Faculty’s academic intellectual leadership: the intermediary relations with universities’ organizational components

Uslu, Barış; Arslan, Hasan

doi:10.1080/13603124.2016.1278044

Cited by 11 publications

(9 citation statements)

References 25 publications

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“…We found that many of the studies related to leadership or organizational behavior also focused on school principals (n ¼ 95), while some studies either included vice principals alongside principals or focused solely on the former (n ¼ 33). Organizational behavior, school principalship, and leadership were followed by several other prevalent topics, including emotions (Aydın et al, 2011), higher education (Akbulut et al, 2015;Kurt et al, 2017;Uslu and Arslan, 2018), and school administration roles and practices (Ağaoğlu et al, 2012;Memduhoğlu, 2015;Tanrıöğen and Savcı, 2011). Human resources (Özgan, 2013;Özcan and Bakioğlu, 2010), values and ethics (Baloğlu, 2012;Polat, 2012) and teacher evaluation/supervision (Ilgan et al, 2015;Yavuz, 2010) were the other most frequently studied topics in Turkish EDLM research.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of educational leadership and management research in Turkey

Bellibaş

Gümüş

2019

JEA

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Purpose While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications Based on the current higher education context, reducing scholars’ teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.

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Section: Resultsmentioning

confidence: 99%

A systematic review of educational leadership and management research in Turkey

Bellibaş

Gümüş

2019

JEA

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“…Penelitian ini didekati dengan pendekatan kuantitatif. Sebagaimana tujuan penelitian, peneliti menyusun model teoritis yang dibangun dengan pengaruh langsung dan tidak langsung antara variabel eksogen dan endogen (Creswell, 2014;In'Nami & Koizumi, 2013;Mertens, 2014;Saunders, Lewis, & Thornhill, 2016;Uslu & Arslan, 2017). Untuk menguji hipotesis yang diajukan dengan menggunakan SEM (Structural Equation Modeling).…”

Section: Metodeunclassified

Pengaruh Pelatihan Kewirausahaan, Dukungan Lingkungan Keluarga, Motivasi Berprestasi Dan Self Efficacy Terhadap Minat Berwirausaha Mahasiswa

Ubaidillah

Syamnasti

Pusparini

et al. 2021

JAMP

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This study aims to determine the effect of entrepreneurship training, family support, achievement motivation and self-efficacy on students' interest in entrepreneurship. This research was conducted using a quantitative approach. The research population is students majoring in Educational Administration, FIP UM, with a sample of 203 students. Data analysis using SEM with the help of the AMOS 24.0 program. The results of this study are, (1) entrepreneurship training and family support have a partial and simultaneous effect on student achievement motivation, (2) entrepreneurship training and family support have a partial and simultaneous influence on student self-efficacy, (3) entrepreneurial training , family environment support, achievement motivation and self efficacy have partial and simultaneous influence on student entrepreneurship interest, and (4) entrepreneurship training and family environment support have indirect influence on entrepreneurship interest through student achievement motivation and self efficacy.

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“…Based on this analysis, and although the de-territorialization effect cannot be prevented as related to an ontological shift in the life-story of the applicant, the TP was designed to contain the negative effect of de-territorialization by presenting an image of the new territory, that is, HE as a territory where previously developed skills and knowledge still had value and could be used. The TP is an example of educational leadership transforming HE into a habitable territory for mature students, and an example of the potentiality of innovation at the level of pedagogical practices as previously discussed by Uslu and Arslan (2018). In the case of the TP, pedagogical innovation that generated change at organizational level consists in the provision of academic skills based on the discussion and reflection on the professional experiences of students (see Figure 1).…”

Section: Results and Discussion 1: Cutting The Knot Combining Selectmentioning

confidence: 98%

A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

Farini

Scollan

2019

International Journal of Leadership in Education

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This article discusses a Transition Programme to support the inclusion of mature students in Higher Education. The Transition Programme was designed and it is currently provided by a Higher Education institution in Surrey, SouthEast of England. An outcome of innovative educational leadership, the Transition Programme' successfully solved the paradox of selection for admission to Higher Education programmes, in particular with regard to mature students. The English Higher Education system offers an interesting case for discussion, being caught between the principle of inclusiveness within a 'widening participation' agenda and the contrasting selective principle of 'recruiting with integrity'. The article is motivated by two main aims. The first aim is to contextualize sociologically, within a discussion on the related concepts of hope, trust and risk, the motivations underpinning mature applicants' choice to enter Higher Education. The second aim of the article is to argue for the capability of educational leadership to generate positive change supporting mature applicants' trust in hope for a successful inclusion in Higher Education.

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Faculty’s academic intellectual leadership: the intermediary relations with universities’ organizational components

Cited by 11 publications

References 25 publications

A systematic review of educational leadership and management research in Turkey

A systematic review of educational leadership and management research in Turkey

Pengaruh Pelatihan Kewirausahaan, Dukungan Lingkungan Keluarga, Motivasi Berprestasi Dan Self Efficacy Terhadap Minat Berwirausaha Mahasiswa

A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

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