Objective: This study explores faculty members’ perceptions of accreditation benefits in higher education, focusing on differences based on programme accreditation status and demographic variables. Given the increasing prominence of accreditation as a mechanism for promoting educational quality and institutional accountability, it is imperative to understand how faculty members perceive its benefits, particularly across diverse institutional contexts.Methods: The research employed a quantitative survey design, using the Perceptions of Accreditation Benefits Scale, developed and validated by the authors. The scale captures seven dimensions: benefits for students, staff, institutions, inter-institutional relations, disciplines, national frameworks, and internationalization. Data came from 361 faculty members across state and private universities. Confirmatory factor analysis supported the scale’s robust factorial structure, and the authors conducted independent samples t-tests, MANOVA, and three-way ANOVA for statistical analysis.Results: Faculty members from accredited programmes reported significantly higher perceptions of accreditation benefits, particularly in staff development, institutional improvement, and international visibility. Academic title was associated with differences in overall perceptions, whereas gender was significant only for the International Benefits sub-dimension. Among the sub-dimensions, National and Institutional Benefits had the highest item-level means, while Staff Benefits had the lowest.Conclusions and Recommendations: These findings highlight the complex ways faculty experience accreditation across institutional and demographic contexts. The study emphasises the need to involve faculty meaningfully in accreditation processes and to tailor communication strategies to different academic ranks to foster engagement.
Objective: This research aims to reveal the development of scientific output in the field of artificial intelligence in higher education, its thematic trends, influential publications, and international collaboration networks. The study aims to contribute to future research and policy-making processes by mapping the intellectual structure of the field.Method: The research was conducted using a bibliometric analysis design. Data were obtained from 196 articles scanned in the Scopus database and meeting the specified criteria. VOSviewer (v1.6.20) software was used for data analysis. Publication trends, co-authorship, citations, keyword association, and international collaboration networks were analyzed. To increase validity and reliability, pre-specified inclusion and exclusion criteria were applied, the analysis process was reported in detail, and cross-validation was performed among researchers.Results: The findings show that artificial intelligence research in higher education has increased rapidly, especially since 2022, and that publications constitute approximately two-thirds of the total studies in 2024. Forty-five percent of the studies fall within the social sciences, followed by computer science and engineering. Thematic analysis identified ethics, ChatGPT, generative AI, learning, teaching, and educational technologies as the most frequently co-occurring concepts.. Collaboration analyses revealed that the United States, Australia, and the United Kingdom hold leading positions in international research networks.Conclusion and Recommendations: The research shows that AI studies in higher education have an interdisciplinary structure and that technological developments are addressed together with pedagogical, ethical, and managerial dimensions. The findings reveal that AI is not only a technological innovation but also that publications from 2024 alone account for approximately two-thirds of the dataset. Future research should incorporate comparative bibliometric studies across multiple databases and expand qualitative and mixed-methods research into the long-term pedagogical and cognitive effects of AI.
Objective: This study examines the impact of career development barriers on silent resignation among academicians. Specifically, it explores whether these barriers influence silent resignation and whether the effect differs between Generations Y and Z. In addition, differences in career development barriers and silent resignation are analyzed across demographic and professional variables including gender, marital status, seniority, academic title, years of employment, number of children, and weekly course load. Method: The study employed a quantitative survey design, targeting full-time academicians working at state universities in Türkiye. A total of 368 participants took part voluntarily, and data were collected using a structured questionnaire. Validity and reliability tests of the scales were conducted, followed by normality, correlation, t-test, ANOVA, and regression analyses. Results: The findings reveal that career development barriers have a positive and significant effect on silent resignation. Furthermore, significant differences were observed in both career development barriers and silent resignation according to gender, marital status, and years of employment. Among the sub-dimensions of career barriers, lack of resources was reported more strongly by Generation Z, women, and married employees, while institutional relations and other career barriers were found to exert a greater influence on silent resignation in Generation Z. Conclusion and Recommendations: The findings highlight the importance of addressing career development barriers to reduce silent resignation in higher education. The study contributes to the literature by explaining silent resignation through generational theory and social exchange theory. Higher education institutions should improve transparent promotion procedures, access to resources, mentoring, and supportive organizational practices. Future research should adopt longitudinal and cross-cultural designs, include additional organizational factors, and use qualitative methods to provide deeper insights into silent resignation.
Objective: This study examines the relationship between academics’ positive psychological capital and work engagement and investigates whether self-leadership mediates this relationship. It aims to identify developable personal resources that may enhance academics’ work engagement and positive work outcomes in higher education institutions. By integrating positive psychological capital, self-leadership, and work engagement within a single model, the study seeks to contribute to the limited literature explaining how psychological resources translate into favorable work-related outcomes. Methods: A quantitative, cross-sectional, and correlational field research design was employed. Data were collected from 628 academics working at universities in Antalya, Türkiye, through a questionnaire comprising standardized scales. Four hypotheses concerning the direct relationships among positive psychological capital, self-leadership, and work engagement, as well as the mediating role of self-leadership, were tested using structural equation modeling. Results: The proposed model simultaneously examined the direct and indirect relationships among the variables. Positive psychological capital was positively and significantly associated with both work engagement and self-leadership, while self-leadership was positively and significantly associated with work engagement. When self-leadership was incorporated into the model, the direct relationship between positive psychological capital and work engagement decreased in magnitude but remained statistically significant. These findings indicate that self-leadership partially mediates the relationship between academics’ positive psychological capital and work engagement. Conslusion and Recommendations: The findings suggest that academics’ positive psychological resources strengthen work engagement both directly and indirectly through self-leadership. Higher education institutions should therefore implement training and development initiatives designed to enhance psychological capital and self-leadership skills. Because the data were collected at a single point in time, participants’ responses may have been influenced by temporary physical, emotional, and cognitive states, limiting causal inference. Future research should employ longitudinal designs and test the proposed model across different institutions, occupational groups, and contexts.
Amaç: Bu araştırmanın amacı, üniversitelerin kurumsal marka imajı ile öğrencilerin üniversite aidiyeti arasındaki ilişkide akademik motivasyonun aracı rolünü incelemektir. Bu kapsamda, kurumsal marka imajının öğrencilerin üniversite aidiyeti üzerindeki etkisi ile akademik motivasyonun bu ilişkideki aracılık rolü değerlendirilmiştir.Yöntem: Araştırma ilişkisel tarama modeli kapsamında gerçekleştirilmiştir. Araştırmanın örneklemini Türkiye’de örgün lisans eğitimine devam eden 618 üniversite öğrencisi oluşturmaktadır. Veriler, 2023–2024 güz döneminde çevrim içi anket yöntemiyle toplanmış; akademik motivasyon, kurumsal marka imajı ve üniversite aidiyeti ölçekleri kullanılmıştır. Veriler SPSS 26 ve PROCESS Macro ile analiz edilmiş; aracılık etkisi Baron ve Kenny yaklaşımı doğrultusunda bootstrap (5000 örnekleme) yöntemi kullanılarak test edilmiştir.Bulgular: Analiz sonuçları, kurumsal marka imajının akademik motivasyon ve üniversite aidiyeti üzerinde pozitif ve anlamlı etkiye sahip olduğunu göstermektedir. Ayrıca akademik motivasyonun üniversite aidiyetini pozitif ve anlamlı biçimde etkilediği belirlenmiştir. Aracılık analizleri sonucunda akademik motivasyonun, kurumsal marka imajı ile üniversite aidiyeti arasındaki ilişkide kısmi aracılık rolü üstlendiği tespit edilmiştir.Sonuç ve Öneriler: Araştırma sonuçları, güçlü bir kurumsal marka imajının öğrencilerin akademik motivasyonlarını artırarak üniversite aidiyetlerini güçlendirdiğini göstermektedir. Bu doğrultuda üniversitelerin marka imajını güçlendirmeye ve öğrencilerin akademik motivasyonunu desteklemeye yönelik uygulamalar geliştirmeleri önerilmektedir. Ayrıca farklı üniversite türlerini kapsayan karşılaştırmalı ve boylamsal araştırmaların gerçekleştirilmesinin ilgili literatüre katkı sağlayacağı değerlendirilmektedir.
