WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/394
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Article Citation - WoS: 26Citation - Scopus: 27Socio-Economic Determinants of Student Mobility and Inequality of Access to Higher Education in Italy(Springer, 2019-02-12) Turk, UmutThis paper introduces a modified version of the Hansen-gravity model as a framework to estimate the accessibility of higher education (HE) institutions in Italy from equal opportunities perspective. The fundamental assumption underlying gravity models is that accessibility decreases with spatial distance from opportunities. The paper extends the gravity equation to include socio-economic factors influencing the access to HE. The findings reveal differences in response to quality and other institutional characteristics by parental background and gender. Finally, decomposition of overall inequality into spatial and aspatial components reveals both the physical and social distance between groups of students seeking higher education opportunities in the country.Article Citation - WoS: 3Citation - Scopus: 4A Multilevel Analysis of the Contextual Effects in Distance Education Outcomes During COVID-19(Univ Alexandru Ioan Cuza, Centrul Studii Europene, 2021) Turk, UmutThe COVID-19 outbreak has forced countries to take extensive measures aimed at minimizing human contact. In this crisis period, distance education has played a crucial role in ensuring continuous learning. However, not all locations have had the same maturity level regarding infrastructure availability, and the city-level heterogeneity in socioeconomic structures might have impeded equal access to distance education. This paper focuses on the contextual dimension of distance education by a comparative approach between in person and distance education outcomes in Turkey. By a multilevel modelling approach, student outcomes are examined against a set of student-level and city-level determinants of academic success during the COVID-19 period compared to the same academic semester in the previous year. The findings support previous studies, discussing the long-term contextual effects on student outcomes and show that the digital divide between the rural and urban areas and income inequality are the main drivers of city-level variation in students' success during the pandemic.