Contexts of Adult Higher Education

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

In the changing environment of the 21st century, universities should develop very innovative ecosystems by doing right investments on human capital, research and development, buildings, laboratories, dorms, and other facilities on the campus while decreasing their costs and expenses in order to increase scientific and technological oriented innovations and outputs. For that reason, most of them are looking toward Big Data Management (BDM), which is a very new and dynamic subject to conduct properly and to make right decisions at the universities.Data analytics and data mining have increased and attracted the attention of most of the leaders, managers, administrators, researchers, and even educators who try to make massive data-related investments and decisions. More importantly, since the funding of higher education has become important issues for most of the governments and higher education management, the importance of BDM will increase in higher education much more than ever before. However, not all the universities are so successful in managing their small or medium-sized data.In this research, how universities are investing by improving their data was analyzed in three different universities in Istanbul.More strategically, how data analytics and mining can make changes and transformation higher education institutions by investing right resources under the promise of Big Data Management was critically studied. In this study, the impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development, and innovation were critically studied. By taking into account the perceptions and the experiences of the experienced experts (6), faculty members (12), managers (4), and technical people (12), who were charged in using data analytics and mining at two state and one private universities, the investment of the universities had analyzed in order to understand critically the effects of the BDM. In the study, the phenomenological analysis was used by asking thirty-one research questions in the semi-structured interviews. While taking into account the observations of the researchers, the collected data of this study were systematically studied in data analysis software-program NVivo 10. The results showed that a few number of the investments had correctly done by using data mining and data analysis. As the participants had mentioned that the data would not have done anything if the higher education management had not taken into account and applied.So, according to the participants (75%), the university management understanding and policies should be changed in order to take in consideration the results of the big data.Even though a great amount of data had produced through the systems of the universities, the analysis, the segmentation, and the selected attention of the data had become dependent on the higher education management.The participants (28%), who were active in planning, funding, and investing, agreed that the investments done according to the results of the big data had better educational, financial, socio-economic, cultural, technological,environmental, and even individual benefits and outcomes. In conclusion, although a little data mining and analysis has properly used in making right investments, the universities are highly convinced on the positive effects of the BDM in their short-term and long-term investments in order to increase their impacts.

Sardis has been the name of the settlement here for more than 3,000 years. The oldest occupation levels excavated at Sardis date back to the late Bronze Age, around 1400 B.C. But much older artifacts, going way back to the Early Bronze Age and Neolithic Period of the 3rd-7th millennia B.C., have also been recovered at the site. At later times, Sardis was the capital of the Kingdom of Lydia that spanned over half of Anatolia (modern Asian part of Turkey). Due to its successful trade and commerce, Sardis remained the center of fame and wealth for many centuries. It featured a grand Roman bath and a gymnasium complex and a Jewish synagogue (third largest in the world). Later, some artifacts of the Temple of Artemis (one of the Seven Wonders of the Ancient World) were also brought to the city. As the early Lydian kingdom developed industrial arts and manufacture, skillful craftsmen of Sardis discovered the secret of producing silver and gold of an unknown purity to the date. This discovery made Sardis famous for being the very place where modern currency was invented. Sardis was a major urban settlement of the Persian Empire, and the seat of the Roman Empire’s Proconsul. One of the Seven Churches of Asia mentioned by St. John in the Bible was there, as it was an important center of Early Christianity. Eventually, Sardis was neglected and fell under the Ghazi’s control, handed over to them by treaty in 1306. The decline went on until the are was taken by Mongols in 1402. By the 19th century, Sardis was in ruins. The first excavation campaign of 1910 was halted by World War I until it was resumed by Cornell University in 1958. From 1976 until 2007, new excavations were directed by archaeologists of the University of California, Berkeley. Nowadays, although some artifacts can be found in to the collection of the Metropolitan Museum of Art in New York, Turkey ensures that all artifacts of value remain in the country.

In 2016 we celebrate the 200th anniversary of the beginning of comparative education. Marc-Antoine Jullien, also known as Jullien de Paris, laid the foundation stone of comparative education as an academic discipline with the publication of a standardised questionnaire of 266 questions partly published in the ‘Journal d’éducation’ in 1816 and 1817. Furthermore, the ideas of Marc-Antoine Jullien not only stimulated and influenced the development of international comparative education, but also had an impact on comparative adult education studies. In fact, Charters and Siddiqui consider the “introduction of the Jullien Plan to the Anglophone world through its publication” in 1917 to be the first key event in the development of comparative adult education studies (Charters & Siddiqui 1989, p. 20).

Problem Statement: Mobbing is one the serious problems at work, such as the universities work environments. Preventing mobbing in these environments where most of the people are highly  intellectual is not easy. Research Questions: In this study, what are the effects of self efficacy and emotional  intelligence on preventing mobbing at university environments is critically analysed, and  what kind of prevention methodology is  needed is overviewed.