{"id":879,"date":"2023-10-04T12:02:42","date_gmt":"2023-10-04T08:02:42","guid":{"rendered":"https:\/\/socialresearchjournal.az\/?p=879"},"modified":"2023-10-04T12:02:42","modified_gmt":"2023-10-04T08:02:42","slug":"challenges-of-the-information-society-at-universities-in-turkic-republics-current-conditions","status":"publish","type":"post","link":"https:\/\/socialresearchjournal.az\/index.php\/2023\/10\/04\/challenges-of-the-information-society-at-universities-in-turkic-republics-current-conditions\/","title":{"rendered":"CHALLENGES OF THE INFORMATION SOCIETY AT UNIVERSITIES IN TURKIC REPUBLICS: CURRENT CONDITIONS"},"content":{"rendered":"

Ebulfez SULEYMANLI <\/strong><\/p>\n

Prof. Dr.,\u00a0 Turkic Academy\/ \u00dcsk\u00fcdar University, Faculty of <\/em><\/p>\n

Humanities and Social Sciences, Department of Sociology <\/em><\/p>\n

(T\u00fcrkiye)<\/em><\/p>\n

E-mail: ebulfez.suleymanli@uskudar.edu.tr<\/em><\/p>\n

ORCID: 0000-0003-1894-5232<\/em><\/p>\n

Gokhan ACHIKEL <\/strong><\/p>\n

Lec.,Y\u0131ld\u0131z Technical University, Faculty of Economics and Administrative Sciences, <\/em><\/p>\n

Department of Political Science and International Relations<\/em><\/p>\n

(T\u00fcrkiye)<\/em><\/p>\n

E-mail: gacikel@yildiz.edu.tr<\/em><\/p>\n

ORCID: 0000-0001-7619-3513<\/em><\/p>\n

 <\/p>\n

Abstract.<\/strong> The current state and issues facing universities in the Turkic Republics were assessed in this study using empirical data based on the connection between the information society and higher education. The research used a “case study” format, which is a type of qualitative research technique. A numerical analysis of the current state was also conducted using the “document analysis” method.<\/p>\n

When we examine higher education in the Turkic Republics as a whole, we discover that academic standards are not updated in line with education for the information society, academic research is not conducted in line with the philosophy of knowledge creation, academicians fail to guide university students in line with education for the information society, and graduate programs are unable to integrate information sector skills. Additionally, it is evident that universities in the concerned countries are unable to fulfill their obligations in accordance with the needs of the information society when factors like the inability to update university curricula to meet those needs, a lack of academic study sharing, and a fall in the share of national income given to universities are added to the current situation.<\/p>\n

The statistics are also negatively impacted by this situation. No university from the Turkic Republics is listed among the top 100 universities in the world, according to the Times Higher Education (THE) 2020 report, which is known as one of the most trustworthy university rankings in the world.<\/p>\n

In the twenty-first century, modern society is moving towards a post-information society. During such a period, the Turkic Republics must not fall behind the times and must maintain a steady pace of development. To do this, they need to adapt to a new knowledge-based economic and social order, engage in the process of rapid technological change, and develop a new human model based on ideals that make continual learning a way of life based on the concept of “information person.”<\/p>\n

\u00a0<\/strong>Keywords: <\/strong>Information society, university, challenges,Turkic Republics, student mobility, lifelong education,distant education<\/p>\n

 <\/p>\n

Introduction<\/strong><\/p>\n

Knowledge production has become the most essential form of production in the economic competition between nations as a result of the fact that it is the cornerstone of today’s social, political, and economic system, also known as globalization, the information age, or the knowledge-based economy, and that it is highly valued. Universities have been given significant roles to fill in order to meet this need [5].<\/p>\n

Universities are diverse, intellectually stimulating institutions that work to advance the economic, social, and political well-being of the nations to which they belong. They also carry out scientific research to increase societal welfare. In this context, universities offer public services in many different ways by enhancing social welfare, quality of life, and a variety of other social, economic, and cultural aspects [1]. They are now more than just educational and research institutions; they are also institutions that develop innovative models and guide people who may influence social, political, and economic developments [11].<\/p>\n

When considering universities’ social and cultural roles, there are differing perspectives on the services they provide or should provide to the general public. In his study “Transforming the University to Serve the Digital Age,” Duderstadt classifies the main drivers of change in higher education as economic, social, and technological advances [3].<\/p>\n

Duderstadt claims that in the near future, the most important challenge for higher education institutions will be to build the capacity for change, remove the obstacles that slow down quick responses to requests, get rid of pointless administrative structures and processes, challenge the viability of current structures and laws, and excite and encourage all members of the academia while challenging those who obstruct the process. He emphasizes in his writing on higher education in the digital age that the educational paradigm based on conditions and needs from the industrial age is insufficient to meet the needs and demands of the 21st century student [10].<\/p>\n

Universities are a source of both the greatest potential for both developed and developing economies: educated and skilled individuals as well as new ideas. As a result, worries about the state of the world’s future and the economy’s rapid change naturally attract attention to universities. Stanford University, the Massachusetts Institute of Technology (MIT), and Harvard University, which consistently rank highly internationally, have licensing and patenting businesses, and are centers of technological innovation, are just a few institutions that have successfully undergone transformation [2]. The economic development of the entire world as well as that of their own countries can be influenced by these universities.<\/p>\n

In the context of the evolving higher education system from the past to the present, universities today are changing. Traditional university structures have been under increasing pressure to change since the 1980s as a result of economic, social, and intellectual factors (the external environment), which has resulted in a gradual abandoning of conventional models [14]and the rise of new market-oriented management models [9]. The level of development produced by today’s rapidly evolving science and technology highlights the significance of universities as knowledge production hubs that distinguish communities through education and knowledge production [12].<\/p>\n

Given that many of the Turkic Republics are developing nations with sizable populations of young people, their situation is critical in this regard. In actuality, the Turkic Republics have displayed an economic growth trend that is more dependent on resources of nature during this time, with the exception of T\u00fcrkiye, which enjoyed thirty years of independence following the collapse of the USSR. For the first stage of the process of independence, referred to as the transition phase, such an economic development model can be accepted; however, in order for this process to be feasible, it is important to embrace a development model in line with the features of the information society. In light of this, universities in the Turkic Republics must stay current with technological advancements and the information society, as well as help bring about societal change. For these reasons, solving learning issues in higher education is crucial to establishing an information society and meeting the new demands of the age.<\/p>\n

This study will use empirical findings to assess the current state and issues facing universities in the Turkic Republics, starting with the relationship between the information society and higher education. The study used the “document analysis” method and adhered to the “case study” pattern, one of the qualitative research techniques.<\/p>\n

 <\/p>\n

The Place of Universities in <\/strong>Turkic Republics in the World <\/strong>University Ranking <\/strong><\/p>\n

 <\/p>\n

We all know that universities are international organizations that carry out both educational and scientific research. Universities are important in this context because ongoing education is the central tenet of the information society. Universities are crucial because they serve as hubs for the flourishing, blending, and dissemination of scientific thought for the benefit of sizable populations [6]. However, with the available teaching staff and resources, universities can fulfill their expected role. Developed nations spend a lot of money on publications and research at universities.<\/p>\n

Regarding this, despite the rising number of universities in these nations, the inadequate academic networks, the insufficient standards and quantity of teaching staff, the low expenses on higher education, the extremely low number of entrepreneurial universities, and the unsatisfactory level of student mobility, the lack of informatics, poor technology, hardware, and software, a lack of university independence at the level desired by information society education, a lack of scientific publications, curriculums that are not tailored to the needs of the business world, newly founded universities that are not in line with the goals of the information society, a dearth of research universities, and a lack of theme universities all serve as impediments to the development of the information society.<\/p>\n

The statistics are also negatively impacted by this situation. In fact, no university from the relevant countries has been listed among the top 100 universities in the world, according to the findings of the Times Higher Education (THE) 2020 report, which is regarded as one of the most trustworthy university rankings in the world with its conclusions since its first publication in 2010. Al Farabi National University, the only institution from Kazakhstan, came in at number 207, and Gumilev Eurasian National University, also from Kazakhstan, came in at number 408 [8].<\/p>\n

\u00c7ankaya University, Ko\u00e7 University, and Sabanc\u0131 University, all of which were ranked between 401 and 500, were considered to be the top three universities in T\u00fcrkiye. Middle East Technical University (METU) was positioned between positions 501 and 600. Three Turkish universities existed between 601 and 800: Istanbul Technical University (ITU), Hacettepe University, and Bah\u00e7e\u015fehir University. There were six universities between 801 and 1000: Bilkent, Bogazici, Duzce, F\u0131rat, Istanbul Medeniyet, and Ozyegin [4].<\/p>\n

The efficient use of resources is another important consideration when making investments in science and education. The media in the relevant countries has expressed concerns about the inefficient use of the resources created in this context, despite the fact that the amount of resources given to education has risen in recent years. Even though it is well known that investments in higher education have a significant economic payoff, the inability of the relevant nations to reach the needed level of science and education spending continues to be a source of paradox in the education community. However, the information at hand suggests that Kazakhstan will benefit more from the procedure. In this nation, it is easier for academics to access research funding, more foreign visiting faculty members are invited each year, and a lot of master’s and doctoral scholarships are provided by the government to motivate more qualified young people to engage in scientific pursuits, research, and internships abroad. These facts are obvious indicators of this fruitful procedure. The higher positions of Kazakhstani universities in international rankings and an increase in the quantity of academic publications by Kazakh authors in journals indexed by Web of Science (WoS) and Scopus can be seen in this context as beneficial results of such investments [12].<\/p>\n

 <\/p>\n

Conclusions<\/strong><\/p>\n

 <\/p>\n

One of the most significant, if not the first, organizations in the information society are universities. Universities, like all other institutions, are fundamentally impacted by information technology because they are the primary institutions responsible for producing and disseminating knowledge, which is the “raw material” of the knowledge economy [13]. In fact, it is noted that rather than remaining a science-based, single-disciplinary institution, universities in the 21st century have experienced an enormous change and are moving toward becoming a worldwide information hub. As the world transitions to fourth and fifth generation universities, universities are changing structurally and evolving into institutions that not only generate knowledge but also transfer it and create commercial value. Countries whose universities are unable to keep up with changes in the production, packaging, and circulation of information and are unable to follow the path of restructuring will not be able to take the desired position in the information society, it has been observed in this process.<\/p>\n

Turkic Republics should convert their universities into institutions that can be considered centers of data generation in order to avoid being left behind in the shift to the information society. The university, in particular during this process, ought to be able to meet expectations on a personal and social level and support efforts to address problems and needs. The adoption of contemporary educational initiatives and the provision of high-quality education are crucial for performing these tasks. The objectives and educational contexts of higher education programs, as well as the parameters of their testing contexts, must therefore be examined and developed. The education system and educational establishments in the Turkic Republics are primarily responsible for developing the human model needed by the information society, responding to its unique needs, and adapting to them in terms of their current structure and practice.<\/p>\n

To put it another way, the Turkic Republics must realize the mission of establishing a university that will enable them to participate in the rapid technological transformation process while our modern world is moving in the direction of an information society and even a post-information society.<\/p>\n

 <\/p>\n

Bibliography<\/strong><\/p>\n

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  8. Nonews (2021) <\/em>Reyting luchshikh universitetov stran SNG (T\u00fcrk\u00e7esi: BDT \u00fclkelerindeki en iyi \u00fcniversitelerin s\u0131ralamas\u0131 ) https:\/\/nonews.co\/directory\/lists\/companies\/university-rus %20DFA_ru_final%20%281%29.pdf, p.35.<\/li>\n
  9. \u00d6ncel, Mesut. <\/em>\u00dcniversitelerin Ba\u015far\u0131 S\u0131ralamalar\u0131nda Metodolojik Problemler: Metodolojik Ele\u015ftirilere Y\u00f6nelik Bir Literat\u00fcr Taramas\u0131, Alanya Academic Review Journal Y\u0131l:2017, C:1, S:1, s. 14-26 Year:2017, Vol:1, No:1, pp. 14-26.<\/li>\n
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  13. Tonta, Ya\u015far (1999). <\/em>“Bilgi toplumu ve bilgi teknolojisi” T\u00fcrk K\u00fct\u00fcphanecili\u011fi 13(4): 363-375, Aral\u0131k 1999.http:\/\/yunus.hun.edu.tr\/~tonta\/yayinlar\/biltop99a.htm<\/li>\n
  14. Yama\u00e7, K. (2009], <\/em>Bilgi Toplumu ve \u00dcniversiteler, Eflatun Yay\u0131nevi, Ankara, p. 165.<\/li>\n<\/ol>\n

    \u00a0<\/strong><\/p>\n

    \u00a0<\/strong><\/p>\n

    \u00a0<\/strong>\u018fb\u00fclf\u0259z S\u00fcleymanl\u0131, G\u00f6khan A\u00e7\u0131k\u0259l<\/strong><\/p>\n

    T\u00dcRK D\u00d6VL\u018fTL\u018fR\u0130 UN\u0130VERS\u0130TETL\u018fR\u0130ND\u018f \u0130NFORMAS\u0130YA <\/strong>C\u018fM\u0130YY\u018fT\u0130N\u0130N PROBLEML\u018fR\u0130: M\u00d6VCUD \u015e\u018fRTL\u018fR<\/strong><\/p>\n

    \u00a0<\/strong>X\u00fclas\u0259<\/strong><\/p>\n

    Bu t\u0259dqiqatda informasiya c\u0259miyy\u0259ti il\u0259 ali t\u0259hsil aras\u0131ndak\u0131 \u0259laq\u0259y\u0259 \u0259saslanan empirik m\u0259lumatlardan istifad\u0259 edilm\u0259kl\u0259, t\u00fcrk d\u00f6vl\u0259tl\u0259ri universitetl\u0259rinin haz\u0131rk\u0131 v\u0259ziyy\u0259ti v\u0259 \u00fczl\u0259\u015fdiyi probleml\u0259r ara\u015fd\u0131r\u0131lm\u0131\u015fd\u0131r. T\u0259dqiqatda keyfiyy\u0259tli t\u0259dqiqat texnikas\u0131n\u0131n bir n\u00f6v\u00fc olan \u201ccase study\u201d format\u0131ndan istifad\u0259 edilmi\u015fdir. \u201cS\u0259n\u0259d t\u0259hlili\u201d \u00fcsulu il\u0259 d\u0259 m\u00f6vcud v\u0259ziyy\u0259tin t\u0259hlili apar\u0131lm\u0131\u015fd\u0131r.<\/p>\n

    T\u00fcrk d\u00f6vl\u0259tl\u0259riind\u0259ki ali t\u0259hsili b\u00fct\u00f6vl\u00fckd\u0259 ara\u015fd\u0131rd\u0131qda, akademik standartlar\u0131n informasiya c\u0259miyy\u0259ti \u00fc\u00e7\u00fcn t\u0259hsil\u0259 uy\u011fun yenil\u0259nm\u0259diyini, akademik ara\u015fd\u0131rmalar\u0131n bilikl\u0259rin yarad\u0131lmas\u0131 f\u0259ls\u0259f\u0259sin\u0259 uy\u011fun apar\u0131lmad\u0131\u011f\u0131n\u0131, professor-m\u00fc\u0259llim hey\u0259tinin universitet t\u0259l\u0259b\u0259l\u0259rin\u0259 istiqam\u0259t ver\u0259 bilm\u0259dikl\u0259rini g\u00f6r\u00fcr\u00fck. Magistr proqramlar\u0131 informasiya t\u0259hl\u00fck\u0259sizliyi sah\u0259sind\u0259 bacar\u0131qlar\u0131 birl\u0259\u015fdir\u0259 bilmir. Bundan \u0259lav\u0259, ayd\u0131nd\u0131r ki, universitet kurikulumlar\u0131n\u0131n bu ehtiyaclar\u0131 \u00f6d\u0259m\u0259k \u00fc\u00e7\u00fcn yenil\u0259n\u0259 bilm\u0259m\u0259si, akademik i\u015fl\u0259rin b\u00f6l\u00fc\u015fd\u00fcr\u00fclm\u0259m\u0259si v\u0259 s. m\u00f6vcud v\u0259ziyy\u0259t\u0259 universitetl\u0259r\u0259 veril\u0259n milli g\u0259lir pay\u0131 \u0259lav\u0259 edilir.<\/p>\n

    Statistikaya da bu v\u0259ziyy\u0259t m\u0259nfi t\u0259sir g\u00f6st\u0259rir. D\u00fcnyan\u0131n \u0259n etibarl\u0131 universitet reytinql\u0259rind\u0259n biri kimi tan\u0131nan Times Higher Education-nin (THE) 2020-ci il \u00fczr\u0259 hesabat\u0131na g\u00f6r\u0259, t\u00fcrk d\u00f6vl\u0259tl\u0259rind\u0259n he\u00e7 bir universitet d\u00fcnyan\u0131n \u0259n yax\u015f\u0131 100 universiteti aras\u0131nda yer almay\u0131b.<\/p>\n

    XXI \u0259srd\u0259 m\u00fcasir c\u0259miyy\u0259tl\u0259r h\u0259tta art\u0131q postinformasiya c\u0259miyy\u0259tin\u0259 d\u0259 ke\u00e7id al\u0131r. Bel\u0259 bir d\u00f6vrd\u0259 t\u00fcrk d\u00f6vl\u0259tl\u0259ri zamandan geri qalmamal\u0131, sabit inki\u015faf tempini qorumal\u0131d\u0131r. Bunun \u00fc\u00e7\u00fcn onlar biliy\u0259 \u0259saslanan yeni iqtisadi v\u0259 sosial nizama uy\u011funla\u015fmal\u0131, s\u00fcr\u0259tli texnoloji d\u0259yi\u015fiklik prosesind\u0259 i\u015ftirak etm\u0259li v\u0259 davaml\u0131 \u00f6yr\u0259nm\u0259ni h\u0259yat t\u0259rzin\u0259 \u00e7evir\u0259n ideallara \u0259saslanan yeni insan modelinin yeti\u015fdirilm\u0259sin\u0259 \u00e7al\u0131\u015fmal\u0131d\u0131rlar.<\/p>\n

    A\u00e7ar s\u00f6zl\u0259r:<\/strong> informasiya c\u0259miyy\u0259ti, universitet, probleml\u0259r, t\u00fcrk d\u00f6vl\u0259tl\u0259ri, t\u0259l\u0259b\u0259 mobilliyi, \u00f6m\u00fcr boyu t\u0259hsil, distant t\u0259hsil<\/p>\n

     <\/p>\n

    \u0410\u0431\u0443\u043b\u044c\u0444\u0430\u0437 \u0421\u0443\u043b\u0435\u0439\u043c\u0430\u043d\u043b\u044b, \u0413\u0435\u043a\u0445\u0430\u043d \u0410\u0447\u0438\u043a\u0435\u043b\u044c<\/strong><\/p>\n

    \u0410\u041d\u0410\u041b\u0418\u0417 \u0421\u041e\u0412\u0420\u0415\u041c\u0415\u041d\u041d\u041e\u0413\u041e \u0421\u041e\u0421\u0422\u041e\u042f\u041d\u0418\u042f \u0418 \u041f\u0420\u041e\u0411\u041b\u0415\u041c <\/strong>\u0423\u041d\u0418\u0412\u0415\u0420\u0421\u0418\u0422\u0415\u0422\u041e\u0412 \u0412\u00a0 \u0422\u042e\u0420\u0421\u041a\u0418\u0425 \u0420\u0415\u0421\u041f\u0423\u0411\u041b\u0418\u041a\u0410\u0425 \u041d\u0410 \u041f\u0423\u0422\u0418<\/strong><\/p>\n

    \u041a \u0418\u041d\u0424\u041e\u0420\u041c\u0410\u0426\u0418\u041e\u041d\u041d\u041e\u041c\u0423 \u041e\u0411\u0429\u0415\u0421\u0422\u0412\u0423<\/strong><\/p>\n

    \u00a0<\/strong><\/p>\n

    \u0420\u0435\u0437\u044e\u043c\u0435<\/strong><\/p>\n

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     <\/p>\n","protected":false},"excerpt":{"rendered":"

    Ebulfez SULEYMANLI Prof. Dr.,\u00a0 Turkic Academy\/ \u00dcsk\u00fcdar University, Faculty of Humanities and Social Sciences, Department of Sociology (T\u00fcrkiye) E-mail: ebulfez.suleymanli@uskudar.edu.tr ORCID: 0000-0003-1894-5232 Gokhan ACHIKEL Lec.,Y\u0131ld\u0131z Technical University, Faculty of Economics and Administrative Sciences, Department of Political Science and International Relations (T\u00fcrkiye) E-mail: gacikel@yildiz.edu.tr ORCID: 0000-0001-7619-3513   Abstract. The current state and issues facing universities in […]<\/p>\n","protected":false},"author":3,"featured_media":842,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-879","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article-en"],"_links":{"self":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts\/879","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/comments?post=879"}],"version-history":[{"count":1,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts\/879\/revisions"}],"predecessor-version":[{"id":880,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/posts\/879\/revisions\/880"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/media\/842"}],"wp:attachment":[{"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/media?parent=879"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/categories?post=879"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/socialresearchjournal.az\/index.php\/wp-json\/wp\/v2\/tags?post=879"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}