Journal of Higher Education and Science

1-22

Authors: Durmuş GÜNAY, Aslı GÜNAY

In this study, quantitative developments in Turkish higher education during the Republic period from 1933, when the first university was established, to date are tried to be demonstrated. In parallel with this purpose, first, establishment dates of universities, number of universities by years as well as number of universities established during the periods of each presidents of Turkish Council of Higher Education are listed. Also, spread to all provinces as of 2008, the distribution of the number of universities with regard to provinces is given. On the other hand, development of Turkish higher education by years is examined by using several quantitative indicators about higher education. Thus, number of students in higher education, total number of academic staffs as well as those with PhD, improvement in the number of students per academic staff and higher education gross enrollment rates by years are shown. Furthermore, especially for big provinces in Turkey (Ankara, İstanbul and İzmir) number of universities, number of students in higher education and higher education gross enrollment rates are provided. Distribution of higher education students according to higher education institutions, higher education programs and education types in 2011 is presented as well as distribution of academic staffs according to higher education institutions and information about their academic positions. In addition, quantitative data about higher education bachelor and associate degrees (numbers of programs types, programs, quotas and placed students) in 2010 is given. Finally, the position of Turkish higher education in the world with respect to the number of academic publications and the change in the number of academic publications per staff by years are analyzed.

27-35

Authors: Yücel NAMAL, Tunay KARAKÖK

Darülfünun, which was the first and unique higher education institute during the Ottoman period and the first ten years of Turkish Republic, had a conservative character against a revolutionist society. In the opinion of some governers and scientists at that time, Darülfünun produced graduates without notion, critisism and interogation, and remained insensitive to country’s problems. Based on the report by invited Swiss Professor Albert Malche and by Atatürk’s order, the first higher education reform was made. The 2252 Code aimed at building up a modern university was introduced in 1933. In accordance with Malche’s report and Atatürk’s reform, European model of administration and education was accepted in Turkish universities.

39-42

Authors: Zuhal GERÇEK

Institutional social responsibility is the responsibility of an institution to promote economic, environmental, cultural and social development to improve the quality of life, together with local people and the whole society, for a sustainable world. It also ensures companies to perform fairly and responsibly and treat all stakeholders and the community accordingly. How should universities practice corporate social responsibility? New world requires universities to redefine their missions and while continuing to serve as a space for innovation, creativity and learning they should provide tools necessary for sustainable development, social analysis and critical thinking. Universities with the basic tasks of education and research, is a prototype of the society as involving individuals of each sex, and culture ranging from the age range from 18 to 70, varying levels of education from primary school to doctoral studies. In this regard, universities should be a part of shaping the dynamics of present and future of the social and physical environment. Universities first carry out Institutional Social Responsibility within their own culture first. Universities then should provide students as the most important stakeholders with genuine education, self-knowledge and the learning process by promoting the personal development of people in the community in finding a way to show locations and social development, as well as mobilizing communities, strengthening the process. Education should encourage and motivate free and active participation in life to inspire individuals by helping them to acquire physical and social skills with new approaches essential to address problems around them. Education should also ensure the development of personal, social and environmental consciousness. Within a society social responsibility may become natural characteristic when individuals equipped with this awareness.

47-53

Authors: Bekir S. GÜR

This article provides a critical review of İlhan Tekeli’s “The History of Higher Education and the Council of Higher Education in Turkey in Historical Context”.