Shared Governance Practices in Turkish Private (Foundation) Universities



Bagcioglu, C
(2017) Shared Governance Practices in Turkish Private (Foundation) Universities. Doctor of Education thesis, University of Liverpool.

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Abstract

As Turkish Higher Education has been facing rapid and significant growth in recent decades, the creation of Foundation Universities (private but not-for-profit) has both supported this growth and presented new challenges. One of these challenges has been the visible absence of effective governance models and practices, specifically the involvement of internal and external stakeholders in decision-making processes. The aim of this research is to identify the factors affecting the emergence of established shared governance practices in Turkish private (Foundation) universities, in order to contribute to effective policy making and application by administrators and managers in higher education. Primarily based on qualitative data gathering methods through in-depth, semi-structured interviews with leading educators in Turkey, the thesis also utilizes publicly available data from official reports. The thesis identified several factors, such as Turkish Higher Education Culture, Politics, Regulations and Higher Education Law, Founding Principles and Trust, Loyalty and Ownership as being significantly influential in shaping an institution’s participatory governance practices; the level of institutionalization, or kurumsallaşma, however, has been found to be a mediating filter that determines the impact of these factors on the school. Claiming that Culture remains the dominating factor in preventing the establishment of shared governance mechanisms, this thesis concludes by making a variety of policy and practice recommendations ranging from regulatory changes to the entire system, to obtaining specific external audits and to establishing certain committee structures to increase internal stakeholder participation, as well as creating a culture that balances collegiality and corporate practices by placing individuals with skills in both modes of thinking to key nodes of governance. (261 Words)

Item Type: Thesis (Doctor of Education)
Additional Information: cbagcioglu@gmail.com
Divisions: Fac of Health & Life Sciences > Centre for Educational Development
Depositing User: Symplectic Admin
Date Deposited: 07 Sep 2017 09:26
Last Modified: 03 Aug 2018 00:10
URI: http://livrepository.liverpool.ac.uk/id/eprint/3007612
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