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 - Scopus: 8Testing the Applicability of the Instructional Beliefs Model Across Three Countries: The Role of Culture as a Theoretical Parameter(Routledge, 2021-10-19) Frisby, Brandi N.; Tatum, Nicholas T.; Galy-Badenas, Flora; Bengu, ElifInstructional communication research is critiqued for lacking theoretical development and limited cultural understanding. This study tested the instructional beliefs model (IBM) in three countries: US, Turkey, and Finland. Participants (N = 376) reported perceptions of teacher relevance, state motivation, procedural justice, learner empowerment, and revised learning indicators. Results revealed that the IBM provided a good fit to the data in Turkey and Finland but not in the US. In all models, procedural justice and state motivation were significant predictors of learner empowerment, and learner empowerment strongly predicted revised learning indicators. However, teacher relevance only predicted learner empowerment in non-US classrooms. These results have practical implications for teaching in increasingly diverse classrooms and understanding higher education abroad. This study supports and extends IBM. © 2022 Elsevier B.V., All rights reserved.Article Citation - WoS: 22Citation - Scopus: 31Rapport, 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, ElifBuilding 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.