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The Subject of Turkish Higher Education Research: The Case of Faculty Members

Yıl 2021, Cilt: 11 Sayı: 3, 545 - 558, 31.12.2021

Öz

The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research
based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and
classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research
on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study
were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of
discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive.
Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a
maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing
structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages
was among the recommendations of the paper.

Kaynakça

  • Akbulut Yıldırmış, M., & Seggie, F. N. (2018). The development of higher education studies as an academic field: A literature review at international and national levels. Journal of Higher Education (Turkey). 8(3), 357-367.
  • Austin, A. E., & McDaniels, M. (2006). Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship. In J. M. Braxton (ed.), Analyzing faculty work and rewards: Using Boyer’s four domains of scholarship, (pp. 51–66). New directions for institutional research, no. 129. San Francisco, Calif.: Jossey-Bass.
  • Aydın, A., Selvitopu, A., & Kaya, M. (2018). A review of dissertations in the field of higher education management in Turkey. Journal of Higher Education & Science, 8(2), 305-313.
  • Aypay, A. (2015). (Ed.). Türkiye’de yükseköğretim: alanı, kapsamı ve politikaları/ Higher education in Turkey: Field, scope and policies. Ankara: Pegem.
  • Barbato, R. (2000). Policy implications of co-operative learning on the achievement and attitudes of secondary school mathematics students (Unpublished doctoral dissertation). Fordham University, New York, NY.
  • Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.
  • Braxton, J. M., Luckey, W., & Helland, P. (2002). Institutionalizing a broader view of scholarship through Boyer’s four domains. ASHE-ERIC Higher Education Report, 29(2). San Francisco: Jossey-Bass.
  • Calma, A., & Davies, M. (2017). Geographies of influence: A citation network analysis of higher education 1972–2014. Scientometrics, 110(3), 1579-1599.
  • Chen, S. Y., & Hu, L. F. (2012). Higher education research as a field in China: Its formation and current landscape. Higher Education Research & Development, 31(5), 655-666.
  • Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition. In J. Huisman, & M. Tight (Eds.), Theory and method in higher education research (Vol. 1, pp. 213–233). Bingley, UK: Emerald Group Publishing.
  • Doğan, D. (2013). Problems of newly-founded universities and solution offers. Journal of Higher Education and Science, 3(2), 108–116.
  • Erdem, D. (2011). Türkiye’de 2005–2006 yılları arasında yayımlanan eğitim bilimleri dergilerindeki makalelerin bazı özellikler açısından incelenmesi: Betimsel bir analiz/ An analysis of the articles in educational sciences journals published in Turkey between 2005-2006 in terms of certain variables: A Descriptive analysis. Journal of Measurement and Evaluation in Education and Psychology, 2(1), 140-147.
  • Forsberg, E., & Geschwind, L. (2016). The academic home of higher education research: The case of doctoral theses in Sweden. In J. Huisman and M. Tight (Eds.), Theory and method in higher education research (Vol. 2, pp. 69–93). Bingley, UK: Emerald Group Publishing.
  • Gök, E. & Gümüş, S. (2015). Akademik bir alan olarak yükseköğretimin yönetimi/ Higher education administration as an academic field. In A. Aypay (Ed.). Türkiye’de yükseköğretim: alanı, kapsamı ve politikaları/ Higher education in Turkey: Field, scope and policies. Ankara: Pegem.
  • Göktaş, Y., Hasançebi, F., Varışoğlu, B., Akçay, A., Bayrak, N., Baran, M., & Sözbilir, M. (2012). Trends in Educational Research in Turkey: A Content Analysis. Educational Sciences: Theory and Practice, 12(1), 455-460.
  • Higher Education Information Management System. (2021). Summary report on the number of faculty members. Retrieved from https://istatistik.yok.gov.tr/ on the 24th of June, 2021.
  • Horta, H., & Jung, J. (2014). Higher education research in Asia: An archipelago, two continents or merely atomization?. Higher Education, 68(1), 117-134.
  • Hutchinson, S. R., & Lovell, C. D. (2004). A review of methodological characteristics of research published in key journals in higher education: Implications for graduate research training. Research in Higher Education, 45(4), 383-403.
  • Interuniversity Board (UAK). (2021). Bilim alanları ve anahtar kelimeler /Scientific fields and keywords/. Retrieved from https://www.uak.gov.tr/Documents/docentlik/2019-ekim-donemi/2019E_BilimAlanlariAnahtarKelimeler_250919.pdf on the 25th of June, 2021.
  • Jung, J. (2015). Higher education research as a field of study in South Korea: Inward but starting to look outward. Higher Education Policy, 28(4), 495-515.
  • Karadağ, N. (2018). Analysis of studies on higher education based on graduate theses. Adiyaman University Journal of Social Sciences, (29), 512-535.
  • Kim, Y., Horta, H., & Jung, J. (2017). Higher education research in Hong Kong, Japan, China, and Malaysia: Exploring research community cohesion and the integration of thematic approaches. Studies in Higher Education, 42(1), 149-168.
  • Kıranlı Güngör, S., & Güngör, M. (2020). Analysis of PhD theses written in the field of higher education in Turkey. Turkish Studies - Education, 15(1), 481-505.
  • Kreber, C. (2001). Scholarship revisited: Perspectives on the scholarship of teaching (New Directions for Teaching and Learning No. 86). San Francisco, CA: Jossey-Bass.
  • Küçükcan, T., & Gür, B. S. (2009). Türkiye’de yükseköğretim: Karşılaştırmalı bir analiz/ Higher education in Turkey: A comparative analysis. Ankara: Pelin Ofset.
  • Lovakov, A., & Yudkevich, M. (2021). The post-Soviet publication landscape for higher education research. Higher Education, 81, 273-299.
  • Macfarlane, B. (2012). The higher education research archipelago. Higher Education Research & Development, 31(1), 129-131.
  • Matthews, A., McLinden, M., & Greenway, C. (2021). Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: An integrated model of scholarship. Higher Education Pedagogies, 6(1), 1-21.
  • Melendez, J. (2002). Doctoral scholarship examined: Dissertation research in the field of higher education studies. Seton Hall University Dissertations and Theses (ETDs). 375.
  • Mtawa, N. N., Fongwa, S. N., & Wangenge-Ouma, G. (2016). The scholarship of university-community engagement: Interrogating Boyer's model. International Journal of Educational Development, 49, 126-133.
  • Noui, R. (2020). Higher education between massification and quality. Higher Education Evaluation and Development, 14, 2, 93-103.
  • Ochoa, A. (2011). The scholarship of teaching: Yesterday, today, & tomorrow. The Journal of the Professoriate, 6(1), 100-116.
  • Özen, H., & Koçak, F. (2015). Türkiye’de öğretim elemanları/Faculty members in Turkey. In A. Aypay (Ed.), Türkiye’de yükseköğretim: Alanı, kapsamı ve politikaları/Higher education in Turkey: Field, scope and policies. Ankara: Pegem.
  • Özer, M. (2011). Expansion in higher education and faculty supply in Turkey. Journal of Higher Education and Science, 1(1), 23-26.
  • Özoǧlu, M., Gür, B. S., & Gümüş, S. (2016). Rapid expansion of higher education in Turkey: The challenges of recently established public universities (2006–2013). Higher Education Policy, 29(1), 21-39.
  • Ritter, S. E. (2012). Methodological orientation of research articles appearing in higher education journals. Marshall University Theses, Dissertations and Capstones. Paper 211.
  • Rone, E. C. (1998). Characteristics of higher education doctoral theses: Defrosting some frozen assets. Unpublished doctoral thesis. University of Toronto.
  • Rumbley, L. E., Altbach, P. G., Stanfield, D. A., Shimmi, Y., de Gayardon, A., & Chan, R. Y. (2014). Higher education: A worldwide inventory of research centers, academic programs, and journals and publications (3rd edition). Bonn: Lemmens Media.
  • Rumbley, L. E., Stanfield, D. A., & de Gayardon, A. (2014). A global inventory of research, training and publication in the field of higher education: Growth, diversity, disparity. In L. E. Rumbley, P. G. Altbach, D. A. Stanfield, Y. Shimmi, A. de Gayardon, R. Chan (Eds.), Higher education: A worldwide inventory of research centers, academic programs, and journals and publications (3rd edition) (pp. 23–33). Bonn: Lemmens Media.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the Researches Published in Education and Science Journal: Content Analysis. Education & Science, 39(173), 430-453.
  • Şenay, H. H., Şengül, M., & Seggie, F. N. (2020). Higher education studies in Turkey: Trends and recommendations. Journal of University Research, 3(1), 1-13.
  • Soysal, Y., Radmard, S., Kutluca, A. Y., Ertepınar, H., Ortaç, F. R., Akdemir, Z. G., & Türk, Z. (2019). Conceptual, phenomenal, thematic and methodological choices in the sense of higher education of Turkey. Journal of Higher Education & Science, 9(1), 17-36.
  • Teichler, U. (2000) Higher education research and its institutional basis. In S. Schwarz & U. Teichler (Eds). The Institutional Basis of Higher Education Research. Experiences and Perspectives (pp. 13–24), Dordrecht: Kluwer.
  • Tight, M. (2007). Bridging the divide: A comparative analysis of articles in higher education journals published inside and outside North America. Higher Education, 53(2), 235-253.
  • Tight, M. (2008). Higher education research as tribe, territory and/or community: A co-citation analysis. Higher Education, 55(5), 593-605.
  • Tight, M. (2012). Researching higher education (2nd edition). Maidenhead: Open University Press.
  • Valenzuela, C. G. (2017). Higher education research in Latin America: Revisiting MacFarlane’s archipelago. ARC Papers Serial number 0099 submitted to International Perspectives & Context. Retrieved from https://srhe.ac.uk/arc/17/0099.pdf on the 25th of June, 2021.
  • Wang, C. (2013). Preparing Future Faculty Programs and Boyer’s four domains of scholarship (Unpublished doctoral dissertation). Auburn University, Alabama, US.
  • Ward, K. (2003). Faculty service roles and the scholarship of engagement. ASHE-ERIC Higher Education Report, 29(5). San Francisco: Jossey-Bass.

Türk Yükseköğretim Araştırmalarının Öznesi: Öğretim Üyeleri Örneği

Yıl 2021, Cilt: 11 Sayı: 3, 545 - 558, 31.12.2021

Öz

Bu araştırma 2015-2019 yılları arasında yayımlanan 256 bilimsel makale/tez verisi üzerinden Türk yükseköğretim araştırmalarının öznesi
olarak öğretim üyelerine odaklanan çalışmaları incelemeyi amaçlamaktadır. Elde edilen verileri gözden geçirmek ve sınıflandırmak üzere
araştırma ve araştırmacılar hakkında genel bilgi, çalışma nesnesi ve bilgi nesnesi unsurlarına dayalı analitik bir çerçeve kullanılmıştır.
Öğretim üyelerine odaklanan Türk yükseköğretim araştırmalarının ağırlıklı olarak Türkçe hakemli dergilerdeki akademik makalelerde ele
alındığı tespit edilmiştir. Birincil çalışma konuları, öğretme ve öğrenme, politika çalışmaları, kimlik geliştirme ve kurumsal araştırma ile
ilgili temalar ve araştırma ve öğretim alanlarını kapsamaktadır. Bilgi nesnesi açısından öğretim üyelerine odaklanan Türk yükseköğretim
çalışmalarının betimleyici bir özelliğe sahip olduğu tespit edilmiştir. Nicel çalışmalarda maksimum 400 katılımcı ile birlikte parametrik
testler ile kendini örnekleyen evren ve basit tesadüfi örnekleme yöntemleri kullanılmıştır. Nitel araştırmalar, veri toplamak için
görüşmelerden ve analiz yöntemi olarak içerik analizinden yararlanmıştır. Çalışma öğretim üyelerinin sadece akademik çıktılarına değil,
seçimlerine, kariyer süreçlerine ve emeklilik süreçleri gibi uzun dönemli periyodik ve sürdürülebilir araştırma yapıları kurgulanması gibi
önerilerle tamamlanmıştır.

Kaynakça

  • Akbulut Yıldırmış, M., & Seggie, F. N. (2018). The development of higher education studies as an academic field: A literature review at international and national levels. Journal of Higher Education (Turkey). 8(3), 357-367.
  • Austin, A. E., & McDaniels, M. (2006). Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship. In J. M. Braxton (ed.), Analyzing faculty work and rewards: Using Boyer’s four domains of scholarship, (pp. 51–66). New directions for institutional research, no. 129. San Francisco, Calif.: Jossey-Bass.
  • Aydın, A., Selvitopu, A., & Kaya, M. (2018). A review of dissertations in the field of higher education management in Turkey. Journal of Higher Education & Science, 8(2), 305-313.
  • Aypay, A. (2015). (Ed.). Türkiye’de yükseköğretim: alanı, kapsamı ve politikaları/ Higher education in Turkey: Field, scope and policies. Ankara: Pegem.
  • Barbato, R. (2000). Policy implications of co-operative learning on the achievement and attitudes of secondary school mathematics students (Unpublished doctoral dissertation). Fordham University, New York, NY.
  • Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.
  • Braxton, J. M., Luckey, W., & Helland, P. (2002). Institutionalizing a broader view of scholarship through Boyer’s four domains. ASHE-ERIC Higher Education Report, 29(2). San Francisco: Jossey-Bass.
  • Calma, A., & Davies, M. (2017). Geographies of influence: A citation network analysis of higher education 1972–2014. Scientometrics, 110(3), 1579-1599.
  • Chen, S. Y., & Hu, L. F. (2012). Higher education research as a field in China: Its formation and current landscape. Higher Education Research & Development, 31(5), 655-666.
  • Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition. In J. Huisman, & M. Tight (Eds.), Theory and method in higher education research (Vol. 1, pp. 213–233). Bingley, UK: Emerald Group Publishing.
  • Doğan, D. (2013). Problems of newly-founded universities and solution offers. Journal of Higher Education and Science, 3(2), 108–116.
  • Erdem, D. (2011). Türkiye’de 2005–2006 yılları arasında yayımlanan eğitim bilimleri dergilerindeki makalelerin bazı özellikler açısından incelenmesi: Betimsel bir analiz/ An analysis of the articles in educational sciences journals published in Turkey between 2005-2006 in terms of certain variables: A Descriptive analysis. Journal of Measurement and Evaluation in Education and Psychology, 2(1), 140-147.
  • Forsberg, E., & Geschwind, L. (2016). The academic home of higher education research: The case of doctoral theses in Sweden. In J. Huisman and M. Tight (Eds.), Theory and method in higher education research (Vol. 2, pp. 69–93). Bingley, UK: Emerald Group Publishing.
  • Gök, E. & Gümüş, S. (2015). Akademik bir alan olarak yükseköğretimin yönetimi/ Higher education administration as an academic field. In A. Aypay (Ed.). Türkiye’de yükseköğretim: alanı, kapsamı ve politikaları/ Higher education in Turkey: Field, scope and policies. Ankara: Pegem.
  • Göktaş, Y., Hasançebi, F., Varışoğlu, B., Akçay, A., Bayrak, N., Baran, M., & Sözbilir, M. (2012). Trends in Educational Research in Turkey: A Content Analysis. Educational Sciences: Theory and Practice, 12(1), 455-460.
  • Higher Education Information Management System. (2021). Summary report on the number of faculty members. Retrieved from https://istatistik.yok.gov.tr/ on the 24th of June, 2021.
  • Horta, H., & Jung, J. (2014). Higher education research in Asia: An archipelago, two continents or merely atomization?. Higher Education, 68(1), 117-134.
  • Hutchinson, S. R., & Lovell, C. D. (2004). A review of methodological characteristics of research published in key journals in higher education: Implications for graduate research training. Research in Higher Education, 45(4), 383-403.
  • Interuniversity Board (UAK). (2021). Bilim alanları ve anahtar kelimeler /Scientific fields and keywords/. Retrieved from https://www.uak.gov.tr/Documents/docentlik/2019-ekim-donemi/2019E_BilimAlanlariAnahtarKelimeler_250919.pdf on the 25th of June, 2021.
  • Jung, J. (2015). Higher education research as a field of study in South Korea: Inward but starting to look outward. Higher Education Policy, 28(4), 495-515.
  • Karadağ, N. (2018). Analysis of studies on higher education based on graduate theses. Adiyaman University Journal of Social Sciences, (29), 512-535.
  • Kim, Y., Horta, H., & Jung, J. (2017). Higher education research in Hong Kong, Japan, China, and Malaysia: Exploring research community cohesion and the integration of thematic approaches. Studies in Higher Education, 42(1), 149-168.
  • Kıranlı Güngör, S., & Güngör, M. (2020). Analysis of PhD theses written in the field of higher education in Turkey. Turkish Studies - Education, 15(1), 481-505.
  • Kreber, C. (2001). Scholarship revisited: Perspectives on the scholarship of teaching (New Directions for Teaching and Learning No. 86). San Francisco, CA: Jossey-Bass.
  • Küçükcan, T., & Gür, B. S. (2009). Türkiye’de yükseköğretim: Karşılaştırmalı bir analiz/ Higher education in Turkey: A comparative analysis. Ankara: Pelin Ofset.
  • Lovakov, A., & Yudkevich, M. (2021). The post-Soviet publication landscape for higher education research. Higher Education, 81, 273-299.
  • Macfarlane, B. (2012). The higher education research archipelago. Higher Education Research & Development, 31(1), 129-131.
  • Matthews, A., McLinden, M., & Greenway, C. (2021). Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: An integrated model of scholarship. Higher Education Pedagogies, 6(1), 1-21.
  • Melendez, J. (2002). Doctoral scholarship examined: Dissertation research in the field of higher education studies. Seton Hall University Dissertations and Theses (ETDs). 375.
  • Mtawa, N. N., Fongwa, S. N., & Wangenge-Ouma, G. (2016). The scholarship of university-community engagement: Interrogating Boyer's model. International Journal of Educational Development, 49, 126-133.
  • Noui, R. (2020). Higher education between massification and quality. Higher Education Evaluation and Development, 14, 2, 93-103.
  • Ochoa, A. (2011). The scholarship of teaching: Yesterday, today, & tomorrow. The Journal of the Professoriate, 6(1), 100-116.
  • Özen, H., & Koçak, F. (2015). Türkiye’de öğretim elemanları/Faculty members in Turkey. In A. Aypay (Ed.), Türkiye’de yükseköğretim: Alanı, kapsamı ve politikaları/Higher education in Turkey: Field, scope and policies. Ankara: Pegem.
  • Özer, M. (2011). Expansion in higher education and faculty supply in Turkey. Journal of Higher Education and Science, 1(1), 23-26.
  • Özoǧlu, M., Gür, B. S., & Gümüş, S. (2016). Rapid expansion of higher education in Turkey: The challenges of recently established public universities (2006–2013). Higher Education Policy, 29(1), 21-39.
  • Ritter, S. E. (2012). Methodological orientation of research articles appearing in higher education journals. Marshall University Theses, Dissertations and Capstones. Paper 211.
  • Rone, E. C. (1998). Characteristics of higher education doctoral theses: Defrosting some frozen assets. Unpublished doctoral thesis. University of Toronto.
  • Rumbley, L. E., Altbach, P. G., Stanfield, D. A., Shimmi, Y., de Gayardon, A., & Chan, R. Y. (2014). Higher education: A worldwide inventory of research centers, academic programs, and journals and publications (3rd edition). Bonn: Lemmens Media.
  • Rumbley, L. E., Stanfield, D. A., & de Gayardon, A. (2014). A global inventory of research, training and publication in the field of higher education: Growth, diversity, disparity. In L. E. Rumbley, P. G. Altbach, D. A. Stanfield, Y. Shimmi, A. de Gayardon, R. Chan (Eds.), Higher education: A worldwide inventory of research centers, academic programs, and journals and publications (3rd edition) (pp. 23–33). Bonn: Lemmens Media.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the Researches Published in Education and Science Journal: Content Analysis. Education & Science, 39(173), 430-453.
  • Şenay, H. H., Şengül, M., & Seggie, F. N. (2020). Higher education studies in Turkey: Trends and recommendations. Journal of University Research, 3(1), 1-13.
  • Soysal, Y., Radmard, S., Kutluca, A. Y., Ertepınar, H., Ortaç, F. R., Akdemir, Z. G., & Türk, Z. (2019). Conceptual, phenomenal, thematic and methodological choices in the sense of higher education of Turkey. Journal of Higher Education & Science, 9(1), 17-36.
  • Teichler, U. (2000) Higher education research and its institutional basis. In S. Schwarz & U. Teichler (Eds). The Institutional Basis of Higher Education Research. Experiences and Perspectives (pp. 13–24), Dordrecht: Kluwer.
  • Tight, M. (2007). Bridging the divide: A comparative analysis of articles in higher education journals published inside and outside North America. Higher Education, 53(2), 235-253.
  • Tight, M. (2008). Higher education research as tribe, territory and/or community: A co-citation analysis. Higher Education, 55(5), 593-605.
  • Tight, M. (2012). Researching higher education (2nd edition). Maidenhead: Open University Press.
  • Valenzuela, C. G. (2017). Higher education research in Latin America: Revisiting MacFarlane’s archipelago. ARC Papers Serial number 0099 submitted to International Perspectives & Context. Retrieved from https://srhe.ac.uk/arc/17/0099.pdf on the 25th of June, 2021.
  • Wang, C. (2013). Preparing Future Faculty Programs and Boyer’s four domains of scholarship (Unpublished doctoral dissertation). Auburn University, Alabama, US.
  • Ward, K. (2003). Faculty service roles and the scholarship of engagement. ASHE-ERIC Higher Education Report, 29(5). San Francisco: Jossey-Bass.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Murat Özdemir 0000-0003-2041-211X

Figen Karaferye 0000-0003-3449-032X

Ahmet Aypay 0000-0003-0568-8409

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Özdemir, M., Karaferye, F., & Aypay, A. (2021). The Subject of Turkish Higher Education Research: The Case of Faculty Members. Yükseköğretim Ve Bilim Dergisi, 11(3), 545-558. https://doi.org/10.5961/higheredusci.963751
AMA Özdemir M, Karaferye F, Aypay A. The Subject of Turkish Higher Education Research: The Case of Faculty Members. J Higher Edu Sci. Aralık 2021;11(3):545-558. doi:10.5961/higheredusci.963751
Chicago Özdemir, Murat, Figen Karaferye, ve Ahmet Aypay. “The Subject of Turkish Higher Education Research: The Case of Faculty Members”. Yükseköğretim Ve Bilim Dergisi 11, sy. 3 (Aralık 2021): 545-58. https://doi.org/10.5961/higheredusci.963751.
EndNote Özdemir M, Karaferye F, Aypay A (01 Aralık 2021) The Subject of Turkish Higher Education Research: The Case of Faculty Members. Yükseköğretim ve Bilim Dergisi 11 3 545–558.
IEEE M. Özdemir, F. Karaferye, ve A. Aypay, “The Subject of Turkish Higher Education Research: The Case of Faculty Members”, J Higher Edu Sci, c. 11, sy. 3, ss. 545–558, 2021, doi: 10.5961/higheredusci.963751.
ISNAD Özdemir, Murat vd. “The Subject of Turkish Higher Education Research: The Case of Faculty Members”. Yükseköğretim ve Bilim Dergisi 11/3 (Aralık 2021), 545-558. https://doi.org/10.5961/higheredusci.963751.
JAMA Özdemir M, Karaferye F, Aypay A. The Subject of Turkish Higher Education Research: The Case of Faculty Members. J Higher Edu Sci. 2021;11:545–558.
MLA Özdemir, Murat vd. “The Subject of Turkish Higher Education Research: The Case of Faculty Members”. Yükseköğretim Ve Bilim Dergisi, c. 11, sy. 3, 2021, ss. 545-58, doi:10.5961/higheredusci.963751.
Vancouver Özdemir M, Karaferye F, Aypay A. The Subject of Turkish Higher Education Research: The Case of Faculty Members. J Higher Edu Sci. 2021;11(3):545-58.