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In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the challenges and affordances of using multiple languages during two EMI research projects. In the project in Turkey, the lead researcher, who is an English-Turkish bilingual, analysed policy documents (n = 145) and interview data (n = 67) drawing on her knowledge of both languages. Additionally, 85 EMI classroom observations were conducted. In the project in China, the research team of two L1 English speakers and two L1 Chinese speakers investigated 93 bilingual policy documents and conducted interviews with 26 policy arbiters by drawing on both languages during data collection and analysis. Together, these reflections highlight how multilingual approaches can be utilised throughout the research process, from team formation, research design, data collection, data analysis, and presentation of findings in research reports. [ABSTRACT FROM AUTHOR]

This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education. [ABSTRACT FROM AUTHOR]

International student mobility contributes to a knowledge‐based economy and forms an important component of a highly educated migration. This paper aims to identify how far political factors—including political discrimination, restrictions, freedom, UK migration policies and social cultural norms and policies—enhance or inhibit individuals' capabilities to become mobile. It offers a novel conceptualisation of mobility, drawing on structuration theory and the capability approach, to reveal the link between structure, capability and agency in the mobility process. Semi‐structured in‐depth interviews were conducted with 40 PhD students, two professors from Turkey in the United Kingdom and three international education experts. A capability list established shows how mobility occurs when students' capabilities (freedoms) fail to flourish and they lose their power (capacity) to influence society due to the political environment in the home country. 'Impo‐mobility', derived from the word 'imposed', is proposed to refer to highly educated people having to become mobile as a result of impositions placed upon them by home and host‐government political practices. An appealing political environment is necessary if Turkey is not to lose highly educated individuals and the United Kingdom is to remain a global player in international higher education. [ABSTRACT FROM AUTHOR]

This paper examines the ways in which administrators, academics and students living under conditions of authoritarianism come to imagine the university's political possibilities and horizons. To this aim, we first consider how alternative imaginaries are constructed and contained at Boğaziçi University, where the parameters of political possibility are pre-figured both by the current ruling regime and the enduring histories of empire that pre-date it. Then, we turn to Aleppo countryside, where we compare Syrian opposition universities to newly established Turkish ones. In doing so, we attempt to trace the ideational lifeline of Syria's revolutionary imaginary as it persists in higher education under conditions of disillusionment and co-optation. When taken together, we argue, these two cases point not to the primacy of belief in creating or sustaining imaginaries, but rather to the constitutive role of violence, coercion and control in shaping notions of who and what the university is for. [ABSTRACT FROM AUTHOR]

The number of studies providing empirical evidence on e‐learning in the field of special education is limited. From this point of view, the aim of this study is to examine whether the factors influencing the e‐learning adoption of university students with disability differ according to the type of disability and gender. The participants of the study consist of 809 university students with a single disability (orthopaedic, visual or hearing). Confirmatory factor analysis and two‐way ANOVA were used in the analysis of the study. The factor analysis showed that validity and reliability of the measurement tool was established and the model fit was good. The results revealed that for all dependent variables (social influence, self‐efficacy, compatibility and facilitating conditions), students with orthopaedic disability and visual impairment had higher scores than students with hearing impairment. On the other hand, contrary to expectations, there was no difference between students with orthopaedic disability and students with visual impairment in any of the factors according to the type of disability. In addition, none of the factors differed by gender. The findings provide empirical evidence that can contribute to the planning of online education processes of students with disability by revealing the similarities and differences in the use of e‐learning systems according to the type of disability. Practitioner notesWhat is already known about this topic The field of special education deals with the special needs of individuals and frequently uses technology to provide the support they need.It is observed that educational processes have been moved to online environments due to the COVID‐19 pandemic, which has affected the field of education nowadays and e‐learning systems in online environments have become indispensable for students with special needs.With their flexible structure, e‐learning systems create universal and inclusive learning environments for all students.Accessibility and special education adaptations are needed for individuals with special needs to use e‐learning systems effectively. For this, first of all, the effects of the disabilities of these individuals in using e‐learning systems should be determined.What this paper adds The results showed that social influence, self‐efficacy, compatibility, and facilitating conditions all differed significantly by type of disability.The research findings revealed that all factors differed significantly in terms of orthopaedic and visual impairment versus hearing impairment.The main contribution of the study can be summarized as investigating the relationships between technology adoption and types of disability with empirical evidence and the fact that the implications and inferences made for theory and practice have the potential to make critical contributions to technology acceptance and use of individuals with special needs.It can be stated that the tool adapted in this study offers a valid and reliable tool for future studies with university students with special needs.Implications for practice and/or policy There is a need for considering the individual differences of participants and adaptations for hearing in the adoption of e‐learning systems.Individual differences should be taken into account in the designs of e‐learning systems, and user‐oriented designs should be given priority.It can be mentioned that providing subtitle support for live lessons and recorded videos for the hearing impairment and adding sign and text support to the audio stimuli, providing screen readers for the visual impairment in the e‐learning system can make valuable contributions to improving the quality of education. [ABSTRACT FROM AUTHOR]

It is widely recognised that academic freedom and university autonomy in Turkey are currently under pressure. Many scholars have produced articles discussing the Turkish predicament, linking it to the recent authoritarian and populist turn of the country. This paper offers a different interpretation, arguing how academic freedom and institutional autonomy have been approached and practised in Turkey from the past to the present, by focusing mainly on the evolution of the relations between higher education institutions and political power. Understanding how this relationship has been constructed and maintained may help us to grasp the context‐specific university practices restricting academic freedom and university autonomy. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, many universities worldwide halted face-to-face education and instead began focusing on distance learning/education. Accordingly, it is necessary to consider the impact of this new digital era in terms of access to university libraries. Thus, the aim of this paper is to examine the digital services provided by university libraries in general and the solutions they have proposed to overcome the impact of COVID-19 on the higher education system in particular. To this end, secondary data from 30 selected state universities related to their library services, as accessed from their websites, is analysed to clarify the suitability of the existing digitalisation process in Turkish universities. It was found that digitalisation effectively equalises these different universities in terms of access to resources, regardless of their history/ranking/ structure or the cities they are physically established in. [ABSTRACT FROM AUTHOR]

Purpose: This longitudinal study assesses whether higher education has the same impact on the entrepreneurial intentions of women and men with regard to their propensity to risk-taking in particular. Design/methodology/approach: A self-administrated survey instrument was used to collect data from students studying business and engineering at five selected universities in Turkey. The survey was carried out in two intervals: first year and fourth year of studies. A total of 215 student participated in both waves. Findings: The findings indicate that the impact of education is stronger for women than for men as the relationship between gender and entrepreneurial intention is moderated by education and risk-taking propensity in that the entrepreneurial intention of women with high or low risk-taking propensity increases when they acquire higher education. In particular, the boost is more noticeable for women with low risk-taking propensity. On the contrary, the effect of education is negative for men with both high risk-taking propensity and low risk-taking propensity. Practical implications: This study has identified that the impact of education is different for women and men. Based on these findings, Turkey could offer gender-specific entrepreneurship education in higher education for individuals who could then exploit their entrepreneurial capacity and thus contribute to the social and economic well-being of the country. Originality/value: This paper makes two distinct contributions. First, this is one of the few longitudinal studies in the literature which demonstrates the differences between females and males in terms of their entrepreneurial intention and shows how risk-taking and education influence entrepreneurial intention. Second, it offers new insights into entrepreneurship research from a developing-country but emerging-economy context. [ABSTRACT FROM AUTHOR]