WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/394
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Article Gender Equity, Internationalization, and the Quintuple Helix: Comparative NLP Analysis of University Strategies in Japan and Turkiye(Univ Louisiana Monroe, 2026-03-08) Rogler, Andreas; Morozumi, Akiko; Coymak, Ahmet; Bengu, ElifAs higher education institutions (HEIs) seek to align with Sustainable Development Goals (SDGs), integrating diversity, equity, and inclusion (DEI) into internationalization strategies has become increasingly central. In this study, we analyze 209 university strategic plans, 86 from Japan (2022-2027) and 123 from Turkiye (2019-2023), to examine how institutional discourse frames gender equity, with a particular focus on SDG 5, gender equality. We identify clear and distinct national patterns using natural language processing (NLP) techniques (e.g., keyword frequency analysis, named entity recognition, and syntactic parsing) and are guided by the quintuple helix model (QHM). Japanese universities tend to emphasize societal engagement and forward-looking commitments through abstract language. In contrast, Turkish universities adopt a more bureaucratic and retrospective tone, often referring explicitly to named target groups. We find that both countries show limited engagement with intersectional identities and marginalized populations such as female faculty, migrants, and refugees, and both underutilize the civil society and environmental dimensions of the QHM. Although inclusive values frequently appear, strategic plans rarely include clear details on how to reach these goals. Based on our analysis, we propose a scalable, reproducible framework for evaluating inclusive internationalization. Our findings underscore the importance of moving beyond symbolic discourse and calling for more accountable, stakeholder-driven planning processes that embed DEI into the structural, curricular, and governance systems of HEIs.Article Citation - WoS: 1Nurturing Soft Skills in Engineering Education With Interactive Activities(Necmettin Erbakan Univ, 2024-08-07) Atlamaz, Tuba Arabaci; Bengu, Elif; Aydogdu, Ceyda Cihan; Soylu, SebnemIn today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for its Electrical and Electronics Engineering (EEE) department. These courses aim to enhance soft skills, motivate students, foster positive relationships, and improve employability. Employing Positive Education approach, the PDP courses include hands-on learning, one-onone meetings, exercises, interactions with professionals, and self-reflection. This study evaluates four PDP courses that are offered for first-, second-, and third-year EEE students. It explores how these courses, designed similarly but offered in different semesters, enhanced EEE students' soft skills and their understanding of course concepts. A questionnaire was administered to sixty-one students after four semesters of teaching. Data triangulation utilized journals, interviews, and reflections. Data showed increased motivation, improved interpersonal skills, and enhanced confidence in self-expression among students. Despite the collaborative effort and time required from instructors, these courses seem to provide valuable opportunities for students to enhance their competence and success in future careers.Article Citation - WoS: 5Citation - Scopus: 16Raising Awareness of Sustainable Development Goals in Higher Education Institutions(Turkish Educational Admin Research & Development Assoc, 2024) Suklun, Harika; Bengu, ElifHigher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and nongovernmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awarenessraising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.