Lisans Öğrencisi Araştırmalarının Kurumsallaştırılması: Türkiye’deki Araştırma Üniversiteleri İçin Bir Politika Yol Haritası

Abstract

Bu çalışma, Türkiye’deki araştırma üniversitelerinde lisans öğrencisi araştırmalarının (URE) sistematik olarak kurumsallaştırılmasına yönelik stratejik bir yol haritası sunmaktadır. Ulusal politika hedefleri ile parçalı uygulamalar arasındaki boşluğu gidermeyi amaçlayan araştırma; mevcut yapıyı kurumsal kapasiteyi artıran bütüncül bir araştırma ekosistemine dönüştürmeyi hedeflemektedir. Çalışmada, 1996–2025 yıllarını kapsayan 76 ulusal yayın sistematik olarak taranmış ve yükseköğretime ilişkin temel politika belgeleri analiz edilmiştir. Bulgular, mevcut alanyazının büyük oranda Eğitim Bilimleri (%62) alanında yoğunlaştığını, STEM (%8) alanlarının ise oldukça yetersiz temsil edildiğini; uygulamaların ise eğitim programı dışı ve hibe odaklı kaldığını göstermektedir. Bu yapısal sorunları aşmak için politika, kurum ve eğitim programı düzeylerini kapsayan üç katmanlı “IUR-Türkiye” uygulama modeli önerilmiştir. Model; YÖK düzeyinde ölçülebilir metriklerin zorunlu kılınmasını, merkezi Lisans Araştırma Ofislerinin kurulmasını ve Ders Temelli Lisans Araştırmalarının (CURE) eğitim programına eklemlenmesini tavsiye etmektedir. Ayrıca, öğretim üyelerinin mentorluk faaliyetlerinin akademik yükseltme süreçlerinde resmen tanınmasını, sürdürülebilir bir araştırma kültürü için stratejik bir gereklilik olarak vurgulanmıştır.

Keywords

• lisans öğrencisi araştırmaları
• araştırma üniversiteleri
• Türkiye
• yükseköğretim politikası
• ders temelli lisans araştırmaları

Institutionalizing Undergraduate Research: A Policy Roadmap for Turkish Research Universities

Abstract

This study provides a strategic roadmap for the systematic institutionalization of undergraduate research (URE) in Türkiye’s research universities. Aiming to bridge the gap between national policy goals and fragmented practices, the research seeks to transform the current structure into a holistic research ecosystem that enhances institutional capacity. The study systematically reviews 76 national publications spanning 1996–2025 and analyzes key higher education policy documents. Findings reveal that the current literature is heavily concentrated in Educational Sciences (62%), while STEM fields (8%) are significantly underrepresented; furthermore, existing practices remain largely extracurricular and grant dependent. To overcome these structural barriers, a three-tiered “IUR-Türkiye” implementation model encompassing policy, institutional, and curricular levels is proposed. The model recommends mandating measurable metrics at the Council of Higher Education (YÖK) level, establishing centralized Undergraduate Research Offices, and embedding Course-Based Undergraduate Research Experiences (CURE) into the curriculum. Furthermore, the formal recognition of faculty mentorship within academic promotion processes is emphasized as a strategic requirement for a sustainable research culture.

Keywords

• undergraduate research
• research universities
• Türkiye
• higher education policy
• undergraduate research
• research universities
• Türkiye
• higher education policy
• course based undergraduate research experiences (CURE)

Ethical Statement

Ethics committee approval is not required for this study, as it is a conceptual/review paper based on the systematic analysis of existing literature and public policy documents.

References

1. Adedokun, O. A., Parker, L. C., Childress, A., Burgess, W., Adams, R., Agnew, C. R., Gardinier, G., Naique, G., Scott, C., Coulter-Kern, M., & Teegarden, D. (2014). Effect of time on perceived gains from an undergraduate research program. CBE Life Sciences Education, 13(1), 139–148. https://doi.org/10.1187/cbe.13-03-0045
2. Ahmad, Z., Ammar, M., Siby, N., Bhadra, J., Sellami, A., & Al-Thani, N. J. (2023). Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences. Heliyon, 9(11), e22071. https://doi.org/10.1016/j.heliyon.2023.e22071
3. Aksu, C. (2018). Müzik Öğretmeni Adaylarının ‘Bilimsel Araştırma Yöntemleri Dersi’ne Dönük Görüşleri. Kastamonu Eğitim Dergisi, 26(6), 2127–2138. https://doi.org/10.24106/kefdergi.2583
4. Anapa, P. (2019). Pre-service language teachers’ research engagement and their views about their future implementation [Master’s thesis, Atatürk Üniversitesi].
5. Arısın, H. B., Topuzoğlu, A., Karavuş, M., Hıdıroğlu, S., Tunç Nakış, S., & Batman, M. (2024). İstanbul’da Bir Kamu Üniversitesi Tıp Fakültesi Mezuniyet Öncesi Bilimsel Araştırma Eğitimlerinin Hekimlerin Akademik Gelişimlerine Etkisinin Değerlendirilmesi: Niteliksel Bir Çalışma. Tıp Eğitimi Dünyası, 23(70), 33–48. https://doi.org/10.25282/ted.1395581
6. Ash, M. G. (2006). Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US. European Journal of Education, 41(2), 245–267. https://doi.org/10.1111/j.1465-3435.2006.00258.x
7. Asikhia, O. (2013). Research Culture Model for Institutional Excellence in Nigeria. British Journal of Management and Social Sciences, 11(1), 43–59. Retrieved from ResearchGate: https://www.researchgate.net/publication/355985803_Research_Culture_Model_for_Institutional_Excellence_in_Nigeria
8. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308. https://psycnet.apa.org/record/1985-18630-001

9. Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., Lawrie, G., McLinn, C. M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N. M., Varma-Nelson, P., Weston, T. J., & Dolan, E. L. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE–Life Sciences Education, 13(1), 29–40. https://doi.org/10.1187/cbe.14-01-0004
10. Bahtiyar, A., & Can, B. (2016). Fen Öğretmen Adaylarının Bilimsel Süreç Becerileri ile Bilimsel Araştırmaya Yönelik Tutumlarının İncelenmesi [Examination of the scientific process skills and attitudes towards scientific research of prospective science teachers]. Buca Eğitim Fakültesi Dergisi, 42, 47–58. https://dergipark.org.tr/tr/pub/deubefd/issue/35757/399518
11. Baker, V. L., McCaffrey, V., & Manning, C. E. N. (2022). Fostering professional development through undergraduate research: supporting faculty mentors and student researchers. Mentoring and Tutoring: Partnership in Learning, 30(2), 216–234. https://doi.org/10.1080/13611267.2022.2057097
12. Bangera, G., & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE Life Sciences Education, 13(4), 602–606. https://doi.org/10.1187/cbe.14-06-0099 Ben-David, J. (1992). Centers of Learning: Britain, France, Germany, United States (1st ed.). Routledge. https://doi.org/10.4324/9781315081625
13. Bilasa, P., & Taşpınar, M. (2019). Pre-service teachers’ attitudes towards scientific research methods course: (The sample of Gazi University, Gazi Faculty of Education). Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 9(2), 241–262. https://doi.org/10.31704/ijocis.2019.011
14. Borrego, M., Knight, D. B., Gibbs, K., & Crede, E. (2018). Pursuing Graduate Study: Factors Underlying Undergraduate Engineering Students’ Decisions. Journal of Engineering Education, 107(1), 140–163. https://doi.org/10.1002/jee.20185 Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
15. Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Stony Brook University. http://files.eric.ed.gov/fulltext/ED424840.pdf
16. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press. https://eric.ed.gov/?id=ED326149
17. Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618. https://doi.org/10.1007/s10734-013-9624-x
18. Bulduk, O., & Alp, H. (2021). Spor Bilimleri Fakültesinde Okuyan Öğrencilerinin Araştırma Yapmaya Yönelik Kaygı Düzeylerinin İncelenmesi [Investigation of the Faculty of Sports Sciences Students’ Anxiety Levels Towards Doing Research]. International Journal of Contemporary Educational Studies, 7(1), 270–282. https://dergipark.org.tr/tr/pub/intjces/issue/64208/904495
19. Büyükgüzel, K., Keleş, V., & Çelik, C. (2023). Bölgesel Kalkınmadan Uluslararasılaşmaya Doğru Üniversite Uygulama ve Araştırma Merkezlerinin Genel Durumu: Araştırma ve Yenilik Stratejilerinde Kalite Güvence Sisteminin Geliştirilmesi [General status of university application and research centers from regional development to internationalization: The size of the quality assurance system in research and innovation strategies]. Üniversite Araştırmaları Dergisi, 6(3), 356–365. https://doi.org/10.32329/uad.1335796
20. Cardno, C. (2018). Policy document analysis: A practical educational leadership tool and a qualitative research method. Educational Administration: Theory and Practice, 24(4), 623–640. https://doi.org/10.14527/kuey.2018.016
21. Çetinsaya, G. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası. Yükseköğretim Kurulu. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/buyume-kalite-ulusallasma.pdf
22. CNPq. (2024). PIBIC — Programa Institucional de Bolsas de Iniciação Científica. https://www.gov.br/cnpq
23. Çokluk Bökeoğlu, Ö., & Yılmaz, K. (2005). Üniversite Öğrencilerinin Eleştirel Düşünmeye Yönelik Tutumları ile Araştırma Kaygıları Arasındaki İlişki [The relationship between attitudes of university students towards critical thinking and research anxieties]. Kuram ve Uygulamada Eğitim Yönetimi, (41), 47–67. https://dergipark.org.tr/tr/pub/kuey/issue/10356/126798
24. Corwin, L. A., Graham, M. J., & Dolan, E. L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE Life Sciences Education, 14(1), 1–13. https://doi.org/10.1187/cbe.14-10-0167
25. Council on Undergraduate Research. (n.d.). Mission and history. https://www.cur.org/about/mission-and-history/
26. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
27. Demir, A. (2024). Tıp öğrencilerinin, lisans döneminde bilimsel araştırma yapma motivasyonları ve ilişkili faktörler: Öz Belirleme Kuramı [Doctoral dissertation, Marmara Üniversitesi].
28. Demir, A., & Yıldız İnanıcı, S. (2024). Medical Students’ Experiences and Factors Related to Their Motivation for Undergraduate Courses Involving Scientific Research. Istanbul Medical Journal, 25(1), 77–83. https://doi.org/10.4274/imj.galenos.2024.75332
29. Dolan, E. L. (2016). Course-based undergraduate research experiences: Current knowledge and future directions. National Academies of Sciences. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177288.pdf
30. Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal, 50(4), 683–713. https://doi.org/10.3102/0002831213482038
31. Elton, L. (2001). Research and teaching: Conditions for a positive link. Teaching in Higher Education, 6(1), 43–56. https://doi.org/10.1080/13562510020029590 European Higher Education Area. (2009). The Bologna Process 2020 - The European Higher Education Area in the new decade [Communiqué]. https://ehea.info/Upload/document/ministerial_declarations/Leuven_Louvain_la_Neuve_Communique_April_2009_595061.pdf
32. European Higher Education Area. (2024). EHEA statements on fundamental values (Annex 1). https://ehea.info/Download/ANNEX-1-EHEA-STATEMENTS-ON-FUNDAMENTAL-VALUES%20(1).pdf
33. Gaebel, M., & Zhang, T. (2024). Trends 2024: European higher education institutions in times of transition. European University Association. https://www.eua.eu/images/publications/Publication_PDFs/Trends_2024.pdf
34. Godreau, I., Gavillán-Suárez, J., Franco-Ortiz, M., Calderón-Squiabro, J. M., Marti, V., & Gaspar-Concepción, J. (2015). Growing Faculty Research for Students’ Success: Best Practices of a Research Institute at a Minority-Serving Undergraduate Institution. Journal of Research Administration, 46(2), 55–78. https://files.eric.ed.gov/fulltext/EJ1156091.pdf
35. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
36. Griffiths, R. (2004). Knowledge production and the research – teaching nexus: the case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726. https://doi.org/10.1080/0307507042000287212
37. Gülbak, O. (2020). Öğretim Üyeleri Perspektifinden Araştırma Üniversitesi Girişimi: Bir Vakıf Üniversitesi Örneği [Research university initiative from the perspective of faculty members: A case of foundation university]. Üniversite Araştırmaları Dergisi, 3(3), 124–130. https://doi.org/10.26701/uad.784293
38. Haeger, H., Banks, J. E., Smith, C., & Armstrong-Land, M. (2020). What we know and what we need to know about undergraduate research. Scholarship and Practice of Undergraduate Research, 3(4), 62–69. https://doi.org/10.18833/spur/3/4/4
39. Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43(5), 614–631. https://api.semanticscholar.org/CorpusID:141269900
40. Healey, M. (2005). Linking Research and Teaching to Benefit Student Learning. Journal of Geography in Higher Education, 29(2), 183–201. https://doi.org/10.1080/03098260500130387
41. Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy.
42. Hensel, N. H., & Blessinger, P. (2020). International Perspectives on Undergraduate Research: Policy and Practice. In N. H. Hensel & P. Blessinger (Eds.), International Perspectives on Undergraduate Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-53559-9
43. Hordern, J. (2013). Undergraduates and research: Connectivity in the university. Educational Studies, 39(5), 535–547. https://doi.org/10.1080/03055698.2013.801771
44. Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. https://doi.org/10.1002/sce.20173
45. İlhan, A., Çelik, H. C., & Aslan, A. (2016). Üniversite Öğrencilerinin Bilimsel Araştırmaya Yönelik Tutumlarının İncelenmesi [Evaluating the Attitudes of University Students about Scientific Research]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 141–156. https://dergipark.org.tr/tr/pub/inuefd/issue/26708/280944
46. Kardash, C. A. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191–201. https://doi.org/10.1037/0022-0663.92.1.191
47. Kart, A., & Gelbal, S. (2014). Öğretmen Adaylarının Bilimsel Araştırma Öz Yeterlik Algılarının İkili Karşılaştırmalı Yargılar Yöntemiyle Belirlenmesi. Journal of Measurement and Evaluation in Education and Psychology, 5(1), 12–23. https://dergipark.org.tr/en/pub/epod/issue/5799/77197
48. Koç University. (n.d.). Koç University Summer Research Program (KUSRP). https://research.ku.edu.tr/tr/arastirma-faaliyetleri/yaz-arastirma-programlari/kusrp/
49. Koç, A., Çalık, Ş., Şenel Zor, T., Aslan, O., & Zor, E. (2020). TÜBİTAK Proje yarışmaları bölge sergisine katılan üniversite öğrencilerinin kendi araştırma projeleri hakkındaki görüşleri. Eğitim ve Toplum Araştırmaları Dergisi, 7(2), 466–490. https://dergipark.org.tr/en/download/article-file/1094620
50. Korkut, P. (2018). Undergraduate ELT Students’ Perspective on a Course-Based Scientific Research Convention. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(4), 2172–2192. https://doi.org/10.17240/aibuefd.2018.18.41844-453897
51. Koyuncu, İ., Mantar, H. A., Satoğlu, Ş. I., Çakır, A., Erşahin, M. E., & Akgül, T. (2021). Universities’ Contribution to the National Technology Initiative. https://doi.org/10.53478/TUBA.978-625-8352-17-7.ch09
52. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities. https://doi.org/10.1007/978-981-16-8679-5_300089
53. Laursen, S., Hunter, A.-B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate Research in the Sciences: Engaging Students in Real Science. Jossey-Bass.
54. Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85–101. https://doi.org/10.1080/03075079.2010.499166
55. Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. https://doi.org/10.1126/science.1261757
56. Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3(4), 270–277. https://doi.org/10.1187/cbe.04-07-0045
57. Lopatto, D. (2007). Undergraduate Research Experiences Support Science Career Decisions and Active Learning. CBE Life Sciences Education, 6, 297–306. https://doi.org/10.1187/cbe.07-06-0039
58. Malachowski, M., Osborn, J. M., Karukstis, K. K., & Ambos, E. L. (2015). Realizing Student, Faculty, and Institutional Outcomes at Scale: Institutionalizing Undergraduate Research, Scholarship, and Creative Activity Within Systems and Consortia. New Directions for Higher Education, (169), 3–13. https://doi.org/10.1002/he.20118
59. Mandıracıoğlu, A., Sezer, E., Batı, H., & Kaçmaz Başoğlu, Ö. (2016). Ege Üniversitesi Tıp Fakültesi öğrencilerinin proje deneyimleri: Araştırma eğitimi programı. Tıp Eğitimi Dünyası / Mayıs-Ağustos, 46, 41–53. http://dergipark.ulakbim.gov.tr/ted/article/viewFile/5000188285/5000172719
60. Marginson, S. (2016). The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems. Higher Education, 72(4), 413–434. https://doi.org/10.1007/s10734-016-0016-x Middle East Technical University. (n.d.). Undergraduate research projects (Adım ODTÜ). https://adimodtu.org.tr/proje/lisans-arastirmalari-projesi
61. Ministry of Education and Culture, Indonesia. (2020). The Summary of Regulation of The Ministry of Education and Culture of The Republic of Indonesia Number 3 of 2020 Concerning National Standards for Higher Education. Retrieved from: https://pwk.ft.undip.ac.id/en/regulation/
62. Morrison, J. A., Barthell, J. F., Boettcher, A., Bowne, D., Nixon, C., & Strauss-Soukup, J. (2019). Recognizing and Valuing the Mentoring of Undergraduate Research, Scholarship and Creative Activity (URSCA) by Faculty Members: Workload, Tenure, Promotion, and Award Systems. CUR White Paper No.2, (2), 21. https://www.cur.org/wp-content/uploads/2023/08/CURWhitePaper2.pdf
63. Muşlu Kaygısız, G., Benzer, E., & Dilek Eren, C. (2020). Fen Bilgisi Öğretmen Adaylarının Bilimsel Araştırma Yöntemlerini Kullanma Durumlarının Değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 706–729. https://doi.org/10.17860/mersinefd.715668
64. National Academies of Sciences Engineering and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. In Undergraduate Research Experiences for STEM Students. Washington D.C. https://doi.org/10.17226/24622
65. Neary, M., Saunders, G., Hagyard, A., & Derricott, D. (2014). Student as producer: Research-engaged teaching, an institutional strategy. The Higher Education Academy. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/hub/download/lincoln_ntfs_2010_project_final_report_fv_1568037501.pdf
66. New Zealand Ministry of Education. (2025). Tertiary education strategy 2025–2030. https://web-assets.education.govt.nz/s3fs-public/2025-11/Tertiary%20Education%20Strategy%20-%202025-2030.pdf?VersionId=kaSBNy7noyUr0ZbRDPlSOg4SI5MR1fvg
67. Newman, J. H. (1852). The idea of a university. Longman.
68. Ozay, S. B. (2012). The dimensions of research in undergraduate learning. Teaching in Higher Education, 17(4), 453–464. https://doi.org/10.1080/13562517.2011.641009
69. Presidency of the Republic of Türkiye. (2023). On İkinci Kalkınma Planı (2024–2028) [Twelfth development plan]. https://www.sbb.gov.tr/wp-content/uploads/2023/12/On-Ikinci-Kalkinma-Plani_2024-2028_11122023.pdf
70. Research Excellence Framework 2014. (2014). About the REF. https://2014.ref.ac.uk/about/index.html Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548–549. https://doi.org/10.1126/science.1140384
71. Sabancı University. (n.d.). Program for Undergraduate Research (PURE). https://pure.sabanciuniv.edu
72. Şahin Kürşad, M. (2015). Bilimsel araştırmaya yönelik tutum ve epistemolojik inanç arasındaki ilişkinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 217–246. https://dergipark.org.tr/tr/pub/aibuefd/issue/1516/18640
73. Scott, P. (2006). The academic profession in a knowledge society. In V. L. Meek et al. (Eds.), The form and function of the university (pp. 67–80). Routledge.
74. Sengupta, A. (2019). Improving research in India: Introducing undergraduate research in higher education. ORF Issue Brief, (277), 1–14. https://www.orfonline.org/research/improving-research-in-india-introducing-undergraduate-research-in-higher-education
75. Sevimli, K., Özen, S. N., Çetin, S., Tanır, A., & Dede, A. T. (2025). Matematik Öğretmeni Adaylarının TÜBİTAK 2209-A Proje Deneyimlerinin İncelenmesi. Buca Eğitim Fakültesi Dergisi, (63), 1041–1058. https://doi.org/10.53444/deubefd.1583697
76. Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131
77. Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., … Wuetherick, B. (2013). Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry. Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), 105–118. https://doi.org/10.2979/teachlearninqu.1.2.105
78. Spronken-Smith, R., Mirosa, R., & Darrou, M. (2014). “Learning is an endless journey for anyone”: undergraduate awareness, experiences and perceptions of the research culture in a research-intensive university. Higher Education Research and Development, 33(2), 355–371. https://doi.org/10.1080/07294360.2013.832169
79. Thiry, H., & Laursen, S. (2009). Student outcomes from undergraduate research: An evaluation of three academic year and summer undergraduate research programs in the life sciences at the University of Colorado, Boulder, 2007–2008. https://www.colorado.edu/eer/sites/default/files/attached-files/bsi_nih_ursurveyreport2009.pdf
80. Tuncer, M., & Yılmaz, Ö. (2017). Üst biliş düşünme becerileri ve bilimsel araştırma özyeterliği arasındaki ilişkinin regresyon analizi ve yapısal eşitlik modeli ile incelenmesi [Examination of the relationship between metacognitive thinking skills and scientific research self-efficacy via regression analysis and structural equation modeling]. Journal of Human Sciences, 14(2), 1273–1283. https://doi.org/10.14687/jhs.v14i2.4507
81. United Nations. (2024). Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://sdgs.un.org/goals/goal4
82. Uysal Toraman, A., Bayık Temel, A., Kalkım, A., & Erkin Balyacı, Ö. (2013). Klasik ve Entegre Eğitim Modeli ile Öğrenim Gören Hemşirelik Öğrencilerinin Araştırmaya Yönelik Tutum ve Farkındalıkları. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 6(3), 132–138. https://dergipark.org.tr/tr/pub/deuhfed/issue/46813/587044
83. Vandermaas-Peeler, M. (2016). Mentoring Undergraduate Research: Student and Faculty Participation in Communities of Practice. Transformative Dialogues: Teaching & Learning Journal, 9(1), 1–10. https://doi.org/10.59236/td2016vol9iss11067
84. Willison, J. W. (2012). When academics integrate research skill development in the curriculum. Higher Education Research and Development, 31(6), 905–919. https://doi.org/10.1080/07294360.2012.658760
85. Willison, J. W. (2018). Research skill development spanning higher education: Critiques, curricula and connections. Journal of University Teaching & Learning Practice, 15(4), 1–15. https://files.eric.ed.gov/fulltext/EJ1195982.pdf
86. Yükseköğretim Kurulu. (2019). Research universities initiative: Mission differentiation and specialization. Council of Higher Education. https://www.yok.gov.tr/documents/documents/68f0dd0290bf3.pdf
87. Yükseköğretim Kurulu. (2022). Towards 2030: The roadmap of Turkish higher education [YÖK 2030’a Doğru: Türk Yükseköğretiminin Yol Haritası]. Council of Higher Education. https://www.yok.gov.tr/documents/documents/68e652769d934.pdf
88. Yükseköğretim Kurulu. (2023). Strategic plan 2024–2028 [2024–2028 Stratejik Planı]. Council of Higher Education. https://www.yok.gov.tr/documents/documents/6880e6bfa8cdf.pdf
89. Yükseköğretim Kurulu. (2024). General report on university monitoring and evaluation. Council of Higher Education. https://www.yok.gov.tr/documents/documents/68be99a288f25.pdf
90. Yükseköğretim Kurulu. (2025a). Türkiye üniversite deneyimi araştırması (TÜDA) 2025 – Öğrenci Raporu. Council of Higher Education. https://www.yok.gov.tr/documents/documents/68be7f8e08788.pdf
91. Yükseköğretim Kurulu. (2025b). Yükseköğretim bilgi yönetim sistemi (2024–2025 Yükseköğretim İstatistikleri). https://istatistik.yok.gov.tr