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2019, Cilt 9, Sayı 1, Sayfa(lar) 017-036
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DOI: 10.5961/jhes.2019.306
Conceptual, Phenomenal, Thematic and Methodological Choices in the Sense of Higher Education of Turkey
Yılmaz SOYSAL1, Somayyeh RADMARD2, Ali Yiğit KUTLUCA2, Hamide ERTEPINAR2, Fevzi Rıfat ORTAÇ3, Zeynep Gonca AKDEMİR1, Zeynep TÜRK2
1Istanbul Aydın University, Faculty of Education, Department of Basic Education, Istanbul, Turkey
2Istanbul Aydın University, Faculty of Education, Department of Basic Education, Istanbul, Turkey
3Istanbul Aydın University, Higher Education Studies Application and Research Center, Istanbul, Turkey
Keywords: Turkey, Higher education, Descriptive content analysis

The purpose of this study is to carry out a descriptive content analysis of the studies that have been considered in recent years within higher education of Turkey (HET). In this research, the thematic, phenomenal and conceptual contents of the studies dedicated to HET were extracted and abstracted in a generalized manner, and it was investigated which methodological approaches were operated by the researchers to attain their studies. This systematic review is descriptive content analysis and includes a total of 119 studies’ descriptive analyses in the context of HET. The contents of the studies were analysed through both qualitative and quantitative lenses. The thematic, phenomenal and conceptual analyses of the study-based contents were patterned by keyword analysis. Involved studies contents have been found to show a quantitative increase especially in 2000 and beyond. The studies examined tended to use the qualitative paradigm as the type of research approach. Furthermore, involved studies incorporating any data gathering process grasped data from a limited number of sources. There have been no interventional studies in the context of the HET. Therefore, improving the HET, as well as, arriving at sufficient and necessary extends pertaining pedagogy, management and quality, may be attached to the following dimensions: decreasing of the position papers consisting of subjective over-interpretations, collecting first-hand data while conducting research, engagement of researchers in data gathering, analysis and interpretation processes, increasing the frequency of interventional studies, benefiting from both positivist and interpretivist paradigm’s methodological outcomes and assertions for actualising the higher education research in a more systematic and pragmatist manner.

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