Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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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: 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.Article Citation - Scopus: 3Application of Team-Based Learning at a Health Science Course: A Case Study(Athens Institute for Education and Research, 2019) Bengu, ElifThe purpose of this study is to identify students’ reactions to the implementation of team-based learning as an instructional strategy in a pharmacology course in the context of a Turkish university. Team-based learning is defined as an active form of learning that not only encourages individual effort but also team involvement to learn in an academic setting. Team-based learning is one of the learning techniques/methods that is increasingly being used in medical education. Literature shows that in teambased learning students apply the concepts at the time they are learned in the classroom, before the exams, as opposed to traditional lecturing, in which the concepts that are learned are later tested in the exams. Furthermore, research supports that faculty are more engaged with their students in team-based learning, since it affords instructors the ability to readily identify what their students are achieving, as opposed to traditional lecturing or other group approaches. There are limited studies in Turkey that examine the applications of team-based learning in a higher education setting. Therefore, this study describes the use of the team-based learning technique in an undergraduate health science course in Turkey. The initial results indicate that this instructional strategy was beneficial for students’ learning. © 2023 Elsevier B.V., All rights reserved.Article Citation - Scopus: 3"Literally I Grew Up" Secondary-Tertiary Transition in Mathematics for Engineering Students Beyond the Purely Cognitive Aspects(De Gruyter Open Ltd, 2023) Vinerean, Mirela C.; Liljekvist, Yvonne Elisabeth; Bengu, ElifHigh dropout rates in the first year of undergraduate studies are an expression of the secondary-tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students' difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary-tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education - critical requirements from the student perspective. Higher Education, 73, 371-387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students' perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries. © 2023 Elsevier B.V., All rights reserved.