Funding and Finance of Higher Education

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Bu kitapla ilk seanstan son seansa kadar, yardım ilşikisini yapılandırmanın yollarını gösteren bir haritaya sahip olacaksınız. Kitap boyunca ilişki kurma konusunda ilişkinin yapısını ve danışmanlık sürecini; anlama konusunda problemi analiz etmeyi, duyguları, düşünceleri iletişim ve eylemleri değerlendirmeyi; değişim konusunda ise tüm bu alanlarda yapılan müdahaleleri ve belirli teknikleri öğreneceksiniz. Her bir bölümdeki etkinlikler ile ilgili becerileri uygulama yoluyla edinme ve kitap sonunda kazanımlarınızı yeniden değerlendirme imkânı bulacaksınız.

While the student grants loans versus grants debate in the UK has tended to focus on the practical obstacles to such a scheme, this paper in contrast examines the case for replacing maintenance grants by a system of student loans in the light of the theoretical literature on the nature of higher education. The following section reviews the reasons for state support of higher education, while the third section goes on to explore the alternative forms this support could take. The fourth section briefly outlines the current UK system and the fifth then analyses the arguments which have been offered for moving to an alternative, loans- based arrangement. The final section sets out the paper's main conclusion, which is that the case for loans as conventionally presented is seriously flawed and fails to address the issues involved.

This study aims to articulate the students' perception about cyber bullying, particularly on social media. Even though ICT technology provides a large number of benefits, particularly those who are young, as Campbell (2005) has pointed out that it has also a "dark side" (p. 68). Particularly after the intensive and extensive use of the social media, the impact of the cyberbullying has dramatically increased, but it is rarely discussed and prevented. Hence, in this study, the forty-five participants were selected from two different universities and by using phenomenological analysis (Moustakas, 1994), eight research questions were answered in the semi-structured interviews, which were approximately 45 minutes in length. By gathering theoriginal data were gathered from 'naive' descriptions the experiences related to cyber bullying were taken into account based on reflection and interpretation of the participant's different stories. The collected data were analyzed in Atlas.ti 6 in order to make depth study. Additionally, there were limitations in terms of selecting the participants since a few students wanted to share their personal experiences. As a result, the data showed that the students had inevitably affected by the cyber bullying in the social media in many ways. Among ali these students, the female students had been influenced to a greater degree comparing to male students. Most (96%) of the participants agreed that social relations had changed a lot and they had to have connections with their friends through the social media. The students— particularly females—viewed cyber bullying as a problem, but no one rarely discussed at the university. More importantly a large number (89%) felt loneliness and they did not know how to behave properly. Most (91%) students did not see any helpful resources when dealing with cyber bullying. Students (82%) were currently experiencing the majority of cyber bullying instances outside of the school day, but they had direct relationship with the events at the university. Students (84%) were not able to suggest some basic strategies in order to deal with cyber bullying. They (79%) agreed that they did not know how to respond to cyberbullying. Additionally, a large number of the (94%) participants agreed that the effects would be different on the elite environments comparing to the socially disadvantaged environments. They (96%) pointed out that the future of social media had been changing in terms of education and learning so that they did not have any chance to ignore the social media. Most (85%) of the participants clarified that the university social environment, centres and counselling offices would develop a better network and understanding in order to decrease cyber bullying. Most (88%) participants articulated that cyber bullying on the socail media would develop particuiar problems and would change the culture of social life. Most (81%) claim that social media are important not only for their social life but also for their Professional life so that they did not want to see their private photographs on the walls of their friends. These (61%) participants strongly pointed out that
privacy was remarkably important for the individuals but it was not controlled. Furthermore, most (92%) participants mentioned that the autonomy in the social media would make the individulas aggressive due to the fact that there was not any law and regulations to.

Mitler, bazı gizemli olayların neden gerçekleştiğini açıklamak veya nasıl davranmamız ve düşünmemiz gerektiğini doğrulamak amacıyla ortaya çıkan ve nesilden nesile aktarılan hikâyelerdir. Kültürler, etraflarındaki dünyayı açıklamak için mevcut bilgilerden faydalanamadıklarında mitler üretirler. Pek çok insanın yaratıcı olmakla ilgili yanlış inançları vardır. Bu yanlış inanç nedeniyle de yaratıcılıklarını tam olarak kullanamazlar. Yaratıcı bireylerin ve firmaların başarıları üzerindeki en son araştırmalardan biri bu kitabın yazarı David Burks'e aittir.
Elinizdeki bu kitap, yaratıcılık ile ilgili sahip olabileceğimiz yanlış fikirler ve gerçekler ile bizleri yüzleştirip, en iyi fikir ve projeleri, araştırma ve programları bulmak için bizlere pratik bir yöntem sunmaktadır. Özellikle, birçok kişinin ya da organizasyonun yaygın olarak kullandığı 10 yanlış yaratıcılık efsanesinin üzerinde durarak yeni bir sistem önermektedir. Kitapta, tamamıyla yenilikçi stratejileri tasarlayabilmek için yaratıcılık hakkındaki yanlış efsaneleri dolayısıyla da ön yargıları nasıl ortadan kaldırabileceğimiz konusunda cesur fikirler sunulmaktadır. Ayrıca kitap, yaratıcılığın ilham alınarak, bazen tesadüfi gerçekleştiğine ve biraz da şansa bağlı kalındığına dair fikirlerimizi değiştirecek bir kitaptır. Bunun için, özellikle pek çok gence yön veren kişilerin okuması gereken bir kitap konumundadır; gerek büyük gerekse küçük şirketlerde fark oluşturmak isteyen bireyler ve yöneticiler için el kitabı niteliğindedir.
Günümüzde rekabetçi küresel pazarlarda ve ortamlarda kaliteli, hızlı, ihtiyaçlara yönelik yenilikçi ürünler, hizmetler veya süreçler sunmak kaçınılmazdır. Bir diğer anlamda, yenilikçiliğe odaklı yüksek değer oluşturan işler için bizlerden yaratıcı olmamız, yeni ve kullanışlı fikirler geliştirmemiz beklenmektedir. Yenilikçi fikirlerin ortaya çıkması şansa bırakılamaz.
Yaratıcılık ile ilgili ilk dar boğaz, toplumların oluşturduğu mitler ile karşı karşıya kalınmasıdır. Mitlerin ortadan kaldırılacağı yenilikçi fikirler üretmek için kullanılabilecek, bilimsel açıdan kanıtlanmış bir yaratıcılık modeline ihtiyaç vardır. Müthiş fikirler üretmek için bir dış güç inancına bel bağlamak zorunda değiliz. İhtiyacımız olan her şeye zaten kendi içimizde sahibiz. Akıcı bir üslupla ve örneklerle anlatılan bu kitapta, yaratıcılığın efsaneleri, yenilikçiliğe götüren süreçlerin üzerindeki sır perdelerini aralamaktadır.
David Burks, Yaratıcılık Mitleri adlı bu kitabında yenilikçiliği tetikleyen inanışların, engellerin ve güçlerin gizemini çözmeye yardımcı oluyor. Kitap boyunca, her bölümde bilimsel açıdan konuyu destekleyecek farklı örnekler bulabilirsiniz. Yenilik çalışmalarını geliştirmek isteyen herkes için Yaratıcılık Mitleri yeni fikirler bulmak açısından mutlaka okunması gereken önemli bir kitap.

At first glance, the large number of recent media controversies concerning public comments made by college faculty appear spontaneous. However, upon closer look, these attacks follow an identical script and originate from the same handful of political and media outlets. Following the money makes it possible to see these attacks on scholars as manufactured by well-funded, well-organized right-wing donors. The Koch brothers, and donors in their orbit, spend considerable money to transform colleges and universities. One part of this strategy includes attacking, marginalizing, and delegitimizing scholars critical of free-market capitalism and white supremacy. This paper examines ten high-profile attacks on faculty, demonstrating the common script across them. It then explores the specific case of Campus Reform's attack on Professor Johnny Williams at Trinity College in 2017, examining specifically how college administrators focused on the content of Williams' posts rather than the political motivations behind the attack. I argue that following the money leads to a more successful political strategy for warding off well-funded, ideologically motivated attacks on faculty. Trustees, administrators, alumni, students, and even some faculty might be forgiven for thinking that institutions of higher education have suddenly become bastions for professors who harbor crazy communist views, foment hysterical political correctness and trigger warnings, and coddle the whims of their most fragile

The presentation outlines recent developments in higher education in the Republic of Fiji, highlighting the establishment of Fiji National University, the role of Fiji Higher Education Commission in regulating the sector and the changes in the way that higher education is funded.  It then considers some of the challenges for Fijian higher education, considering the very rapid rise in tertiary participation rates, the increased numbers of graduates and the financial sustainability of the tertiary loans scheme.  It argues that Fiji can overcome many of these challenges by learning from other countries and leapfrogging more traditional systems.

In Turkey, most university administrators and academic staff members are not yet fully aware of intellectual property rights (IPRs). Researchers often have difficulty in licensing opportunities that can provide additional revenue streams due to the lack of either strategic policies set by the administration or a dedicated technology transfer (or licensing) office (TTO). This paper attempts to shed some light
on the relationship between intellectual property rights and licensing awareness in Turkish universities as well as how this is affected by the lack of TTOs. Semi-structured exploratory interviews were conducted with 45 researchers in two different faculties (Medicine and Engineering). Results show that most of the participants, including a higher-than-expected percentage from the Faculty of Engineering,
were not aware of the importance of the technology that they had developed in terms of licensing and royalties that they could earn. In conclusion, it can be said that universities in Turkey have to undergo a policy change regarding managerial issues, especially with regards to Technology Transfer Offices. Increasing the visibility of technology transfer options and agreements, as well as further research on this topic, is recommended.

Psikoloji ve Yaşam'ın Bu 19. Basımı Richard Gerrig ve Philip Zimbardo arasındaki beşinci iş birliğidir. Psikolojiyi insan refahıyla ilgili bir bilim olarak gördüğümüz ve bu alanda ihtisaslaşmanın önemine inandığımız için birlikteliğimiz güçlendi. Psikolojinin bilimsel kesinliğinin çağdaş yaşamın kaygılarına ışık tutması nedeniyle, öğretim deneyimlerimizi de bu metinde ilişkilendirerek, bu kitabı ortaya çıkardık. Dahası , Richard'ın bilimsel psikolojideki uzmanlığı bu kitapta önemli bir tamamlayıcılık sağlamıştır. Baş yazar olarak Richard Psikoloji ve Yaşam kitabında, psikolojideki, özellikle bilişsel ve sinir bilim alanlarındaki hızlı değişimlerden en kapsamlı şekilde haberdar etmektedir. Böylece, Psikoloji ve Yaşam, öğrencilerinizin yaşamlarına önemli psikolojik iç görüleri kazandıran yaklaşımı ile önemli bir geleneği sürdürüyor.19. basım bu güzel iş birliğinin bir ürünüdür.

The article proposes to characterize the Bologna process as a knowledge society project. Viewed in this perspective, the Bologna process appears to be a surprising success story. Success is expressed in the capacity of the project to generate innovation in higher education, its real impact in Europe, and its global prominence. A major shortcoming of the Bologna process as a project is in the area of funding. The article argues that it is more useful to talk of a funding policy gap in the European Higher Education Area, rather than simply a funding gap. An explanation is proposed for this situation, as well as recommendations regarding a possible way forward.

This article revises the effects of the metacognition development on project-based learning by giving different cases for the graduate level students (n=86) at the innovation and entrepreneurship courses. The objective of the article is to understand clearly and deeply how metacognitive learning methodologies affect the learning process and outcome. As a result, cases in which everyday challenges, such as social, economic, cultural, and environmental are solved develop better environments for the development of metacognition due to the fact that the highest ‘meta-level’ of cognition is implicated. In the project-based learning, by solving different problems it is possible to develop creative ideas while improving highly developed skills.
© 2014 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014.
Keywords: metacognition; development; project based learning; metacognitive skills; learning process

According to the objectives of the paper, the evaluation was checked together with the participants in semi-structured interviews. Two assessments were given to the students: the strategic talent management and the innovation potential assessment. A control group was used, wherein the students received an innovation potential assessment but not the strategic talent management assessment. There was a vital difference between students who took the strategic talent management assessment and those who did not in assessing their innovation potential. A difference was also seen in the area of flexibility, self-confidence and achievement drive. The research exhibited that the assessment had helped the majority of the participants to get more involved in the needs of the market to make a greater impact in on today’s society since they became more aware of their own skills, talents,
capabilities, and goals.

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in
delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a
common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

Problem Statement: Transferring technology from university labs to startups at techno-parks is expensive and takes time.Therefore,blended learning has been using to improve the effectiveness and efficiency of technology transfer.
Research Questions: in this study, how the blended learning can significantly affect the technology transfer from the university labs to the startups at the university technology parks is studied.
Purpose of Study: The purpose of this paper is to provide an alternative practice model called blended learning at the technology parks to enhance the effective and efficient technology transfer experiences. Hence,the design,methodology,and approach in technology transfer have changed by empowering the blended Iearning-online, mobile, and face to face learning.
Research Methods: in this study, 46 participants were randomly selected and randomly placed into a technology transfer group (n=23) and a control group (n=23). The data were collected through intensive interviews and analyzed by using Atlas.ti 7.The learning experiences and outcomes were articulated and compared through pre and post tests,including the control groups.
Findings: The results shovved blended learning had increased motivation of the participants.Most(89%)of the participants agreed they could not find time and money even though they needed the intensive know-how in terms of the technology transfer in their field that they could reach from the experts at the university .They learnt additional info to improve their products and services.
Conclusions: The experiences in blended learning could öpen new perspectives in empovvering the startups in technology transfer.The shareholders at the university labs and startups could not find enough time and even money to increase efficiency and effectiveness of the technology transfer.Hence,face to face learning on online and mobile can improve the efficiency and effectiveness of the technology transfer. Key Words: Technology Transfers,Techno-parks, Higher Education,Blended Learning

Conditionality has always been an integral aspect of multinational aid schemes for so many decades. While some studies have been conducted on aid conditionality across different aspects of development, human social existence, educational sectors and context s; less attention has been paid to what goes on within the framework of higher education (HE) especially in Africa at large and Cameroon in particular. Using interviews, focus group discussions and text documents, this article examines academic conditionality perceived as negative, metaphors of aid conditionality depicting problems, and some implications of aid conditionality for multinational finance of higher education institutions (HEIs) and educational policy borrowing in Africa/Cameroon by learning from existing literature. Conclusively, the article suggests that multinational aid donors should be encouraged to reinforce academic conditionality perceived as positive, and not academic conditionality perceived as negative in order to obtain a win-win relationship with aid recipients.

It is important to ensure and extend that education has modern, rational, scientific and democratic attributes at every level. An education programme has been developed in order to support personal, social and academic development of teachers and students in high schools. The programme had been carried out in Ümraniye and Gaziosmanpaşa districts of Istanbul by the Ministry of Education during 2011-2012 education term. The programme consists of series of education, seminar, workshop, culture and art activities for supporting personal, social and academic development of teachers. This study reveals if the programme caused any change on teachers. The aim of the study is to measure the effectiveness of the programme that has been carried on the teachers of two different districts and to assess the social, emotional and intellectual changes in teachers caused by the programme. According to the results of the study, emotional intelligence of teachers increased from 47% to 56% in Ümraniye and from 50% to 54% in Gaziosmanpaşa and leadership skills increased from 53% to 57% in Ümraniye and from 53% to 54% in Gaziosmanpaşa.

This study has analyzed and compared emotionai intelligence training on high school students' conflict resolution, empathy, and leadership skills. Emotionai intelligence (EQ) is one element in a broad spectrum of skills that enable high school students to create value for their community and themselves. Since Salovey and Mayer's (1990) seminal article on the concept, and its popularization in a social science book of the same name (Gibbs 1995; Goleman 1995), emotionai intelligence has emerged in several different models and measures. Matthews et al. (2002) outlined three contexts for the study of emotionai intelligence: psychometric, theoretical, and applied. The focus of this study is on measurement and applied use of emotionai intelligence by giving a special training as after school activities. This study was conducted at two different high schools in Turkey in which 959 students were involved. The first study site was in Samsun where 282 students had participated in the experimental and control groups. On the other hand, in the second site, İstanbul, 677 students had participated. Data were collected using two instruments; Conflict Resolution Skills (Akbalık, 2004) and Bar-on Emotionai İntelligence Assessment (Bar-On, 2004). The assessments were given to the participants in the experimental and control groups before and after the emotionai intelligence oriented training called "Geniş Açı." Test scores were conducted in SPSS by taking score means, standard deviations, and intercorrelations, using demographic variables received from the personal information sheets. The study revealed that there is considerable room for improvement in the emotionai skills of the students in high schools. Additionally, this study showed that emotionai intelligence influenced significantly the conflicts resolution, empathy and leadership skills comparing to control groups. The large number (%81) of the participants' conflict resolution skills had changed after the emotionai intelligence oriented training. More importantly, their empathy skills had improved 78%. Furthermore, in their leadership skills, the participants' skills were upgraded 73%.

With this final report, we summarize the insights we gathered from a wide range of PAU key stakeholders during various missions and interactions, we present the instruments we developed in order to facilitate our cooperation with key stakeholders and consultancies, and we bring the results we produced by means of these instruments in support of the development of the PAU strategic plan and of the roadmap towards financial sustainability of PAU.

This research explores whether career services for the adult and dislocated worker populations of the Workforce Innovation and Opportunity Act (WIOA) can be leveraged to provide career services in a college or university setting to serve students and the public while meeting WIOA’s enrollment goals. For colleges and universities without career centers, leveraging WIOA funding may be a solution to increasing career center resources and expanding existing career services, while augmenting program support through federal funding.

This study investigates critically the structure of Silicon Valley in order to adapt properly to the Turkish system while changing science and technology policies to engage in growing high-tech economies through fostering university-industry-government collaborations and linkages. Even though many countries tried to replicate Silicon Valley by moving physically industries into certain geographic locations, they could not be compared to the original impact of Silicon Valley. Most of the best and the greatest high-tech companies are in the Valley where almost one-third of all the venture capital investments have been received and have become the locomotives of growth of the US and most of the brightest students try to study or work. The Valley has been analyzed using critical theory to understand the structure of the system, the values that have been decided and applied by the members in different processes, and the practices. Some unique findings of the research about the Valley which can be applied by many techno-parks or research centers are the capability of cooperation and active learning. Most of the companies are working around the same issues together with the universities’ members who are not only coming from Stanford. In other words, the cooperation has been conducted under the umbrella of Silicon Valley. An innovative platform has been created where people interact more often to cooperate and they are legally protected by developing social networks which are their value systems. The cultural diversity of different ethnic traditions, viewpoints, and value systems is welcomed in personal and professional level which strength unity in the community.

Key words: University-industry-government collaborations, value systems, social network.

Even though for some women in Turkey can rarely find the opportunities to study at the university, most of whom have canalized to the majors which are not related to the science, technology, engineering, and mathematics majors. However, there are important studies, which clearly show that even though the women have the ability in STEM areas, they do not like to choose these fields. In their choices, there are different reasons which strong have effected in their career path.

In order to understand the Turkish women’s hidden reasons of not choosing the STEM areas, a well rounded research had conducted in Istanbul, the most developed city in Turkey, in which two different universities STEM departments had chosen together with non STEP departments in order to compare the reasons.Firstly,by using Strategic Talent Management and Career Decision (STMCD) Assessment (Sart, 2013),the competences, potential, strengths, and weaknesses of the young people (490) between 18 and 24 had checked and analysed The results showed that there were not any significant differences between the male and female students in the competences, potential,strengths,and weaknesses.Most (96%) had mentioned that they had chosen their career path with the effects of their social environments.

In order to analyze the main reasons of the career choices, deep interviews were done with the young people who were coming from the STEM departments, so were not the STEM departments. The study sample consisted of 80 undergraduate students: Among them, 54% are female. In the study, a phenomenological analysis was conducted and 16 research questions were taken into consideration during the semi-structured interviews. Then the data were overviewed critically by using Atlas.ti 7 to elaborate deeply the main reasons of the career choices in STEM and non-STEM areas.

The results of the depth analysis showed that most of the participants (88%)accepted that they were significantly affected by their social environment, particularly those who were not chosen the majors in STEM areas.Those (43%) who were studying in STEM majors, however, pointed out that before choosing the STEM areas,they felt alone and scared. More importantly, some (25%) of the participants had mentioned also their professors’ negative attitudes and behaviors towards the female students in STEM areas. Those, who were successful, on the other hand,had also mentioned the negative attitudes of their male classmates in the departments where almost 20% of the female students had left the departments.The results of the participants who were not coming from STEM areas were analyzed and showed that STEM areas were launched them negatively by their families, their teacher at the high schools, and their counselors. The first argument mentioned was that STEM areas were for male students since the women were not capable to work hard in these departments. Most (89%) of them strongly clarified that they became aware after they came to the university where they did not see any difficulty in studying STEM areas. The participants had mentioned that those graduates from STEM department had much better chances than those who were not coming from STEM areas to find better jobs and to have career path. According to the most (93%) of the participants, the awareness about the importance of the STEM departments were significantly low in Turkey so that a new strategy was needed to promote the STEM areas in order to increase innovation.
keywords: science, technology, engineering, and mathematics (stem), gender differences in stem areas, gender based careers differences in stem areas, career counselling.

Restructuring of higher education and its management is one of the liveliest debated topics in Turkey. In this paper, this issue is approached by focusing on university-industry relations. Technological advancement and globalization have substantial effects on the structure of the university and the industry. This paper not only
aims to make suggestions that could be useful in the on-going debate about restructuring of higher education management in Turkey, but also to analyse critically and deeply what the roles of the higher education managements have on clustering, how they affect the success of the clustering, particularly what kinds of roles they have that they can affect significantly their stakeholders, universities in the region, international and national companies, small medium enterprises (SMEs), researchers, academics, start-ups, spinoffs, suppliers, and non governmental institutions, particularly in the field of health in which the translational research is the main area of activities. The author concludes that the mentality and the strategic approach of the higher education managements play an important and crucial role in developing sustainable partnerships like clustering, which requires long-term, intensive collaboration.
Keywords: university; industry; alliances; collaboration; higher education management; stakeholders; clustering

This study aims to articulate the importance of how university and technology parks administrations have affected the development of Intellectual Property Rights (IPR) in the changing environment of Turkish universities. The forty-five participants were selected from different startups at the university technology parks. Using a phenomenological analysis, seven research questions were answered in semi-structured interviews. The collected data were analyzed in Atlas.ti in order to make a more in-depth study. As a result, the data shows that the university and technology parks administrations have inevitably affected the IPR system in many ways. The transformation process of universities becoming more "entrepreneurial" has affected academicians and students to a greater degree. The academic profession, which is an umbrella term for working conditions for academics, has changed a lot. Most (85%) of the participants clarify that the university administration would develop a better network in order to increase the patent activities. Most (81%) claim that competitiveness is important not only for the universities bot also for the academic people so that the university administration would change their performance criteria to prepare properly for the competitive global market.. As a result, as most (91%) participants clarify that the university's administration plays an important and crucial role in controlling and managing these conflicts and inequalities to protect all the stakeholders, particularly those who do not have a strong background, like the PhD students.

The goals of the study are to provide an updated picture of the current situation with regard to accreditation schemes, strategies of governments to transformation and innovation in terms of establishing world-class universities in Europe, in the US, and in Turkey from a comprtive perspective. This study is designed to understand why and how the authorities use innovative strategies to transform higher education in Europe, in the US and in Turkey using qualitative methods. The critical theory in the globalized context and the theory of academic capitalism are taken as frameworks to understand higher education policies and innovative strategies together with content and discourse analysis of published and web-based documents, aided in the design of this study. This study finds that institutional actors decided to emulate the key features of U.S. originated innovative strategies to make R&D innovation-led economic growth sustaining the global competitiveness in the knowledge-economy while creating huge differences among institutions as well  as in terms of gender. Institutions should make serious efforts to be a part with their science-research needs using their available capital and resources.

In the technology-based economies, the industry based projects are critically important in order to improve the quality of production and services with the help of the best universities contemporary activities. Even though some best elite universities in the world, like Stanford University and MIT, can collaborate efficiently and effectively with the industry, most of the Engineering Departments in Turkey cannot collaborate with the industry as other best elite universities in the world.
Hence, in this study, the main drawbacks of the Engineering Departments were critically analyzed in order to improve the collaboration by increasing industry-based projects at the Engineering Departments. The participants (46) from four different Engineering Departments at two different universities participated in this study.In order to understand the hidden reasons, the data were collected from semi-structured interviews using interpretative phenomenological analysis (IPA). The analysis had two themes, which were described here. The first theme provided a detailed perspective of the drawbacks of the industry-oriented projects at the engineering departments. The second theme examined how the industry-based projects would be increased.

Under the first theme, the data showed that most (85%) of the participants did not have any idea and deep knowledge about how they could conduct industry-based projects since they were far away from the realities of the industry. Additionally, all the participants were not aware about the needs of the industry, particularly those institutions, which were close to their university. Furthermore, a few (21%) participants who collaborated with the industry failed in their projects due to the fact that they could not be tangible for the contemporary needs of the industry. More importantly, their projects were not highly competitive for the global market. In addition to all these drawbacks, those projects, which were taken into account by the industry, had minor or no impact on industries productivity or competitiveness. Therefore, the industry did not want to spend money on R&D at the universities. Although the Engineering Departments had been supplying human capital by graduating many engineers, the participants agreed that they could not help strategically their graduates by conducting industry-oriented projects. More importantly, as the participants mentioned that a few graduates came back to the departments to ask help. Consequently, according to the participants (96%) the collaboration between the university and industry was not established and developed in Turkey as it was seen at the best universities in the world.

Under the second theme, however,the participant clearly addressed how they could improve the collaboration between the university and industry. All the participants agreed that there should be mutual collaboration by developing mutual benefits for both sides. In order to develop this collaboration, the participants pointed out the team leaders from each side since they could not find enough time to understand the real needs of the industry. They strongly suggested the field studies by sending the students of the departments to the real environments. Instead of laboratories at the universities, they preferred the laboratories of the companies in order to make their students observe the needs.
keywords: university industry collaboration, technology transfer, industry based projects.

In the digital society, rapid socio-cultural, economic and technological changes have forced higher education in terms of improving innovation and technology-based projects in order to empower new generations, to attract more funding and venture capital, to develop new products and services, to increase the number of startups and spinoffs, and to raise licensing and royalties. On the other hand, organizational culture, which is interpreted as “shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms in organizations” (Lund, 2003. p. 3), can be developed in the organization by the people who cope with different problems and issues of external adaptation and internal integration (Schein, 1999). As Zhu and Engels (2014) describe,

Organization culture has three levels which can be shaped over a period of time. The first level is arte facts that comprise the physical components of the organization that relay cultural meaning. The second level deals with the professed culture of an organization’s members – the values. And the third level refers to the organization’s tacit assumptions. Organizational culture is nurtured and shaped gradually reflected in terms of collaboration, trust and learning, and it can shape the behaviors of people in that organization (p. 137).

This study attempts to analyze critically how the role of the organizational culture on the development of innovation and technology-based projects at the higher education from the perspective of the researchers’ perception. The participants (34) of the research were selected from two different universities by doing stratified sampling among the researchers. Hence, in the phenomenological analysis, eleven research questions were answered by the participants, who were coming from engineering departments, medical school, and social sciences, in the semi-structured interviews.

The collected data, which were analyzed in Atlas.ti 7, show that most of the academic people (89%), who were coming from well-developed organization in terms of physical components, had better results in developing innovation and technology comparing to the academic people who were coming from not well-developed cultural organization. Furthermore, the second level, which is related to the values of the organization, is strategically important in order to increase the depthless of the innovation and technology-based projects development. As most of the researchers (91%) agree that the values, particularly trustworthiness, ethics, transparency, and accountability, improve their commitment and make change attitudes towards their efforts and achievements. However, in the case of the low cultural values, the large number of the participants (98%) mention that the lack of values, particularly main values, like ethics, transparency, and accountability, demotivate them and decrease their efficiencies and effectiveness. Additionally, in the third level, which is organization’s tacit knowledge and capacity building in technology transfer, a large number of the participants (85%), who are coming from the well-developed organizational culture, point out that if the first two levels are not achieved, it is difficult to transfer the knowledge, especially tacit knowledge. In the second institution, however, the participants (89%) agree that the transfer of the tacit knowledge is very limited.
keywords: higher education, organizational culture, innovation and technology-based projects perceptions of the researchers.

The purpose of the study is to determine highly intellectual students’ perception and view, including their emotional intelligence after attending a civic project about environmental consciousness named Living in Green. The influence of the community involvement project was studied as a six-month-long project on the students who were coming from different high schools in Istanbul. This program was organized as a non-profit project in order to explore the idea of sustainability. Two instruments, Piers-Haris Self Concept and BarOn (2001) Emotional Intelligence Inventory, were used in order to analyze the effects of the curriculum named “Living in Green” at the beginning of the project as a pretest and after the project as a post test as well. The curriculum was developed particularly under the eight different subjects after the pilot study in which the effects of the subjects were analyzed. While the empirical research was undertaken, an exploratory case study design was applied to gain insights into the connection between participation, learning, and sustainable management. Transcriptions of the interviews were analyzed and compared to the numerical results. Common themes and differences were discovered when comparing the empirical results and interview transcriptions of the two groups. At the end of this study, the findings showed that the cooperative and active community involvement education was more effective on the students’ interpersonal and intrapersonal intelligence as well as on their academic achievement than those who did not participated in the project. The students who participated in this project had improved their emotional intelligence which consisted of intrapersonal intelligence, interpersonal intelligence, adaptability, stress management, emotional attitude, leadership skills, and environmental awareness.

In highly changing environments of the 21st Century,it is difficult to choose right career path giving opportunities in the new landscape of work and identifying key work skills needed in the next 30 years.What will be the jobs of the future is not clear;however, there are important studies show that there are specific talents not changed throughout the human history,like academic, acting, and artistic. In order to use these talents,different skills are needed to use depending on the personality.Specific job categories and majors have specific requirements depending on the highly dynamic global markets.A new strategy is needed to understand the career decisions of the youth by improving strategic talent management and career decision scale taking into account future work skills, proficiencies,and abilities required across different jobs and work settings of the competitive global markets.

This Strategic Talent Management and Career Decision (STMCD) Assessment provides the practice and competence in their career development for the people between 18 and 35.The STMCD Assessment report give also the opportunities to make the participants to see their potential, strengths, and weaknesses in the 21st century wok sectors. In that way, it is possible to make counseling and coach in a time period.

In order to develop such this assessment, deep interviews were done with the experts, young people, and HR Departments of the well-known corporations. Then, literature review was systematically done to decide about the items for the assessment. For the content validity, twelve experts examined the scale. According to their recommendations, the final version of the scale was developed. In the STMCD assessment, the number of items was 180 assessed with a five-point scale. The study sample consisted of 1299 undergraduate students from three different universities and five senior high school students in Turkey. Among them, 54% are female. According to the results, item-total correlation test, comparisons for upper and lower 45 % groups, exploratory factor analysis and Alpha coefficient were used for psychometric examination. All items had factor loadings more than 0.60. Cronbach’s α for the entire scale was 0.96, with subscales ranging from 0.85 to 0.97. The internal consistency of each of the scales reinforces the results of factor analysis, demonstrating that overall the results are consistent.

As a result, when all of these results were taken into consideration, STMCD Assessment is found reliable and valid for measuring talents, skills, aptitudes for specific majors of the young people (between 16-35).In other words, the psychometric quality of the instrument proved satisfactory in order use the STMCD Assessment for these groups.

The results have implications for individuals, educational institutions, particularly high schools and universities, businesses, and even government.To be successful in the highly competitive global markets, specifically in innovation, leaders, counsellors,and people need to demonstrate foresight in navigating a rapidly shifting landscape of institutional forms and skill requirements. Therefore, they need, strategic following systems, using the Internet platforms in order to continually reassess the skills they need,and quickly put together the right resources to develop, and update these.
keywords: strategic talent management, career decision, talents, skills, aptitude, innovation.

Restructuring of higher education and its management is one of the liveliest debated topics in Turkey. In this paper, this issue is approached by focusing on university-industry relations. Technological advancement and globalization have substantial effects on the structure of the university and the industry. This paper not only
aims to make suggestions that could be useful in the on-going debate about restructuring of higher education management in Turkey, but also to analyse critically and deeply what the roles of the higher education managements have on clustering, how they affect the success of the clustering, particularly what kinds of roles
they have that they can affect significantly their stakeholders, universities in the region, international and national companies, small medium enterprises (SMEs), researchers, academics, start-ups, spinoffs, suppliers, and non governmental institutions, particularly in the field of health in which the translational research is the main area of activities. The author concludes that the mentality and the strategic approach of the higher education managements play an important and crucial role in developing sustainable partnerships like
clustering, which requires long-term, intensive collaboration.
Keywords: university; industry; alliances; collaboration; higher education management; stakeholders; clustering

This chapter discusses changes in Polish higher education related to marketization. The wider context is the transition from a command-driven, communist economy to a market-driven, op en economy and from a communist authoritarian bureaucracy to a parliamentary democracy. The chapter discusses funding mechanisms with respect to institutions, teaching and research; distinct processes marking the turn toward marketization—increasing financial self -reliance of academic institutions and external privatization (growth in the number of private sector providers) and internal privatization (finance-driven cost-recovery mechanisms in public sector institutions). Finally, the chapter discusses market forces in the context of Polish educational policies and offers
some concluding remarks.

Problem Statement: Since most of the young people do not know what
majors are right according to their talents and skills, they are not happy in their academic and business career
Research Questions: How the Strategic Talent Management Assessment and Counseling (STMC) can be helpful to decide about the majors of the students according to their talents and skills was researched
Purpose of Study: This study examines the effects of the STMC on the young
people's career decision in the highly competitive markets by taking into account their talents, skills, their majors that they are studying, and the needs of the market for short-term and long-term satisfaction and
happiness.
Research Methods: This was a phenomenological study focuses on the
strategic talent management and counseling using the assessment
originally designed to analyze critically the talents and the skills of the
participants within the academic majors and global marketsThe
participants(n=24)were randomly selected from different departments of the universities.The data were collected through intensive interviews and analyzed by using Atlas.ti.
Findings: The results shovved that talents and skills were the force that
drove success and happiness and brought value to the majors where the students were concentrated. STMC had significant diagnostics(98%) and evaluation(96%) effects on talents and skills and decision (94%) effects on majors according to the demand of the competitive market. STMC provided short and long term planning.
Conclusions: STMC significantly motivated, mentored, encouraged, and empowered highly potential youth to make them understand, think,navigate,communicate, integrate, establish, engage, innovate, create, and lead value at all levels.Hence, it is important to make STMC affordable, accessible, visible, and sustainable to establish effective, successful, and happy generation to deal, lead, and change in the 21st Century challenges. Key Words: Strategic Talent Management and Counseling

Problem Statement: In the universities, the leadership and entrepreneurship have gained importance to improve the activities and roles in the technology-based economies. Therefore, new continuing education programs have developed for the administration.
Reserch Questions: Ten research questions were des,gned for this quantitative study to analyze the effects of the new continuing education programs on leadership and entrepreneurship at individual, institutional, and higher education levels.
Purpose of Study: This study critically analyzed the effects of leadership and entrepreneurship programs for administrators in colleges and universities. In this study, the perceived value of the programs was questioned at the individual, institutional, and higher education levels.
Research Methods. An original value development survey was developed to understand how the leadership and entrepreneurship development programs were effective in developing values. The survey was given to the administrators. Then, the results were analyzed through SPSS.17 in order to see the effects on the continuing education programs on the development of the leadership and entrepreneurship.
Findings: The results showed that there were gender differences on the effectiveness of the courses. Although most of the participants want to make critical changes in leadership and entrepreneurship, the effects of courses were not enough to develop values on these subjects. Participants believed programs were more effective on leadership than on entrepreneurship at all levels, especially at the individual level.
Conclusions: This program should be considered as priority at the higher education programs; however, they should be redesigned by empowering the content and the activities, such as real case studies. These courses should be given in blended learning and in project-based learning.
Key Words: Leadership, Entrepreneurship, Higher Education, Blended Learning

This study aims to analyze how the role of the university and technology parks administrations have affected on the development of the Intellectual Property Rights (IPR) in changing environment of the Turkish universities. The participants were selected from two different university technology parks. By using phenomenological analysis, six research questions were answered in the semi-structured interviews. The collected data were analyzed in Atlas.ti in order to make depth study. As a result, the data show the globalization has inevitably affected higher education system all around the world in many ways. During this transformation process, academic people have been influenced to a greater degree. Academic profession, which is an umbrella term for working conditions for academics, has changed a lot. Most (89%) participants agree that performance indicators are used to assess and measure individuals, departments and universities against each other; therefore, IRP have gained importance. More importantly, the large number (94%) mentions that these business practices have caused insularity among academics. Additionally, a large number of the (91%) participants agree that the effects would be different on the elite universities comparing to the socially disadvantaged universities, particularly those in Anatolia. They (65%) explain that the future of higher education has been changing in terms of faculty organizations, particularly with new IRP policies. Most (95%) of the participants agree that university administration would develop a threat in order to increase the patent activities so that they have seen job security problems, especially for those faculty members who do not have financial opportunities or/and for those faculty members who come from social sciences. Most (88%) participants articulate that IRP would develop particular problems for public higher education since they do not have enough financial support. Therefore, IRP would change the culture of academic world. Some (41%) of the participants claim that competitiveness is important not only for the universities so that the university administration would change their performance criteria to prepare properly for the competitive global market. These (41%) participants strongly point out that employability is remarkably important for the universities. By improving intellectual property rights and entrepreneurial activities, universities can increase their funding. Hence, they take into account technology parks as the places to develop strategies for different activities to increase income. Furthermore, most (87%) participants mention that the financial autonomy would make the universities aggressive in the market due to the fact that the government is increasingly reducing the support for the higher education. Hence, the university management would try to increase their income by means of the IRP at the technology parks. Even though some (35%) participants point out that IRP would increase conflicts and inequalities, the rest (65%) agree that the role and style of university management like in Wisconsin Madison could manage the universities without conflicts and inequalities. As a result, as most (89%) participants clarify that the university administration play important and crucial role in controlling and managing the conflicts and inequalities through IPR to protect all the stakeholders, particularly those who do not have strong background, like the students.
keywords: higher education, technology parks, university administration and management, intellectual property rights,autonomy.

The number of the courses and workshops in the best universities has increased since 2010, which have been officially supported by the private companies. Since then, the technology transfer offices have become more active to support creativity and innovation as their main innovation activity by giving initiatives of opening new creative thinking-oriented workshops. All these changes, regarding particularly on creative thinking-oriented workshops have changed the roles of the technology transfer offices in developing innovative products and services, particularly those technological ones. All these new trends have strategically changed in order to cope with the changes in the technology-based economies, which become benefits for the different parts, like benefits for the industry, benefits for the university, and benefits for the individuals.

As Anderson (2013) points out,‘design thinking has been described as the best way to be creative and innovate, while within the design realm, design thinking may be partly ignored and taken for granted, despite a long history of academic development and debate’ (p.1).Furthermore, creativity oriented trainings are the most important long-term strategies and missions of the organization, particularly those of technology transfer offices which develop strong partnerships between the university and the industry in producing technology based innovation.

This study aims to analyze how the role of the creative thinking-oriented workshops, like design thinking training have affected the development of the to develop an innovative technology based products and services in the changing environment of the technology transfer office in Turkey, like in Stanford University. The participants were selected from one of the university technology transfer office. By using phenomenological analysis, the workshops had been observed for six week and 12 different research questions were answered in the semi-structured interviews.The collected data were analyzed in Atlas.ti 7 n order to make depth study. Most (98%) agreed that the creative thinking-oriented trainings were strongly needed to promote and empower the creativity in the university environment. The participants had mentioned that the strategy and mission of the universities were not enough to meet the needs of today’s changes in the development of the technology based innovative products and services. Even though all the universities try to maximize innovation by improving their involvement in the technology based innovative products for the economic benefits, most of them are not so capable in technological improvements. Additionally, the large number of the participants (88%) agreed that the awareness particularly of the academics was not enough to increase creativity, so they needed short and intensive workshops and training courses, like in the other countries, especially in the US. More importantly, the technology transfer offices play important and crucial roles in empowering different strategies in the development of the innovative products and services. As most (83%) of the participants pointed out that creative thinking-oriented courses were not well developed in Turkey.More importantly,they had limited implications in the development of the innovative products. They strongly persuaded that awareness should have been increased in the training of the creativity at the universities where the technology transfer offices were the changing agents.
keywords: creative thinking-oriented trainings, workshops, design thinking, technology transfer offices, innovative technology based products and services.

In the era of digital transformation, the use of information and communication technologies (ICT) has become as a must to achieve more people with affordable prices.Hence, in the delivery of psychological testing,the psychologists, counselors, and other experts become more and more integrated into the use of the ICT.Such integration would not only help to achieve more people, particularly those who are under privilege, but would also improve the quality, flexibility, and the rapidness of the services. In the global era, the importance of psychological testing has been markedly increasing in education as well in business world. However, the accessing more people and preparing the reports for those people are expensive and need more time. Therefore, most of the counseling and psychology based centers and institutions have preferred to use intensively the psychological testing by using ICT.

This paper has focused on the usage of ICT on psychological testing in one of the selected public university in Turkey. The aim is to find out why psychologists and counselors,and even students use ICT on psychological testing and their perceptions and expectations about this new service. A simple random sampling was chosen to select 38 undergraduate students who had taken the psychological testing online. Two psychologists and three counsellors, who had been using ICT on psychological testing more than 8 months, were engaged to the research. In the research study, the phenomenological analysis had been preferred by giving nine research questions. The participants had answered why they used this service, and what were their perceptions and expectations in the semi-structured interviews.

By using Atlas.ti 7, the collected data were studied critically.The findings of this study revealed that the psychologists and counselors use ICT on psychological testing for reaching more students. More importantly, according to the participants as experts, the number of attendance has increased significantly because of the flexibility of time and space. Additionally, the quality of testing has improved dramatically due to the ICT’s effectiveness and efficiencies in collecting and storing data. Furthermore, as the psychologists and counselors point out, they have spent less time in reporting and they find better opportunities to collect more data and to make comparative studies.According to them, even though their perceptions and expectations about using ICT on psychological testing are negative at the beginning, they change after seeing the positive sides for themselves as well for the students.

Furthermore, most of the students (98%) clarify that they enjoy being parts of this service since it is easy, friendly use, flexible, attractive, and innovative. Since they can access even through the social media, the large number of the students (86%) have clarified that integration of ICT through the use of chat rooms, email and social networking, they become more interested and being aware about certain aspects.Even though a large number of them (91%) say that they like to have face-to-face relationship with the psychologists and counselors, they all agree that ICT increase visibility, affordability, and accessibility of the service. In conclusion, the study recommends that ICT would play important roles to achieve more and more students with a few experts since they increase capacity building by improving visibility, affordability, and accessibility of the service.
keywords: ict, psychological testing, higher education, visibility, affordability, accessibility.