The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper
{"title":"The Subject of Turkish Higher Education Research: The Case of Faculty Members","authors":"Murat Özdemir","doi":"10.5961/jhes.2021.474","DOIUrl":"https://doi.org/10.5961/jhes.2021.474","url":null,"abstract":"The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132563071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study was to explore the distance education experiences of Turkish nurse academicians during the COVID-19 pandemic. The experiences of nurse academicians about distance education were discussed using a phenomenological approach. The data were gathered through semi-structured interview forms and in the online setting from 18 nurse academicians. To analyze the data; Colaizzi’s phenomenological method was employed. As a result of the coding conducted, five themes were established. Distance education experiences of nurse academicians during the COVID-19 epidemic are discussed under the headings of “1) difficulties encountered; 2) distance education achievements; 3) coping methods; 4) examination system; 5) views about the future”. Although nurse academicians underwent some difficulties caused by distance education during the COVID-19 pandemic, it was understood that they gained achievements, too. It was thought that results would guide academicians and educational institutions that would provide distance education and would help them take necessary measures against possible difficulties.
{"title":"Distance Education Experiences of Nurse Academician During COVID-19 Pandemic in Turkey: A Phenomenological Approach","authors":"alev yıldırım keskin","doi":"10.5961/jhes.2021.450","DOIUrl":"https://doi.org/10.5961/jhes.2021.450","url":null,"abstract":"The purpose of the study was to explore the distance education experiences of Turkish nurse academicians during the COVID-19 pandemic. The experiences of nurse academicians about distance education were discussed using a phenomenological approach. The data were gathered through semi-structured interview forms and in the online setting from 18 nurse academicians. To analyze the data; Colaizzi’s phenomenological method was employed. As a result of the coding conducted, five themes were established. Distance education experiences of nurse academicians during the COVID-19 epidemic are discussed under the headings of “1) difficulties encountered; 2) distance education achievements; 3) coping methods; 4) examination system; 5) views about the future”. Although nurse academicians underwent some difficulties caused by distance education during the COVID-19 pandemic, it was understood that they gained achievements, too. It was thought that results would guide academicians and educational institutions that would provide distance education and would help them take necessary measures against possible difficulties.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124297611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research is to examine the digital citizenship studies in the literature in terms of research subject, research method and research group. In this direction, the study attempts to present the perspective for future researchers by identifying the trends of digital citizenship studies. Research articles were evaluated by content analysis method. Research articles were searched in EBSCO, ERIC, Taylor and Francis ve SCOPUS databases. Database searches were performed using keywords such as “Digital citizenship”, “Digital citizenship education”, “Digital citizenship in schools”, “Digital citizenship scale”, “Digital citizenship in curriculum”, “Digital age”, “Digital technologies”, “Internet safety”. 119 research articles were reached. When the digital citizenship studies are examined, there are theoretical studies on the dimensions of digital citizenship, digital citizenship teaching, and scale development studies for determining the level of digital citizenship. In this study, literature review, survey and case study were benefited as research methods. Undergraduate students and adults stand out as research groups. There is a need for experimental studies on digital citizenship education and evaluation of students studying in primary and secondary schools.
{"title":"Examining Digital Citizenship Studies: Conceptual and Methodological Trends","authors":"Mücahit Öztürk","doi":"10.5961/jhes.2021.457","DOIUrl":"https://doi.org/10.5961/jhes.2021.457","url":null,"abstract":"The aim of this research is to examine the digital citizenship studies in the literature in terms of research subject, research method and research group. In this direction, the study attempts to present the perspective for future researchers by identifying the trends of digital citizenship studies. Research articles were evaluated by content analysis method. Research articles were searched in EBSCO, ERIC, Taylor and Francis ve SCOPUS databases. Database searches were performed using keywords such as “Digital citizenship”, “Digital citizenship education”, “Digital citizenship in schools”, “Digital citizenship scale”, “Digital citizenship in curriculum”, “Digital age”, “Digital technologies”, “Internet safety”. 119 research articles were reached. When the digital citizenship studies are examined, there are theoretical studies on the dimensions of digital citizenship, digital citizenship teaching, and scale development studies for determining the level of digital citizenship. In this study, literature review, survey and case study were benefited as research methods. Undergraduate students and adults stand out as research groups. There is a need for experimental studies on digital citizenship education and evaluation of students studying in primary and secondary schools.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"445 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127686949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the predictive level of organizational power resources in higher education institutions in academicians’ perceptions of academic ostracism. In the study designed with a correlational design, data was obtained from 725 academicians using the “Workplace Ostracism Scale” (Ferris, Brown, Berry, & Lian, 2008) and the “Organizational Power Scale” (Altınkurt & Yılmaz, 2013). The obtained data were analysed by correlation and regression analysis. In the study, it was found that the academicians were exposed to legal force the most, and to the coercive force the least; It was found that they experienced a low level of academic ostracism. Again, multiple regression results showed that organizational power sources significantly predicted the academicians’ perceptions of ostracism. Among the power sources, “coercive power” explains 16% of the variance of academic ostracism perceptions. Based on the findings, it can be said that especially coercive power is the main source of academic ostracism.
{"title":"A Study on the Relationship Between Academic Ostracism and Organizational Power Sources in Higher Education","authors":"Engin Karadağ","doi":"10.5961/jhes.2021.455","DOIUrl":"https://doi.org/10.5961/jhes.2021.455","url":null,"abstract":"The aim of this study is to examine the predictive level of organizational power resources in higher education institutions in academicians’ perceptions of academic ostracism. In the study designed with a correlational design, data was obtained from 725 academicians using the “Workplace Ostracism Scale” (Ferris, Brown, Berry, & Lian, 2008) and the “Organizational Power Scale” (Altınkurt & Yılmaz, 2013). The obtained data were analysed by correlation and regression analysis. In the study, it was found that the academicians were exposed to legal force the most, and to the coercive force the least; It was found that they experienced a low level of academic ostracism. Again, multiple regression results showed that organizational power sources significantly predicted the academicians’ perceptions of ostracism. Among the power sources, “coercive power” explains 16% of the variance of academic ostracism perceptions. Based on the findings, it can be said that especially coercive power is the main source of academic ostracism.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133928189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is a cross-sectional study. It was conducted with 340 students studying at the Faculty of Health Sciences of the Afyonkarahisar Health Sciences University. Data were collected through a questionnaire. T-test, Mann Whitney U, and Chi-square test were used to compare the sociodemographic and internet usage characteristics of the students according to their gender. Data were evaluated with Structural Equation Model. Being a woman is associated with better motivation (β: = -.20, p = 0.000) and health behaviors (β= -.22, p = 0.000). High motivation is associated with better behavioral skills (β= .15, p = 0.005) and better health behaviors (β= .28, p = 0.000). Better health behaviors indicate a decrease in cyber victimization (β= -.11, p = 0.042). It was observed that female students’ sensitivity towards preventing and preventing cyberbullying was higher than male students. Students with a high level of motivation have better behavioral skills and health behaviors. Students with better behavioral skills and health behaviors were less exposed to cyber victimization.
本研究为横断面研究。调查对象是Afyonkarahisar保健科学大学保健科学学院的340名学生。通过问卷调查收集数据。采用t检验、Mann Whitney U检验和卡方检验比较不同性别学生的社会人口学特征和网络使用特征。采用结构方程模型对数据进行评价。作为一个女人有更好的动力(β: = -)。20, p = 0.000)和健康行为(β= -。22, p = 0.000)。高动机与更好的行为技能(β= 0.15, p = 0.005)和更好的健康行为(β= 0.28, p = 0.000)相关。良好的健康行为表明网络受害的减少(β= -)。11, p = 0.042)。观察发现，女生对预防和预防网络欺凌的敏感度高于男生。动机高的学生有更好的行为技巧和健康行为。行为技能和健康行为较好的学生较少受到网络侵害。
{"title":"Factors Affecting University Students’ Perspectives on Cyberbullying Factors Affecting","authors":"Ayşe Taştekin Ouyaba","doi":"10.5961/jhes.2021.445","DOIUrl":"https://doi.org/10.5961/jhes.2021.445","url":null,"abstract":"This research is a cross-sectional study. It was conducted with 340 students studying at the Faculty of Health Sciences of the Afyonkarahisar Health Sciences University. Data were collected through a questionnaire. T-test, Mann Whitney U, and Chi-square test were used to compare the sociodemographic and internet usage characteristics of the students according to their gender. Data were evaluated with Structural Equation Model. Being a woman is associated with better motivation (β: = -.20, p = 0.000) and health behaviors (β= -.22, p = 0.000). High motivation is associated with better behavioral skills (β= .15, p = 0.005) and better health behaviors (β= .28, p = 0.000). Better health behaviors indicate a decrease in cyber victimization (β= -.11, p = 0.042). It was observed that female students’ sensitivity towards preventing and preventing cyberbullying was higher than male students. Students with a high level of motivation have better behavioral skills and health behaviors. Students with better behavioral skills and health behaviors were less exposed to cyber victimization.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122740170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.
摘要本研究旨在探讨护生的科研意识、态度与学业动机的关系。这项描述性和横断面研究是在土耳其一所大学健康科学学院护理系的学生中进行的(n=460)。采用社会人口学特征问卷、“护理专业学生对研究与发展的态度与意识量表”和“学业动机量表”进行数据收集。使用百分比、平均值、Pearson相关分析、Student’s t和One Way Anova检验分析数据。学生平均年龄为20.56±1.52岁。81.1%为女性，28.7%为第一年。护生研究开发态度与意识在护理量表中的平均得分为120.54±17.46分。学业动机量表学生内在动机量表的平均分为57.20±13.45分，外在动机量表的平均分为61.96±11.50分，动机量表的平均分为10.12±5.87分。学生的研发意识和态度水平与其内在动机和外在动机水平正相关，与动机水平负相关(p<0.05)。护生“研究开发态度”和“研究开发意识”在护理量表中的平均分在性别、后续科学出版物发表情况和毕业后希望从事的岗位上差异均有统计学意义(p<0.05)。研究表明，学生对研究与发展的意识和态度水平较高，其学术动机水平影响其对研究与发展的意识和态度。
{"title":"The Relationship Between Awareness and Attitudes Towards Research and Developments and Academic Motivation Levels in Nursing Students","authors":"Eylem Paslı Gürdoğan","doi":"10.5961/jhes.2021.453","DOIUrl":"https://doi.org/10.5961/jhes.2021.453","url":null,"abstract":"This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129863337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aims to examine the pre-service teachers’ depression levels, teaching motivation and attitudes towards the teaching profession. The research was carried out according to the survey model. The sample of the study was carried out with of 235 pre-service teachers in Education Faculties in Turkey. In the research, Burns Depression Scale, Teaching Motivation Scale, and Attitude Scale towards Teaching Profession were used as the measurements. In addition, a personal information form prepared by the researchers was used to collect some demographic information of pre-service teachers participating in the research. When the findings of the study were examined, it was determined that the pre-service teacher did not show a significant difference in their depression levels, teaching motivations, and attitudes towards the teaching profession according to their gender, place of residence, and socio-economic level. In addition, while there was no significant relationship between depression level and teaching motivation and attitude towards the teaching profession, a positive correlation was found between teaching motivation and the attitude towards the teaching profession. The results show that it is important for pre-service teachers to have a high level of attitude towards the teaching profession to increase their teaching motivation.
{"title":"Investigation of Pre-Service Teachers’ Depression Levels, Teaching Motivations and Their Attitudes towards Profession","authors":"Melih Dikmen","doi":"10.5961/jhes.2021.459","DOIUrl":"https://doi.org/10.5961/jhes.2021.459","url":null,"abstract":"The research aims to examine the pre-service teachers’ depression levels, teaching motivation and attitudes towards the teaching profession. The research was carried out according to the survey model. The sample of the study was carried out with of 235 pre-service teachers in Education Faculties in Turkey. In the research, Burns Depression Scale, Teaching Motivation Scale, and Attitude Scale towards Teaching Profession were used as the measurements. In addition, a personal information form prepared by the researchers was used to collect some demographic information of pre-service teachers participating in the research. When the findings of the study were examined, it was determined that the pre-service teacher did not show a significant difference in their depression levels, teaching motivations, and attitudes towards the teaching profession according to their gender, place of residence, and socio-economic level. In addition, while there was no significant relationship between depression level and teaching motivation and attitude towards the teaching profession, a positive correlation was found between teaching motivation and the attitude towards the teaching profession. The results show that it is important for pre-service teachers to have a high level of attitude towards the teaching profession to increase their teaching motivation.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114865748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, it is aimed to examine the attitudes of students’ studying in an accredited nursing department towards accreditation in undergraduate education. This cross - sectional study was conducted on the first, second, third and fourth grade n = 488 students studying in the Nursing Department of Trakya University Faculty of Health Sciences between November and December 2019. The research data were collected by the “Questionnaire Form erek which was prepared by the researchers. Descriptive statistics and chi-square were used in the evaluation of the data. The mean age of the students was 20.1 ± 1.5 and 82.2% were female. The study has found that 92.6% of the students heard accreditation, 84.0% of the students heard at the school or course, 81.4% knew accreditation, 91.4% of those who knew accreditation also knew that the nursing department is accredited. It has been also found that 96.9% of nursing students think that accreditation positively affect the image and quality of a department, 96.5% of them think that accreditation contribute to change the educational experience of students, 91.8% of them think that accreditation helps students’ communication and problem solving skills evaluation. While most nursing department students have heard and know accreditation, most of them have learned it at the school/ course. The accredited nursing department students think that the nursing department requires accreditation, and that accreditation has a positive effect on the image and quality of a department.
{"title":"Attitudes of Students’ Studying in an Accredited Nursing Department towards Accreditation in Undergraduate Education","authors":"Burcu Küçükkaya","doi":"10.5961/jhes.2021.458","DOIUrl":"https://doi.org/10.5961/jhes.2021.458","url":null,"abstract":"In this study, it is aimed to examine the attitudes of students’ studying in an accredited nursing department towards accreditation in undergraduate education. This cross - sectional study was conducted on the first, second, third and fourth grade n = 488 students studying in the Nursing Department of Trakya University Faculty of Health Sciences between November and December 2019. The research data were collected by the “Questionnaire Form erek which was prepared by the researchers. Descriptive statistics and chi-square were used in the evaluation of the data. The mean age of the students was 20.1 ± 1.5 and 82.2% were female. The study has found that 92.6% of the students heard accreditation, 84.0% of the students heard at the school or course, 81.4% knew accreditation, 91.4% of those who knew accreditation also knew that the nursing department is accredited. It has been also found that 96.9% of nursing students think that accreditation positively affect the image and quality of a department, 96.5% of them think that accreditation contribute to change the educational experience of students, 91.8% of them think that accreditation helps students’ communication and problem solving skills evaluation. While most nursing department students have heard and know accreditation, most of them have learned it at the school/ course. The accredited nursing department students think that the nursing department requires accreditation, and that accreditation has a positive effect on the image and quality of a department.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126660583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The intensive use of environmental and natural resources to satisfy human needs has risked the potential of renewable ecosystems and caused environmental problems. In order to respond to the problems faced, the current economic system has been interrogated. In the response emphasizing that future generations have the right to benefit from natural resources, the sustainable development approach has come to prominence. It has been observed that the issues of sustainable development and sustainability have been intensely discussed by higher education institutions since the 1980s. Until the Talloires Declaration (1990), the relationship between sustainability and higher education has been focalized to environmental education, with this declaration, the sustainability of higher education institutions has been brought to the agenda. The aim of this study is to examine Talloires Declaration on behalf of role, importance and transformations in establishing sustainable higher education institutions
{"title":"The Role and Importance of Talloires Declaration in Establishing Sustainable Higher Education Institutions","authors":"muhammed yunus bilgili","doi":"10.5961/jhes.2021.461","DOIUrl":"https://doi.org/10.5961/jhes.2021.461","url":null,"abstract":"The intensive use of environmental and natural resources to satisfy human needs has risked the potential of renewable ecosystems and caused environmental problems. In order to respond to the problems faced, the current economic system has been interrogated. In the response emphasizing that future generations have the right to benefit from natural resources, the sustainable development approach has come to prominence. It has been observed that the issues of sustainable development and sustainability have been intensely discussed by higher education institutions since the 1980s. Until the Talloires Declaration (1990), the relationship between sustainability and higher education has been focalized to environmental education, with this declaration, the sustainability of higher education institutions has been brought to the agenda. The aim of this study is to examine Talloires Declaration on behalf of role, importance and transformations in establishing sustainable higher education institutions","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126676955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Autonomy is one of the vocational criteria of the nursing profession and is essential for safe and quality care. Nurses begin to learn the knowledge, skills, attitudes, and values associated with their professional roles during their school years. Nursing students should primarily have a high level of autonomy to protect and improve individuals’ health, and enhance their life quality in the future. This descriptive study was carried out with 285 nursing students to determine their autonomy levels. The study data were collected using a personal information form and the autonomy subscale (AS) of the Sociotropy-Autonomy Scale. For the analysis of the data, numbers, percentages, mean and standard deviation values, Mann-Whitney U, and Kruskal Wallis tests were employed, and the significance level was accepted as p <0.05. The mean total score of the students obtained from AS was 103.65 ± 18.34. Their scores from the subscales of AS were 42.68 ± 8.16 for “personal achievement”, 40.77 ± 7.70 for “freedom”, and 20.20 ± 4.70 for “enjoying loneliness”. The mean total score of the first-grade students was found to be higher than that of other grades, but the difference was not statistically significant (p> 0.05). The autonomy level of the students was found to be above the middle level, and the autonomy level of 1st-grade students was higher than that of the students in other grades.
{"title":"Autonomy Levels of Nursing Students","authors":"Ş. D. Güven","doi":"10.5961/jhes.2021.446","DOIUrl":"https://doi.org/10.5961/jhes.2021.446","url":null,"abstract":"Autonomy is one of the vocational criteria of the nursing profession and is essential for safe and quality care. Nurses begin to learn the knowledge, skills, attitudes, and values associated with their professional roles during their school years. Nursing students should primarily have a high level of autonomy to protect and improve individuals’ health, and enhance their life quality in the future. This descriptive study was carried out with 285 nursing students to determine their autonomy levels. The study data were collected using a personal information form and the autonomy subscale (AS) of the Sociotropy-Autonomy Scale. For the analysis of the data, numbers, percentages, mean and standard deviation values, Mann-Whitney U, and Kruskal Wallis tests were employed, and the significance level was accepted as p <0.05. The mean total score of the students obtained from AS was 103.65 ± 18.34. Their scores from the subscales of AS were 42.68 ± 8.16 for “personal achievement”, 40.77 ± 7.70 for “freedom”, and 20.20 ± 4.70 for “enjoying loneliness”. The mean total score of the first-grade students was found to be higher than that of other grades, but the difference was not statistically significant (p> 0.05). The autonomy level of the students was found to be above the middle level, and the autonomy level of 1st-grade students was higher than that of the students in other grades.","PeriodicalId":119364,"journal":{"name":"Journal of Higher Education and Science","volume":"706 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132947587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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