betimsel içerik analizinin gerçekleştirilmesidir. Bu araştırmada, Türkiye'nin yükseköğretimi bağlamındaki çalışmaların tematik, olgusal ve kavramsal içerikleri genelleyici bir tarzda ortaya çıkarılmış ve araştırmacıların çalışmalarını yöntembilimsel açıdan, hangi yaklaşımlarla gerçekleştirdikleri araştırılmıştır. Bu sistematik derleme, esasen bir betimsel içerik analizidir ve Türkiye bağlamında yükseköğretim konusunu ele alan toplam 119 çalışmanın içerik analizi gerçekleştirilmiştir. Çalışmaların tematik, olgusal ve kavramsal içerikleri anahtar kelime analizi ile gerçekleştirilmiştir. Ele alınan çalışmaların odaklandığı konularla ilgili, özellikle 2000 yılı ve sonrası için yapılan çalışmaların sayısında, önemli nicel bir artış bulunmuştur. İncelenen araştırmalarda, genellikle nitel paradigmayı kullanmaya yönelik tercihlerin olduğu saptanmıştır. Ayrıca veri toplama sürecini içeren çalışmalar, sınırlı sayıda kaynaktan verilerini elde etmiştir ve deneysel desende yürütülen hiçbir çalışmaya rastlanıl(a)mamıştır. Dolayısıyla bu çalışma sonucunda, Türkiye'de yükseköğretimin iyileştirilmesi ve Türkiye yükseköğretiminin pedagojik, yönetimsel ve kalite açısından yeterli ve gerekli düzeylere ulaşabilmesinin; öznel yorumlamaların yer aldığı düşünce yazılarının azaltılması, birinci elden veri toplanarak araştırmaların gerçekleştirilmesi, araştırmacıların veri toplama, analiz ve yorumlama süreçlerine girmesi, katılımcılara müdahalenin olduğu çalışmaların artırılması, hem nicel hem de nitel paradigmanın yöntembilimsel çıktı ve görüşlerinden faydalanarak daha sistematik ve pragmatist araştırmaların gerçekleştirilmesi boyutlarına bağlı olabileceği düşünülebilir. ABSTRACTThe purpose of this study is to carry out a descriptive content analysis of the studies that have been considered in recent years within higher education of Turkey (HET). In this research, the thematic, phenomenal and conceptual contents of the studies dedicated to HET were extracted and abstracted in a generalized manner, and it was investigated which methodological approaches were operated by the researchers to attain their studies. This systematic review is descriptive content analysis and includes a total of 119 studies' descriptive analyses in the context of HET. The contents of the studies were analysed through both qualitative and quantitative lenses. The thematic, phenomenal and conceptual analyses of the study-based contents were patterned by keyword analysis. Involved studies contents have been found to show a quantitative increase especially in 2000 and beyond. The studies examined tended to use the qualitative paradigm as the type of research approach. Furthermore, involved studies incorporating any data gathering process grasped data from a limited number of sources. There have been no interventional studies in the context of the HET. Therefore, improving the HET, as well as, arriving at sufficient and necessary extends pertaining pedagogy, management and...

The Academic Home of Turkish Higher Education Research: A Demographic, Thematic and Methodological Examination of Doctoral Dissertations

“…Turkish higher education research was explored within five-year terms. However, all the doctoral studies before 2000 were aggregated as the millennium was found to be the year of momentum for the rapid growth of Turkish higher education research (Soysal et al, 2019). Tight's (2012a) typology of themes was adopted for the construction of the topics or themes in Turkish higher education research.…”

“…Additionally, academic journals have been more commonly used as data sources by scholars globally (Chen & Hu, 2012;Hutchinson & Lovell, 2004;Jung, 2015;Tight, 2004Tight, , 2007Tight, , 2012bTight, , 2012cTight, , 2013Tight, , 2014Tight, , 2015aRitter, 2012). Both doctoral dissertations and academic journals were also exploited by Turkish scholars (Aydın, Selvitopu & Kaya, 2018;Karadağ, 2018;Kıranlı Güngör & Güngör, 2020;Soysal, Radmard, Kutluca, Ertepınar, Ortaç, Akdemir & Türk, 2019). From a more specific perspective, Şenay,…”

“…However, studies mostly overlapped regarding the institutional organization of researchers and knowledge, and the object of knowledge. Similarities were mostly about the overwhelming use of the quantitative research paradigm, the rise of qualitative and mixed-methods studies, limited use of triangulation, state higher education institutions and schools of education as the power engines of Turkish higher education research, the dominancy of dissertations in Turkish, the distribution of the advisor's rank, the descriptive nature of studies, the millennium as the year of momentum, the boost of higher education research over time, sample size, and unit of analysis (Aydın, Selvitopu & Kaya, 2018;Karadağ, 2018;Kıranlı Güngör & Güngör, 2020;Soysal, Radmard, Kutluca, Ertepınar, Ortaç, Akdemir & Türk, 2019;Şenay, Şengül & Seggie, 2020). However, minor disagreements were observed regarding the unit of analysis, sampling procedures, and use of research methods.…”

Expectations and Level of Satisfaction of University Students from the Higher Education System

“…Participants stated that the internationalization and internationalization of universities is effective in the preference of universities. Turkey's higher education should create quality assurance by taking into account international changes, increase human resources in terms of quality and quantity, create a well-defined qualifications framework and provide coordination between institutions, and the internationalization strategy should be evaluated within the scope of these paradigms (Soysal et al, 2019). In recent years, it is one of the most important expectations of the students that universities provide quality in teaching and learning (Maskell & Collins, 2017).…”