Adult literacy and basic education programs

The purpose of this study was to develop and pilot a questionnaire that would (a) provide teachers and administrators of adult ESL ptograms with important information about their students and (b) enable large-scale data collection among these students for program-planning and research purposes. Tbe questionnaire focuses on these students' goals, beliefs, and définirions of success related to learning English, as well as theit patterns of actual EngÜsb use. The instrument was developed based on interviews with 14 adult ESL students from diverse backgrounds enrolled in community and workplace ESL programs. It was then piloted with 37 learners.

Adults learning new scripts find it hard to become automatic readers. They typically read haltingly, understand little of what they read, and may forget how to read.  This article presents the hypothesis that halting reading among adult neoliterates is due to low-level perceptual functions in the brain that have a sensitive period. These may be related to feature integration; whether illiterate or educated, adults learning a new script may be perceiving letters as connected segments rather than unbreakable units.  The time needed to resolve ambiguities and determine how the segments are combined may delay identification and result in letter-by-letter reading.  This phenomenon could be called “adult neoliterate dyslexia.” It has received little research or attention, possibly because few adults need to learn new scripts.  Also unschooled illiterates are rare in industrialized countries where most reading studies are carried out.  Research is needed to probe into the neuropsychological origin of the adults’ fluency difficulty.  Potential remedies may include action videogames and thousands of trials through computerized media.

The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. The correlational aspect aims to establish the degree to which the variables of on the level of compliance of the developed application affects and influences the level of acceptance of the system as perceived by the respondents. From the level of acceptance of the system when it comes to its performance efficiency is directly affected by the level of compliance of the system in its compatibility and reliability. This means that changes on the identified variables may directly affect the variables on the l...

Nowadays, a large part of teacher leadership studies have been focused mainly on the principal as a key factor in the results of students' success. Nevertheless, some recent literature is available that discusses other faculty members who without leaving their classroom responsibilities, assume distinct directive responsibilities on an intermediate level. This article explores some of the salient characteristics that distinguish the leadership of teachers in charge of other teachers, and discusses in particular the importance of tolerance and freedom. The text gives some clues about the process in which teachers feel challenged when they undertake the responsibility for an educational improvement project, being in charge of their peers, but without the managerial authority to exercise the influence over them. The evidence presented corresponds to the findings from a case study conducted on the topic of middle leadership from a group who coordinate a program to improve education in the area of language, in socially at risk schools in the Bío Bío region of Chile. The results of the study show among other aspects that both coordinators and peer educators agree that a necessary condition that characterizes middle leadership is to allow group members certain levels of initiative, decision making, and action in their tasks in the program.

Literacy-skill focused learning/teaching materials for writing in English. Text-types include haiku, subjective explanation, sort succinct texts (signs and ads), summary-writing as outcome of reading, objectified review of language (eg. article, book) and non-language (eg. film, picture, video game) text. Dynamic of associated literacy practices are starting points, plus role of non-language text replacing, complementing and supplementing language text.
Can be used for teaching or self-directed learning (though mentor or buddy would help)

ABSTRACT
The purpose of this study is to examine Manpower Training and Development, Staff Performance and Retention in Federal College of Education, Technical (FCET) Akoka Lagos State, Nigeria. The need for employee’s retention has encouraged the employers to pay attention towards Employee development through training in order to keep them motivated. Training with development as a function of human resource management is concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. This study examine the manpower training and development and staff performance and retention and in Federal College of Education, Technical (F.C.E.T) Akoka Lagos. The study adopted a descriptive survey research design and the study population comprised all the academic staff of the Federal College of Education, Technical (FCET) Lagos State. The sample size consisted of 150 respondents selected through the simple random sampling technique. The research instrument used for data collection was a set of structured questionnaire. Four research questions were raised and three research hypotheses were formulated for the study. The data collected were analyzed using descriptive statistics of frequency counts and percentages while inferential statistics of Chi-square (X2) was used to test all hypotheses at 0.05 level of significance. The findings of the study revealed that training and development of staff in an organization is very paramount. Findings from the research revealed that there is significant relationship between the staff training programmes influence the skills, experience and quality of performance of staff in Federal College of Education (Technical) Akoka Yaba Lagos. The study therefore, recommends that organization should prioritize training for their staffs. The study concluded that manpower training and development and staff performance and retention are extremely important to any organisation.
Keywords: Manpower Training, Staff Performance, Retention, Training and development

For several decades now, the problem of empowering the Nigerian youths for self-reliance to checkmate unemployment has been a great concern to the nation. The poverty level and the inability of most parents to sponsor their wards in school have greatly contributed to youths drop out of school. Many of such youths are used as ad-hoc workers. In order to supplement and assist their parents’ efforts, some joined peers who were thugs, hawkers and sometimes criminals who pick pockets, and commit other crimes. Youths have also become tools in the hands of politicians for purposes of political campaigns and perpetration of heinous vices.

The conspicuous absence of the voices of adult literacy educators from countries located in Africa, Asia and Latin America has limited the possibilities of improving the practices of teaching literacy and educating the large populations of non-literate adults in countries such as Egypt where eighteen million currently reside. The present study aimed to present the perspectives of Upper Egyptian adult literacy educators associated with a Freirean based program run by Caritas Egypt on work and literacy. Caritas Egypt educators were selected because despite many difficulties, they have proven particularly effective in teaching other non-literate women, although until the present study, this has not been studied systematically. Moreover, these educators continue to teach for many years. Why is that?  The present study investigated the reasons they chose to be adult educators, the problems they faced in the course of their work, and why they nevertheless continued. The study was informed by the theoretical frameworks of New Literacy Studies and the writings of Paulo Freire. Both literacy and its teaching are social practices that are ideological, contextual and power-laden. The low status of adult literacy within the educational field is reflected in the low status of the adult literacy educators who normally receive little remuneration, training and support. Life history methodology was particularly suited to investigating participants in their own contexts and the different contextual and personal factors affecting the educators’ choices and experiences. Thirty-two educators participated in small focus groups and ten were interviewed individually. The data was analyzed and presented thematically. In addition, the life histories of four individual educators with different personal characteristics were also presented. Most of the participants explained that they initially took the job because it was the only one they found however they have continued to work because they benefitted as much as they benefitted others. They gained knowledge, status, self-confidence and made many friends. They collaborated with one another and considered their colleagues as family. They became local leaders and advocated for causes calling for the empowerment of women. They faced various problems, such as opposition due to traditional beliefs and practices, limited resources and remuneration. Rivalry with other NGOs, changes in policy and uncooperative bureaucrats also complicated their work. They nevertheless persevered. The study primarily illustrates how a group of ordinary women with limited education and resources can excel as adult literacy educators, as women teaching women. Organizations that are interested in teaching adult literacy could also learn from the Caritas Egypt’s example, particularly in teacher recruitment and retaining strategies as Caritas Egypt offered their teachers more than adequate supervision, support and recognition More studies on adult literacy educators are needed in order to better understand the practices of teaching adult literacy and how these practices can be improved by supporting the women educators who teach other women.

Introducción.
Durante el año 2017, los integrantes del Plan Argentina Trabaja prestaron colaboración en tareas del Hospital Provincial Magdalena V. de Martinez, de Pacheco. Durante esa pasantía se pudo detectar una cantidad muy significativa de adultos analfabetos incluidos en el plan, lo que llamó la atención de autoridades del Hospital y del Ministerio de Desarrollo Social de la Nación.
Se decidió, en conjunto, definir un plan de Alfabetización para esas personas, El plan se puso en marcha en el mes de Febrero de 2018 (22/2).
Las autoridades del hospital ofrecieron las instalaciones adecuadas, y también colaborar con la preparación de los materiales didácticos necesarios.
Se decidió emplear, para cumplir con el objetivo, el Curso de Alfabetización ya implementado.

This study intended to evaluate the service of Information Literacy Programs (ILP) as provided by the Riphah International University. Information literacy is an effective way to improve the interest of students towards the better use of library resources and services. The objectives of this research project were to determine, the methods being used, allotted time length, the frequency and students' perceptions about ILPs. The study depicted that, lecture, individual help and workshop/seminars methods were being used to educate students. Literacy classes are being arranged on a monthly basis with one hour time length. The participants opined they recommend literacy classes for their friends because ILPs improved searching as well as skills to use library's digital and other resources.

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.

Este trabajo presenta un análisis comparativo entre los recursos audiovisuales utilizados en dos Programas de Alfabetización de Jóvenes y Adultos implementados en Argentina desde el año 2004 aproximadamente. Nos detendremos en las características formales de estos videos, desde una perspectiva semiótica, y pondremos en evidencia las notables diferencias entre ellos, aún cuando, en ocasiones, el uso que se haya hecho de los mismos haya sido similar. De esta manera, buscamos contribuir a la reflexión sobre los formatos de videos educativos en general, y en particular aquellos destinados a la alfabetización de jóvenes y adultos.

Consortium News, 22.02.2019

JOHN PILGER: The War on Venezuela is
Built on Lies

The reporter as clown — for whom the truth is too difficult to report —may be the final stage of much of mainstream journalism’s degeneration, writes John Pilger for Consortium News.

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.

This report is designed to complement the above report, Using the PIAAC Literacy Framework to Guide Instruction: An Introduction for Adult Educators, which promoted a contextualized approach to teaching reading in adult literacy/education programs. The purpose of this supplement is threefold: to flesh out the ideas introduced in the original report, to provide resources that will help make those ideas more accessible to teachers, and to answer frequently asked questions related to the kind of curriculum design advocated in the Guide. In addition to drawing heavily on tools adapted from the PIAAC literacy framework, the supplement integrates evidence-based practices and standards-based instruction around the College and Career Readiness Standards. The intent is to help real teachers use contextualized reading instruction in real classrooms, acknowledging all the complexity doing so may entail.

The purpose of our paper is to focus on two multicultural literacy programs that we have developed in different sites in a major Canadian urban centre. We compare an inner city elementary school and a provincial correctional facility (jail) in order to study two respective literacy programs, as grounded in the experience of marginalized populations, with a view to promoting the transformative reconstruction of the meaning of education for individuals. In this discussion we provide a context for understanding these two educational sites; for examining the pedagogical dimensions of them; and for sharing portraits of our participants both in custody and in the classroom; and, finally, for exploring the interactive, collaborative approach undertaken in our respective programs and in our research together. Through this research inquiry, we, like our participants, have experienced the value of sharing and writing stories about schooling and life experiences from an immigrant/refugee perspective. We have attempted to illustrate how researchers and their participants can collaborate to create alternatives for encouraging self-expression and discovery in education. Our vision of education is that more attention needs to be given to marginalized individuals and populations in the context of curricular innovations that both enhance and promote literacy development and personal self-esteem. Culturally sensitive literacy programs can have the potential to transform students, teachers, and researchers to become writers of their own educational stories and, moreover, authors of their own lives.

This paper presents the results of a multisite case study of adult basic education in Japan. A key finding of the study is that as part of community building within classrooms, students, teachers, and administrators prioritize human relations and expressions of empathy ...

What is the most likely cause of Dyslexia?
What do genetics have to do with Dyslexia?
Why does the brain of someone with Dyslexia work less efficiently and NOT differently than someone with typical reading skills?
Can we rewire the brain of someone with Dyslexia and improve their reading skills too?
Can we PREVENT reading difficulties beginning at at 5 years old for "high-risk" children who may later be diagnosed with Dyslexia?
These and many more important questions are answered with Scientific Research, not personal opinions. CLICK URL link listed ABOVE

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.

The paper attempted to define an analytical framework for discussing the issue of economic sustainability for basic education in the Philippines. Said framework was summarized in terms of two indices: one which looks at the degree of insufficiency of basic education funding and another which considers time intervals of which sufficiency or insufficiency are noted. A logistic model was fitted on the gathered data sets where raw observations were standardized prior to performing regression analysis on identified variables. The findings revealed that a unit increase in per capita budget increases enrolment by 624 students in basic education. Relatedly, 97% of the variance in actual basic education enrolment is attributed to the per capita budget allocation on basic education by the national government. The study found that population growth rate and economics (GDP per capita) are the two main drivers in basic education development. School-age population is growing by about 6% annually whereas the country’s GDP average yearly growth just reaches about 4%. Ultimately, the fast expanding population has to be curbed if the country has to achieve the Millennium Development Goals (MDGs) of Education For All (EFA).

Keywords:  basic education, per capita budget education, participation rate, school-age population.

Globally and across the African continent, the past decade has seen an increase in the commitment to reducing adult illiteracy, inspired among other things by the Education for All (EFA) drive to halve the incidence of illiteracy among adults and youth by 2015. While literacy campaigns were less common during the 1990s, the last decade saw a new impetus for mass adult literacy campaigns as a way of improving national literacy levels. This paper examines the South African endeavour to meet its EFA target through the implementation of the South African Kha Ri Gude Mass Literacy Campaign, which was launched by the South African government in 2008 with the aim of enliterating 4,7 million adults who had little or no education as a result of the apartheid legacy. The Campaign was deemed successful receiving a number of South African awards for best practice and its work in rural and impoverished communities including the international UNESCO Confucius Prize for Literacy (UNESCO 2016). This article focuses on how the campaign utilised actionoriented processes, specifically the methods of participatory action research (PAR), to enhance the achievement of its goals. The methods of PAR were embedded in the campaign structure, comprising clusters of communities of practice (COPs) which provided fora for educators to voice and address challenges. Moreover, since the Campaign was implemented in post-apartheid South Africa, the article shows how the Campaign operations were guided by the ethos of ubuntu as necessary for redress and empowerment.

Globally and across the African continent, the past decade has seen an increase in the commitment to reducing adult illiteracy, inspired among other things by the Education for All (EFA) drive to halve the incidence of illiteracy among adults and youth by 2015. While literacy campaigns were less common during the 1990s, the last decade saw a new impetus for mass adult literacy campaigns as a way of improving national literacy levels. This paper examines the South African endeavour to meet its EFA target through the implementation of the South African Kha Ri Gude Mass Literacy Campaign, which was launched by the South African government in 2008 with the aim of enliterating 4,7 million adults who had little or no education as a result of the apartheid legacy. The Campaign was deemed successful receiving a number of South African awards for best practice and its work in rural and impoverished communities including the international UNESCO Confucius Prize for Literacy (UNESCO 2016). This article focuses on how the campaign utilised actionoriented processes, specifically the methods of participatory action research (PAR), to enhance the achievement of its goals. The methods of PAR were embedded in the campaign structure, comprising clusters of communities of practice (COPs) which provided fora for educators to voice and address challenges. Moreover, since the Campaign was implemented in post-apartheid South Africa, the article shows how the Campaign operations were guided by the ethos of ubuntu as necessary for redress and empowerment.

We statistically examined 295 low-literacy adults' oral reading fluency measured by total word and word error rates with connected prose. Based on four fluency ability groupings in relation to standardized assessments of reading-related skills (e.g., phonemic awareness, word recognition, vocabulary, comprehension, and general ability) the results suggest that adults that read at comparable correct word rates vary significantly in the number of total words and word errors. These differences were independent of assessed general ability level. Total word and word error rates, thus, offer a picture of learner reading ability that can help instructors emphasize instruction in deficit reading components.

Svenskans beskrivning 37 Skrifter från Svenska institutionen vid Åbo Akademi nr 8 Svenskans beskrivning 37 Förhandlingar vid trettiosjunde sammankomsten Åbo 8 10 maj 2019 Redigerad av Saara Haapamäki, Ludvig Forsman och Linda Huldén Svenska språket vid Åbo Akademi 2020 © 2020 respektive författare Svenskans beskrivning ISSN 1102-3619 Skrifter från Svenska institutionen vid Åbo Akademi ISSN 1237-8445 ISBN 978-952-12-4021-8 (tryck) ISBN 978-952-12-4022-5 (pdf) Tryckt i Finland av Painosalama 2020 Utgivare: Svenska språket vid Åbo Akademi, Åbo 2020

Teaching reading is not easy. In the 21st century, reading requires us to navigate diverse text formats, written for varied purposes and presented in myriad media. We read for idiosyncratic reasons and in highly individualized situations, at home, in the community, and at work. The PIAAC conceptual framework for the literacy assessment addresses the multifaceted nature of reading. This guide introduces adult educators to aspects of PIAAC’s work that might inform reading instruction for adults. Drawing from the framework’s grounding in a use-oriented conception of competency and a view of proficiency as a continuum, this guide introduces a contextualized approach to curriculum development that supports adult learners in building skills for literacy use in ways that prepare them to exercise agency in the complex personal, social, political, and economic spheres of adult life in the United States. Classroom examples are included.

This study examined how poverty and residential mobility influence low-income adults' persistence in family literacy programs in Pennsylvania. Twelve out of 20 program directors reported that learners typically moved at least once a year. In five of these high-mobility programs moving was reported to significantly hinder persistence. Geographic location and the availability of inexpensive and subsidized housing increased mobility. The 17 learners we interviewed moved 78 times in the previous five years, for an average of once per year. One-half of the moves were within 15 miles, yet even short distance moves often delayed progress and disrupted program participation. Although residential mobility did not hinder persistence in all programs, it is part of a constellation of poverty-related problems (e.g., poor health, lack of child care and transportation) that pose challenges for learners to attend classes regularly and meet their educational goals.

Üniversitelerin özellikle son zamanlarda inovasyon ve teknoloji alanlarında yaptıkları yatırımların öneminin artması ile birlikte, satın inovasyon ve teknoloji odaklı yatırımlarda ve satın alımlarda daha stratejik bir yaklaşım içinde olmaları gerekmektedir. Üniversite bütçelerindeki daralmalar ve azalmalar ise bu durumu kaçınılmaz kılmaktadır. Bu nedenle, üniversite yönetimleri büyük veri madenciliği, analizi ve yönetimi genel ihtiyaçların karşılandığı satın alımların kontrolünü sağlarken uzun vadeli getir getirecek stratejik inovasyon ve teknoloji odaklı yatırımların yapılmasını da mümkün kılabileceklerdir. Bu nedenle bu araştırmada, özellikle Türkiye'de yer alan yüksek öğretim kurumlarında inovasyon ve teknoloji odaklı yatırımlarda ve satın alımlarda büyük veri madenciliği, analizi ve yönetiminin yapılabilmesini incelemektedir. Bunun için üniversite yönetiminde yer alan önemli kişilerin bu konudaki algılarını, tecrübelerini, karşılaştıkları sorunları ve önerileri ele alınmıştır. Üniversite yönetiminde yer alan yöneticiler (12) özellikle iki devlet üniversitesinden seçilmiştir. Kendileri ile inovasyon ve teknoloji odaklı yatırımlar ve satın alımlar konusunda mülakatlar yapıldı. Fenomenolojik araştırma yöntemi ile açık uçlu on iki soru sorulmuştur. Elde edilen veri, gruplandırılıp NVivo 10 kullanılarak analiz edilmiştir. Üniversitelerde sürdürülebilir büyüme, başarı ve kalite güvencesi için tüm katılımcılar, veri madenciliği, analizi ve yönetiminin öneminden bahsederken nasıl etkin kullanılabileceği konusunda endişelerini belirtmişlerdir. Katılımcıların çoğu veri madenciliği, analizi ve yönetimi konusunda derin bir bilgi ve deneyimlerinin olmadığını bahsederken, geri kalanları ise veri madenciliği, analizi ve yönetimi konusunda yurtdışı üniversitelerindeki iyi uygulama ve sonuçlardan haberdar olduklarını belirtmişlerdir. Özellikle katılımcıların bahsettiği üzere inovasyon ve teknoloji odaklı satın alımlarda sorunlar olduğundan bahsedilmiştir. Bu nedenle katılımcılar tarafından daha etkin büyük veri madenciliği, analizi ve yönetimi yapılarak takip ve kontrol sistemi sağlanabileceği belirtilmiştir. Katılımcıların bahsettiği bir diğer husus ise inovasyon ve teknoloji odaklı yatırımlarda ortak bir envanterin veri madenciliği, analizi ve yönetimi ile daha etkin kullanılmasıdır. Sonuç olarak veri madenciliği, analizi ve yönetiminin en kısa zamanda üniversite yönetimlerinde inovasyon ve teknoloji odaklı yatırım ve satın alımlarda vakit kaybedilmeden uygulamaya alınmasıdır.

Son beş yıl içinde üniversitelerde TÜBİTAK 1513 Projesi kapsamında etkin hale gelen Teknoloji Transfer Ofisleri (TTO) ile birlikte üniversite sanayi işbirliklerinde yeni bir döneme girilmiştir. TTO'ların özellikle var olma sebeplerinin başında üniversitenin genel alt yapısını sanayi ile işbirliğine hazırlamak olarak nitelendirilmektedir. Bu belli bir süreç gerektirirken aynı zamanda sanayinin de üniversite ile olan işbirliğinde yeniden bir davranış değişikliğine ihtiyacı vardır. Bu konuda da TTO'lar sanayinin üniversite ile olan işbirliklerinde köprü görevi üstlenmektedir. Bu araştırma, özellikle son beş yılda gelişen üniversite sanayi işbirliğindeki değişimi irdelemek üzere gerçekleştirilmiştir. TTO açmak üzere destek olan üç devlet üniversitesinin üniversite sanayi işbirliği çalışmaları dikkate alınmıştır. Bunun için üniversite sanayi işbirliğinde yer alan önemli pozisyonlardaki kişiler (12) ile birlikte akademisyenler (27), sivil toplum kuruluşları yetkilileri (4) ve sanayicilerin (14) tecrübelerinden yararlanılarak kritik analizler yapılmıştır. Elde edilen sonuçlar sonucunda karşılaşılan sorunlar ve öneriler tespit edilmiştir. Yarı yapılandırılmış 24 soru araştırma sürecinde yenilenerek katılımcılara sorulmuş ve gerekli gözlemler de dikkate alınarak veri gruplandırılmıştır. Gruplandırılan veri kodlanarak NVivo 10 kullanılarak analiz edilmiştir. Elde edilen araştırma sonuçlarına göre katılımcıların tamamı üniversite sanayi işbirliğinin daha hızlandırılması ve daha iyileştirilmesi gerektiğini savunmaktadır. Sanayiden gelen katılımcıların en büyük endişesi üniversitelerle birlikte yapılan projelerdeki hızın artırılması iken, üniversite tarafından gelen katılımcılar ise sanayinin gerektiğinin çok altında yapılan projelere değer verilmesidir. Öte yandan katılımcıların (%89) belirttiği en önemli tespitlerden biri ise TTO'ların devreye girmesi ile daha güvenilir bir ilişkinin oluşmasıdır. Özellikle sanayi ve sivil toplum kuruluşlarından gelen bilgiye göre (%65) TTO'ların üniversite ihtisas alanlarına göre hizmet vermesinde etkin olup süreci hızlandırmakta olduklarıdır. Üniversite tarafından gelene katılımcıların (%98) en çok üzerinde durdukları konu ise ortak yapılan projelerden elde edilen gelirlerden çok fazla kesintinin yapılmasıdır. Sonuç olarak TTO'ların üniversitelerde açılması ile üniversite sanayi işbirliğinde olumlu gelişmeler olmakla birlikte alınması gereken başka kararlar ile bu çalışmaların hızlandırılması ve tekrardan başta finansal konular olmak üzere tekrardan yapılandırılması gerekmektedir.