Metacognitive Strategies in Listening

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower- proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n ! 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.

Leadership is about interactions through communication, relationship development with others. Listening is an important behavior; however, it should also be considered a leadership quality. Both servant leadership and transformational leadership seek to earn respect and trust by developing relationships, and relationships develop though shared dialogue. Research has focused on developing listening as a skill required for effective leadership. De Pree (2004) states “a leader’s most trusted and familiar tools are communication skills” (p. 104). Hackman and Johnson (1994) indicate “leadership competence is the product of communication competence” (p. 50).

İnovasyonun On Tipi kitabı ile inovasyon yapmak isteyenlere reçete veriliyor. Adım adım ve yalın bir şekilde inovasyonun nasıl geliştirilebileceği konusunda önemli sırlar ortaya koyuluyor. Bu kitap, özellikle teknoloji odaklı inovasyon yapmak isteyenlere yapılan hataları da göstererek uygulama ortamı oluşturuyor. Yenilik ilkelerini verirken startupların ve hatta büyük kuruluşların anlamlı ve sürdürülebilir büyüme konusundaki donanımını artırıyor. 2000'den fazla başarılı yeniliğin ortaya çıkışında önemli içgörüler sağlıyor.
Bu kitabın anlatım tarzında özel bir algoritma uygulanarak anlamlı gruplar belirlendi. İnovasyon fırsatlarını belirlemek için firmaların iç ve dış büyüme parametreleri ve performans değerleri, rakiplerini de devreye alarak şekillendirildi. İnovasyon odaklı performansın artırılabilmesi, önemli değerlendirmeler yapılabilmesi için özel ve hazır yol haritaları sunuldu. Endüstriler için de inovasyon modellerini teşhis edip yeni bir anlayış ve yöntem geliştirme imkânı sunuluyor.
Çevrimsel araştırmanın altyapısını vererek farklı ve anlamlı değişim ve dönüşümü düşündürüp kalıcı ve kullanışlı yollar uygulatarak kitabın ne kadar değerli olduğunu kanıtlıyor. Eğer kurumunuzda anlamlı ve sürdürülebilir büyümeyi inovasyon odaklı gerçekleştirmek isterseniz yenilik ilkelerinin detaylı olarak anlatıldığı İnovasyonun On Tipi kitabını okuyun.
Bu kitabın yazarlarından Larry Keeley'in tecrübelerinden yararlanmak büyük bir fırsat. Kendisi BusinessWeek tarafından inovasyon alanındaki dünya görüşünü ve paradigmaları değiştiren, yedi yenilik gurusundan biri olarak seçilmiş olup Doblin firmasının kurucusudur. Diğer yazarlar ile birlikte inovasyonun tasarlanması ve sürdürülebilir kılınması konusunda dünya çapında pek çok girişimciyi, yöneticiyi, şirketleri ve startupları etkilemiştir.

Note taking in EFL classrooms has been gaining attention in recent years, likely due to growing numbers of EFL students who attend lectures given in English and the importance of note taking during language proficiency tests. While textbooks and materials for note taking practice are readily available, classroom techniques for teaching EFL note taking abilities are far less abundant. To address this gap in EFL pedagogy, this study investigated a scaffolded, step-by-step instructional cycle for EFL note taking, beginning with decisions about what, when and how to record information in conjunction with a formal outline format during lecture listening. Intermediate level Japanese university EFL learners (n=87) completed pre- and post-instruction note taking tasks and a questionnaire related to the instruction. Findings showed that learners recorded more information units and adopted a more visually-accessible note taking format following the instruction. Moreover, they viewed the pedagogical cycle as practical and beneficial.

This dissertation explores the effects of a 5-day metacognitive listening training program on a group of six learners of English as a foreign language. The context of the study –which is different from previously carried out studies of the same nature- is the local English as a foreign language industry. Second language learners often struggle with listening comprehension and teachers have limited knowledge or guidance in addressing the problems faced by these same learners in the skill of listening. Recent studies have demonstrated a positive correlation between metacognitive training and L2 (second language) listening achievement (Goh, 1997, 2008; Goh & Taib, 2006; Coskun, 2010; Dousti, 2013; Mareschal, 2007; Rasouli, Mollakhan & Karbalei, 2013; Vandergrift, 2003; Vandergrift & Tafaghodtari, 2010). Additionally, it has also been shown that this type of training has beneficial effects on the individual’s growth of metacognitive knowledge (Goh, 2008; Goh & Taib, 2006; Vandergrift & Tafaghodtari, 2010). This research thus aims to gauge the effect of metacognitive listening training on L2 listening achievement through an entry and exit test. Additionally, interviews and questionnaires were analyzed qualitatively in order to assess the outcome of the training on the learners’ L2 listening proficiency and their metacognitive knowledge. Analysis of data showed different results to other studies, with participants gaining less points on their listening test following training. Furthermore, some participants demonstrated a growth in metacognitive knowledge in some aspects more than others. This study has provided tremendous insight into listening as a skill from the point of view of the learners and possible pedagogical approaches for teachers to follow in order to try and improve their learners’ listening skills.

Abstract
This paper investigates the use of metacognitive listening strategies (henceforth MCLS) as applied by Saudi students of EFL at the Department of English Language and  its Literature of the College of Languages and Translation at Imam Mohammad bin Saud Islamic University in Riyadh, Kingdom of Saudi Arabia. A questionnaire was developed by the researcher after comparing it with previous questionnaires that attempted to test the use of MCLS in EFL classrooms. The samples were, respectively: level two students (n = 37), level four students (n = 37), level six students (n = 39), and level eight students (n = 28). The total sample number was 141 out of 660, which was the total number of male students at the Department of English Language and its Literature, including those still studying in intensive courses. The results of the analysis of the questionnaire show that the above mentioned students do use MCLS, albeit in a fluctuation manner. The means of MCLS use for all levels involved were as follows: level two (3.83), level four (3.75), level six (3.85), level eight (3.78).

This paper discusses listening and the strategies and subskills that a teacher should take into account when teaching listening skills to learners. 

I wrote this paper for the Cambridge Delta Module 2 in late 2009. 

Comments, critiques, and questions are welcomed.

The skill of listening comprehension (LC) is no less ignored in Greek as a foreign language (G2) than it is in other languages. This study first provides a historical overview of LC methods employed in G2. Then, listening comprehension is explored through a quantitative research of G2 learners (Ν=256) and teachers (N=45). The research was carried out using: (1) a student questionnaire, (2) a listening comprehension test (language levels: A1 to B2), (3) the Metacognitive Awareness Listening Questionnaire (Vandergrift & Goh 2012) adapted in Greek, (4) a G2 teacher questionnaire. Statistical analysis showed a strong correlation between learners' scores in LC and their performance in metacognitive strategies, confirming MALQ in G2. LC was also found to be affected by other factors, such as everyday communication in the target-language. Finally, teachers' suggestions for the teaching of LC in language class were categorized. The results analysis leads to the conclusion that adult learners should be familiarized with metacognitive strategies and that their difficulties and motivation should be taken into account in G2 LC teaching and learning.

The value of listening and speaking (oracy)
competence for English language learners is not limited
to day-to-day communication. L2 oracy is essential
for academic learning, creative and critical thinking,
collaboration and innovation in our globalised world of the
21st century. At a more fundamental level, listening and
speaking are essential to the process of language acquisition,
as they strengthen language learners’ overall development
of the English language regardless of their age or learning
circumstances. In this article, I suggest that we should
review approaches to listening and speaking instruction and
call for it to be reconceptualised so that language learners
can be personally involved in understanding, enhancing
and managing their learning processes in a holistic
manner. I also propose including more direct teaching
of L2 listening and speaking through well-structured
lessons and metacognitive activities to enable learners to
observe their learning processes and examine elements of
language and discourse required for successful completion
of oracy learning tasks. This enhanced conception of L2
oracy instruction will rely heavily on teachers’ ability
and commitment to make teaching explicit and scaffold
processes of learning. Underpinning my discussion is the
key role of metacognition in language learning.

In this study, we aim to identify the effects of metacognitive strategies education on listening comprehension skills, attitudes towards listening and listening anxiety on seventh grade students. In this research used to pretest-posttest control gruop quasiexperimental model.
The study has been conducted with 100 7.th grade students, studying in the city of Van. As a pre-test ‘‘Listening Attitude Scale’’ developped by Tayşi (2014) and ‘‘Listening Anxiety Scale For Secondary School Students’’ developped by Melanlıoğlu (2013) have been applied. Further more in order to determine if there are factors that effects the grades of pre-test and post test information has been gathered from students by ‘‘Personal Information Form’’. The data has been evaluated in statistical means and it has been revealed by the evaluation that there was no meaningful difference between the groups. By neutral appointment two groups have been identified as control groups and two groups have been identified as experiment groups.In the experiment group, except fort the pre-test and post-test,8 weeks of metacognitive strategies listening education has been given whereas the control group continued their education according to the regular Turkish teaching curriculum.
Spss package program has been used in analyzing the data from the research. As a result of the analysis it has been determined that there is a meaningful advantage on students who were given metacognitive strategies education and there was a advancement listening comprehension skill. However, it has been determined that there was no meaningful difference on the attitudes towards listening and listening anxiety.

Speaking as a skill constitutes a real hurdle to overcome by both the teacher and the learner. In other words, the teacher has to find appropriate procedures to help the learner with while the latter has to find a way to master the language. Thus, this article attempts to highlight the concept of speaking; likewise, it tries to deal with the issues relevant to the appropriate teaching of speaking to learners of English as a foreign language (EFL) such as consciousness-raising strategies and oral error correction.

This study examines the effect of metacognitive strategy training on matriculation ESL students" metacognitive awareness and their listening competency. 31 ESL matriculation students took part in this study. Strategy training which was focused on planning and evaluation, directed attention, person knowledge, mental translation and problem solving components and was conducted for 9 weeks. Then, students went through another 4 weeks of online listening practices without any guidance. Metacognitive Awareness Listening Questionnaire (MALQ) was utilised to identify the changes in students" metacognitive awareness. MALQ was given three times which were first before (Pre) and second (Post) after the strategy training. While the third (Post 2) time was given immediately after online listening practices to reexamine participants" metacognitive awareness. A comparison of before and after MALQ results revealed that planning-evaluation and directed-attention components had statistical significant difference in the Paired Sample t-test. However, mean scores for planning-evaluation and directed-attention, problem solving components have increased. Meanwhile, comparison between MALQ results after the training and online listening practices showed that only directed-attention component had statistical significant difference. Thus, metacognitive strategy training has some positive effects on learners" metacognitive awareness.

Metacognitive Strategies (MS), as one of the main categories of language learning strategies, are presumed to encourage higher-order thinking, autonomous learning, and, in all actuality, better learning. Based on this premise, this study attempts to investigate the effect of teaching MS on intermediate-level EFL (English as a Foreign Language) learners’ Listening Comprehension (LC). To fulfill this objective, a group of 130 male and female EFL learners, attending a TOEFL test preparation course, took a sample of Preliminary English Test (PET) as a proficiency test, and 90 of them were selected as homogeneous learners. This homogeneous group, then, took a LC (pre)test whose scores functioned as the basis for selecting a number of 60 male and female students, between the ages of 18 to 35 (Mage = 26), as the participants of this study. The participants were randomly assigned to two experimental groups and two control groups (n = 15 in each class). These four classes were instructed by four EFL teachers, employing the same textbook and content, over 18 sessions. Only the two experimental groups received MS training based on Anderson’s 2002 model. At the end of the training course, a listening posttest was administered to all four classes. Analyzing the data through a t-test revealed that the two experimental groups significantly outperformed the other two control groups; accordingly, it was confirmed that teaching MS has a significant and positive impact on EFL learners’ LC in this context. The study concludes with stating some pedagogical implications and highlighting some avenues for future research.

"The essay considers, in a positive light, Ockelford's zygonic theory and its implications as presented in his recent book. An analysis of Mozart's K.333 is discussed in regard to vocabulary, notation, and relations to other analytic theories, such as Schenker's, Schoenberg's, and Hanninen's. Ockelford's approach to atonal music differs from Forte's but introduces an intriguing set of new mathematical measures for atonal pitch sets, which are clarified, formalized, and presented in an appendix to the essay.

The second half of the essay delves into metatheoretical issues, regarding perception, cognition: Ockelford critiques Lewin's transformation theory for being insufficiently sensitive to the realities of music perception. Yet Ockelford's critique fails to recognize the broad set of contexts of perception and cognition that Lewin's theory encompasses. Specific details of Lewin's GIS theory together with a survey of views (Korsyn's, Margulis's, Dubiel's) about music perception and cognition illustrate and inform the considerations of the metatheoretical issues that Ockelford raises."

This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants " metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ) were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants " listening proficiency levels (low, intermediate and high) to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners " metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

Many people, organizations, institutions, and governments want and need to generate creative breakthroughs and foster creativity, but are not aware of what conversational conditions make their occurrence more likely.  The creative collaborative process is dependent upon communication. There have been few studies that have analyzed in situ group creativity with a robust communication theory capable of showing what actual kinds of conversations create new and useful meaning.  The purpose of this research was to identify conversational conditions that facilitate creative breakthroughs in collaborative workgroups.

A case study is presented of a 4-month creative collaboration between members of a design consultancy and a senior university design class tasked with designing 21st century communication products for a well-known greeting-card company client. The research design utilized a social constructionist communication theory, the coordinated management of meaning, (CMM).  Creative breakthrough moments were identified in three different interactions from questionnaires and videotaped data. Reflective interviews of all the participants also enabled insight into the creative breakthrough moments and the narrative process that developed new meaning.  The videotaped conversational patterns that produced those creative breakthrough moments were then recursively examined and analyzed with conversational analysis, CMM research methodology, and figurative language. Six specific conversational conditions were discerned as present in creative breakthrough emergence.

A reflexive pattern of critique, relationship, responsibility, idea generation, and reframing authorship enabled participants to co-evolve design narratives that made new meaning. Creative breakthroughs and new creative meaning emerged from an improvisational structure of six specific conversational conditions. By participating within this improvisational structure, group members utilized critique as a creative springboard for innovation and took fresh perspectives. These findings are counter to the dominant themes in design and sociocultural literature that nonjudgmental conditions, brainstorming, and individuals building on input are the main pathways for creativity.

Major roadblocks to teaching listening from the teacher’s perspective have been cited as not feeling properly trained, not enough time, and not enough materials (Steil, 1984). Progress in terms of developing curriculum and teaching methods has advanced since then, as is evidenced by the materials in International Listening Association’s (ILA) Listening Resources (ILA Website, Listening Resources, 2011), including the Swap Shop, Convention Paper Resource Index, and more recently, the excellent scholarship found in Listening Education, ILA’s on-line journal. However, there has historically been a tension between theory and application in the field of listening (Janusik, 2010A), and listening scholars have identified listening research, the basis for what could be taught, as not being theory-driven (Bodie, Worthington, Imhof, & Cooper, 2008; Janusik, 2007). Without theoretical foundation, what can be taught is tenuous, at best. While theoretically grounded work is currently underway, there is still a tension between empirically supported evidence and folk theories, both the foundation from which listening is currently taught (Janusik, 2010A). This paper reports on a preliminary study to develop a new listening instrument based on listening metacognitions, grounded in the theoretical framework of metacognitions.

This study investigates the relationship between metacognitive language learning strategies (MLLS) and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS) in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ) to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

The subject of this paper is the use of metacognitive strategies in the teaching of Listening Comprehension in Greek as a second language. After a literature review which outlines the main domains of the current research on metacognition in second language oral comprehension, the empirical research that has been carried out is presented. The Metacognitive Awareness Listening Questionnaire (Vandergrift & Goh 2012), combined with an LC test, were applied on adult learners (Ν = 213). The research results showed that metacognitive strategies are correlated with the students' performance in all language levels. G2 teachers also consider metacognition important in LC.

Music listening is a key EI skill that becomes a pathway into young people's heads, brains, imaginations, hearts, and spirits. It is a "pipeline" to creativity because you have many of the necessary ingredients: music, emotions, thoughts/thinking, inner experiences, "streams of consciousness," concentration/focusing, "inner sight," mind's or inner eye, "inner ear" (for listening), inner listening, motivation/inspiration, "word-triggers," calmness, and peaceful states of mind.

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.

In this newspaper interview/article I describe my "Contemplation Music Writing Project," how it started and how it works. There are several articles published on Academia.edu about my lessons with music, contemplation, reflection, writing, and discussion.

The curriculum will work for adults, including educators, parents, and people in business. With stress levels for teachers reaching an all-time high, this type of approach to mental health and self-care, would be appreciated in the schools. Teachers can form groups, sit in a circle, listen to music, "contemplate inner experiences," write about, and then discuss these events with colleagues.

Not always an easy, fun way of dealing with serious matters, however, it will create an opportunity--a "window"--to express thoughts, feelings, and experiences: "Get into IT, and get IT out," was the motto I used with the kids. Teachers can form small groups, let's say, 6 to 8 people, choose a diverse series of songs/music (playlist) to play, choose a "discussion leader," read their "contemplations" orally, and discuss them with a passion-based Q-and-A technique. It worked with the kids under difficult circumstances, and it would work with teachers.

This study aimed to describe the development and validation process of a listening questionnaire designed to assess strategic competence in listening comprehension. The 34-item Cognitive and Metacognitive Listening Strategies Questionnaire (CMLSQ) was administered to a relatively large sample (N=397) of L2 learners. The results of the 370 completed questionnaires were subjected to exploratory factor analysis to identify the underlying structure of the questionnaire, and to a confirmatory factor analysis to examine the validity of the model as a good fit for the data. Based on the results of exploratory factor analysis, a three-factor model underlying metacognitive strategies and a five-factor model underlying cognitive strategies were hypothesized. These models were then evaluated through confirmatory factor analysis using AMOS 18. The results indicated that the current models and their parameters well fit the data gathered from the questionnaires.

This study was designed as a descriptive survey study in order to determine primary education teacher trainees’ epistemological
beliefs; the use of metacognitive strategies; and the relationship between epistemological beliefs and metacognitive
strategies. 820 primary education teacher trainees’ were selected from the department of primary education at seven
education faculties. The Epistemological Beliefs Scale and the Metacognition Inventory were used to collect the data. In data analysis, means and standard deviations were used. In order to determine the differences between the groups, in pair sample comparisons independent t-test was used. For multiple sample comparisons, one-way ANOVA analysis was used with Tukey HSD test and Games Howell. In order to determine the relationship between the variables, Pearson correlation
analysis was conducted. The results revealed that the beliefs of primary education teacher trainees’ on ‘learning depends
on effort’ were developed/matured more in comparison to the beliefs on ‘learning depends on skills’ and the beliefs on ‘there is a single truth.’ Significant differences were found among their beliefs in terms of gender, grade, and the university
they attend; while no significant relationship was found between their academic achievement and beliefs. Results also revealed that among the metacognitive strategies they used the most, primary education teacher trainees’ used ‘self control’ ‘cognitive strategy’, ‘self evaluation’ and ‘self-awareness’ respectively . Significant differences were found among metacognitive strategies they used in terms of gender, grade, and the university they attend while no significant relationship
was found between their academic achievement and metacognitive strategies they used. Furthermore, the results indicated
that there was a significant relationship between primary education teacher trainees’ epistemological beliefs and metacognitive strategy use. In order to improve their epistemological beliefs and to increase the level of metacognitive strategy use, instructional activities could be improved. For researchers; different research methodologies (experimental
and qualitative) could be employed, besides study could be conducted with different evaluation instruments and parameters.
Additionally, it could be suggested that various examples could be presented in class, especially in the professional
knowledge courses to develop the primary education pre-service teachers’ beliefs about “there is only one truth”. Moreover,
it could be emphasized that the strategy use is important not only in planning, arranging and evaluating own learning
but also making teaching activities guided, particularly for 3rd year pre-service teachers whose meta-cognitive strategy
use was obtained as low. Thus, the activities to increase the strategy use could be designed. Lastly, indirect and direct
teaching activities could be carried out to enhance the male students’ strategy use as the level of class increases.

Metacognitive Strategies (MS), as one of the main categories of language learning strategies, are presumed to encourage higher-order thinking, autonomous learning, and, in all actuality, better learning. Based on this premise, this study attempts to investigate the effect of teaching MS on intermediate-level EFL (English as a Foreign Language) learners' Listening Comprehension (LC). To fulfill this objective, a group of 130 male and female EFL learners, attending a TOEFL test preparation course, took a sample of Preliminary English Test (PET) as a proficiency test, and 90 of them were selected as homogeneous learners. This homogeneous group, then, took a LC (pre)test whose scores functioned as the basis for selecting a number of 60 male and female students, between the ages of 18 to 35 (M age = 26), as the participants of this study. The participants were randomly assigned to two experimental groups and two control groups (n = 15 in each class). These four classes were instructe...

The way Team-Based Learning (TBL) supports the development of listening in a foreign language is the topic of the study we report in this chapter. TBL is an emergent field in mainstream education and very incipient but holding  great potential in Second Language Acquisition research. A small-scale research was conducted during listening instruction with a group of 30 elementary English level learners; some surveys were applied, group interaction was recorded, and students listening exam scores were analyzed. Findings suggest a positive relationship between the use of TBL and results in the listening
component of their course assessment.

This study aimed to describe the development and validation process of a listening questionnaire designed to assess strategic competence in listening comprehension. The 34-item Cognitive and Metacognitive Listening Strategies Questionnaire (CMLSQ) was administered to a relatively large sample (N=397) of L2 learners. The results of the 370 completed questionnaires were subjected to exploratory factor analysis to identify the underlying structure of the questionnaire, and to a confirmatory factor analysis to examine the validity of the model as a good fit for the data. Based on the results of exploratory factor analysis, a three-factor model underlying metacognitive strategies and a five-factor model underlying cognitive strategies were hypothesized. These models were then evaluated through confirmatory factor analysis using AMOS 18. The results indicated that the current models and their parameters well fit the data gathered from the questionnaires.

This study aims to articulate how the importance of the university and technology parks administrations has affected on the development of the Intellectual Property Rights (IPR) in changing environment of the Turkish universities. The forty-five participants were selected from different startups at the university technology parks. By using phenomenological analysis, eight research questions were answered in the semi-structured interviews. The collected data were analyzed in Atlas.ti order to mke depth study. As a result, the data show that the university and technology parks administrations have inevitably affected IPR system in many ways. During the transformations process of the universities towards entrepreneurial universities, academic people and students have been influenced to a greater degree. Academic profession, which is an umbrella term for working conditions for academics, has changed a lot. Most (91%) participants agree that the style of the administration has played important roles to increase performance indicators since they are used to assess and measure individuals, departments and universities against each other; therefore, IRP have gained importance among the academic people  and students. However, the large number (84%) of the participants does not know deeply the details in IPR. More importantly, the large number (91%) mentions that these activities related IPR collaboration and cooperation among academics. Additionally, a large number of the (94%) participants agree that the effects would be different on the elite universities comparing to the socially disadvantaged universities. They (76%)point out that the future of higher education has been changing in terms of faculty organizations, particularly with new IRP policies. Most (85%) of the participants clarify that the university administration would develop a better network in order to increase the patent activities. Most (78%) participants articulate that IRP would change the culture of academic world. 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. These (61%) participants strongly point out that employability is remrkably importnat 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 (92%) 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 would increase conflicts and inequalities, the rest (71%) agree that the role and style of university management, like in Wisconsin Madison could manage the universities without conflicts and inequalitics. As a result, as most (91%) participants clarify that the university administration play important and crucial role in controlling and managing the conflicts and inequlities through IPR to protect all the stakeholders, particularly those who do not have strong background, like the PhD students. Higher Education, Technology Parks, University Administration and Management, Intellectual Property Rights, Autonomy

The best higher education institutions do not educate and train only the students who are the new work force for the global market for the future, but also create new ideas and knowledge for the shortterm contemporary issues as well long term complex issues, which the industry needs critically.
However, not all the universities are successful in providing technology-based innovation so that they need new and dynamic strategic model and planning. The strategic model is understanding the needs of the socio-economic-political-cultural-environmental aspects of the interest groups, who are the students, the labor market, and different industries. In order to meet the needs, the higher education institutions should take into consideration their competencies and interest. While deciding and matching these two aspects, the alternative costs and profits should be taken into account critically for short-term and long-term goals of the universities.
Additionally, in the strategic goals, five aspects are critical in higher education. The first one is the democratization of knowledge and access, which means access to university education in order to gain innovative knowledge for the developing and competitive markets. The second aspect is the contestability of the market and funding, which is one of the most important subjects for all the universities in this competitive market economy. The third aspect is related to the research technologies, including digital. The universities should deal with the latest technologies in order to
create new values in the market as well as in the society. The forth perspective is about the global mobility in which most of the academics as well as the student find different opportunities for global partnership and dynamic synergy to improve talents and competencies. The most important aspect, however, is the integration with the industry. Universities need to develop significantly deeper
partnerships with industry by changing teaching and learning programs, supporting the funding and
application of research, and reinforcing the role of universities as drivers of innovation and growth.
Taking into consideration all these strategic purposes, on the other hand, the strategic plan is making a
kind of a gun chart to see the performances for one year, two years, five years, ten years, twenty years, and more.
In this study, the strategic models and plans of the public (5) and private (5) universities are analyzed from the five different aspects. In order to understand deeply the dynamics at these universities, the phenomenological interpretive analysis is preferred. In the depth interviews, the academics and the professionals of the technology transfer offices as well as the active researchers and academics answered 21 questions about the strategic model and planning.
The results show that the private universities are 75% better in developing business models and business plans. Additionally, most of the participants (88%) are not aware about the strategic model and plan. More importantly, they (95%) have wrong perception related to the strategic model and plan. Regarding to the 5 strategic purposes, two public universities as well as 3 private universities are
aware about, but they do not have well-developed and well-defined strategic model and plan.

Over the past five years, university students have been involved in different leadership and innovation projects and activities. Such projects and activities are particularly about the incubation of start-up firms in which the students try to commercialize their knowledge bytaking entrepreneurship courses to develop partnerships and the delivery of their innovative products and services at the technology parks ofthe universities. This study aims to explore the effects of the entrepreneurship courses on developing startups at the technology parks in Turkey.