Araştırma Makalesi
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Digital Transformation, Research University and Restructuring of Higher Education: A Model Proposal for Istanbul University Faculty of Economics

Yıl 2021, Sayı: 63, 67 - 92, 30.06.2021
https://doi.org/10.26650/JECS2020-801234

Öz

Turkey’s higher education and scientific research authorities have categorized the country’s universities as innovative and entrepreneurial universities, research universities, or regional development-oriented universities, and have encouraged them to work in the corresponding direction. With COVID-19, digitalization has become an exceptionally prominent issue in higher education. The European Commission has declared digitalization in higher education to be a priority area. With these factors in mind, a digital research faculty model has been developed for Istanbul University Faculty of Economics, using 20 peer faculty websites to establish proof of concept. This model can be adapted to the university as a whole in a more general framework or to a particular department in a narrower context. The model has five components: (i) It is informed by ideas and discourse in online education, education 4.0, web 3.0, micro badges, digital transformation, research concepts, the Bologna Process, qualification frameworks, 21st century skills, core competencies, accreditation, and institutional evaluation; (ii) it proposes new generation offices and committees in line with the new education paradigm; (iii) it implements metrics related to digitization, stakeholder engagement, research faculty, online education, graduate profile, and governance model; (iv) it engages in a communication strategy with internal and external stakeholders; and (v) it establishes a governance model that will embody and implement the new approach. The model has been implemented on the basis of 20 peer faculties, but could be expanded for use by the entire university or narrowed for the benefit of a specific program

Kaynakça

  • Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67—86. https://doi.org/10.1016/j.chb.2019.08.004 google scholar
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  • Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203—220. https:// doi.org/10.1080/21532974.2019.1646169 google scholar
  • Annansingh-Jamieson, F. (2017). Gamified e-learning in higher education. Proceedings of the 44th Annual NBEA Conference, Port Jefferson, New York. 2017. google scholar
  • Aramburo, A. S. (2019). The future of national libraries. The Journal of National and International Library and Information Issues, 29(3), 225—227. https://doi.org/10.1177/0955749019892373 google scholar
  • Aldemir, T., Çelik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behaviour, 78, 235—254. https://doi.org/10.1016/j.chb.2017.10.001 google scholar
  • Ayebi-Arthur, K. (2017). E-learning, resilience and change in higher education: helping a university cope after a natural disaster. E-Learning and Digital Media, 14(5), 259—274. https://doi.org/10.1177/2042753017751712 google scholar
  • Babic, T., Vilovic, G., & Tomic, L. B. (2019). The usage of social media for higher education purposes. INFuture2019: Knowledge in the Digital Age. 206—214. google scholar
  • Barna, B., & Fodor, S. (2017). An empirical study on the use of gamification on it courses at higher education. Proceedings of the International Conference on Interactive
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  • Berggren, B., Fili, A., & Nordberg, O. (2015). Digital examination in higher education - experiences from three different perspectives. International Journal of Education and Development Using Information and Communication Technology (IJEDICT). 11(3), 100—108. google scholar
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  • Bradley, L., & Soldo, B. (2011). The new information poor: how limited access to digital scholarly resources impacts higher education. The Serials Librarian, 61(3-4), 366—376. google scholar
  • Bridgstock, R. (2016). Educating for digital futures: what the learning strategies of digital media professionals can teach higher education. Innovations in Education and Teaching International. 53(3), 306—315. google scholar
  • Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 43(1), 16—22. google scholar
  • Bykov, D., Frank, E., Surnin, O., Sitnikov, P., Ivaschenko, A., & Golovnin, O. (2019, September). Samara Polytech Innovation: Digital Campus 2.0. XXI International Conference Complex Systems: Control and Modeling Problems (CSCMP), Samara, Russia. doi: 10.1109/CSCMP45713.2019.8976613. google scholar
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  • Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Memiş, B. Y. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior. 69, 98—107. https://doi. org/10.1016/j.chb.2016.12.018. google scholar
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Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi

Yıl 2021, Sayı: 63, 67 - 92, 30.06.2021
https://doi.org/10.26650/JECS2020-801234

Öz

Türk üniversiteleri son birkaç yıldan bu yana YÖK’ün ve TÜBİTAK’ın geliştirdiği yenilikçi ve girişimci üniversite, araştırma üniversitesi, bölgesel kalkınma odaklı misyon üniversitesi olarak gruplandırılmakta ve bu yönde çalışma yapmaya özendirilmektedir. Covid-19, dijitalleşmeyi öncelikli hale getirmiştir. Avrupa Komisyonu da yükseköğrenimde dijitalleşmeyi öncelikli alan ilan etmiştir. Bu çalışmada, yükseköğrenimde dönüşüm boyutları ışığında, İÜ İktisat Fakültesi için bir dijital araştırma fakültesi modeli geliştirilmiştir. Bu modelin daha genel çerçevede üniversiteye veya daha dar kapsamda bölüm bazında da uyarlanabileceği değerlendirilmektedir. Modelin ilk bileşeninde çevrimiçi eğitim, eğitim 4.0, web 3.0, mikro rozetler, dijital dönüşüm, araştırma konsepti, Bologna Süreci, yeterlilik çerçeveleri, 21’inci yüzyıl becerileri, çekirdek yetkinlikler, akreditasyon ve kurumsal değerlendirme boyutları dikkate alınmıştır. Modelin ikinci bileşeni, yeni eğitim paradigmasıyla uyumlu olarak yeni nesil ofisler ve komitelere ilişkindir. Modelin üçüncü bileşeni, dijitalleşme, paydaş katılımı, araştırma fakültesi, çevrimiçi eğitim, mezun profili ve yönetişim modeline ilişkin metrikleri kapsamaktadır. Modelin dördüncü bileşeni, çeşitli boyutlara ilişkin olarak iç ve dış paydaşlarla iletişim stratejisine ilişkindir. Modelin beşinci ve son bileşeni yeni yaklaşımı somutlaştırarak uygulayacak yönetişim modelinin kurgulanmasına ilişkindir. 20 akran fakülte bazında uygulaması yapılan modelin bir bütün olarak yükseköğrenimde dönüşümü uluslararası trendlere paralel olarak sağlayacak bir yapıya, esnekliğe ve dinamizme sahip olduğu değerlendirilmektedir.

Kaynakça

  • Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67—86. https://doi.org/10.1016/j.chb.2019.08.004 google scholar
  • Al-Qahtani, A.Y., & Higgins, S.E. (2013). Effects of traditional, blended and e-learning on students’ achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220—234. https://doi.org/10.1111/j.1365-2729.2012.00490.x google scholar
  • Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203—220. https:// doi.org/10.1080/21532974.2019.1646169 google scholar
  • Annansingh-Jamieson, F. (2017). Gamified e-learning in higher education. Proceedings of the 44th Annual NBEA Conference, Port Jefferson, New York. 2017. google scholar
  • Aramburo, A. S. (2019). The future of national libraries. The Journal of National and International Library and Information Issues, 29(3), 225—227. https://doi.org/10.1177/0955749019892373 google scholar
  • Aldemir, T., Çelik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behaviour, 78, 235—254. https://doi.org/10.1016/j.chb.2017.10.001 google scholar
  • Ayebi-Arthur, K. (2017). E-learning, resilience and change in higher education: helping a university cope after a natural disaster. E-Learning and Digital Media, 14(5), 259—274. https://doi.org/10.1177/2042753017751712 google scholar
  • Babic, T., Vilovic, G., & Tomic, L. B. (2019). The usage of social media for higher education purposes. INFuture2019: Knowledge in the Digital Age. 206—214. google scholar
  • Barna, B., & Fodor, S. (2017). An empirical study on the use of gamification on it courses at higher education. Proceedings of the International Conference on Interactive
  • Collaborative Learning (ICL 2017): Teaching and Learning in a Digital World (pp. 684—692). google scholar
  • Berggren, B., Fili, A., & Nordberg, O. (2015). Digital examination in higher education - experiences from three different perspectives. International Journal of Education and Development Using Information and Communication Technology (IJEDICT). 11(3), 100—108. google scholar
  • Bloomberg, J. (2018, April). Digitization, digitalization, and digital transformation: confuse them at your peril. Retrieved from https://www.forbes.com/sites/jasonbloomberg/2018/04/29/digitization-digitalization-and-digital-transformation-confuse-them-at-your-peril/#7143f1a52f2c google scholar
  • Bogoviz, A. V. (2019). Diversification of educational services in the conditions of industry 4.0 on the basis of ai training. On the Horizon, 27(3/4), 206—212. google scholar
  • Bradley, L., & Soldo, B. (2011). The new information poor: how limited access to digital scholarly resources impacts higher education. The Serials Librarian, 61(3-4), 366—376. google scholar
  • Bridgstock, R. (2016). Educating for digital futures: what the learning strategies of digital media professionals can teach higher education. Innovations in Education and Teaching International. 53(3), 306—315. google scholar
  • Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 43(1), 16—22. google scholar
  • Bykov, D., Frank, E., Surnin, O., Sitnikov, P., Ivaschenko, A., & Golovnin, O. (2019, September). Samara Polytech Innovation: Digital Campus 2.0. XXI International Conference Complex Systems: Control and Modeling Problems (CSCMP), Samara, Russia. doi: 10.1109/CSCMP45713.2019.8976613. google scholar
  • Caena, F. (2011). Literature review teachers’ core competences: requirements and development. European Commission. Retrieved from https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/ teacher-competences_en.pdf. google scholar
  • Cabinet Office. (2020). Society 5.0. Retrieved from https://www8.cao.go.jp/cstp/english/society5_0/index. html#container google scholar
  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. EUR-Scientific and Technical Research Reports, No. 28558 google scholar
  • Cedefop. (2017). Defining, Writing and Applying Learning Outcomes: A European Handbook. Luxembourg: Publications Office. http://dx.doi.org/10.2801/566770 google scholar
  • Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Memiş, B. Y. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior. 69, 98—107. https://doi. org/10.1016/j.chb.2016.12.018. google scholar
  • Eggers, W. D., & Bellman, J. (2015). The journey to government’s digital transformation. deloitte insights. Retrieved from https://www2.deloitte.com/insights/us/en/topics/digital-transformation/digital-transformation-ingovernment.html google scholar
  • Elabnody, M., Fouad, M., Maghraby, F., & Hegazy, A. (2017). Framework for Gamification Based E-Learning Systems for Higher Education in Egypt. International Journal of Intelligent Computing and Information Science, 17(4), 59—71. DOI: 10.21608/ijicis.2017.19816 google scholar
  • Felea, M., Albâstroiu, I., Vasiliu, C., & Georgescu, B. (2018, April). E-learning in higher education: Exploratory survey among Romanian students. The 14th International Scientific Conference E-Learning and Software for Education, Bucharest. google scholar
  • Figaredo, D. D., & Alvarez, J. F. A. (2019). Structural changes in the landscape of Spanish distance universities. Open Praxis, 11(2), 119—128. https://doi.org/10.5944/openpraxis.11.2.958 google scholar
  • GetMeACourse. (2018). What Are the Top Ten Skills That Employers Want? Retrieved from https://www. getmeacourse.com/blog/what-are-the-top-ten-skills-that-employers-want/ google scholar
  • Gonzalez, C. (2012). The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers. Instructional Science, 40(6), 975—998. google scholar
  • Hinds, J., & Joinson, A. N. (2108). What demographic attributes do our digital footprints reveal? A Systematic Review. PLoS ONE, 13(11), 1—40. https://doi.org/10.1371/journal.pone.0207112 google scholar
  • Iancu, B. (2019). Web crawler for indexing video e-learning resources: A youtube case study. Informatica Economica, 23(2), 15—23. DOI:10.12948/issn14531305/23.2.2019.02 google scholar
  • Jackson, N. C. (2019). Managing for competency with innovation change in higher education: examining the pitfalls and pivots of digital transformation. Business Horizons, 62, 761—772. https://doi.org/10.1016/j. bushor.2019.08.002 google scholar
  • Jurva, R., Matinmikko-Blue, M., Niemelâ, V., & Nenonen, S. (2020). Architecture and operational model for smart campus digital infrastructure. Wireless Personal Communication,113, 1-18. https://doi.org/10.1007/s11277-020-07221-5 google scholar
  • Kallioinen, O. (2010). Defining and comparing generic competences in higher education. European Educational Research Journal, 9(1), 56—68. https://doi.org/10.2304/eerj.2010.9.1.56 google scholar
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Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Ekonomi
Bölüm Araştırma Makaleleri
Yazarlar

Metin Toprak 0000-0001-9217-6318

Yüksel Bayraktar 0000-0002-3499-4571

Sayım Yorğun Bu kişi benim 0000-0002-1733-8222

Ayfer Özyılmaz 0000-0001-9201-2508

Yayımlanma Tarihi 30 Haziran 2021
Gönderilme Tarihi 28 Eylül 2020
Yayımlandığı Sayı Yıl 2021 Sayı: 63

Kaynak Göster

APA Toprak, M., Bayraktar, Y., Yorğun, S., Özyılmaz, A. (2021). Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi. Journal of Economy Culture and Society(63), 67-92. https://doi.org/10.26650/JECS2020-801234
AMA Toprak M, Bayraktar Y, Yorğun S, Özyılmaz A. Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi. Journal of Economy Culture and Society. Haziran 2021;(63):67-92. doi:10.26650/JECS2020-801234
Chicago Toprak, Metin, Yüksel Bayraktar, Sayım Yorğun, ve Ayfer Özyılmaz. “Dijital Dönüşüm, Araştırma Üniversitesi Ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi”. Journal of Economy Culture and Society, sy. 63 (Haziran 2021): 67-92. https://doi.org/10.26650/JECS2020-801234.
EndNote Toprak M, Bayraktar Y, Yorğun S, Özyılmaz A (01 Haziran 2021) Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi. Journal of Economy Culture and Society 63 67–92.
IEEE M. Toprak, Y. Bayraktar, S. Yorğun, ve A. Özyılmaz, “Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi”, Journal of Economy Culture and Society, sy. 63, ss. 67–92, Haziran 2021, doi: 10.26650/JECS2020-801234.
ISNAD Toprak, Metin vd. “Dijital Dönüşüm, Araştırma Üniversitesi Ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi”. Journal of Economy Culture and Society 63 (Haziran 2021), 67-92. https://doi.org/10.26650/JECS2020-801234.
JAMA Toprak M, Bayraktar Y, Yorğun S, Özyılmaz A. Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi. Journal of Economy Culture and Society. 2021;:67–92.
MLA Toprak, Metin vd. “Dijital Dönüşüm, Araştırma Üniversitesi Ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi”. Journal of Economy Culture and Society, sy. 63, 2021, ss. 67-92, doi:10.26650/JECS2020-801234.
Vancouver Toprak M, Bayraktar Y, Yorğun S, Özyılmaz A. Dijital Dönüşüm, Araştırma Üniversitesi ve Yükseköğrenimde Yeniden Yapılanma: İstanbul Üniversitesi İktisat Fakültesi için Bir Model Önerisi. Journal of Economy Culture and Society. 2021(63):67-92.