WoS İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/394

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Author: search.filters.author.Bengu, Elif

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Now showing 1 - 5 of 5
  • 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, Elif
    As 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: 21
    Citation - Scopus: 29
    Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison
    (Routledge Journals, Taylor & Francis Ltd, 2016-08-08) Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif
    Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.
  • Article
    Citation - WoS: 1
    Nurturing Soft Skills in Engineering Education With Interactive Activities
    (Necmettin Erbakan Univ, 2024-08-07) Atlamaz, Tuba Arabaci; Bengu, Elif; Aydogdu, Ceyda Cihan; Soylu, Sebnem
    In 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: 5
    Citation - Scopus: 16
    Raising Awareness of Sustainable Development Goals in Higher Education Institutions
    (Turkish Educational Admin Research & Development Assoc, 2024) Suklun, Harika; Bengu, Elif
    Higher 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.
  • Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Exploring Transdisciplinary Interaction in Higher Education: Urbanism Through Informal Learning Environment
    (Emerald Group Publishing Ltd, 2025) Kesim, Berk; Bengu, Elif
    PurposeThis study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students.Design/methodology/approachUsing qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding.FindingsThe informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals' disciplinary tendencies.Research limitations/implicationsFactors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation.Practical implicationsThe Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning.Social implicationsDemonstrates effective SDG integration into higher education.Originality/valueThis study spotlights interdisciplinary learning within an unconventional context - urbanism - bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs.