Yazar: Ogny

Zehra Taşkın

Zehra Taşkın is an Associate Professor in the Department of Information Management at Hacettepe University, Turkey. Additionally, she is a researcher at Adam Mickiewicz University Scholarly Communication Research Group in Poland. Her research interests primarily focus on research/performance evaluations and scholarly communication. Taşkın’s M.A. thesis addressed the issue of standardizing university affiliations in citation indexes, and her doctoral dissertation designed a content-based citation analysis model for the Turkish Language. Her works have been published in esteemed journals in information science, including the Journal of Informetrics, JASIS&T, QSS and Scientometrics. Taşkın has participated in several national and international projects funded by organizations such as the Polish National Agency for Academic Exchange (NAWA Poland), NASA Astrobiology Institute, Tokyo Institute of Technology, Finnish Learned Societies, and TÜBİTAK (The Scientific and Technological Research Council of Turkey). She has also played an active role in the Libraries for Everyone project, funded by the Bill and Melinda Gates Foundation. She is the co-founder of the Scholarly Communication Network, which was established to support young researchers working in scholarly communication field. For more information, visit https://zehrataskin.com .

“Beyond the Numbers: Rethinking Research Performance Evaluations for Quality and Impact”

Researchers are often evaluated based on numerical metrics such as the number of publications and citations, the impact factor of the publication venue, the h-index of the researchers, and university rankings. However, the emphasis on numbers has resulted in a “publish or perish” culture and an uncontrollable number of scientific outputs that cannot be read by anyone. Additionally, relying solely on these metrics has created significant inequalities between researchers, disciplines, countries, and research topics. To address these challenges, we need to shift away from systems that prioritize numbers and instead develop new systems that focus on evaluating the quality and impact of research output. Numerical metrics can be useful for evaluating research performance, however, they should not be the sole criteria for deciding academic success. Instead, we need to develop more comprehensive evaluation systems that prioritize the societal and scientific impact of research. In this presentation, I will explore whether numerical evaluations can be replaced and discuss alternative ways to measure research quality.

Tatiana Fumasoli

Tatiana Fumasoli is Professor of Higher Education Studies at UCL’s Faculty of Education and Society, University College London, where she is the director of the UCL Centre for Higher Education Studies (CHES). Her research interests lie at the intersection between management studies, organisation theory and sociology of professions and expertise. Tatiana has led several international projects focusing on global governance, strategic management, and the academic profession. Her research activities investigate new practices of internationalisation, crisis management, and networks of innovation in teaching and learning. She is currently leading a World Bank funded project on internationalization and research governance for the Ministry of Education and Science in Georgia. Tatiana is the editor-in-chief of Higher Education Quarterly, a journal of SRHE Society for Research into Higher Education.

Research careers in the “knowledge society”:  Role and contribution of higher education

The scholarship on doctoral education and researcher development reflects broader societal transformations, such as the emergence of the “knowledge society”, globalisation and internationalisation, marketisation. It also reflects the pressures that universities experience due to the increasing number of students and their heterogeneity. In parallel, universities’ role in knowledge production is being challenged by several stakeholders through demands for wider societal impact that goes beyond academia.

Against this backdrop, doctoral education and researcher development are being questioned on their purposes, organisation, pedagogical and learning experience, effective preparation of graduates for labour markets, partnerships with other societal sectors, and digital transformations. This presentation will highlight the unique role of universities in providing research training for the next generations of academics, as well as for highly skilled workers in contemporary economic sectors. It will also draw on recent research comparing different higher education systems and their competitiveness in enhancing national socio-economic development.

Participation Types

Oral Presentation (15 minutes)

A typical structure for an oral presentation includes completed or close to completion research studies. After an author’s presentation, critique, and discussion by the session chair and participants. For the presentation of their work, individuals must be attentive to the time allocation. Session chairs may adjust the timing based on the number of presentations for the session. Each oral presentation will be scheduled for 15 minutes.

Abstract for Oral Presentation: Excluding references, the abstract should be between 500-750 words and include the following sub-titles:

1. Description of the problem,
2. Aim of the study or Research question(s),
3. Conceptual/Theoretical Framework,
4. Research Method (for empirical work),
5. Findings (preliminary findings for work in progress)/Discussion points, and
6. Conclusion.

Symposium (60-90 minutes)

Each symposium proposal must include minimum 3 maximum 5 presentations. The Symposium Discussant must introduce symposium presenters and submit the proposal (symposium summary and symposium presentation abstracts).

Symposium Summary: Excluding references, the summary should be between 500-700 words and include the description of the symposium, its purpose, conceptual/theoretical framework, the contribution of symposium presentations to the symposium, discussion points and conclusion.

Symposium Presentation Abstracts: Each abstract, excluding references, should be between 300-500 words and include the following sub-titles:

1. Description of the problem,
2. Aim of the study or Research question(s),
3. Conceptual/Theoretical Framework,
4. Research Method (for empirical work),
5. Findings (preliminary findings for work in progress)/Discussion points, and
6. Conclusion.

Roundtable (time for presentation: 10 minutes)

Roundtable sessions allow high interaction among presenters and with attendees. It would be more appropriate for junior researchers and work-in-progress research studies. The discussions will take place in a small group of session presenters clustered around shared interests in a roundtable/boardroom setting. A moderator who is knowledgeable about the research area facilitates interaction and participation. The moderator introduces the discussion topic and session presenters briefly. Then, the discussion focuses on specific questions and challenges. The conclusions such as key-learnings, ideas on the next steps and concrete actions are drawn.

Abstract for Roundtable Session: Session presenters are required to submit a paper or commentary paper addressing central questions regarding the issue under consideration. Excluding references, the abstract should be between 350-400 words. Commentary papers need to address the elements required for paper submissions:

1. Purposes;
2. Perspectives(s) or theoretical framework;
3. Methods, techniques or modes of inquiry;
4. Data Sources,
5. Results and/or substantiated conclusions for arguments, and
6. Expectations from the session regarding the research and/or questions

Poster Presentation (10 minutes)

Poster sessions enable the individualized and informal discussion of the presenter’s work with the visual representations of materials. Poster presentations can be appropriate for master’s and doctoral level students. All poster presenters should provide an e-Poster (in pdf format) facilitating the session. Individual presenters set up virtual displays representing their papers. The poster session gives a chance to attendees to view posters online, listen to author’s presentations and access handouts. Unlike a general session, a poster session allows viewers to study and re-study information and discuss it with practitioners one-on-one.

Description of the Poster: Excluding references, the description of the poster should be between 350-500 words and include

1. Description of the problem,
2. Aim of the study or Research question(s),
3. Conceptual/Theoretical Framework,
4. Research Method (for empirical work),
5. Findings (preliminary findings for work in progress)/Discussion points, and
6. Conclusion.

Guidelines for Authors

Working languages of the conference are Turkish and English. Authors of English abstracts are required to present in English.

IHEC 2023 is a scientific conference where every paper/symposium submitted to the conference will go through a “blind peer review” process carried out by a minimum of 2 experienced scholars in their respective areas. Notification of acceptance or rejection will be done based on review results.

Important Reminders

For each co-authored paper, the participant(s) who will present the paper must register to the conference. One participant can present a maximum of 2 papers.

Each author may appear maximum in 3 papers.

In order to be included in the conference program, please register until 18 September 2023.

Transformation of Higher Education: Lessons Learned from the Past, Experiences of the Present, Discussions for the Future

In the present era, we are witnessing a multitude of global events such as pandemics, economic and political crises, technological advancements, climate change, and natural disasters. These events have triggered a rapid a change and transformation in institutions in all fields, including the field of higher education. The COVID-19 pandemic has forced universities worldwide to close their physical campuses and shift to remote learning. As a consequence of this transition, higher education institutions have gained valuable experience in distance management and education, and have developed related applications and implementations. In addition, developments in information technologies are advancing rapidly, especially in areas such as artificial intelligence, cloud computing, big data and virtual reality. These developments enrich the learning experiences of the students; they offer new learning and teaching methodologies to the instructors and also impact research and management in higher education.

Furthermore, as a result of the gradual decrease in the resources allocated to higher education in the world, changes in budget and resource management are becoming inevitable. Competition is increasing rapidly, student experience and satisfaction, quality of universities and world rankings come to the fore in discussions. In addition, social and cultural changes in societies also affect higher education institutions and also impact the demographic make-up of the students. This diversity creates the need for higher education institutions to make policies that cater to varying student needs, and to offer interdisciplinary programs, experiential learning opportunities, career development paths and extra-curricular activities. Moreover, environmental changes (such as climate change and natural disasters) can also affect the functioning of higher education institutions. Such effects cause transformations in a wide range of issues such as the logistical location of the institution, building maintenance, energy use, and resource management. This shows us that in the fields of higher education management and higher education policies, environmental changes should be at the center as much as other changes in terms of sustainability

Certainly, the transformation in higher education is not limited to the fields mentioned above. It is crucial for all stakeholders in the ecosystem, including students, academic and administrative staff, and managers, to come together and discuss this transformation experience. That is why we invite you to the 6th IHEC Conference to discuss the lessons learned from all these transformations, experiences of the present, emerging opportunities, new challenges and the future of higher education in line with them.

Conference Topics:

• Rethinking the university’s vision, mission and role
• Ethics, principles and values ​​in higher education
• Higher education’s reactions and responses to global challenges
• Higher education policy and analysis and examples of policy implementation
• Culture and climate in the higher education ecosystem
• Quantity and quality in higher education
• Internationalization and localization in higher education
• Emerging needs of students in the transformation process
• Needs and expectations of faculty members
• Access and diversity in higher education
• Current educational trends in higher education
• Higher education and sustainability
• Adult education and lifelong learning
• Digitalization in higher education
• The wellbeing of individuals in higher education institutions
• Administration and management in the transformation process in higher education

This year, at the 6th International Higher Education Studies Conference (IHEC), organized in cooperation with Fenerbahçe University and the Association for Higher Education Studies (YÖÇAD), there will be sessions specifically designed for early-career researchers in the field of higher education studies. Sessions will be on the same days as the main conference.

Organizing Board

• Tugay Durak, University College London (UCL)
• Dr. Yusuf İkbal Oldaç, Lingnan University
• M. Furkan Uzan, University of Southampton
• Mete Kurtoğlu, Middle East Technical University

Who can attend the emerging researchers’ sessions?

All undergraduate, M.A. and Ph.D. students interested in higher education studies can attend these sessions.

Why would I attend the emerging researchers’ sessions?

By attending these sessions, you will share your work with other early-career researchers. You will also have the chance to receive valuable feedback from experienced higher education researchers who attend the sessions that will enable you to further your project. Besides, you will have the opportunity to get to know better other early-career researchers in the field of higher education studies, and initiate the first steps of future academic collaborations. Last but not least, you will have priority to participate in the quota-limited activities (e.g. exchange of research and study experiences abroad, academic writing workshop) that will be organized only for early-career researchers.

Researchers who attend these sessions have the right to attend other sessions in the main conference and will receive the same certificate as the main conference participants at the end of the conference.

What should I do to attend these sessions?

You can upload your paper to be evaluated from the “call for abstracts” link on the home page of the 6th International Higher Education Studies Conference. When uploading your paper to the system, choose the “Young Researchers Session” form. In addition, you must upload your student document that certifies that you are a student.

Can I attend even if I am not presenting?

Participants who certify that they are students and pay the discounted audience conference fee can attend the sessions as listeners.

Will any awards be given?

Yes! One person (or one presentation group) attending these sessions and presenting will be given the Early-career Researchers Award. The award will be given according to the cumulative evaluation of the presentation and the submitted abstract of the participant(s).