Ozcan Konur's Publications - Öğr. Gör Özcan Konur

Ozcan Konur’s 

Publications: 

Abstracts & Citations 

v. 2011/03R 

Lect. Ozcan Konur 

Sirnak University 

Faculty of Engineering 

Department of Mechanical Engineering 

Sirnak, Turkey 

September 2011

List of contents 

A. INTERNATIONAL PAPERS AND PRESENTATIONS [ULUSLAR ARASI YAYINLAR VE 

SUNUMLAR] ...................................................................................................................................................... 10 

A2. BOOK CHAPTERS IN BOOKS IN A FOREIGN LANGUAGE [YABANCI DILDE YAYINLANMIġ BIR KITAPTA BIR 

BÖLÜM] ............................................................................................................................................................. 10 

A3.SCI AND SSCI-INDEXED PAPERS [SCI VE SSCI ENDEKSLI YAYINLAR] ........................................................ 15 

A.3.8. Applied Energy. SCI-indexed Paper .................................................................................................. 15 

A3.7. Journal of Computer Assisted Learning 2007 SSCI-indexed paper .................................................... 16 

A3.6. Disability and Society 2007 SSCI-indexed paper................................................................................ 20 

A3.5. Teaching in Higher Education 2006 SSCI-indexed paper .................................................................. 22 

A3.4. Dyslexia 2006 SSCI-indexed paper ..................................................................................................... 27 

A3.3. Nurse Education Today 2002 SSCI-indexed paper ............................................................................. 29 

A3.2. Disability and Society 2000 SSCI-indexed paper................................................................................ 32 

A3.1. Composites 1989. SCI-indexed paper ................................................................................................. 36 

A7. OTHER INDEXED INTERNATIONAL PAPERS [ALAN DIZINLERINDE INDEKSLI YAYINLAR] .............................. 44 

A7.2. International Journal of Discrimination and the Law 2002 ............................................................... 44 

A7.1. Assessment and Evalution in Higher Education 2002 ........................................................................ 45 

A.10 OTHER INTERNATIONAL JOURNAL PAPERS [DIĞER ULUSLAR ARASI MAKALELER] .................................... 52 

A14.2 FULL TEXT PUBLISHED INTERNATIONAL PRESENTATIONS [TAM METIN BASILMIġ SUNUMLAR] ............... 53 

A14.3 ABSTRACT PUBLISHED PRESENTATIONS [ÖZETI BASILMIġ SUNUMLAR] .................................................. 60 

B. NATIONAL PUBLICATIONS [ULUSAL YAYINLAR] ....................................................................... 69 

B.9.B FULL TEXT PUBLISHED PRESENTATIONS [TAM METIN YAYINLANMIġ SUNUMLAR] ................................... 69 

B9.C. ABSTRACT PUBLISHED PRESENTATIONS [ÖZETI BASILMIġ ULUSAL SUNUMLAR] ...................................... 71 

E. WORKING PAPERS [ÇALIġMA METINLERI] AND ABSTRACTS .................................................... 73 

E.1. WORKING PAPERS ...................................................................................................................................... 73 

E.2 WORKING PAPER ABSTRACTS [ÇALIġMA METIN ÖZETLERI] ......................................................................... 80 

K. INSTITUTIONAL STUDIES [KURUMSAL ÇALIġMALAR]............................................................... 101 

SIRNAK UNIVERSITY ....................................................................................................................................... 101 

Institutional evaluation and strategic planning work; Evaluative Reports ................................................ 101 

NAMIK KEMAL UNIVERSITY ............................................................................................................................ 110 

Institutional evaluation and strategic planning work; Evaluative Reports ................................................ 110 

Institutional evaluation and strategic planning work; University Citations .............................................. 112 

Institutional evaluation and strategic planning work; university abstracts ............................................... 113 

Institutional evaluation and strategic planning work output and guides ................................................... 127 

MUGLA UNIVERSITY ....................................................................................................................................... 136 

L. RESEARCH REPORTS [ARAġTIRMA RAPORLARI] ......................................................................... 141 

M. OUTREACH WORK [KAMU HIZMETI] ............................................................................................... 149 

N EDUCATIONAL MATERIALS [EĞITIM ÇALIġMALARI] ................................................................. 154 

OVERALL NET CITATIONS EXLUDING SELF CITATIONS AND REPEAT CITATIONS .............. 155 

SSCI-SCI-SCIE INDEXED JOURNAL PAPER CITATIONS .................................................................................... 155 

BOOKS AND BOOK CHAPTER CITATIONS .......................................................................................................... 160 

OTHER JOURNAL PAPER CITATIONS ................................................................................................................. 169 

LIST OF TABLES 

TABLO 1 LECT. OZCAN KONUR SECIENTIFIC PRODUCTIVITY EVALUATION SUMMARY TABLE [ÖZCAN KONUR 

BILIMSEL PERFORMANS DEĞERLENDIRME ÖZET TABLOSU]* ......................................................................... 6 

TABLO 2. LECT. OZCAN KONUR SECIENTIFIC PRODUCTIVITY EVALUATION DETAILED TABLE [ÖZCAN KONUR 

BILIMSEL PERFORMANS DEĞERLENDIRME DETAYLI TABLOSU] ..................................................................... 7 

Lect. Ozcan KONUR’s paper abstracts and citations Sayfa 2

Konur, O. (2011) Ozcan Konur’s Publications: Abstracts & Citations, [Özcan Konur‟un 

yayınları: Yayın Özetleri ve Atıfları] v. 2011/03R, 172 pp., September 2011 (Sirnak, Turkey; 

Ozcan Konur). [English] [Lect. Ozcan Konur, Sirnak University Faculty of Engineering, 

Department of Mechanical Engineering, Turkey]. [http://www.okonur.info] 15.09.2011 

� Abstract: 

o The abstracts of the publications made by Lect. Ozcan Konur were presented in this 

document as of September 2011 together with any available citations in the format devised 

by the Namik Kemal University Rectorate for the evaluation of the academic staff for the 

appointments and promotions. 

o Research interests include comparative and interdisciplinary studies on the education, 

employment, and health of disabled people within the multi-national context of mainly the 

US, the UK, Australia, Canada, Europe, and Turkey. The disciplines of Disability Studies, 

Sociology, Education, Higher Education, Work and Employment, Law, Rehabilitation, 

Health Sciences, Communications and Information Technologies, Scientometrics, 

Economics, Politics, Communication, Public Administration, Business Administration, 

and Finance play an important role in this context. The approach employed is a multidisability 

one in principle but disability specific studies are also of a great importance. A 

complete list of the current research interests are given with the corresponding ISI subject 

headings within the text. 

o The studies were published in one book chapter, 8 SCI-indexed (2) and SSCI indexed (6) 

journals, 2 other indexed international journals, and one other international journal, 

respectively. Additionally, 12 full-text and 13 abstracts-only presentations in the 

international conferences and workshops were published, respectively. Three full-text and 

two-abstract-only national presentations were published. Net citations to these published 

papers were made in 132 books published by international publishing houses and with 

ISBN number. Citations to these papers were also made in 84 SCI and SSCI indexed 

journals as well as in 65 journals not indexed by both SCI and SSCI. There were also over 

345 citations in the other types of publications such as dissertations, research and 

conference papers, and bibliographies. 

o With a total of 353 activities and publications (including citations), a sum of 1120 points 

was earned using the Namik Kemal University‟s Criteria for Appointments and 

Promotions of the Academic Staff. A large number of research output (180 items) 

including the institutional evaluation studies, research projects, and scientometric studies, 

has not been included in this sum. The international publications and national publications 

formed 44% and 3% of this earned sum, respectively. Citations made in the books and 

international journal papers formed 46% of this sum. 

o To make a sense of these figures, it would be helpful to refer to the above cited criteria for 

the appointments and promotions. For example, the minimum required point for the 

appointment as an Assistant Professor in a 2-year vocational college as well as in a 4-year 

college in the field of Social, Economic and Administrative Sciences is just 10 points for 

all the categories of evaluation. On the other hand, under the same criteria, the minimum 

points required for the appointment as a Professor in the field of Social, Economic and 

Administrative Sciences is 50 points for 5 national and international publications under the 

various A (international publications) and B (national publications) with a total of 120 

points under all the categories of evaluation including citations and research projects and 

theses. 

o Key words Ozcan Konur, abstracts, citations, Namik Kemal University, Tekirdag, Sirnak 

University, Sirnak, Turkey, appointments and promotions criteria, international 

publications, national publications, disability studies, comparative studies, 

interdisciplinary studies, curriculum vitae, abstracts, citations. 


� Personal information 

� The author was born in the Mugla province of Turkey in 1957. He has carried out research in 

the area of Disability Studies and Higher Education within a comparative and interdisciplinary 

context in the UK and later in Turkey after doing some background work in social, economic 

and administrative sciences at the City University, London, the UK. After returning to Turkey, 

he looked after his aged and ill mother in a mountainous village in Mugla to facilitate her 

recovery from a series of serious illnesses for two years. He then executed the work relating to 

the institutional evaluation and planning aspects of the Mugla University, and then of the 

Namik Kemal University, Turkey until January 2010. He has also provided the other project 

development services for the Namik Kemal University Rectorate. He is currently employed at 

the Sirnak University, Faculty of Engineering, Department of Mechanical Engineering. He 

also managed for some time the Strategic Development Unit of the Sirnak University as well 

as the Faculty of Engineering and the Graduate Institute of Natural Sciences. He wishes to 

pursue his academic studies in the field of Social, Economic and Administrative Sciences 

under the ISI subject headings listed below with a focus on the education, employment, and 

health of disabled people as a lecturer, allowing him at the same time to spare more time for 

the care of his aged and ill mother. He also wishes to provide the educational and public 

services in the same areas of research to obtain further benefits for the students and the 

disadvantaged sections of the society as well as the institutions serving them. 

� Contact information: 

o Postal address: Lect. Ozcan Konur, Sirnak University, Faculty of Engineering, 

Department of Mechanical Engineering, 73000, Sirnak, Turkey. 

o Tel: +90 486 216 82 42 

o Fax: +90 486 216 32 85 

o E-mail: okonur@hotmail.com 

o Web site communication pages: 

� www.okonur.info 


� Research interests 

o Research interests include comparative and interdisciplinary studies on the education, 

employment, and health of disabled people within the multi-national context of mainly the 

US, the UK, Australia, Canada, Europe, and Turkey. The disciplines of Disability Studies, 

Sociology, Education, Higher Education, Work and Employment, Law, Rehabilitation, 

Health Sciences, Communications and Information Technologies, Scientometrics, 

Economics, Politics, Communication, Public Administration, Business Administration, 

and Finance play an important role in this context. The approach employed is a multidisability 

one in principle but disability specific studies are also of a great importance. 

A complete list of the current research interests are given as follows with the 

corresponding ISI subject headings: 

1. Higher education- applications, teaching and learning, assessment, law, and policy 

[Yükseköğretim uygulaması, eğitim ve öğretim, ölçme ve değerlendirme, hukuku ve 

politikaları] [Education Educational Research; Law; Social Sciences Interdisciplinary, 

Planning Development, Public Administration]* 

2. Disability Studies- applications, law, and policy [Engelliler uygulaması, hukuku ve 

politikaları] [Rehabilitation, Social Sciences Interdisciplinary; Sociology; Law; Ethics; 

Psychiatry; Psychology, Social; Public, Environmetal Occupational Health; Social Work, 

Social Issues, Behavioral Sciences]* 

3. Special education- law, teaching and learning, assessment, applications, and policy [Özel 

eğitim uygulaması, eğitim ve öğretim, ölçme ve değerlendirme, hukuk ve politikaları] 

[Education, Special; Law, Social Sciences Interdisciplinary; Behavioral Sciences]* 

4. Health education- applications, teaching and learning, assessment, law, and policy [Sağlık 

eğitimi, uygulaması, hukuku ve politikaları] [Education, Scientific Disciplines; Medicine, 

Legal; Health Care Sciences Services; Health Policy Services, Nursing]* 

5. Engineering education- applications, teaching and learning, assessment, law, and policy 

[Mühendislik eğitimi, uygulaması, hukuku ve politikaları] [Education, Scientific 

Disciplines; Engineering, Legal; Services; Engineering Services]* 

6. Information and Communication Technologies- applications, law, and policy [Bilgi ve 

ĠletiĢim Teknolojileri uygulaması, hukuku ve politikaları] [Information Science, Law; 

Social Sciences Interdisciplinary]* 

7. Financial Services- education, applications, law, and policy [Mali hizmetler eğitimi 

uygulaması, hukuku ve politikaları] [Economics; Business; Business, Finance, 

Management]* 

8. Discrimination- applications, law, and policy (gender, religion, disability, sexuality, age, 

ethnicity) [Ayrımcılık uygulamaları, hukuku ve politikaları] [Social Issues; Law; Social 

Sciences Interdisciplinary; Ethnic Studies; Women‟s Studies, Social Issues]* 

9. Employment- applications, law, and policy [ĠĢ uygulamaları, hukuku ve politikaları] 

[Industrial Relations Labour; Economics; Law; Social Sciences Interdisciplinary; Public, 

Environmetal Occupational health]* 

10. European policy and law [Avrupa politikaları ve hukuku] [Political Science, Area Studies; 

Law; Social Sciences Interdisciplinary, Economics]* 

11. International relations policy and law [Uluslar arası iliĢkiler ve hukuku] [International 

Relations; Law; Political Science; Economics]* 

12. Scientometrics [Bilimsel üretim değerlendirme ve ölçümü] [Information Science; Social 

Sciences Interdisciplinary]* 

13. Interdisciplinary societal problems of Turkey [Türkiye ile ilgili disiplinlerarası toplumsal 

sorunlar] [Area Studies; Education; Law; Politics; Social Sciences Interdisciplinary; 

Business; Information Science; Business, Finance; Industrial Relations Labour]* 

14. Interdisciplinary societal problems of Sirnak Province of Turkey [ġırnak ile ilgili 

disiplinlerarası toplumsal sorunlar] [Area Studies; Education; Law; Politics; Social 

Sciences Interdisciplinary; Business; Information Science; Business, Finance; Industrial 

Relations Labour]* 

*: ISI Subject headings [ISI konu baĢlıkları] 


� Collaboration opportunities 

o The opportunities for collaboration for research with the colleagues mainly from the US, 

the UK, Australia, Canada, Europe, and Turkey as well as from other countries would be 

favourably considered. 

Tablo 1 Lect. Ozcan Konur Secientific Productivity Evaluation Summary 

Table [Özcan Konur Bilimsel Performans Değerlendirme Özet Tablosu]* 

Category [Kategori] Code 

[Kodu] 

No 

[Sayı] 

Total point 

[Toplam puan] 

International publications [Uluslararası yayınlar] A1.-A.15 37 517 46 

National publications [Ulusal yayınlar] B1-B10 5 36 3 

Editorial experience [Hakemlik, editörlük ve diğer 

etkinlikler] 

C1-C12 

Lect. Ozcan KONUR’s paper abstracts and citations Sayfa 6 

% 

10 50 5 

Citations [Bilimsel atıflar]** D1-D5 281 497 46 

General sum [Genel toplam] A1-D5 333 1100 100 

OTHER TYPE OF WORK (Diğer çalıĢmalar) 

E. Working papers and abstracts 

Working papers 19 0 32 

Working paper abstracts 40 0 68 

K. Institutional studies [Kurumsal çalıĢmalar] 

59 0 100 

1. Sirnak University 0 14 0 15 

2. Namik Kemal University 0 58 0 64 

2. Mugla University 0 19 0 21 

K sum 91 0 100 

L. Research reports [AraĢtırma Raporları] 0 19 0 63 

M. Outreach work [Kamu hizmeti] 0 9 0 30 

N. Educational Materials [Eğitsel yayınlar] 2 0 7 

L-N sum 30 0 100 

E-N sum 180 

O. Citations in other publications 0 345 0 

E-O Sum 525 0 

*Namik Kemal University‟s criteria for appointments and promotions as of 1/10/2008 were used in the 

preparation of this table [Namık Kemal Üniversitesi bilimsel faaliyetler ve puan sistemi (1/10/2008) 

kullanılmıĢtır]. 

** excluding self-citations and repeat citations

Tablo 2. Lect. Ozcan Konur Secientific Productivity Evaluation Detailed 

Table [Özcan Konur Bilimsel Performans Değerlendirme Detaylı Tablosu] 

A. INTERNATĠONAL PUBLICATIONS [ULUSLARARASI 

YAYINLAR 

Point 

[PUAN] 

No 

[Sayı] 

Total 

[Toplam] 

2. Book chapters [Kitap bölümleri] 30 1 30 

3. SCI, SSCI, AHCI-indexed papers (article and review) [SCI, SSCI ve AHCI 

endeksli dergi yayını (tam makale ve derleme] 

7. Papers (Full articles and reviews) indexed by area indexes [Alan dizinleri 

endeksli yayınlar (tam makale ve derleme) 

10. Non-indexed papers (full article and reviews) [EndekslenmemiĢ uluslararası 

yayınlar [makale ve derleme) 

12. Non-indexed papers (full article and reviews) [EndekslenmemiĢ uluslararası 

yayınlar [makale ve derleme) 

14. international conferences [Uluslararası konferanslar] 

30 8 231 

12 2 24 

8 1 8 

6 0 0 

A1.-A13 sum 12 293 

b. full-text published presentations [Tam metin yayınlanmıĢ sunumlar] 10 12 120 

c. Abstract only published presentations [yalnız özeti yayınlanmıĢ sunumlar] 8 13 104 

B. ULUSAL YAYINLAR 

A14-A15 sum 25 224 

A1.-A.15 sum 37 517 

4. TÜBĠTAK Dizininde yer alan dergilerde makale yazarlığı. 10 0 

6. Diğer dergilerde makale yazarlığı. 8 0 

8.a Ulusal diğer dergilerde yayımlanmıĢ makale yazarlığı 4 0 

9. Bir kongre veya sempozyumda, 

b. Sunulan ve tam metni yayımlanan sözel bildiri yazarlığı 8 3 24 

c. Sunulan ve özeti yayımlanan sözel bildiri yazarlığı 6 2 12 

C. HAKEMLĠK, EDĠTÖRLÜK VE DĠĞER ETKĠNLĠKLER 

2. Science Citation Index (SCI), Social Science Citation ındex (SSCI) ve Arts 

and Humanities Citation Index (AHCI) tarafından taranan hakemli dergilerde 

B1-B10 sum 5 36 

c. Hakemlik 5 3 15 

3. Science Citation Index (SCI), Social Science Citation Index (SSCI) ve Arts 

and Humanities Citation Index (AHCI) tarafından taranmayan hakemli 

uluslararası dergilerde, 


4. Türkiye‟de düzenlenen tüm uluslararası ya da yurtdıĢında periyodik olarak 

düzenlenen hakemli bir kongre veya sempozyumda, 

d. Hakemlik 3 0 0 


6. TÜBĠTAK dizininde yer alan dergilerde 


7. Ulusal hakemli dergilerde 


8. Ulusal bir cemiyet veya kuruluĢ tarafından periyodik olarak düzenlenen 

hakemli bir kongre veya sempozyumda, 

d. Hakemlik 2 0 0 

D. BĠLĠMSEL ATIFLAR (*) 

1. Uluslararası yayınevleri (A1‟de tanımlanan) tarafından yayımlanmıĢ veya 

yayımlanması kabul edilmiĢ bilimsel, mesleki ve ders kitaplarında verilen her bir 

atıf (net citation count) 


and Humanities Citation Index (AHCI) tarafından taranan hakemli dergilerde 

verilen her bir atıf 


and Humanities Citation Index (AHCI) tarafından taranmayan hakemli 

uluslararası dergilerde verilen her bir atıf (net citation count) 

4. Ulusal yayınevleri (B1‟de tanımlanan) tarafından yayımlanmıĢ veya 

yayımlanması kabul edilmiĢ bilimsel, mesleki ve ders kitaplarında verilen her bir 

atıf (net citation count) 

C1-C12 sum 10 50 

2 132 264 

2 84 168 

1 65 65 

1 0 0 

5. TÜBĠTAK dizininde veya Ulusal hakemli dergilerde verilen her bir atıf 1 0 0 

6. Uluslararası yayınevleri tarafından yayınlanmıĢ bilimsel, mesleki ve ders kitaplarında 

verilen atıflar 0 0 0 

7. Diğer yayınlarda verilen atıflar 

(*) Bilimsel atıflarda her sıradaki yazar aynı puanı alır. 

F.BĠLĠMSEL ÖDÜLLER 

D1.-D5 sum 

D6.-D7. sum 

D1.-D7. 

0 345 0 

281 497 

345 0 

626 497 

9. Üniversitemizce verilen bilim teĢvik ödülü 5 0 0 

I. EĞĠTĠME VE YÖNETĠME KATKI 

F1.-F9. sum 0 0 

1. Son atamadan bu yana ders vermek 1 x 

yarıyıl 

J. ORTAK ÇALIġMALARDA PUAN DAĞILIMI 

20 20 

I1.-I5. sum 20 20 

A1.-I5. Sum except D6.-D.7 353 1120 


1. Ortak bir çalıĢmada alınacak puan 

a.Birinci yazar % 70 

b.Ġkinci yazar % 50 

c.Üçüncü yazar % 30 

d.Dördüncü yazar ve diğerleri % 20 

e. Farklı merkezli çalıĢmalarda çalıĢma grubu üyelerinin her biri % 20 

f. Son isim (Yalnızca profesörlük başvurularında ve eser, son ismin doçentlik 

sonrası yayını ise) 

*Namik Kemal University‟s criteria for appointments and promotions as of 20/07/2008 were used in the 

preparation of this table [Namık Kemal Üniversitesi bilimsel faaliyetler ve puan sistemi (20/07/2008) 

kullanılmıĢtır]. 

Lect. Ozcan KONUR’s paper abstracts and citations Sayfa 9 

% 50

A. International Papers and presentations [Uluslar arası 

yayınlar ve sunumlar] 

A2. Book Chapters in books in a foreign language [Yabancı dilde 

yayınlanmış bir kitapta bir bölüm] 

A2.1. Konur, O. (2004) Disability and racial discrimination in employment in higher education 

[Yüksek öğrenimde çalıĢma hayatında engelli ve ırk ayrımı], in Law, I.; Phillips, D., Turney, L. (Eds.) 

Institutional Racism in Higher Education, pp. 83-92, 206 pp. (Stoke on Trent, UK, Trentham Books). 

Project Muse. [ISBN-10: 1858563135; ISBN-13: 978-1858563138] [A2. Book chapter] 

� The policy issues relating to the disability and racial discrimination in the higher education employment 

against the academic members of staff employed in the institutions of higher education in the UK was 

explored through the use of a comparative research framework based on the appellate court decisions. 

o Key words: Race discrimination, disability discrimination, higher education, academic staff, the 

UK, Disability Discrimination Act (1995), Race Relations Act (1976), legal analysis, judicial 

outcome analysis. 

SSCI cits including citations to the Book itself 

1. Amar, P. (2010) Introduction: New racial missions of policing: comparative studies of state 

authority, urban governance, and security technology in the twenty-first century. Ethnic and 

Racial Studies, 33(4), pp. 575-592. [A3. SSCI paper] 18.02.2011 

2. Gusa, D. L. (2010) White institutional presence: the impact of whiteness on campus climate. 

Harvard Educational Review, 80(4), pp. 464-490. [A3. SSCI paper] 18.02.2011. 

3. Castro-Salazar, R.; Bagley, C. (2010) 'Ni de aqu ni from there'. Navigating between contexts: 

counter-narratives of undocumented Mexican students in the United States. Race Ethnicity and 

Education, 13(1), pp. 23-40. [A3. SSCI paper] 

4. DePalma, R.; Atkinson, E. (2010) The nature of institutional heteronormativity in primary 

schools and practice-based responses. Teaching and Teacher Education. 26(8), pp. 1669-1676.. 

[A3. SSCI paper] [20.08.2010] 

5. Geduld, V. P. (2010) Dancing Diplomacy: Martha Graham and the strange commodity of coldwar 

cultural exchange in Asia, 1955 and 1974. Dance Chronicle, 33(1), pp. 44-81. [A3. SSCI 

paper] [12.06.2011] 

6. Popovich, C. (2010) Myth busting: an examination of teachers' beliefs about first-year medical 

students. How well do teachers know their students? Innovations in Education and Teaching 

International, 47(2), pp. 141-154. [A3. SSCI paper]. [20.08.2010] 

7. Macintrye, S. (2009) The same under different skies: the university in the United States and 

Australia. Journal of Australian Studies, 33(3), pp. 353-369. [A3. SSCI journal] [12.06.2011] 

8. Carrington, B. (2008) "What's the footballer doing here?" racialized performativity, reflexivity, 

and identity. Cultural Studies. Critical Methodologies, 8(4), pp. 423-452. [A3. SSCI, A&HCI] 

9. Depalma, R. (2008) “The voice of every Black person”?: Bringing authentic minority voices 

into the multicultural dialogue. Teaching and Teacher Education, 24(3), pp. 767-778. 

[10.02.2010] A3. SCI paper] 

10. Housee, S. (2008) Should ethnicity matter when teaching about 'race' and racism in the 

classroom? Race Ethnicity and Education, 11(4), pp. 415-428. [A3. SSCI paper] 

11. Nishimuta, Y. (2008) The interpretation of racial encounters: japanese students in Britain 

Journal of Ethnic and Migration Studies, 34(3), pp. 133-150. [10.02.2010] [A3. SSCI paper] 


12. Ali, S. (2007) Feminism and postcolonial: knowledge/politics. introduction: feminist and 

postcolonial: challenging knowledge. Ethnic and Racial Studies, 30(2), pp. 191-212. [A7. 

Journal paper] 

13. Ahmed, S. (2007) „You end up doing the document rather than doing the doing‟: Diversity, 

race equality and the politics of documentation, Ethnic and Racial Studies, 30(4), pp. 590-609. 

[A3. SSCI paper] 

14. Law, I.; Sayyid, S. (2007) Racist futures: Themes and prospects, Ethnic and Racial Studies, 

30(4), pp. 527-533. [A3. SSCI paper] 

15. Ali, S. (2006) Racializing research: Managing power and politics? Ethnic and Racial Studies, 

29(3), pp. 471-486. [A3. SSCI paper] 

16. Arminio, J. (2006) Institutional Racism in Higher Education, Journal of College Student 

Development. 47(1), pp. 125-127. Book Review. [A3. SSCI Paper] 

17. Phillips, D. (2006) Parallel lives? Challenging discourses of British Muslim self-segregation. 

Environment and Planning D: Society and Space. 24(1), pp. 25-40. [A3. SSCI] 

18. Stillwell, J.; Phillips, D. (2006) Diversity and change: understanding the ethnic geographies of 

Leeds. Journal of Ethnic and Migration Studies, 32(7), pp. 1131-1152. [A3. SSCI] 

19. Adams, M.; Briggs, R. R.; Catalano, D. C.; Whitlock, E. R.; Williams, T. (2005) Review of the 

Year's Publications for 2004: Social Justice Education. Equity & Excellence in Education, 

38(4), pp. 342-366. [A3. SSCI Journal] [12.06.2011] 

20. Anon (2005) Book reviews, Studies in Higher Education, 30(4), pp. 485-500. [A3. SSCI 

paper] 

21. Cortis, J.; Law, I. (2005) Anti-racist innovation and nurse education. Nurse Education Today, 

25(3), pp. 204-213. [A3. SSCI Paper] 

22. McLean, M. (2005) Institutional racism in higher education. Studies in Higher Education, 

30(4), pp. 487-489. [A3. SSCI paper] 

23. Swan, E. (2005) On bodies, rhinestones, and pleasures. women teaching managers. 

Management Learning, 36(3), pp. 317-333. ISSN: 1350-5076 [A3. SSCI paper] 

Other journal cits including citations to the Book itself 

1. Berg, M. L. (2010) On the social ground beneath our feet: for a cosmopolitan anthropology. 

Social Anthropology. 18(4), pp. 433-440. [A7. Paper] 18.02.2011. 

2. Ragnarsdóttir, H. (2010) Internationally educated teachers and student teachers in iceland: two 

qualitative studies. Canadian Journal of Educational Administration and Policy, No. 100. 

February 16, 2010. [A7. Journal paper] 

3. Pilkington, A. (2009) The impact of government initiatives in promoting racial equalityin 

higher education: a case study. Ethnicity and Race in a changing World, A Review Journal. 

1(2). Pp. 15-25. [A7. Journal paper] 

4. Trahar, S. (2009) Beyond the story itself: narrative inquiry and autoethnography in 

intercultural research in higher education. Forum: Qualitative Social Research. 10(1), art. 30. 

[A7. Journal paper] 

5. Berard, T. J. (2008) The neglected social psychology of institutional racism. Sociology 

Compass, 2(2), pp. 734-764. [A7. Journal paper] [20.08.2010] 

6. Harley, D. A. (2008) Maids of academe: african american women faculty at predominately 

white institutions. Journal of African American Studies 12(1), pp. 19-36. [10.02.2010] [A7. 


7. James, C. E.; Taylor, L. (2008) “Education will get you to the station”: marginalized 

students‟experiences and perceptions of merit in accessing university. Canadian Journal of 

Education 31(3), pp. 567‐590. 


8. Turner, C. S. V.; González, J. C.; Wood, J. L. (2008) Faculty of color in academe: What 20 

years of literature tells us. Journal of Diversity in Higher Education. 1(3), pp. 139-168. 

[10.02.2010] [A7. Journal paper] 

9. Ahmad, F. (2007) Muslim women‟s experiences of higher education in Britain. American 

Journal of Islamic Social Sciences 24(3) pp. 46-68. [A7. Journal paper] 

10. Bowden, B. (2007) Civilization and savagery in the crucible of war. Global Change, Peace & 

Security. 19(1), pp. 3-16. [A7. Journal] [12.06.2011] 

11. Chesler, M.; Young, A. A. (2007) Faculty members' social identities and classroom authority. 

New Directions for Teaching and Learning. No. 111, pp. 11-19. [A7. Journal paper] 

[20.08.2010] 

12. Depalma, R.; Atkinson, E. (2007) Strategic embodiment in virtual spaces: exploring an on-line 

discussion about sexualities equality in schools. Discourse: Studies in the Cultural Politics of 

Education, 28(4), pp. 499-514. [A7. Journal paper] 

13. Hunter, S; Swan, E. (2007) Oscillating politics and shifting agencies: equalities and diversity 

work and actor network theory. Equal Opportunities International. 56(5), pp. 402-419. [A7. 


14. Wright, C.; Thompson, S.; Channer, Y. (2007) Out of Place: Black women academics in 

British universities, Women's History Review, 1747-583X, 16(2), pp. 145-162. [A7. Journal 

paper] 

15. Ahmed, S. (2006) The Nonperformativity of Antiracism. Meridians: feminism, race, 

transnationalism, 7(1), pp. 104-126. [A7. Journal paper]. [20.08.2010] 

16. Anon (2006) Book reviews, Intercultural Education, 17(2), pp. 235-242. [A7. Journal paper] 

17. Anon (2006) Diversity in higher education: perceptions, opinions and views, ASHE Higher 

Education Report, 32(3), pp. 1-113. [A7. Journal paper] 

18. Hunter, S. (2006) Working for equality and diversity in adult and community learning: 

leadership, representation and racialised 'outsiders within'. Policy Futures in Education. 4(2), 

114-127. [A7. Journal paper] 

19. Mirza, H. S. (2006) Transcendence over diversity: black women in the academy. Policy 

Futures in Education, 4(2), pp. 101-113. [A7. Journal paper] 

20. Turner, L. (2006) Face values: visible/ınvisible governors on the board and organisational 

responses to the race equality agenda. Policy Futures in Education, 4(2), pp. 160-171. [A7. 


21. Adams, M.; Briggs, R. R.; Catalano, D. C.; Whitlock, E. R., Williams, T. (2005) Review of the 

year's publications for 2004: social justice education, Equity & Excellence in Education, 1547- 

3457, 38(4), pp. 342-366. [A7. Journal paper] 

22. Race, R. (2005) Analysing the historical evolution of ethnic education policy-making in 

England, 1965-2005. Historical Social Research, 30(4), pp. 176-190. [A7. Journal paper] 

[20.08.2010] 

23. Swan, E. (2005) On bodies, rhinestones, and pleasures. women teaching managers. 

Management Learning, 36(3), pp. 317-333. [A3. SSCI paper] 

Book-cits including citations to the Book itself 

1. De los Reyes (2011) En (o)jämlik jämställdhet? Intersektionella perspektiv på 

ojämlikhetsskapande inom universitetsvärlden. In; De los Reyes (ed.) Vad händer med 

jämställdheten? Nedslag i jämställdhetens synfält. Pp. 129-147 (Uppsala, Uppsala universitet). 

18.02.2011 

2. Charbeneau, A. (2009) Enactments of whiteness in pedagogical practice: reproducing and 

transforming white hegemony in the university classroom. Ph.D. Thesis. University of 

Michigan. [A1. Book. Doctoral Thesis] 


3. Gosai, N. (2009) Perspectives on the Educational Experiences of African/Caribbean Boys. 

University of Birmingham Ph.D: Education. [A1. Book. Doctoral Thesis] 

4. Hesse, B. (2009) Afterword: black Europe's undecidability: In: Hine, D. C.; Keaton, T. D.; 

Small, S. (EDs.) Black Europe and the African diaspora. Urbana : University of Illinois Press. 

Series: New Black studies. [ISSN: 9780252034671 0252034678 9780252076572 0252076575] 

xxxviii, 326 p. [10.02.2009] [A2. Book chapter] 

5. Huggan, G.; Law, I. (eds.) (2009) Racism Postcolonialism Europe (Postcolonialism Across the 

Disciplines) 256 pages. Liverpool University Press. ISBN-10: 1846312191 ISBN-13: 978- 

1846312199. [A1. Book] 

6. Law, I. (2009) Defining the sources of intercultural conflict and their effects. In: Intercultural 

Dialogue On Campus (eds. Bergan, S.; Restoueix, J. P.) (Council of Europe) [Strasbourg : 

Council of Europe Publishing] Series: Council of Europe higher education series, no. 11. 

[ISBN: 9789287165039 9287165033] 205 pp. [10.02.2010] [A2. Book chapter] 

7. Mallett, A.-M. (2009) L‟intercultutalite: de multiple faccettes.. In: Intercultural Dialogue On 

Campus (eds. Bergan, S.; Restoueix, J. P.;Council of Europe) [Strasbourg : Council of Europe 

Publishing] Series: Council of Europe higher education series, no. 11. [ISBN: 9789287165039 

9287165033] 205 pp. [10.02.2010] [A2. Book chapter] 

8. Universities UK (2009) Promoting good campus relations: Dealing with hate crimes and 

intolerance. 51 pp. [London, Universities UK] [A1. Book] 

9. Leathwood, C.; Maylor, U.; Moreau, M. P. (2009) The experience of black and minority 

ethnicstaff working in higher education Literature review 2009. Equality Challenge Unit. [A1. 

Book. Research Report] 

10. Mirza, H. S. (2009) Race, Gender and Educational Desire Why black women succeed and fail. 

ISBN: 978-0-415-44875-8. 216 pp.. Taylor & Francis. [A1. Book] 

11. Grace, S.; Gravestock, P. (2008) Inclusion and DiversityMeeting the Needs of All Students. 

ISBN: 978-0-415-43045-6. Routledge. [A1. Book] [20.08.2010] 

12. McLean, M. (2008) Pedagogy and the university: critical theory and practice. London 

Continuum. ISBN: 0826484719 9780826484710 9781847061249 1847061249. 187 p.. [A2. 

Book] 

13. Nzira, V.; Williams, P. (2008) Anti-Oppressive Practice in Health and Social Care. 240 pages 

SAGE Publications Ltd. [A1. Book] 

14. Sayyid, S. (2008) Are unicorns muslim? In: Sayyid, S.; Vakil, A. (Eds.) Thinking Thru’ 

İslamophobia. Pp.70-73. [Leeds, University of Leeds] [A2. Book chapter] 

15. Tyrer, S. (2008) The unbearable whiteness of seeing: moderated Muslims, (in)/visibilities and 

Islamophobia. Sayyid, S.; Vakil, A. (Eds.) Thinking Thru’ İslamophobia.Pp. 48-53. [Leeds, 

University of Leeds] [A2. Book chapter] 

16. Hussain, Y.; Bagguley, P. (2007) Moving on up: South Asian women and higher education. 

Trentham Books Ltd. [ISBN: 9781858563497] [A1. Book] 

17. De Los Reyes, P. (2007) Att segla i motvinden kvalitativ undersökning om strukturell 

diskriminering och vardagsrasisminom universitetsvärlden isbn 978-91-7045-827-9 | issn 

1404-8426 arbetslivsinstitutet & författare, 2007arbetslivsinstitutet, Stockholm Sweden. 

[Swedish] [A1. Book] 

18. Aguirre, A.; Martinez, R. O. (2006) Diversity leadership in higher education. Jossey-Bass. [A1. 

Book] 

19. Phillips, D.; Law, I.; Turney, L. (2009) Widening participation in United Kingdom 

Universities. The challenges of achieving race equality. In: Advances in Education in Diverse 

Communities. Research, Policy and Praxis. 5. Pp. 227-247. [Emerald] [A2. Book Chapter] 

20. Leathwood, C.;Francis, B. (2006) Gender and Lifelong Learning: Critical Feminist 

Engagements. ISBN: 978-0-415-37484-2. (London, Routledge). [A2. Book] 18.02.2011 


21. Chesler, M. A.; Lewis, A. E.; Crowfoot, J. E: (2005) Challenging Racism in Higher Education. 

Lanham, Md. : Rowman & Littlefield, ISBN: 0742524566 9780742524569 0742524574 

9780742524576 xiv, 333 p. : ill. ; 24 cm. [“10.02.2010] [A1. Book] 

22. Clark, C.; Cemlyn, S. (2005) The social exclusion of gypsy and traveller children. In: At 

Greatest Risk: the children most likely to be poor. CPAG, London, UK, pp. 150-165. ISBN 1- 

901698-78-5. [12. Book chapter] 18.02.2011 

23. Reeves, D. (2005) Planning for Diversity: Policy and Planning in a World of Difference, 978- 

0-415-28656-5, 2005. (London, Routledge). [A1. Book] [12.06.2011] 

24. Garrett, P. M. (2003) The assessment framework, new labour and more new „tools‟ for social 

work with children and families. Remaking Social Work with Children and Families, 978-0- 

415-29836-0, pp. 75-92. (London, Routledge) {12.06.2011] 

Other cits including citations to the Book itself 

1. Bhopal, K.; Myers, M (2009) A pilot study to investigate reasons for elective home education 

for Gypsy and Traveller children in Hampshire. Hampshire, UK, Hampshire County Council, 

17pp. [10.02.2010] [A14b. Conference paper] 

2. House, S. (2009) It’s not ‘cos I’m, black or brown; or female: but ‘cos I know the stuff of 

‘race’ and racism. [A0. Research paper] 

3. Law, I. (2009) Issues of Ethnicity as Contextualised in Contemporary Britain Occasional Paper 

Center For Polıcy Studıes Central European Unıversıty Nádor utca 9H–1051 budapest, 

Hungary. [A0. Reserch paper] 

4. Pipl (2009) Bibliography. [A0. Bibliography] 

5. Turner, L. (2009) Integrating diversity: Institutional embodiment and visibility. 24 pp. 

Lancaster, Lancaster University] [10.02.2010] [A0. Research report] 

6. Turner, L. (2009) College Governors: Some Emerging Themes. 24 pp., [Lancaster, Lancaster 

University] [A0. Research report] 

7. Law, I.; Hunter, S.; Osler, A.; Swann, S.; Tzanelli, R.; Williams, F. (2008) Working Paper 3. 

Ethnic Relations in the UK. (Leeds, University of Leeds). [A0. Working paper] 18.02.2011 

8. Disability Rights Commission (2006) Disability and Employment Reading List (London, 

Disability Rights Commission). [A0. Bibliography] 

9. Ahmad, N.; Watt, P.; Lyle, C.; Dhami, R. (2006) Approaches, resources, and barriers to 

embedding equal opportunities in the curriculum. Final Report. (Wolverhampton, Policy 

Research Institute, University of Wolverhampton). [A0. Research report). 18.02.2011 

10. Hunter, S. (2006) Adult and community learning: subjugated knowledged and the possibilities 

for diversity. Lancaster, Lancaster University Management School. Centre for Excellence in 

Leadership (CEL). 23 pp. [10.02.2010] [A0. Research paper] 

11. Tyrer, D.; Ahmad, F. (2006) Muslim Women and Higher Education: Identities, Experiences 

and Prospects A Summary Report. (Liverpool, Liverpool John Moores University). [A0. 

Research report] 18.01.2011 

12. Okon, R. M. (2005) Participation of Black and minority ethnic Students in Higher Education 

Art and Design. 65 pp. Literature Review. Arts Council England. [A0. Research report] 

13. D‟Andrea, V.; Gosling, D. (2005) Improving teaching and learning in higher education: a 

whole institution approach. Society for Research into Higher Education. [A0. Research paper] 


A3.SCI and SSCI-indexed papers [SCI ve SSCI endeksli yayınlar] 

A.3.8. Applied Energy. SCI-indexed Paper 

Konur, O. (2011) The scientometric evaluation of the research on the algae and bio-energy. Applied 

Energy, 88(10), pp. 3532-3540. doi:10.1016/j.apenergy.2010.12.059 [A3. SCI-indexed paper] 

07.01.2011 

The present study explores the characteristics of the literature on the algae and bio-energy published 

during the last three decades, based on the database of Science Citation Index-Expanded (SCIE) and 

Social Sciences Citation Index (SSCI) and its implications using the scientometric techniques. The 

results of this work reveal that the literature on the algae and bio-energy has grown exponentially 

during this period reaching 717 papers in total. Most of document type is in the form of journal articles, 

reviews, and proceedings, constituting 98% of the total literature and English is the predominant 

language (97.6%). USA, China, Germany, and England are the four biggest contributing countries on 

the algae and bio-energy literature publishing, 26%, 8%, 8%, and 8% of the sample, respectively. The 

Chinese Academy of Sciences is the largest institutional contributor publishing 2.6% of the papers. The 

most publishing four authors are Wilhelm (13 papers) followed by Wu (15 papers), Mimuro (10 

papers), and Zhao (9 papers). “Bioresource Technology” is the most publishing journal with 24 

published papers, followed by “Journal of Applied Phycology” (17 papers), and “Biotechnology and 

Bioengineering” (15 papers). “Biotechnology & Applied Microbiology” is the subject area with 24.3% 

of the sample published. This is followed by “Energy & Fuels” (16.3%), “Marine & Freshwater 

Biology” (14.2%), and “Environmental Sciences” (12.3%). The total number of citations is 11,079, 

giving a ratio for the “Average Citations per Item” as 15.45 and “H-index” as 52. A list of most-cited 25 

authors is produced and Chisti (2007) receives 320 citations with 80 total average citations per year. 

This paper is followed by Lewis and Nocera (2006; 296 citations), Demirbas (2001; 187 citations). 

Chisti (2007) has the highest impact on the literature on the algae and energy with total average 

citations per year of 80. This is followed by Lewis and Nocera (2006, 59.8 annual citations) and Chisti 

(2008, 41 annual citations). An analysis of the citing papers shows the impact of the research on the 

algae and bio-energy for the related academic disciplines. This provides further incentives for all the 

stakeholders of the research on the algae and energy, but especially for the researchers and their 

institutions and their countries to do more research in this area. The results of this first ever such study 

of its kind show that the scientometric analysis has a great potential to gain valuable insights into the 

evolution of the research the on algae and bio-energy as in the case of new emerging technologies and 

processes such as nanoscience and nanotechnology complementing literature reviews, content analysis 

and metaanalysis research techniques. 

Keywords: Algae; Microalgae; Bio-energy; Scientometrics; Biofuels; Research evaluation 

Citations- SCIE SSCI 

1. Chisti, Y., Yan, J. (2011) Energy from algae: Current status and future trends: Algal biofuels – A 

status report. Applied Energy. doi:10.1016/j.apenergy.2011.04.038. (A3. SCI paper). 01.06.2011 

2. Omrcen, D.; Lescic, S. (2011) A language profile of sources cited in the journal 

kineziologija/kinesiology from 1971 to 2010. Kinesiology 43, 1, pp. 7-24. [A3. SSCI.SCIE paper] 

04.07.2011. 

Citations-books 

1) Konur, O. (2011) The scientometric biography of a leading scientist working in the field of bioenergy. 

Karakoc, T. H.; Midilli, A.; Turan, O.; Orman, E.; Tunca, F.; Yazar, I. (Eds.) The 6 th 

International Green Energy Conference (IGEC-6) Proceedings. ISBN: 978-605-89885-3-8. IGEC- 

VI-2011-241. June 2011. International Conference Proceedings No. 2011/08. (Eskisehir, Turkey, 

Anadolu University in cooperation with International Green Energy Association). [A2. Book 

Chapter] [08.07.2011] 

2) Konur, O. (2011) The scientometric evaluation of the research on the biofuels. Karakoc, T. H.; 

Midilli, A.; Turan, O.; Orman, E.; Tunca, F.; Yazar, I. (Eds.) The 6 th International Green Energy 

Conference. IGEC-VI-2011-242. ISBN: 978-605-89885-3-8. June 2011. International Conference 


Proceedings No. 2011/07. (Eskisehir, Turkey, Anadolu University in cooperation with International 

Green Energy Association). [A2. Book Chapter] [08.07.2011] 

Citations- proceedings papers 

1) Konur, O. (2011) International recognition of the research on higher education carried out by 

turkish researchers. Higher Education Congress: New Trends and Issues. Proceedings. June 2011. 

UYK-2011-244. International Conference Proceedings No. 2011/01. (Ankara, Turkish Council of 

Higher Education). 

2) Konur, O. (2011) The international research performance and ranking of the foundation universities 

in Turkey. Higher Education Congress: New Trends and Issues. Proceedings. June 2011. UYK- 

2011-248. International Conference Proceedings No. 2011/04. (Ankara, Turkish Council of Higher 

Education). 

3) Konur, O. (2011) The analysis of the research on the financing of higher education. Higher 

Education Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-252. 

International Conference Proceedings No. 2011/06. (Ankara, Turkish Council of Higher 

Education). 

4) Konur, O. (2011) An analysis of the international research on higher education. Higher Education 

Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-253. International 

Conference Proceedings No. 2011/05. (Ankara, Turkish Council of Higher Education). 

5) Konur, O. (2011) The analysis of the international research on the bologna process. Higher 

Education Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-255. 

International Conference Proceedings No. 2011/06. (Ankara, Turkish Council of Higher 

Education). 

Citations- working papers 

1. WP.11.03. Konur, O. (2011) The scientometric evaluation of the research on the production of bioenergy 

from biomass. [Biyokütleden biyoenerji üretimi üzerine yapılan araĢtırmaların bibliyometrik 

değerlendirmesi]. Working Paper No. 2011/03. January 2011. 12400 words. 24.01.2011. 

2. WP.11.02. Konur, O. (2011) The scientometric evaluation of the research on the students with 

disabilities in higher education. [Yükseköğrenimde engelli öğrenciler üzerine yapılan araĢtırmaların 

bibliyometrik değerlendirmesi] Working Paper No. 2011/02. January 2011. 15650 words. 

05.01.2011. 


learning disabilities in higher education. [Yükseköğrenimde öğrenme engelli öğrenciler üzerine 

yapılan araĢtırmaların bibliyometrik değerlendirmesi] Working paper No. 2011/01. January 2011. 

13200 words. 

4. WP.10.05. Konur, O. (2010) The scientometric evaluation of the research on the deaf students in 

higher education [Yükseköğrenimde iĢitme engelli öğrenciler üzerine yapılan araĢtırmaların 

bibliyometrik değerlendirmesi] Working paper No. 2010/05. December 2010. 12900 words. 


ADHD in higher education [Yükseköğrenimde ADHD engelli öğrenciler üzerine yapılan 

araĢtırmaların bibliyometrik değerlendirmesi] Working Paper No. 2010/04. December 2010. 12400 

words. 

6. WP. 2010. 03. Konur, O. (2010) The scientometric evaluation of the research on the biofuels. 

[Biyoyakıtlar üzerine yapılan araĢtırmaların bibliyometrik değerlendirmesi] Working paper No. 

2010/3. December 2010. 11400 words. 

A3.7. Journal of Computer Assisted Learning 2007 SSCI-indexed paper 

Konur, O. (2007) Computer-assisted teaching and assessment of disabled students in Higher 

Education: The interface between the academic standards and disability rights [Yüksek öğrenimdeki 

engelli öğrencilerin bilgisayar destekli öğretimi ve değerlendirilmesi: akademik standartlar ile engelli 

hakları arasındaki ara yüzey], Journal of Computer Assisted Learning, 23(3), pp. 207-219. [ISSN: 

0266-4909] [Blackwell Publishing, UK] [Academic Search Premier, Advanced Placement Source, 


Blackwell Synergy, British Education Index, British Library Direct, CAT-INIST, CiteUlike, Computer 

Abstracts, Computer Science Index, Contents Pages in Education, Current Contents - Social & 

Behavioral Sciences, ECO, ERIC (Education Resource Information Center), Educational Management 

Abstracts, Educational Technology Abstracts, Environmental Sciences and Pollution Management, 

Ergonomics Abstracts, Human Resources Abstracts, IngentaConnect, Inspec, Linguistics and 

Language Behavior Abstracts, Multicultural Education Abstracts, National Science Digital Library, 

Professional Development Collection, PsycNet, PsycINFO, Psychology and Behavioral Sciences 

Collection, Research into Higher Education Abstracts, SCOPUS, Social Sciences Citation Index, 

Sociology of Education Abstracts, Special Educational Needs Abstracts, Studies on Women and 

Gender Abstracts, Technical Education & Training Abstracts] [A3. SSCI paper] 

� The computer-assisted teaching and assessment has become a regular feature across many areas of the 

curriculum in higher education courses around the world in recent years. This development has resulted 

in the „digital divide‟ between disabled students and their non-disabled peers regarding their 

participation in the computer-assisted courses. However, there has been long-standing practice to ensure 

that disabled students could participate in these courses with a set of disability adjustments under the 

headings of presentation format, response format, timing and setting adjustments. Additionally, there 

has been a set of supporting anti-discriminatory disability laws around the world to avoid such divide 

between disabled students and their non-disabled peers. However, following a successful precedent in 

Davis v. Southeastern Community College (1979), the opponents of the disability rights have 

consistently argued in every instance that making disability adjustments for disabled students to 

participate in the computer-assisted courses would undermine academic and professional standards and 

these laws have resulted in a „culture of fear‟ among the staff. This paper challenges such myths and 

argues based on the systematic review of four-major anti-discriminatory laws that universities have had 

the full academic freedom to set the academic standards of their computer-assisted courses despite the 

introduction of such laws and there has been no grounds for the perceived culture of fear about the 

consequences of the participation of disabled students in computer-assisted courses. 

o Key words: Disabled students, higher education, computer-assisted teaching and assessment, disability 

adjustments, disability rights, academic standards 

Cits-ISI papers 

1. Irwin, B.; Hepplestone, S. (2011) Examining increased flexibility in assessment formats. 

Assessment & Evaluation in Higher Education. DOI:10.1080/02602938.2011.573842. [A3. SSCI 

paper] 08.07.2011 

2. Lorenzo, T., & Joubert, R. (2011). Reciprocal capacity building for collaborative disability research 

between disabled peopleʼs organizations, communities and higher education institutions. 

Scandinavian Journal of Occupational Therapy. DOI: 10.3109/11038128.2010.525748. [A3. SSCI 

SCIE paper] 12.07.2011. 

3. Vickerman, P.; Blundell, M. (2010) Hearing the voices of disabled students in higher education. 

Disability & Society. 15(1), pp. 21-32. [DOI: 10-1080/096875903363290] [25.01.2010] [A3. SSCI 

paper] 

4. Fichten, C. S.; Ferraro, V.; Asuncion, J. V.; Chwojka, C.; Barile, M.; Nguyen, M. N.; Klomp, R.; 

Wolforth, J. (2009) Disabilities and e-learning problems and solutions: an exploratory study. 

Educational Technology & Society, 12(4), pp. 241-256. [ISSN: 1436-4522] [A3. SSCI] 29.10.2009. 

5. Smith-Osborne, A. (2009) Mental health risk and social ecological variables associated with 

educational attainment for gulf war veterans: implications for veterans returning to civilian life. 

American Journal of Community Psychology. [Springer Netherlands] [ISSN 0091-0562 (Print) 

1573-2770 (Online)] [DOI 10.1007/s10464-009-9278-0] [A3. SSCI paper] 28.10.2009. 

6. Williams, P. (2008) Transition and people with learning disabilities: Reflections on the quality of 

content that emerges from the process of involving service users in information provision, Aslib 

Proceedings, 60(5), pp. 474-492. ISSN: 0001-253X. DOI: 10.1108/00012530810908201. [A3. 

SSCI. SCIE] 


Cits-Other Journals 

1. Fichten, C. S., Asuncion, J. V.; Nguyen, M. N.; Budd, J.; Amsel, R. (2010) The Positives Scale: 

Development and validation of a measure of how well the information and communication 

technology needs of students with disabilities are being met. Journal of Postsecondary Education 

and Disability 23(2), pp. 137-154. [A7. Journal paper] 08.10.2010. 

Cits-Books/Book chapters 

1. Kinash, S.; Crichton, S. (2011) Blended learning internationalization from the Commonwealth: An 

Australian and Canadian collaborative case study. DOI: 10.4018/978-1-61520-989-7.ch007. In: 

Edmunson, A. (Ed.) (2011) Cases on Globalized and Culturally Appropriate E-Learning: 

Challenges and Solutions. ISBN 978-1-61520-989-7 (hardcover) -- ISBN 978-1-61520-990-3 

(ebook pp. 141-164. (Hershey, PA, Information Science Reference, an imprint of IGI Global). (A2. 

Book chapter). 08.07.2011 

2. Zubillaga del Río, A. (2010) La accesibilidad como elemento del proceso educativo : análisis del 

modelo de accesibilidad de la Universidad Complutense de Madrid para atender las necesidades 

educativas de los estudiantes con discapacidad. Doctoral Thesis. Universidad Complutense de 

Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, Advisor: Alba 

Pastor, Carmen. Spanish. [A1. Book. Doctoral thesis] 18.12.2010. 

3. Bricout, J. C.; Baker, P. M. A.; Ward, A. C.; Moon, N. W. (2009-2010) Teleworking and the 

“disability divide”. In: Ferro, A.; Dwivedi, Y. K.; Gil-Garcia, J. R.; Williams, M. D. (Eds.) 

Handbook of Research on Overcoming Digital Divides: Constructing an Equitable and 

Competitive Information Society. 737 pp. pp. 155-178. [Hershey, PA: Information Science 

Reference]. [ISBN: 9781605666990 1605666998 9781605667003 1605667005] [A1. Book 

Chapter/Book] 22.11.2009. 

4. Donnelly, R.; McSweeney, F. (eds.) (2009) Applied E-Learning and E-Teaching in Higher 

Education, 2 nd Edition, 415 pp., [Hershey, PA: Information Science Reference] [ISBN 

9781599048147 1599048140 9781599048178 1599048175]. [A1. Book] 

5. Fichten, C. S.; Nguyen, M. N.; Budd, J.; Gaulin, C.; Amsel, R.; Asuncion, J. V.; Wolforth J.; 

Barile, M.; Martinielle, N.; Ferraro, V. (2009) Development and Validation of the Positives Scale 

(Postsecondary Information Technology Initiative Scale). 154 pp. [Canada, Canadian Council on 

Learning] [A1. Book] 

6. Ferro, E.; Dwivedi, K.; Gil-Garcia, R. (Eds.) (2009) Handbook of research on overcoming digital 

divides: constructing an equitable and competitive information society. Hershey, PA: Information 

Science Reference. ISBN: 9781605666990 1605666998 9781605667003 1605667005 2 v. (xxxvi, 

737, [22] p.) : ill. ; 29 cm. [A1. Book] 

7. Magnus, E. (2009) Student, som alle andre, En studie, av hverdagslivet til studenter med nedsatt 

fuknksjonsevne, Ph.D: Thesis, 2009, Norges teknisk-naturvitenskapelige universitet (NTNU). ISBN 

978-82-471-1627-2 (trykt utg.). ISBN 978-82-471-1628-9 (elektr. utg.). ISSN 1503-8181. 

[Trondheim, Norway, Norges teknisk-naturvitenskapelige universitet). [Norwegian] [A1. Book] 

8. Wilkinson, S.; Rai, H. (2009) Mastering the online summative assessment life cycle. In. Donnelly, 

R.; McSweeney, F. (eds.) (2009) Applied E-Learning and E-Teaching in Higher Education, 2 nd 

Edition, 415 pp. Pp. 347-368. [Hershey, PA : Information Science Reference] [ISBN 

9781599048147 1599048140 9781599048178 1599048175] [A2. Book Chaper] 

9. Emiroglu, B. G. (2008) Online communication and discussion environment for the visually 

disabled students at a public university. Ph.d. Thesis. Middle East Technical University. Ankara 

Turkey. 221 pp. [A1. Book. Doctoral thesis]. [18.08.2010]. 

10. Wilkinson, S.; Rai, H. (2008) Disability support in computer-based assessment, in: Tangible 

Benefits of E-learning: case studies, pp. 147-151, 212 pp. (London, UK; Joint Information Systems 

Committee). (A2. Book chapter)o 



1. Konur, O. (2011) Global policies and practices on the access to higher education by students with 

disabilities. Higher Education Congress: New Trends and Issues. Proceedings. June 2011. UYK- 


Education). 

Cits-working papers 

1. Konur, O. (2011) The policies and practices for the academic assessment of blind students in higher 

education and professions. Working paper No. 2011/14. May 2011. 

Other Output citations 

1. Academic Concepts (2011) Selected abstracts: Disability rights. [A0. Abstracts] 18.02.2011 

2. Academic Concepts (2011) Selected abstracts: Academic standards. [A0. Abstracts] 18.02.2011 

3. Academic Concepts (2011) Selected abstracts: Disabled students. [A0. Abstracts] 18.02.2011 

4. Academic Concepts (2011) Selected abstracts: Community Colleges. [A0. Abstracts] 18.02.2011. 

5. Abbott, C., Brown, D., Evett, L., Standen, P. & Wright, J. (2011) Learning difference and digital 

technologies: a literature review of research involving children and young people using assistive 

technologies. 2007-2010. (London, King‟s College). (A0. Research paper). 21.06.2011. 

6. Gingrich, C. (2011) Understanding the Digital Divide: An Annotated Bibliography for Librarians 

and Educators. INFO 522: Information Access & Resources. Drexel University. March 13, 2011. 

15 pp. [A0. Research paper] [12.06.2011] 

7. Sarah (2001) Blogging the journey of a PhD student at De Montfort University. De Montfort 

University [Research paper] 

8. Schofield, A. K. (2011) Investigating a Study & Share website to enhance quality of university life 

for disabled students: a pilot implementation. 184 pp. M.Sc. Project. Huddersfield, University of 

Huddersfield). [A0. Research paper] 31.03.2011. 

9. University of Glasgow (2011) Publications in Computing Science (Glasgow, University of 

Glasgow). 18.02.2011. 

10. Gray, J. (2010) Computer-Assisted Assessment - Disability Awareness simulation tool. (Leeds, 

Leeds Metropolitan University). [A0. Research paper] 18.02.2011 

11. Guinan, E. (2010) Week 2 A3: What do institutions say/reveal about their teaching/training? [A0. 

Research paper] 18.02.2011. 

12. APA PSychNet (2009) Abstracts [American Pscyhological Association, US] [A0. Abstracts] 

13. CATEA (2009) Bibliography. [Georgia, Georgia Tech College of Architecture). [A0. 

Bibliographical Information] 

14. Chapitre.com (2009) Revue Francis. Psychologie. Psychophysiologie. Psychopédagogie. 

Didactique. [A0. Bibliographical Information] 

15. Citeulike (2009) Abstracts [Citeulike, US] [A0. Abstracts] 

16. CNR (2009) DbToC Digital Library. Ricerca su questo Periodico. [CNR, Italy] [A0. 


17. Dansk Videnscenter for Ordblindhed (2009) Papers. [Virum, Denmark, Dansk Videnscenter for 

Ordblindhed] [A0. Bibliographical Information]. 

18. DbToC (2009) Digital Library [Italy] [A0. Bibliography] 

19. FIZ Karlsruhe (2009) FIZ Karlsruhe io-port.net. (Germany, FIZ Karlsruhe GmbH, Zentralblatt 

MATH). [A0. Bibliographical Information] 

20. Georgia Tech College of Architecture (2009) Centre for Assistive Technology and Environmental 

Access Publications Database. [A0. Bibliographical Information] 

21. Health Information Resources (2009) Abstracts [NHS Evidence, UK] [A0. Bibliography] 

22. Higher Education Academy (2009) Knowledgebank [A0. Bibliography] 

23. Cho, Y. H. (2009) MU Learning Science and Technology [A0. Bibliography] 

24. National Science Digital Library (2009) Abstracts [A0. Bibliographical Information] 

25. Peking University (2009) Peking University Library. CASHL Center. [Haidiain, China; Peking 

University] [A0. Bibliographical Information] 


27. Ritsumeikan University (2009) Runner Ritsumeikan University New Episteme Academic 

Information Retrieval System [Japan, Ritsumeikan University] [A0. Bibliographical Information] 


28. WanfangData (2009) Abstracts [A0. Bibliography & Abstracts] 

29. Zubal-Rugiieri, R. A. (2009) Students with disabilities taking online courses (US, WebAim). [A0. 

Bibliography] 

30. Brains (2008-2009) Brains working towards machine consciousness 

http://parslow.net/brains/?q=biblio bibliography [Reading, UK, University of Reading] [A0. 

Bibliography] 

31. Blackwood, J.; Darrow, J.; Oxford, R. (2008) Progress Report: Policy Analysis of Disabled Student 

Access to Online Courses. [Fresno, US; BOD Educational Consultants]. [A0. Research Report] 

32. Mugla University (2008) Muğla Üniversitesi Adresli WoS'ta Dizinlenen Makaleler [Mugla, Mugla 


33. Paterson, E. (2008) Digital Outcomes; The Digital Divide and Subsequent Social and Educational 

Effects Arts Seminar: Individual in Society. [A0. Conference paper] 

34. Wilkinson, S.; Rai, H. (2007) Nottingham tech-supported learning environments case study; 

Disability support in computer-based assessment. (Nottingham, University of Nottingham). [A0. 

Resource] 

35. Mugla University (2006) Mugla University Academic Evaluation and Quality Improvement Report, 

[Muğla Üniversitesi Akademik Değerlendirme ve Kalite Geliştirme Raporu], Mugla University 

Academic Evaluation and Quality Improvement Council, Strategic Planning Council, AEQIC 

Report no. 2006/01, Version no. 1.5, 480 pp., October 2006 (Mugla, Mugla University)]. [Turkish] 

[A0. institutional report] 

A3.6. Disability and Society 2007 SSCI-indexed paper 

Konur, O. (2007) A judicial outcome analysis of the Disability Discrimination Act: A windfall for the 

employers? [Engelliler Ayrımcılık Yasası‟nın hukuki sonuç analizi: ĠĢverenler için bir kazanç?], 

Disability & Society, 22(2), pp. 187-204. [ISSN: 0968-7599] [Taylor & Francis, UK] [Academic 

Search Premier, Advanced Placement Source, ArticleFirst, Australian Education Index (AEI); ASSIA; 

British Education Index; British Library Direct, Caredata - The Social Care Knowledge Base; British 

Library Direct, Business Source Corporate, Caredata abstracts; CAT-INIST, CiteUlike, 

CommunityWISE; Contents Pages in Education; Current Contents - Social & Behavioral Sciences, 

ECO, Educational Research Abstracts online (ERA); e-psyche; ERIC; ERIH (European Reference 

Index for the Humanities, Ingenta, Pedagogical and Educational Research); IngentaConnect, 

InformaWorld, International Bibliography of the Social Sciences; Language and Linguistics Behavior 

Abstracts; NIACE Current Awareness, PsycINFO; Psychology and Behavioral Sciences Collection, 

MLA International Bibliography; Psychological Abstracts; Psychology Wiki, Socindex, Socialcare 

Online, Social Sciences Citation Index, Sociological Abstracts, SSI Net, VRRI Current Awareness 

Bulletin] [A3. SSCI paper] 

� November 2005 was the tenth anniversary of the passing of the Disability Discrimination Act (DDA). 

This study presents a judicial outcome analysis regarding employment using decisions taken and made 

public by appellate courts during the eight years since the Act‟s implementation. This survey replicates 

a corresponding study undertaken in the US by Colker (2001) during the first eight years of the 

implementation of the Americans with Disabilities Act (ADA) (1990). As distinct from Colker‟s study, 

this paper presents data under four headings: jurisdictional/procedural; disability; 

discrimination/justification; and enforcement tests. The study shows that jurisdictional/procedural and 

disability tests have prevented disabled employees from gaining protection offered by the DDA. 

Furthermore the overall success rate of 63% for employers suggests that the problem lies within the 

rules themselves rather than from their application by tribunals and appellate courts. Thus the DDA has 

been a windfall for employers and, it is argued, will continue to be so for the next decade despite the 

amended post-2004 DDA provisions. It is noted that the overall failure rate of 63% is lower for 

employees in the UK than the 87% in the US as quoted by Colker (2001). Further research on judicial 

outcome is recommended regarding all major anti-discriminatory disability and equal opportunity 

legislation. 

o Key words: Disability discrimination, Disability Discrimination Act (1995), Americans with 

Disabilities Act (1990), disabled employees, litigation 


Cits-SSCI Journal papers 

1. Kim, K. M.; Fox, M. H. (2011) A comparative examination of disability antidiscrimination 

legislation in the United States and Korea, Disability & Society, 26(3), pp. 

269-283. (A3. SSCI paper) 02.05.2011 

2. Cobigo, V.; Stuart, H. (2010) Social inclusion and mental health. Current Opinion in 

Psychiatry. 23(5), pp. 453-457. Review Article. (A3. SSCI paper) 

3. Stuart, H. (2007) Employment equity and mental disability, Current Opinion in 

Psychiatry, 20(5), pp. 486-490. (A3. SSCI paper) 

4. Anonymous (2007) Current world literature. Current Opinion in Psychiatry, 20(5), pp. 

521-530. doi: 10.1097/YCO.0b013e3282efe2ce. (A3. SSCI paper) 14.05.2011. 

Cits-Journal papers 

1. Lee, Y.-S: (2008) Expansion and contraction of anti-discrimination laws: Focusing on backlash 

against the trasnformative law. Disability and Employment 18(2) pp. 35-56. ISSN: 1476-4871. 

Korean. (A7. Journal paper). 08.03.2010. 

2. Democratic Legal Studies Association (2007) [Korean] South Korea. [A7. Journal paper] 


1. Konur, O. (2011) Global policies and practices on the access to higher education by 

students with disabilities. Higher Education Congress: New Trends and Issues. 

Proceedings. June 2011. UYK-2011-246. International Conference Proceedings No. 

2011/02. (Ankara, Turkish Council of Higher Education). 


1. Konur, O. (2011) The policies and practices for the academic assessment of blind students in 

higher education and professions. Working paper No. 2011/14. May 2011. 

Cits-Other output 

1. CancerInfoPlus (2009) Cancer Information. [NHS Scotland, Scotland] [A0. Bibliography and 

abstracts] 

2. Health Information Resources (2009) Bibliography. [A0. Bibliographical information] 

3. Peking University (2009) Peking University Library. CASHL Center. [Haidiain, China; Peking 



5. Psychology Wiki (2009) Disability Laws (Psychology Wki, US). [A0. Bibliographical 

information] 


Information Retrieval System [Japan, Ritsumeikan University] [A0. Bibliographical 

Information] 

7. Social Care Institute for Excellence (2009) Social Care Online. Better Knowledge for Better 

Practice. [A0. Bibliography] 

8. Universidad Salamanca (2009) Servicio de Informacion sobre Discapacitated. (Salamanca, 

Spain; Universidad Salamanca). [A0. Bibliography] 

9. VRRI (2009) Current Awareness Bulletin [Vocational and Rehabilitation Research Institute, 

US] [A0. Bibliography] 


10. Mugla University (2008) Muğla Üniversitesi Adresli WoS'ta Dizinlenen Makaleler [Mugla, 

Mugla University] [A0. Bibliographical Information] 

11. NHS (2008) NHSScotland Event 2008. Better Health, Better Care. Managing Knowledge and 

Enabling Continuous Learning from the NHSScotland Event [National Health Service 

Scotland, Edinburgh] [A0. Bibliography] 

12. Psychology Wiki (2008) Disability discrimination. [A0. Bibliography] 

13. York University (2008) Critical Disability Studies Graduate Program, Faculty of Graduate 

Studies, York University, Summer 2008, CDIS 5020 3.0: Social Justice in the Labour Force. 

Assoc. Prof. Dr. Geoffrey Reaume. (A0. Graduate course reading list) 

14. NIACE (2007) Current Awareness – Recent Journal Articles: February to April 2007. (UK, 

NIACE). [A0. Bibliography] 

15. Anonymous (2007) Welfare Reform on the Web (May 2007): Services for the disabled – UK, 

no. 94, (London, British Library). [A0. Bibliography] 

A3.5. Teaching in Higher Education 2006 SSCI-indexed paper 

Konur, O. (2006) Teaching disabled students in Higher Education, [Yüksek öğrenimdeki engelli 

öğrencilerin eğitimi], Teaching in Higher Education, 11(3), pp. 351-363. [ISSN: 1356-2517] [Taylor 

& Francis, UK] [Abstrak Jurnal Pengajian Tinggi, Academic Search, Advanced Placement Source; 

ArticleFirst, Australian Education Index (AEI); British Education Index; British Library Direct, 

Contents Pages in Education; Current Contents - Social & Behavioral Sciences, Current 

Contents/social and Behavioural Sciences. EBSCO CD Rom Database; EBSCO Online; ECO, 

Educational Research Abstracts online (ERA); e-psyche; ERIC; ERIH (European Reference Index for 

the Humanities, Pedagogical and Educational Research); Higher Education Abstracts; InformaWorld, 

Ingenta Connect, Language and Linguistics Behavior Abstracts; Linguistics Language & Behavior 

Abstracts, National Database for Research into International Education (NDRI), Professional 

Development Collection. Psychology Wiki, PsycINFO; PsycNet, Research into Higher Education 

Abstracts; Scopus. Social Sciences Citation Index; Social Scisearch] [A3. SSCI paper] 

� As the number of disabled students in higher education has increased in recent years, teaching them in 

compliance with public policy while maintaining academic standards has become a crucial issue. The 

access of disabled students to programs and to the curriculum are two separate but inter-linked features 

of such policies. This paper reviews the key features of the major four anti-discrimination laws and 

outlines the key adjustments to the curriculum for these students that are needed in response. It then 

outlines and discusses the current research on these adjustments. Four curriculum adjustments are 

explored: presentation format, response format, timing, and setting. The policy and practice of the 

curriculum adjustments have implications for academic staff. Research priorities are set out in relation 

to the attitudes of disabled students, academic staff, 13 managerial or support staff, and non-disabled 

students. 

� Key words: Disabled students, teaching, higher education, disability discrimination, disability 

adjustments, academic staff 

Cits-SSCI journal papers 

1. Irwin, B.; Hepplestone, S. (2011) Examining increased flexibility in assessment formats. 

Assessment & Evaluation in Higher Education. DOI:10.1080/02602938.2011.573842. [A3. SSCI 

paper] 08.07.2011 

2. Moswela, E.; Muhkopadhya, S. (2011) Asking for too much? The voices of students with 

disabilities in Botswana. Disability & Society, 26(3), pp. 307-319. [A3. SSCI paper] 26.04.2011 


3. Jelfs, A.; Richardson, J. T. E. (2010) Perceptions of academic quality and approaches to studying 

among disabled and nondisabled students in distance education. Studies in Higher Education, 

35(4), pp. 593-607. [A3. SSCI Paper] 

4. Richardson, J. T. E. (2009) The academic attainment of students with disabilities in UK higher 

education, Studies in Higher Education, 34(2), pp. 123-137. [A3. SSCI Paper] 

5. Konur, O. (2007) Computer-assisted teaching and assessment of disabled students in Higher 

Education: The interface between the academic standards and disability rights [Yüksek 

öğrenimdeki engelli öğrencilerin bilgisayar destekli öğretimi ve değerlendirilmesi: akademik 

standartlar ile engelli hakları arasındaki ara yüzey], Journal of Computer Assisted Learning, 23(3), 

pp. 207-219. (A3. SSCI Paper) 

Cits-Other Journal paper 

1. Fleischer, A. S. (2011) Alienation and struggle: everyday student-life of three male students with 

Asperger Syndrome. Scandinavian Journal of Disability Research. DOI: 

10.1080/15017419.2011.558236. [A7. Other journal] 12.06.2011] 

2. Karal, H.; Cebi, A.; Turgut, E. (2011) Synchronic distance education from the perspective of a 

handicapped person. Turkish Online Journal of Distance Education-TOJDE, 12(2), article 13. 

Turkish. [A7. Other journal paper] 06.04.3011. 

3. Mayat, N.; Amosun, S. L. (2011) Perceptions of academic staff towards accommodating students 

with disabilities in a civil engineering undergraduate program in a university in South Africa. 

Journal of Postsecondary Education and Disability, 24(1), pp. 53-59. [A7. Other journal paper] 

14.05.2011. 

4. Martinez, S. R. (2011) Comparative analysis of students‟ attitudes toward their classmates with 

disabilities. [Análisis comparativo sobre las actitudes de los estudiantes hacia sus compañeros con 

discapacidad] Electronic Journal of Research in Educational Psychology. 9(1), pp. 197-206. 

Spanish. [A7. Other journal paper] 18.04.2011 

5. Barnard-Brak, L.; Sulak, T.; Tate, A.; Lechtenberger, DA (2010) Measuring college students‟ 

attitudes toward requesting accommodations: a national multi-ınstitutional study. Assessment for 

Effective Intervention. 35(3), pp. 141-147. [a7. Journal paper] 31.03.2011 

6. Barnard-Brak, L.; Lechtenberger, D.; Lan, W. Y. (2010) Accommodation strategies of college 

students with disabilities. Qualitative Report. 15(2), pp. 411-429. [A7. Journal paper] 03.03.2010. 

7. Reupert, A.; Hemmings, B.; Connors, J. (2010) Do we practice what we preach? the teaching 

practices of inclusive educators in tertiary settings. International Journal of Teaching and Learning 

in Higher Education, 22(2), pp. 120-130. [a7. Journal paper] 03.03.2011 

8. Jacklin, A. (2010, in press) To be or not to be 'a disabled student' in higher education: the case of a 

postgraduate 'non-declaring' (disabled) student. Journal of Research in Special Educational Needs. 

(DOI) 10.1111/j.1471-3802.2010.01157.x. [A7. Journal paper] 

9. Harbour, W. S. (2009) The relationship between institutional unit and administrative features of 

disability services offices in higher education. Journal of Postsecondary Education and Disability. 

9(3), pp.138-154. [A7. Journal paper] 27.09.2010. 

10. Lissi, M. R.; Zuzulich, S.; Salinas, M.; Achairdi, C.; Hojas, A. M.; Pedrals, N. (2009) Discapacidad 

en contextos universitarios: experiencia del piane uc en la pontificia universidad católica dechile, 

Revista Calidad En La Educación, No30, pp. 305-324. [ISSN 0717-4004 ,ISSN 0718-4565(en 

línea)] [Spanish] [Consejo Superior de Education, Chile] [A7. Journal paper] 

11. Turner, L. (2006) Inclusive assessment for ethnic diversity and disability: challenging „low 

expectations‟ and making ‘SPACE,’ ILIA: Innovative Learning in Action, (6), pp. 13-15. Innovative 

Practice in Assessment, University of Salford Education Development Unit, 21 pp (Salford, 

University of Salford). (A7. Journal Paper) 

Cits-Books 

1. Love, L. E.; Traustadottir, R.; Sigurjonsdottir, H. B. (2010) Fatladir haskolanemendur oskast. 

Þróun rannsókna á aðgengi fatlaðra nemenda að námi á háskólastigi. Fatlaðir háskólanemendur 


óskast! Þróun rannsókna á aðgengi fatlaðra nemenda að námi á háskólastigi Rannsóknir í 

félagsvísindum XI. Erindi flutt á ráðstefnu í október 2010. Pp. 164-171. Reykjavík: 

Félagsvísindastofnun Háskóla Íslands. ISBN 978-9935-424-02-0. [A1. Book chapter] 

2. Morley, L.; Leach, F.; Lussier, K.; Lihamba, A.; Mwaipopo, R.; Forde, D.; Egbenya, G. (2010a) 

Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity 

Scorecard. An ESRC/DFID Poverty Reduction Programme Research Project. Research Report. 

Final Report. [Sussex, University of Sussex; London, Department for International Development] 

[A1. Boook. Research report] 12.07.2011 

3. Morley, L.; Leach, F.; Lussier, K. Lihamba, A.; Mwaipopo, R.; Forde, L. D.; Egbenya, G. (2010) 

Widening Participation in Higher Education in Ghana andTanzania: Developing an Equity 

Scorecard An ESRC/DFID Poverty Reduction Programme Research Project. Draft Research 

Report. 121 pp. [Sussex, University of Sussex, London, Department for International 

Development] [A1. Book. Research report] 

4. Martinez, R. S.; Rubio, T. O.; Macia, D. M. (2010) Programa de recursos de apoyo a estudiantes 

con discapacidaddel centro de apoyo al estudiante de la universidad de Alicante. En Arnaiz, P.; 

Hurtado, Mª.D. ySoto, F.J. (Coords.) 25 Años de Integración Escolar en España: Tecnología e 

Inclusión en el ámbitoeducativo, laboral y comunitario. Murcia: Consejería de Educación, 

Formación y Empleo. [A1. Book chapter] 



educativas de los estudiantes con discapacidad. Doctoral Thesis. Universidad Complutense de 

Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, Advisor: Alba 

Pastor, Carmen. Spanish. [A1. Book. Doctoral thesis] 18.12.2010. 

6. Kampsen, A. (2009) Personal, social, and institutional factors influencing the college transition 

and adaptation experiences for students with psychiatric disabilities. Ph.D. Thesis, 2009, 

University of Minnesota. Advisor: David R. Johnson. [A1. Book] 03.03.2010. 

7. Kjellerson, M. S. (2009) Faculty Attitudes toward Students with Disabilities at two Midwestern 

Universities. Ed. D. University of South Dakota. 147 pp. DAI-A 70/10, 2010. [ISBN: 

9781109439892] [25.01.2010] [A1. Book] 

8. Thompson, V. (2009) A taste of higher education. Exploring a culinary arts degree through artsbased 

approaches. Ph.D. Thesis. University of Sheffield, Sheffield, the UK. 317 pp. [A1. Book. 

Doctoral dissertation]. [18.08.2010]. 

9. Emiroglu, B. G. (2008) Online communication and discussion environment for the visually 

disabled students at a public university. Ph.d. Thesis. Middle East Technical University. Ankara 

Turkey. 221 pp. [A1. Book. Doctoral thesis]. [18.08.2010]. 

10. Gear, A. (2008) Learned industriousness and intrinsic motivation: effects of rewards and task 

difficulty on students' free-choice performance and interest. DAI. [A3. Book. Doctoral thesis] 

[12.06.2011] 

11. Kypriotaki, M.; Markodimitraki, M. (2008) The inclusion of special needs at the University of 

Crete, In: Giavazolias, T.; Karademas, E.; Kalantzi-Azizi, A. (Eds) Crossing Internal and External 

Borders: Practices for an Effective Psychological Counselling in the European Higher Education, 

pp. 181-202. [Fedora-Psyche. Athens: Elliniki Gramata] [ISBN: 978-960-19-0271-5[A2. Book 

Chapter] 

12. Robertson, L. (2007) Access for library users with disabilities, 94 pp. (London, SCONUL: Society 

of College, National and University Libraries). [A1. Book, Research report] 





Education). 





Cits-Other Output 

1. Diez, A. M. (2011) Barriers and aids in the university: a study from the perspective of students with 

disabilities. 13 pp., Access and Retention: Experiences of Non-traditional Learners in Higher 

education. (Sevilla, Spain, Universidad de Sevilla). [Spanish] [A0. Research paper] 02.04.2011. 

2. Jevuska (2011) Abstracts. [A0. Abstracts] 18.02.2011 

3. McCallum, A., Healey, T. (2011) Disability in Higher education. Project report. Report of the 

FOTIM Project conducted 2009-2011. (South Africa, Foundation of Tertiary Institutions of the 

Northern Metropolis). [A0. Research report] 31.03.2011. 

4. Romo, V. M. M. (2011) A study from the perspective of students with disabilities. is university 

inclusive or exclusive? 15 pp. Access and Retention: Experiences of Non-traditional Learners in 

Higher education. (Sevilla, Spain, Universidad de Sevilla). [Spanish] [A0. Research paper] 

02.04.2011. 


University 

6. University of Sussex (2011) Disability in Higher Education. Brighton, University of Sussex. 

Bibliography THE 

7. Irwin, B. (2010) Flexible online assessment. Discussion paper. 7 pp. University of Edinburgh. 

Scotland. [A0. Discussion paper] 27.09.2010. 

8. Middle Tennessee State University (2010) Selected Resources: Issues in Higher Education. James 

E. Walker Library Middle Tennessee State University. [A0. Abstracts. Bibliograhy.] 03.03.2010. 

9. Miller, T. (2010) Twice Exceptional Learners: A Communication Challenge for Higher Education. 

Discussion paper. University of Denver: University College. [A0. Discussion paper] 31.03.2011 

10. Miller, T. (2000) Twice Exceptional: A Quandary in Higher Education. 50 pp. (Denver, University 

of Denver University College). [A0. Research paper] 31.03.2011. 

11. Navare, I.; Gecgil, N. (2010) Accessibility and Inclusivity. Presented at the BMAF Annual 

Conference 2010 Assessment & Assessment Standards: Challenges for Business Education. 

Newcastle Marriott Gosforth Park, Newcastle upon Tyne Tuesday 20thApril –21stApril 2010. 

Business, Management, Accountancy& Finance Network Oxford Brookes University. 

12. Petrak, R.; Bedoya-Skoog, A.; Crawford, A.; Drewyor, M. (2010) The Outlook Project. Creating 

ability friendly digital and physical spaces. University of Michigan. Institutional Project Proposal. 

7 pp. [Michihan, University of Michigan] [A0. Research Report] 03.03.2010. 

13. Australian Disability Clearinghouse on Education and Training (2009) Higher Education and 

Students with Disabilities: Some Source Materials. 20 pp. (ADCET, University of Tasmania, 

Australia). [A0. Bibliography] 

14. Hurst, A. (2009) Higher Education and Students with Disabilities: Some Source Materials. 

[Australia, ADCET] [A0. Bibliography] 

15. Lissi, M. R.; Zuzulich, M. S.; Salinas, M.; Medrano, A. M. H. D. (2009) Propuesta de ponencia 

congreso chileno de educacion superior: Creencias y actitudes de docents y estudiantes con 

discapacidad en la educacion superior. [Pontificia Universidad Catolica de Chile, Chile] 

[20.01.2010] [A14b. Conference paper] 

16. Middle Tennessee State University (2009) Selected Resources: Issues in Higher Education. (TN; 

Middle Tennessee State University). [A0. Bibliography] 

17. Northcliffe, A.; Middleton, A. (2009) Student audio notes, In: Application, Integration, and 

Discovery. Resaerching Learning and Teaching in the Disciplines. Eight Conference of the CLTR. 

3 rd June 2009. Ormskirk, UK. [Ormskirk , UK, Edge Hill University, Centre for Learning and 

Teaching Research] pp. 49-52. [A14b. Conference paper] 




19. Toodoc (2009) References [A0. Bibliography] 

20. TransformingLearning (2009) Flexible Assessment. [A0. Commentary] 

21. Universidade de Vigo (2009) Portal de Formacion e Innovacion Educativa na Universidade. 

[Spain] [A0. Bibliography] 

22. Association of College and Research Libraries (2008) Teaching disabilities: Emphasis on their 

abilities not their disabilities (Chicago, Association of College and Research Libraries). [A0. 

Bibliography and professional notes] 

23. Blackwood, J.; Darrow, J.; Oxford, R. (2008) Accessibility in Online Learning at West Hills 

College Lemoore. 26 pp. [Fresno, US; BOD Educational Consultants]. [A0. Research Report] 



25. Gibbons, N. P.; Lissi, M. R.; Pavez, M. S. Z. (2008) Programa de Inclusión para Alumnos con 

Necesidades Especiales de la Pontificia Universidad Católica de Chile (Bogota, Colombia: 

Association of Colombian Universities). [A14.b. Conference Paper] 

26. Hale, P. J. (2008) Diversity reconsidered: deconstructing the culture of power and valuing lived 

experiences GWS 498 Senior Seminar, Professor Jane Desmond, Gender and Women‟s Studies, 

May 6, 2008. (University of Illinois at Urbana-Champaign). (A0. Graduate seminar paper) 

27. Hartley, R. (2008) Deakin University flexible education: An annotated bibliography of recent 

(2006-2008) refereed journal articles. 89 pp. Deakin Higher Education Research Group. Deakin 

University. Australia. [A0. Research annotated bibliography] [18.08.2010] 

28. Middle Tennessee State University (2009) Selected Resources: Issues in Higher Education. 

[Middle Tennessee State University, US] [A0. Abstracts] 

29. Mighetto, V. (2008) Web Accessibility Testing and Evaluation of Websites WebQuest for Educators 

Teacher page Annotated Bibiliography. (California State University, Sacramento CA, US). [A0. 

Bibliography] 


31. Universidade de Vigo (2008) Portal de formacion e innovacion educative na Universidade, 

Abstracts. Higher Education. (Vigo, Spain; Universidade de Vigo). [A0. Bibliography] 

32. Whitis, A. (2008) Teaching disabilities: Emphasis on their abilities not their disabilities [A0. 

Bibliography] 

33. Aspden, L.; Irwin, B.; Rodger, H. (2007) Transforming learning methods and spaces, Innovating e- 

Learning online conference 2007. In Innovating e-Learning 2007: Institutional Transformation and 

Supporting Lifelong Learning. (JISC, UK). [A0. Conference Paper] 

34. Anonymous (2006) Abstrak Jurnal Pengajian Tinggi - Bil. 1 - Disember 2006 [Malay] [Malaysia] 

[A0. Bibliography] 

35. Hartley, M. R. (2006) [DOC] Flexible Education annotated bibliography. Deakin University. (the 

2006) 


[Muğla Üniversitesi Akademik Değerlendirme ve Kalite GeliĢtirme Raporu] Mugla University 



[A0. Institutional report]. 

37. Turner, E (2006) Equality and Diversity: Making your curriculum inclusive, Working paper, 15 

pp., Educational Development Centre (Salford, University of Salford). (A0. Research Report) 


A3.4. Dyslexia 2006 SSCI-indexed paper 

Konur, O. (2006) Participation of children with dyslexia in compulsory education: Current public 

policy issues [Öğrenme engelli öğrencierin zorunlu eğitime katılımı: Güncel sosyal politika sorunları], 

Dyslexia, 12(1), pp. 51-67. [ISSN: 1076-9242] [Wiley, UK] [Academic Search Premier. Advanced 

Placement Source; ASSIA: Applied Social Sciences Index & Abstracts (CSA/CIG), BioInfoBank 

Library, Biomedical Reference Collection - Comprehensive Ed; British Education Index, British 

Library Direct, Cambridge Scientific Abstracts (CSA/CIG), CINAHL: Cumulative Index to Nursing & 

Allied Health Literature (EBSCO), Contents Pages in Education (T&F), Criminal Justice Abstracts 

(Sage), Criminal Justice Abstracts; Current Abstracts (EBSCO), Current Contents - Social & 

Behavioral Sciences, Current Contents®/Social & Behavioral Sciences (Thomson ISI), Educational 

Research Abstracts Online (T&F), EMBASE/Excerpta Medica (Elsevier), EMNursing (Elsevier), 

ERIC Database (Education Resources Information Center), ESRNexus, EthicShare, IBR & IBZ: 

International Bibliographies of Periodical Literature (KG Saur), Index Medicus/MEDLINE/PubMed 

(NLM), Journal Citation Reports/Social Science Edition (Thomson ISI), Linguistics & Language 

Behavior Abstracts (CSA/CIG), Linguistics Language & Behavior Abstracts; Socindex, Mental Health 

Abstracts (Kluwer), Psychological Abstracts/PsycINFO (APA), Psychology and Behavioral Sciences 

Collection. Psychology Wiki, PsycINFO, Medline, SCOPUS (Elsevier), Social Sciences Citation 

Index® (Thomson ISI), Social SciSearch® (Thomson ISI), SocINDEX (EBSCO), Sociological 

Abstracts (CSA/CIG), Special Educational Needs Abstracts (T&F), Web of Science® (Thomson ISI)] 

[A3. SSCI paper] 

� The assessment and placement of children with dyslexia at appropriate schools has been regulated in the 

UK by a series of laws since 1944. Recent public policy developments such as the introduction of new 

duties and rights, and the development of law regarding educational negligence have sharpened the 

public policy debate on the effectiveness of these policies. This paper explores policy-related issues 

from an interdisciplinary perspective by outlining and discussing a sample of appellate legal cases 

regarding children with dyslexia. The provisions of these laws have shaped the actions of key 

stakeholders such as parents and councils. Similarly, the law on educational negligence has had a 

similar impact. Procedural rules of courts and tribunals have been equally important in restricting access 

to the courts by parents. Learning difficulty tests have further restricted their access. It is essential that 

provisions of the relevant Acts should be designed to enable these children to develop their academic 

and social skills in the same way as their non-dyslexic peers and to make the transition into employment 

and/or higher education successfully. 

� Key words: Access to justice; Children with dyslexia; Disability Discrimination Act (1995); Education 

Act (1996); Educational negligence; Educational psychologists; Statement of special educational needs; 

The UK 

Cits-SSCI papers 

Book 

1. Griffin, E.; Pollak, D. (2009) Student experiences of neurodiversity in higher education: insights 

from the BRAINHE project. Dyslexia 15(1): pp. 23-41. [A3. SSCI paper] 

2. Forlin, C. (2007) A collaborative, collegial and more cohesive approach to supporting educational 

reform for inclusion in Hong kong, Asia Pacific Education Review, 8 (2), pp. 276-287. (A3. SSCI 

paper) 





pp. 207-219. [A3. SSCI paper] 

4. Nergård-Nilssen, T. (2006) Developmental dyslexia in Norwegian: evidence from single-case 

studies. Dyslexia, 12(4), pp. 231-255. 1076-9242. [A3. SSCI paper] 


1. Macdonald, S. C. (2009) Towards a sociology of dyslexia, Exploring links between dyslexia, 

disability and social class. 292 pp. [VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG, 

Germany] [English] [ISSN: 3639131134, 9783639131130] [A1. Book] 

2. Tall, R. J. (2007) The impact of perceptions and skills of teaching staff on the building of a dyslexia 

friendly school. Master Thesis. University of Chester. (A1. Thesis). 08.07.2011 





Education). 





1. BioInfoBank Library (2009) Konur, O. (Ozcan) [A0. Bibliographical information] 

2. Biomedexperts (2009) Ozcan Konur. (US, Biomedexperts). [A0. Bibliographical information] 

3. CiteXplore (2009) Abstracts (citeXplore, US). [A0. Bibliographical information] 

4. Dansk Videnscenter for Ordblindhed (2009) Papers. [Virum, Denmark, Dansk Videnscenter for 

Ordblindhed] [A0. Bibliographical Information]. 

5. ESRNexus (2009) Ozcan Konur. (UK, ESRNExus). [A0. Bibliographical information] 

6. Ethicshare (2009) Ozcan Konur. (US, Ethicshare). [A0. Bibliographical information] 

7. European Bioinformatics Institute (2009) Research databases. (Cambridge, UK; European 

Bioinformatics Institute). [A0. Bibliographical information] 

8. Find Health Articles (2009) Abstracts (Find Health Articles, US). [A0. Bibliographical 

information] 

9. Galenicom (2009) Ozcan Konur. (US, Galenicom). [A0. Bibliographical information] 

10. Gingo (2009) Ozcan Konur: World Scientists (Poland, Government Information). [A0. 

Bibliographical information] 

11. Health Information Resources (2009) Bibliography. [A0. Bibliographical information] 

12. Infodoctor (2009) Ozcan KONUR, (Infodoctor, US). [A0. Bibliographical information] 

13. Labmeeting (2009) Papers [A0. Bibliographical information] 

14. Level1Diet (2009) Legal provisions (Level1diet, US). [A0. Bibliographical information] 

15. MD Consult (2009) Abstracts (MD Consult, US). [A0. Bibliographical information] 

16. NextBio (2009) O Konur. [A0. Bibliographical information] 

17. NSTL (2009) Abstracts (NSTL; China). [A0. Bibliographical information] 

18. Psychology Wiki (2009) Disability Laws (Psychology Wiki, US). [A0. Bibliographical 

information] 

19. Researchgate (2009) Abstracts [A0. Bibliographical information] 



21. Synacor (2009) Abstracts (Syncaor, US). [A0. Bibliographical information] 

22. Labome (2009) Ozcan Konur. Topics. Publications. [A0. Bibliographical information]. 

23. Wanfang Data (2009) Abstracts [A0. Bibliographical information] 

24. WellSphere (2009) Dyslexia in Education. Well Trusted Resources. [Well Sphere. Health 

knowledge made personal] [A0. Bibliographical information] 


25. Garcia, H. (2008) Mary knew something wasn't right back when Paul was in preschool (Garcia, 

US). [A0. Research paper] 

26. Institute of Applied Psychometrics (2008) Articles (Institute of Applied Psychometrics). [A0. 

Bibliography]. 

27. NHS (2008) NHS Conference 2008. [UK, National Health Service]. [A0. Bibliography]. 

28. Tall, R. J. (2007) The impact of perceptions and skills of teaching staff on the building of a 

dyslexia friendly school. M.Sc. thesis. University of Chester [A0. M.Sc. thesis]. 


[Muğla Üniversitesi Akademik Değerlendirme ve Kalite GeliĢtirme Raporu], Mugla University, 



[A0. Institutional report] 

A3.3. Nurse Education Today 2002 SSCI-indexed paper 

Konur, O. (2002) Access to Nursing Education by disabled students: Rights and duties of nursing 

programs [Engelli öğrencilerin HemĢirelik Eğitimi‟ne katılımı: HemĢirelik programlarının hakları ve 

görevleri], Nurse Education Today, 22(5), pp. 1-11. [ISSN: 0260-6917] [Churchill Livingstone, UK] 

[ISI] [Accelerated Learning Online, ArticleFirst, ASSIA, BDLIC, BioInfoBank Library, Cumulative 

Index To Nursing & Allied Health Literature; Current Contents - Social & Behavioral Sciences, 

Current Contents(Life Sciences), ECO, EMCARE, ENB Health Care Database, ERIC; ESRNexus, 

Ethicshare, Medline, Science Citation Index Expanded. ScienceDirect, Scopus, SIIC-Data bases, 

Silver Platter, Social Sciences Citation Index. Technical Education & Training Abstracts, Toc 

Premier; UMI Microfilms, VINITI] [A3. SSCI & SCIE paper] 

� This paper outlines the rights and duties of nursing programs regarding access to nursing education for 

disabled students and the subsequent provision of services for them in the UK. Discussed briefly are the 

implications of these duties for nursing programs when disabled students are treated less favourably 

than their peers such as through a failure to make reasonable adjustments within the curriculum. Part IV 

of the Disability Discrimination Act (1995), as amended by the Special Educational Needs and 

Disability Act (2001), identifies such statutory duties and rights for nursing programs. For the purpose 

of this article, access to nursing education by disabled students and the subsequent service provision for 

these students in nursing programs is described as a game, using a conceptual framework by North. 

Different roles identified within the formal and informal legal rules, such as attitudes toward disabled 

students in nursing programs throughout the UK, are discussed briefly using this framework. It is noted 

that the rules of the game very much mirror the rules under Part II and Part III of the Disability 

Discrimination Act (1995) relating to disabled employees and disabled service users of public services, 

in force since December 1996. It is argued that lecturers and senior management teams in both nursing 

education and the health services occupy historical roles in the efficient design and playing of this 

game. The next step is to gradually align informal rules with formal rules, which can only be done 

through proper and correct education of key players. 

� Key words: Disabled nursing students, access to nursing education, Disability Discrimination Act 

(1995), disability adjustments 

Cits-SSCI Journal papers 

1. Carey, P. (2011) Exploring variation in nurse educators‟ perceptions of the inclusive curriculum. 

International Journal of Inclusive Education. DOI:10.1080/13603116.2010.516773. (A3. SSCI 

paper). 08.07.2011 

2. Storr, H.; Wray, J.; Draper, P. (2011) Supporting disabled student nurses from registration to 

qualification: A review of the United Kingdom (UK) literature. Nurse Education Today. 

doi:10.1016/j.nedt.2010.11.022. [A3. SSCI paper] 18.02.2011. 







4. Konur, O. (2006) Participation of children with dyslexia in compulsory education: Current public 

policy issues [Öğrenme engelli öğrencierin zorunlu eğitime katılımı: Güncel sosyal politika 

sorunları], Dyslexia, 12(1), pp. 51-67. [A3. SSCI paper] 

5. Ross, G. F. (2004) Ethics, trust and expectations regarding the treatment of disabled staff within a 

tourism/hospitality industry context. International Journal of Hospitality Management. 23(5), pp. 

523-544. [A3. SSCI paper] 

Cits-Books 

1. Joel, L. A. (2006) The Nursing Experience : Trends, Challenges, and Transitions, 5th ed., 763 pp. 

[New York : McGraw-Hill, Medical Pub. Division] [ISBN: 0071458263, 9780071458269] [A1. 

Book] 

2. Ross, G. F. (2005) Tourism industry employee workstress - A present and future crisis. Laws, E.; 

Prideaux, B. (Eds.) Tourism crises: management responses and theoretical insight, pp. 133-147. 

(Binghamton, NY: Haworth Hospitality Press). [ISBN: 0789032082 9780789032089 0789032074 

9780789032072] [A2. Book chapter] 

3. Schick Makaroff, K. L.. (2005) The experience of feeling understood for nurses with disabilities. 

M.Sc. Thesis. University of Victoria, Canada. ISBN: 04940-21004. [A1. Book] 

4. Konur, O. (2004) Disability and racial discrimination in employment in higher education [Yüksek 

öğrenimde çalıĢma hayatında engelli ve ırk ayrımı], in Law, I.; Phillips, D., Turney, L. (Eds.) 

Institutional Racism in Higher Education, pp. 83-92, (Stoke on Trent, UK, Trentham Books). 

[ISBN-10: 1858563135; ISBN-13: 978-1858563138] [A2. Book chapter] 

Cits-Other journal papers 

1. Zahari, M. S. M.; Yusoff, N. M.; Jamaluddin, M. R.; Radzi, S. M.;Othman, Z. (2010) The 

employability of the hearing impaired graduates in Malaysia hospitality industry. World Applied 

Sciences Journal 10 (Special Issue of Tourism & Hospitality): 126-135. [a7. Journal paper] 

18.02.2011 

2. Aschroft, T. J.; Chernomas, W. M.; Davis, P. L.; Dean R. A. K.; Seguier, M.; Shapiro, C. R.; 

Swiderski, L. M. (2008) Nursing students with disabilities: one faculty's journey, International 

Journal of Nursing Education Scholarship, 5(1), pp. Article 18. [ISSN: 1548-923X] [A7. Journal 

paper] 

3. Xia, S. (2008) [Heading right to the protection of children with special needs and the comparative 

study of the Enlightenment to China], The Problem of Juvenile Crime, Series 2008, No. 3. 42 pp. 

[Chinese] [A7. Journal paper] 

4. Xia, S. (2008) [Theme groups of rights protection and crime prevention of moving juvceniles in 

Chinese Juvenile Study Center]. Issues on Juvenile Crimes and Delinquency, no. 3, pp. 42-47. 

[Chinese] [ISSN: 1006-1509] [Wanfang Data, China] [A7. Journal paper] 

5. Konur, O. (2002) Access to employment by disabled people in the UK: Is the Disability 

Discrimination Act working? [Ġngiltere‟de engellilerin çalıĢmaya katılımı: Ġngiliz Engelliler 

Ayrımcılık Yasası etkili mi?], International Journal of Discrimination and the Law, 5(4), pp. 247- 

279. [A7. Journal paper] 

6. Ross, G. F. (2006) Tourism industry employee workstress - A present and future crisis, Journal of 

Travel and Tourism Marketing, 19(2-3) pp. 133-147. [ISSN (printed): 1054-8408. ISSN 

(electronic): 1540-7306] [A7. Journal paper] 







University 

2. Accelerated learning online (2003-2008) School admission criteria. [A0. Bibliography] 

3. Apps21 (2009) Nursing Duties. [A0. Bibliographical information] 

4. Ask Reference (2009) Nursing duties (Ask Reference, US). [A0. Bibliographical information] 

5. BioInfoBank Library (2009) Konur, O. [A0. Bibliographical information] 

6. Biomed Experts (2009) Abstracts. Your Scientific Match Point. [A0. Bibliographical 

information] 

7. Cite EXplore (2009) Bibliography (Cite Explore, US). [A0. Bibliographical information] 

8. Educator‟s Reference Deshk (2009) Bibliography (Syracuse, Information Institute of Syracuse) 

[A0. Bibliographical information] 

9. ESRNexus (2009) ESRNexus. Medical and Societal Information from the Research 

Community (US, TrialStat Corp.) [A0. Bibliographical information] 

10. EthicShare (2009) EthicShare. Ethics. Research. Community. (Minnestota, University of 

Minnesota). [A0. Bibliographical information] 

11. European Bioinformatics Institute (2009) Research databases. (Cambridge, UK; European 

Bioinformatics Institute). [A0. Bibliographical information] 

12. Find-Health-Articles-Com (2009) Making medical research available to everyone. Research 

article summary [A0. Bibliographical information] 

13. Gingo (2009) Ozcan Konur: World Scientists (Poland, Government Information). [A0. 


14. Health Information Sources (2009) Disabled students (Health Information sources, UK). [A0. 


15. Infodoctor (2009) Ozcan KONUR, (Infodoctor, US). [A0. Bibliographical information] 

16. Kent State University (2009) Class Accommodation Network, Universal Design. [A0. 

Professional Training Notes] 

17. Labmeeting (2009) Papers [A0. Bibliographical information] 

18. Labome (2009) Ozcan Konur. Topics. Publications. [A0. Bibliographical information]. 

19. Netactics (2009) References (Netactics, UK). [A0. Bibliographical information] 

20. NextBio (2009) O Konur. [A0. Bibliographical information] 

21. OPHSource (2009) OPH Source. Gateway to the Best Ophtalmology (American Academy of 

Ophtalmology). [A0. Bibliographical information] 

22. Researchgate (2009) Ozcan Konur (Researchgate, US). [A0. Bibliographical information] 

23. SAVIE (La Société pour l'Apprentissage à VIE) Full-text paper (SAVIE, Canada). [A0. 


24. Search Medica (2009) Nursing education (Search Medica, US). A0. Bibliographical 

information] 

25. Unbound Medline (2009) Bibliography [A0. Bibliographical information] 

26. Wanfang Data (2009) Abstracts (Wanfang Data, China). [A0. Bibliographical information] 

27. Centre for Learning and Teaching (2008) Departmental and subject-specific issues and 

resources relating to disability (Brighton, UK, University of Brighton). [A0. Bibliography] 

28. University of Derby (2008) Practice Placement Education. Reading List. (Derby, University of 

Derby). [A0. Bibliography] 

29. Wright, D. J. (2008) Published papers on disability issues, (Sheffield, HCP-Disability) [A0. 

Bibliography] 

30. Mugla University (2006) Mugla University Academic Evaluation and Quality Improvement 

Report, [Muğla Üniversitesi Akademik Değerlendirme ve Kalite GeliĢtirme Raporu] Mugla 

University, Academic Evaluation and Quality Improvement Council, Strategic Planning 

Council, AEQIC Report no. 2006/01, Version no. 1.5, 480 pp., October 2006 (Mugla, Mugla 

University)]. [Turkish] [A0. Institutional report]. 


31. Morgan, L.; Chambers, R. (2004) Enabling disabled doctors. Scoping exercise. 43 pp. (Stokeon-trent, 

Stafforsdhire University). [A0. Research report] 

32. Konur, O. (2002) Access to e-learning in higher education by disabled students: current public 

policy issues [Yüksek öğrenimdeki engelli öğrencilerin electronic öğrenime katılımı: Güncel 

sosyal politika sorunları]. In, S. Banks; P. Goodyear; V. Hodgson; and D. McConnell (Eds.) 

Proceedings of the Third International Conference on Networked Learning 2002, (a research 

based conference on e-learning in Higher Education and Lifelong Learning), 26 March- 28 

March 2002, University of Sheffield, Sheffield, pp. 406-414. (Sheffield, University of 

Sheffield and Lancaster, Lancaster University). [A0. Book chapter; Conference paper] 

A3.2. Disability and Society 2000 SSCI-indexed paper 

Konur, O. (2000) Creating enforceable civil rights for disabled students in higher education: an 

institutional theory perspective [Yüksek öğrenimdeki engelli öğrencilerin katılımı için uygulanabilir 

medeni hakların oluĢturulması], Disability & Society 15(7), pp. 1041-1063. [ISSN: 0968-7599] 

[Taylor & Francis, UK] [Academic Search Premier, Advanced Placement Source, ArticleFirst, 

Australian Education Index (AEI); ASSIA; British Education Index; Caredata - The Social Care 

Knowledge Base; British Library Direct, Business Source Corporate, Caredata abstracts; 

CommunityWISE; Contents Pages in Education; Current Contents - Social & Behavioral Sciences, 

ECO, Educational Research Abstracts online (ERA); e-psyche; ERIC; ERIH (European Reference 

Index for the Humanities, Pedagogical and Educational Research); IngentaConnect, InformaWorld, 

International Bibliography of the Social Sciences; Language and Linguistics Behavior Abstracts; 

NIACE Current Awareness, PsycINFO; Psychology and Behavioral Sciences Collection, MLA 

International Bibliography; Psychological Abstracts; Psychology Wiki, SID, Socindex, Socialcare 

Online, Social Sciences Citation Index, Sociological Abstracts, SSI Net, VRRI Current Awareness 

Bulletin] [A3. SSCI paper] 

� The Titles II and III of the Americans with Disabilities Act of 1990, building on the Section 504 of the 

Rehabilitation Act of 1973, have been relatively effective in securing enforceable civil rights for 

disabled students in higher education in the United States. In contrast, the Disability Discrimination Act 

of 1995 and any related previous pieces of legislation have persistently excluded these students in the 

United Kingdom, making, by default, any discrimination against them legal. However, the Government 

has started the legislative rule making process to include higher education under the new legislation, 

based on the final report of the Select Committee on Education and Employment of House of Commons 

and the final report of the Disability Rights Task Force. The paper argues that close examination of 

these reports as well as the Government's most recent consultation paper, 'Rights for Disabled People in 

Education', reveals a path which is unlike the path that followed during the rulemaking process leading 

to the Americans with Disabilities Act of 1990. In other words, it is likely that disabled students would 

continue to be subjected to potential discrimination despite the inclusion of higher education under the 

new proposed legislation and despite special disability funding provided to universities for disabled 

students. Disability civil rights advocates have an important role to play in the current rule-making 

process to create enforceable civil rights for disabled students in higher education. 

� Key words: disabled students, higher education, institutional theory, Disability Discrimination Act 

(1995), Americans with Disabilities Act (1990). 


1. Hopkins, L. (2011) The path of least resistance: a voice-relational analysis of disabled students' 

experiences of discrimination in English universities. International Journal of Inclusive Education 

DOI: 10.1080/13603110903317684. [A3. SSCI paper] 18.02.2011. 

2. Hadjikakou, K; Polycarpou, V.; Hadjilia, A. (2010) The experiences of students with mobility 

disabilities in cypriot higher education institutions: listening to their voices. International Journal 

of Disability, Development and Education, 57(4), pp. 403-426. [A3. SSCI] 18.12.2010. 







4. Konur, O. (2007) The judicial outcome analysis of the Disability Discrimination Act: A windfall 

for the employers? [Engelliler Ayrımcılık Yasası‟nın hukuki sonuç analizi: ĠĢverenler için bir 

kazanç?], Disability and Society, 22(2), pp. 187-204. [A3. SSCI paper] 

5. Susinos, T.; Rojas. S. (2004) Notas para un debate sobre los servicios de apoyoen la universidad 

española, Revista de Educación, 334(2004), pp. 119-130. [A3. SSCI] 

6. Konur O (2002) Access-to nursing education by disabled students: rights and duties of nursing 

programs, Nurse Education Today 22 (5), pp. 364-374. [a3. SSCI paper] 

Cits-Books/Book chapters 

1. Vouroutzidou, P. (2011) The social organisation of learning difficulties at university: a qualitative 

study of four Higher Education Institutions in the North East Region of England. Doctoral thesis, 

Durham University. [A1. Doctoral thesis. Book]. 12.07.2011 

2. Disability Management Services (2011) Disability in Higher Education. Project report. Report of 

the FOTIM Project conducted 2009-2011. 138 pp. (South Africa, Foundation of Tertiary 

Institutions of the Northern Metropolis). [A1. Book. Research report]. 12.07.2011 

3. Koch, C. (2010) Sosiale aanpassings van studente metgestremdhede aan die Stellenbosch 

Universiteit. Universiteit van Stellenbosch Advisor. Estelle Swart. 161 pp.. South Africa. [A1. 

Nook. Thesis]. 

4. Harrison, M.; Hemingway, L.; Sheldon, A.; Pawson, R.; Barnes, C. (2009) Evaluation of provision 

and support for disabled students in higher education. [Leeds, University of Leeds] [Funding body: 

HEFCE, HEFCW] 188 pp. [A1. Book]. 10.02.2010. 

5. Clancy, K. T. (2008) Anticipating disability: Teachers‟ perception of disability. In: Morgan; L.; 

Baron A. (eds.) Through the Looking Glass, Reflective Research in Post compulsory education. V.3 

2008. [UCLAN, UK] Pp. 140, 150. [A2. Book Chapter] 

6. Coare, P. (2008) Student diversity, the institutional context, and the change of creating an inclusive 

learning environment, SCUTREA 2008 38 th Annual Conference Whither Adult Education, in the 

Learning paradigm, 2-4 July 2008. Conference Proceedings, J. Crowther, V. Edwards, V. 

Galloway, M. Shaw, L. Tett, Eds., pp. 118-125. [Edinburgh, University of Edinburgh; Standing 

Conference of University Teaching and Research in the Education of Adults] [ISBN 978-0-901580- 

01-6] [A2. Book chapter, conference paper] 




pp. 181-202. [Fedora-Psyche. Athens: Elliniki Gramata] [ISBN: 978-960-19-0271-5. [A2. Book 

Chapter] 

8. Barnes, M.; Newman, J.; Sullivan, H. (2007) Power, Participation and Political Renewal: Case 

Studies in Public Participation, 2nd edition, 228 pp. (Bristol, Policy Press). ISBN 1861346670, 

9781861346674. [A1. Book] 

9. Coare, P.; Houghton, A.-M.; McDonnel, L. (2007) Changing the shape of the box: disability and 

effective inclusion, 54 pp. (Leicester, National Institute of Adult Continuing Education). [ISBN 978 

1 86201 960 7] [A1. Book, Research report] 

10. Harris, N. (2007) Education, Law and Diversity, 2 nd edition, 487 pp. (Oxford, Hart Publishing]. 

[ISBN: 9781841132525; ISBN-10: 1841132527] [A1. Book] 

11. Seale, J. K. (2006) Chapter 11 - Institutional responses to accessibility Rules, games and politics. 

Published in: book E-Learning and Disability in Higher Education, Volume 1, Part 4 May 2006 , 

pages 141-158. [Routledge, UK] [ISBN: 978-0-415-38310-3 (paperback) 978-0-415-38309-7 

(hardback) 978-0-203-96959-5 (electronic)] 


12. Ferguson, T. L. (2005) Web Accessibility for Students with Disabilities who Use Assistive 

Technology: A Moving Target for Postsecondary Institutions. Ed.D., Oklahoma State 

University.DAI-A 66/07. Pp. 2507, 2006. [ISBN: 9780542233715] [25.01.2010] [A1. Book] 

13. Soro-Camats, E.; Vila, A. (2005) Projecte Universitat i discapacitat a Catalunya, 74 pp. 

(Barcelona, Spain, Conseil Interuniversitari Catalunya). [Spanish] [A1. Book, Research report] 

14. Watson, D., Williams, V.; Wickham, C.; Kyle, J.; Dury, A. (2005) A valued part of the workforce? 

Final report of the Sequal project on employment and disabled people, 181 pp., (Surrey, University 

of Surrey). [ISBN 0904242-53-6] [A1. Book, Research report] 




[ISBN-10: 1858563135; ISBN-13: 978-1858563138] [A2. Book chapter] 

16. Priestley, M. (2003) Disability : a life course approach, 248 pp. (Cambridge, Polity Press] [ISBN: 

0745625126. 9780745625126. 0745625134. 9780745625133] [A1. Book] 

17. Farmer, M.; Riddick, B.; Sterling, C. (2002) Dyslexia and inclusion: Assessment and support in 

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� The effects of the properties of the constituents of advanced composites on their fatigue performance 

are reviewed for unnotched unidirectional and crossply laminates, subjected to mainly tensile cyclic 

loading. It is pointed out that there are close relations between the properties of matrix, fiber and 

interphase and the resulting fatigue performance of the composites. (Author) 

� Key words: Composites, epoxy resin matrix, carbon fibers, carbon fiber reinforced epoxy matrix 

composites, fatigue, interface 


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1. Liu, X. Y.; Tao, Y. K.; Wang, X. L.; Yu, W. D. (2010) The thermal property of high performance 

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5064-6094-1 [A2. Book Chapter] 07.03.2010. 

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properties of vacuum-infused anionic polyamide-6 glass-fiber composites, AIAA 2006-2255, 47th 

AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference; Newport, 

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Book] 

5. Krawiec, Z. (2008) Modele Degradacji Laminatu w Problemach Nosnosci Zmeczeniowec 

Konstruckji. Ph.D. Thesis. (Krakow, University of Krakow). [A0. Ph.D. dissertation. Book] 

6. Lam, C. C: (2008) Repair of Cracked Steel Structures by FRP patching. Ph.D. University of 

Alberta, Canada. DAI-B 70/02. [ISBN: 9780494463536] [05.02.2010] [A1. Book] 

7. Nijssen, R. P. L. (2007) Fatigue Life Prediction and StrengthDegradation of Wind Turbine Rotor 

BladeComposites. SAND2006-7810P. Sandia laboratories research report [A1. Book] [18.08.2010] 

8. Nijssen, R. L. P. (2006) Fatigue degradation and strength degradation of wind turbine rotor blade 

composites, 267 pp. Doctoral thesis, Delft University, Faculty of Aerospace Engineering 

[Wieringerwerf, Netherlands; Knowledge Centre Wind Turbine Materials and Constructions, 

University of Delft] [English] [ISBN-10: 90-9021221-3; ISBN-13: 978-90-9021221-0] [A1. Book, 

research report, doctoral thesis] 


composites, 267 pp. Doctoral thesis, Delft University, Faculty of Aerospace Engineering, Sandia 

National Laboratory Research Report No. SAND2006-7810P, [Montana, Montana State 

University] [English] [ISBN-10: 90-9021221-3; ISBN-13: 978-90-9021221-0] [A1. Book, research 

report, doctoral thesis] 

10. Petermann, J. (2004) A contribution to evaluate and predict the strength and life time of angle-ply 

CFRP laminates under static and cyclic loads, Thesis/dissertation, Techn. Univ., Diss.--Hamburg- 

Harburg, 2004. 180 pp. [Go ttingen: Cuvillier Verlag] [ISBN: 3865370241 9783865370242] [A1. 

Book, research report, doctoral thesis] 

11. Carroll, H. E. (2003) Fatigue Damage Mechanisms in Advanced Polymer Matrix Composites. 

Ph.D. Thesis. Cambridge, University of Cambridge. 157 pp. [A1. Book, research report, doctoral 

thesis] 31.03.2011 

12. Gibson, A. G. (2003) The cost effective use of fibre reinforced composites offshore, Research 

report 039, 140 pp., (Newcastle upon Tyne, University of Newcastle upon Tyne, Health and Safety 

Executive (London, Stationery Office Ltd.). [ISBN 0 7176 2591 5] [A1. Book, Research report] 

13. Gibson, A. G. (2002) The cost effective use of fibre reinforced composites offshore programme 

summary (1988-2001) part a: review of applications of composite materials in the offshore oil and 

gas industry 43 pp. [Newcastle, UK; University of Newcastle Upon Tyne). [A0. Book, Research 

report] 

14. Gamstedt, K.; Andersen, S. I: (2001) Fatigue degradation and failure of rotating composite 

structures- Materials characterisation and underlying mechanisms, Riso-R-1261 (EN), 55 pp. 

(Roskilde, Denmark, Riso National Laboratory). [ISBN 87-550-2865-9 ISBN 87-550-2866-7 

(Internet) ISSN 0106-2840] [A1. Book, Research report, journal paper] 

15. Talreja, R. (2001) Comprehensive composite materials 2. Polymer matrix composites, 1s edition 

[Amsterdam, Netherlands, Elsevier] ISBN: 0080429939 9780080429939 0080437257 

9780080437255 [A1. Book] 

16. Corum, J. M.; Simpson, W. A. Jr.; Sun, C. T.; Talreja, R.; Weitsman, Y. J. (2000) Durability of 

polymer matrix composites for automotive structural applications: A state-of-the-art-review. 

ORNL 6869. 176 pp. Oak Ridge: TN, US. Oak Ridge National Laboratory. National Technical 

Information Service. [A1. Book] 08.03.2010 

17. Matthews, F. L.; Davies, G. A. O.; Hitchings, D.; Soutis, C. (2000) Finite Element Modelling of 

Composite Materials and Structures, 244 pp. (London, Woodhead Publishing] [ISBN:185573422; 

ISBN-13: 978-1855734227] [A1. Book] 


18. Miller, P. H. (2000) Durability of marine composites: A study of the effects of fatigue on fiberglass 

in the marine environment, Doctor of Engineering in Civil Engineering Thesis, 196 pp., (Berkeley, 

University of California Berkeley). [A0. Ph.D. thesis] 

19. Society of Plastics Engineers (1998) ANTEC 1998 Plastics: Plastics on My Mind : Conference 

Proceedings, April 26-April 30, 1998, Atlanta, Georgia [CRC Press] [ISBN 1566766699, 

9781566766692] 

20. Greene, R. (1997) Design Guide for Marine applications of composites, Report No. SSC-403, 240 

pp. (Annapolis, Eric Greene Associates; Washington; Ship Structure Committee of US Coast 

Guard; Washinton; National Technical Information Service) [A0. Book] 

21. Soutis, C. (1997) Compressive behaviour of composites, 2 editions. [Shawbury, Shrewsbury: Rapra 

Technology Ltd.] [ISBN: 1859571069 9781859571064] [A1. Book] 

22. Hancox, N. L.; Mayer, R. M. (1994) Design Data for Reinforced Plastics: A Guide for Engineers 

and Designers, 1st edition, 326 pp. [London; Chapman & Hall] ISBN 0412493209, 

9780412493201. [A1. Book] 

23. Haasen, P. H.; Swain, E. J.; Kramer, E. J. (1993) Structure and properties of ceramics, 841 pp. 

[Weinheim ; New York : VCH] ISBN 1560811900, 9781560811909. [A1. Book] 

24. Kelly, A.; Sweben, C. H. (1993) Comprehensive Composite Materials, v 6. 5300 pp. [Amsterdam, 

Netherlands, Elsevier] ISBN 0080429939, 9780080429939. [A1. Book] 


1. Bijesh, K. (2010) Effect of fiber loading on mechanical behaviour of chopped glass fiber reinforced 

polymer composites. Thesis. B. Tech. Mech. Eng. National Institute of Technology. India, 36 pp. 

[A0. B.Sc. Thesis] 

2. Greene, E. (2009) Boat longevity. [US, Eric Greene Associates] [A0. Reseearch report] 

3. Vasconcellos, J. M. (2009) Composite Materials II. Course. School of Engineering. Department of 

Naval Enginering. Universidade Federal do Rio de Janeiro. Brasil. SPanish. [A0. Course notes] 

4. Turcic (2008) References to useful literature on mechanics, engineering materials, design and 

connected themes (Prag, Czech Republic). [A0. Bibliography] 

5. Malek, O. (2006) Preliminary fatigue analysis of anionic polyamide-6, composites, M.Sc. Thesis, 

Faculty of Aerospace Engineering Delft University of Technology 2006. 79 pp. [A0. M.Sc. thesis] 

6. Seaton, C. S. (2005) Course development: maintenance of composite aircraft structures. Technical 

Report. Edmonds Community College, Everett, WA US. Conference 37th ISTC – Seattle, WA – 

October 31-November 3, 2005. 5 pp. [A14.b. Proceedings paper] 08.03.2010 

7. Ilcewicz, I: (2005) TCO A Module Understand the Basics of Composite Materials Technology, 

Workshop for Developments in Composite Maintenance Training. (Materials and Process 

Development Center. Edmonds Community College, St. SW). [a0. Research report] 

8. Meloy, N. (2003) The Fatigue of Fiber-Reinforced Polymer Composite Structures State-of-the-Art 

Review, Report Submitted to the Research Experience for Undergraduates Program at the USF 

College of Engineering, Department: Civil & Environmental Engineering, University of South 

Florida. [A0. B.Sc. thesis] 

9. Wei, L.-C. (2001) Crystallization Kinetics and Melting Behavior of PEEK and Influence of 

Transcrystallinity on the Long-Term Tensile-Tensile Property of AS4/PEEK Composites, Master’s 

thesis, National Sun-Yatsen University, Taiwan. 81 pp. Chinese. [A0. M.Sc. thesis] 

10. Kennedy, G. D.; Roger Cheng, J. J. (1998) Repair of Cracked Steel Elementsusing CompositeFibre 

Patching, University of Alberta Structural Engineering Report No. 221. (University of Alberta, 

Canada). [A0. Research report] 


11. Ryan, J. P. (1997) Characterisation of Graphite/Epocy interface with various surface treatments 

under cyclic loading, M.Sc. Thesis, University of Illinois at Urbana-Chamapign. 101 pp. [A0. 

M.Sc. Thesis] 

12. Gul, R. M. (1994) Bending fatigue and creep of tough matrix laminates, M.Sc. Materials Science 

and Engineering, Massachusetts Institute of Technology [AO. Thesis] 

13. Hwangunbong (1992) Study on fatigue life prediction and fatigue life mechanisms. Pohang 

University of Science and Technology, 130 pp. [Pohang University of Science and Technology, 

South Korea] [A0. Research report]. [Korean] 

14. United States National Aeronautics and Space Administration. Scientific and Technical Information 

Branch, United States National Aeronautics and Space Administration. Scientific and Technical 

Information Office, United States National Aeronautics and Space Administration. Scientific and 

Technical Information Division, United States National Aeronautics and Space Administration. 

Scientific and Technical Information Program, NASA Scientific and Technical Information Facility 

(1990) Aeronautical Engineering: A Continuing Bibliography with Indexes [Washington, D.C. 

National Technical Information Service (NTIS)] [A7. Journal paper] 

15. United States. National Aeronautics and Space Administration. Scientific and Technical 

Information Branch.; United States. National Aeronautics and Space Administration. Scientific and 

Technical Information Office.; United States. National Aeronautics and Space Administration. 

Scientific and Technical Information Division.; United States. National Aeronautics and Space 

Administration. Scientific and Technical Information Program.; NASA Scientific and Technical 

Information Facility (1990) Aeronautical engineering. [National Technical Information Service 

(Washington, D.C.NTIS)] ISSN: 0163-4941 [A7. Journal paper] 

16. Engineered Materials Abstracts: EMA (1989) Materials Information (Information service), v4, 

CSA Illumina, American Society for Metals, Institute of Metals [A0. Bibliography] 

17. Physics Abstracts (1989) American Institute of Physics, Institution of Electrical Engineers, Institute 

of Electrical and Electronics Engineers, INSPEC (Information service), Engineering Information, 

Inc. [A0. Abstracts] 

18. International Aerospace Abstracts (1989) [A0. Abstracts] 


A7. Other indexed international papers [Alan dizinlerinde indeksli 

yayınlar] 

A7.2. International Journal of Discrimination and the Law 2002 

Konur, O. (2002) Access to employment by disabled people in the UK: Is the Disability 


Ayrımcılık Yasası etkili mi?], International Journal of Discrimination and the Law, 5(4), pp. 247-279. 

[ISSN: 1358-2291] AB Academic Publisheshers, UK] [Legal Journals Index. PsycINFO, British 

Library Direct, Findoc] [A7. Journal paper] 

� Uses a conceptual framework to review the design and implementation of rules on the access to 

employment by disabled people as a prelude to access to higher education by disabled people, using an 

exemplary study of clinically depressed people within the UK context. The Disability Discrimination 

Act (DDA) was enacted in the UK in November 1995, and the provisions regarding employment (Part 

II) came into force in December 1996. The stated purpose of the DDA has included the ending of 

discrimination in access to employment by disabled people, among others. The introduction of the 

Special Educational Needs and Disability Act (SENDA) (2001) as well as the Disability Discrimination 

(Amendment) Bill (DDAB) (2002) has revived the debate on the effectiveness of the DDA in increasing 

access to employment by disabled people, but particularly by mentally disabled people. The devised 

rules on the discrimination tests have not succeeded in ending discrimination against disabled people in 

access to employment or to justice. Since the SENDA uses the similar tests as the DDA, it would fail to 

end discrimination against disabled students in access to higher education. 

� Key words: higher education, disabled people, disability discrimination, Disability Discrimination Act 

(1995) 

Cits-SSCI-papers 












Cits-Books 

1. Keller, W. L.; Darby, T. J.; Bevernage, C. B.; American Bar Association (eds.) (2003/2004) 

International Labor and Employment Laws V1. Second Edition, BNA Books (Arlington, VA US, 

Bureau of National Affairs). ISBN-10: 1570183902. ISBN-13: 978-1570183904. [A1. Book] 



Institutional Racism in Higher Education, pp. 83-92, 206 pp. (Stoke on Trent, UK, Trentham 

Books). Project Muse. [ISBN-10: 1858563135; ISBN-13: 978-1858563138] [A2. Book chapter] 


1. Lawson, A: (2008) People with psychosocial impairments for conditions, reasonable 

accommodations and the Convention on the Rights of Persons with Disabilities. Law in Context. 

26(2), pp. 62-84. [ISSN: 0811-5796] [25.01.2010] [A7. Journal paper] 






Education). 




Other output 

1. Psychology Wiki (2009) Disability Laws (Psychology Wiki, US). [A0. Bibliographical 

information] 


Enabling Continuous Learning from the NHSScotland Event [National Health Service Scotland, 

Edinburgh] [A0. Bibliography] 


4. Disability Rights Commission (2006) Disability and Employment Reading List (London, Disability 

Rights Commission). [A0. Bibliography] 

5. Finland Institute for Human Rights (2006) Reading List. [A0. Bibliography] 

A7.1. Assessment and Evalution in Higher Education 2002 

Konur, O. (2002) Assessment of disabled students in higher education: current public policy issues 


Assessment and Evaluation in Higher Education, 27(2), pp. 131-152. [ISSN 0260-2938, Online ISSN: 

1469-297X] [Academic Research Library, Academic Search Premier. Academic Search; Advanced 

Placement Source; ArticleFirst, British Education Index. British Library Direct, CiteULike, Contents 

Pages in Education; Database of Research on International Education; EBSCO CD Rom Database; 

EBSCO Online; ECO, Educational Administration Abstracts; Educational Research Abstracts online 

(ERA); ERIC; ERIH (European Reference Index for the Humanities, Pedagogical and Educational 

Research); Higher Education Abstracts; Ingenta Connect, Linguistics Language & Behavior Abstracts, 

National Science Digital Library, Professional Development Collection. Proquest Education Journals, 

Psychological Abstracts; Psychology Wiki, PsycINFO, Research into Higher Education Abstracts, 

UNESCO Databases] [A7. Journal paper] 

� Notes that although there are over 68,000 disabled students in higher education programs in the UK, a 

laissez-faire policy has been adapted regarding the provision of assessment services for these students, 

with a result that there have been no statutory duties for these programs not to discriminate against 

them. This paper argues that it is the academic achievement of disabled students that should be 

measured by the assessment services, not their disabilities. Without the provision of reasonable 

assessment adjustments, as the research shows, it is inevitable that disabilities of disabled students 

would be measured not their academic achievements, contrary to the main argument put forward by K. 

Sharp and S. Earle (2000) among others. The paper argues for a historical role for the educators and 

administrators of higher education programs in eliminating discrimination against disabled students in 

provision of assessment services at every stage of their studies in the long run. 

� Key words: Disabled students, higher education, assessment, disability adjustments 




experiences of discrimination in English universities. International Journal of Inclusive Education 

DOI: 10.1080/13603110903317684. [A3. SSCI paper] 18.02.2011. 


disabilities in cypriot higher education institutions: listening to their voices. International Journal 

of Disability, Development and Education, 57(4), pp. 403-426. [A3. SSCI] 18.12.2010. 



paper] 

4. Roman, L. G. (2009) Go figure! Public pedagogies, invisible impairments and the performative 

paradoxes of visibility as veracity. International Journal of Inclusive Education. 13(7), pp. 677- 

698. [ISSN: 1360-3116] [DOI: 10.1080/136031109003041920] [19.01.2010] [A3. SSCI] 

5. Hanafin, J.; Shevlin, M.; Kenny, M.; Mc Neela, E. (2007) Including young people with disabilities: 

Assessment challenges in higher education, Higher Education, 54(3), pp. 435-448. [A3. SSCI 

paper] 












9. Paige, R. U. (2005) Proceedings of the American Psychological Association for the Legislative 

Year 2005: Minutes of the Annual Meeting of the Council of Representatives, February 18–20, 

2005, and August 17 and 21, 2005, Washington, DC and Minutes of the February, June, August, 

September, and December 2005 Meetings of the Board of Directors, American Psychologist, 61(5), 

pp. 411-512. [A3. SSCI Paper] 

10. Sanderson-Mann, J.; McCandless, F. (2005) Guidelines to the United Kingdom Disability 

Discrimination Act (DDA) 1995 and the Special Educational Needs and Disability Act (SENDA) 

2001 with regard to nurse education and dyslexia, Nurse Education Today, 25(7), pp.542-549. 

[SSCI paper] 

11. Shevlin, M.; Kenny, M.; McNeela, E. (2004) Participation in higher education for students with 

disabilities: an Irish perspective, Disability & Society, 19(1), pp. 15-30. [A3. SSCI paper] 

12. Race, R. (2003). Reflecting upon and changing teaching and learning within education. British 

Educational Research Journal, 29(2), pp. 259-266. [A3. SSCI paper] 

13. Konur, O. (2002) Access-to nursing education by disabled students: rights and duties of nursing 

programs, Nurse Education Today, 22(5), pp. 364-374. [A3. SSCI paper] 

Cits-Books 

1. Harrison, M.; Hemingway, L.; Sheldon, A.; Pawson, R.; Barnes, C. (2009) Evaluation of provision 

and support for disabled students in higher education. [Leeds, University of Leeds] [Funding body: 


2. Magnus, E: (2009) Student, som alle andre, En studie, av hverdagslivet til studenter med nedsatt 


978-82-471-1627-2 (trykt utg.). ISBN 978-82-471-1628-9 (elektr. utg.). ISSN 1503-8181. 

[Trondheim, Norway, Norges teknisk-naturvitenskapelige universitet). [Norwegian] [A1. Book] 

3. Symonds, H. (2009) Teaching, learning and assessment: "It's not like you think" In: Pollak, D. 

(2009) Neurodiversity in higher education: positive responses to specific learning differences. Pp. 


243-268. [Chichester, UK ; Malden, MA : Wiley-Blackwell]. [ISBN: 9780470741597 0470741597 

9780470997536 0470997532] [OCLC Number: 277040922] [xviii, 302 p. : ill. ; 24 cm.] [A2. Book 

chapter]. 




pp. 181-202. [Fedora-Psyche. Athens: Elliniki Gramata] [ISBN: 978-960-19-0271-5[A2. Book 

Chapter] 

5. Högskoleverket (2006) Rapport 2006:45 Examination med kvalitet – en undersökning av 

examinations-förfarandet vid några svenska högskolor; Tematiska Studier, Report Series No. 2006- 

45 R, 84 pp. (Stockholm, Sweden, Högskoleverket, Swedish National Agency for Higher 

Education). [Swedish] [ISSN 1400-948X] [A1. Book, Research report] 

6. McDonnell, E.; Houghton, A.-M. (2006) University students experiencing mental health 

difficulties: a case study from the Disability and Effective Inclusion Policies (DEIP), Project, Paper 

presented at AIM HIGHER-MIND the GAP Conference: From Risk to Resilience, Anglia Ruskin 

University, 21 June 2006, 12 pp. [A14b. Conference paper] 

7. Meijer, C.; Soriano, V.; Watkins, A. (2006) A sajátos nevelési igényű tanulók oktatása európában 

(második kötet) iskolai ellátás az alapfokú oktatást követően tematikus kiadvány, 102 pp., 

(Middelfart, Denmark, European Agency for Development in Special Needs Education). 

(Hungarian) [ISBN: 87-91811-76-7, ISBN: 87-91811-75-9] [A1. Book, Research report] 

8. Meijer, C.; Soriano, V.; Watkins, A. (2006) Educação especial na europa (volume 2) respostas 

educativas pós 1º ciclo do ensino básico publicação temática, 91 pp., (Odenjsa, Denmark; European 

Agency for Development in Special Needs Education) (Portugese) [ISBN: 87-91811-93-7, ISBN: 

87-91811-92-9] [A1. Book, Research report] 

9. Meijer, C.; Soriano, V.; Watkins, A. (2006) Educación especial en europa (volumen 2) factores 

clave en la educación post-primaria publicación monográfica, 93 pp. (Odensa, Denmark, European 

Agency for Development in Special Needs Education). (Spanish) [ISBN: 87-91811-95-3, ISBN: 

87-91811-94-5] [A1. Book, Research report] 

10. Meijer, C.; Soriano, V.; Watkins, A. (2006) Education des personnes présentant des besoins 

particuliers en Europe (Volume 2) prise en compte des besoins dans l'enseignement secondaire 

Publication thématique, 102 pp., (Middelfart, Denmark, European Agency for Development in 

Special Needs Education). (French) [ISBN: 87-91811-70-8, ISBN: 87-91811-69-4] [A1. Book, 

Research report] 

11. Meijer, C.; Soriano, V.; Watkins, A. (2006) Edukacja specjalna w europie (tom 2) organizacja 

kształcenia na poziomie ponadpodstawowym publikacja tematyczna, 97 pp., (Odensa, Denmark; 

European Agency for Development in Special Needs Education). (Polish) [ISBN: 87-91811-91-0, 

ISBN: 87-91811-90-2] [A1. Book, Research report] 

12. Meijer, C.; Soriano, V.; Watkins, A. (2006) Erityisopetus euroopassa (osa 2) perusopetuksen 

alempien luokkien jälkeinen koulutustarjonta, 90 pp. teemajulkaisu (Odensa, Denmark; Euroopan 

erityisopetuksen kehittämiskeskus). (Finnish) [ISBN: 87-91811-68-6, ISBN: 87-91811-67-8] [A1, 

Book, Research report] 

13. Meijer, C.; Soriano, V.; Watkins, A. (2006) Handicap ed istruzione in europa, (volume 2) il 

sostegno nell‟istruzione post-primaria, pubblicazione tematica, 87 pp., (Middelfart, Denmark, 

European Agency for Development in Special Needs Education). (Italian) [ISBN: 87-91811-80-5, 

ISBN: 87-91811-79-1] [A1, Book, Research report] 

14. Meijer, C.; Soriano, V.; Watkins, A. (2006) Hariduslikud erivajadused Euroopas (2. osa) 

põhikoolijärgne haridus teemaväljaanne, 83 pp. (Brussels, Euroopa Eripedagoogika Arendamise 

Agentuur). [ISBN: 87-91811-65-1, ISBN: 87-91811-64-3] [A1, Book, Research report] 

15. Meijer, C.; Soriano, V.; Watkins, A. (2006) Onderwijs aan leerlingen met beperkingen in Europa 

(Deel 2) voorzieningen in het onderwijs na de basisschool, thematische uitgave, 91 pp. (Odensa, 

Denmark; European Agency for Development in Special Needs Education). (Dutch) [ISBN: 87- 

91811-87-2, ISBN: 87-91811-86-4] [A1, Book, Research report] 


16. Meijer, C.; Soriano, V.; Watkins, A. (2006) Sérkennsla í Evrópu (2. bindi) námsúrræði að 

barnaskólastigi loknu þemarit, 87 pp., (Odensa, Denmark; Evrópumiðstöðin fyrir þróun í 

sérkennslu). (is) [ISBN: 87-91811-78-3, ISBN: 87-91811-77-5] [A1, Book, Research report] 

17. Meijer, C.; Soriano, V.; Watkins, A. (2006) Sonderpädagogische förderung in europa (band 2) 

bildungsangebote nach der grundschule thematische publikation, 98 pp., (Middelfart, Denmark, 

European Agency for Development in Special Needs Education). (German) [ISBN: 87-91811-72-4; 


18. Meijer, C.; Soriano, V.; Watkins, A. (2006) Special needs education in europe (volume 2) provision 

in post-primary education thematic publication, 102 pp., (Middelfart, Denmark, European Agency 

for Development in Special Needs Education). (English) [ISBN: 87-91500-00-1, ISBN: 87-91811- 

99-6] [A1, Book, Research report] 

19. Meijer, C.; Soriano, V.; Watkins, A. (2006) Speciālo vajadzību izglītība Eiropā (2.daļa) tālākās 

izglītības iespējas pēc pamatizglītības iegūšanas tematisks izdevums, 102 pp., (Middelfart, 

Denmark, European Agency for Development in Special Needs Education). (Latvian) [ISBN: 87- 


20. Meijer, C.; Soriano, V.; Watkins, A. (2006) Specialpedagogik i europa del 2 specialpedagogiskt 

stöd efter de sex första åren av grundskolan, tematisk rapport, 87 pp. (Odensa, Denmark: European 

Agency for Development in Special Needs Education). (Swedish) [ISBN: 87-91811-98-8, ISBN: 

87-91811-96-1] [A1, book, Research report] 

21. Meijer, C.; Soriano, V.; Watkins, A. (2006) Specialundervisning i europa (2. del) 

støtteforanstaltninger for elever på de ældste klassetrin temapublikation, 89 pp., (Middelfart, 

Denmark, European Agency for Development in Special Needs Education). (Danish) [ISBN: 87- 

91811-63-5 (Elektronisk), ISBN: 87-91811-62-7 (Tryk)] [A1, book, Research report] 

22. Meijer, C.; Soriano, V.; Watkins, A. (2006) Specialusis ugdymas Europoje (Tomas 2) švietimo 

paslaugų teikimo ypatumai teminė publikacija, 87 pp. (Odensa, Denmark; Europos specialiojo 

ugdymo plėtros agentūra). (Lt) [ISBN: 87-91811-85, ISBN: 87-91811-84-8] [A1, Book, 


23. Meijer, C.; Soriano, V.; Watkins, A. (2006) Tilpasset opplæring/spesialundervisning i Europa (Del 

2) støttetiltak etter barnetrinnet tematisk publikasjon, 91 pp., (Middelfart, Denmark, European 

Agency for Development in Special Needs Education). (No) [ISBN: 87-91811-89-9, ISBN: 87- 

91811-88-0] [A1, book, Research report] 

24. Meijer, C.; Soriano, V.; Watkins, A. (2006) Vzdělávání dětí se speciálními vzdělávacími potřebami 

v evropě, (díl 2.) podmínky v sekundárním a terciárním vzdělávání tématická publikace, 85 pp. 

(Odensa, Demark; Evropská agentura pro rozvoj speciálního vzdělávání). (Czech) [ISBN: 87- 


25. Meijer, C.; Soriano, V.; Watkins, A. (2006) Ειδική Αγωγή ζηην Εσρώπη ( Τόμος 2 ) παροτεζ ζηη 

μεηα-πρωηοβαθμια εκπαιδεσζη θεμαηική έκδοζη, 102 pp., (Middelfart, Denmark, European 

Agency for Development in Special Needs Education). (Greek) [ISBN: 87-91811-74-0, ISBN: 87- 

91811-73-2] [A1, Book, Research report] 




[ISBN-10: 1858563135; ISBN-13: 978-1858563138] [A2, Book chapter] 

27. Yorke, M. (2001) Assessment; A Guide for Senior Managers, Assessment Series No. 1, Learning 

and Teaching Support Network, 27 pp. (York, Learning and Teaching Support Network) [ISBN 1- 

904190-02-2][A1. Book] 


1. Lovett, B. J.; Lewandowski, L. J.; Berger, C.; Gathie, R. A. (2010) Effects of response mode and 

time allotment on college students' writingJournal of College Reading and Learning, 40(2), pp. 64- 

79. [04.09.2010] Taylor, M.; Baskett, M.; Wren, C. (2010) Managing the transition to university for 


disabled students. Education + Training. 52(2), pp. 165-175. ISSN: 0040-0912. DOI: 

10.1108/00400911011027743. Emerald Group Publishing. 04.04.2010. 

3. Griffiths, L.; Worth, P.; Scullard, Z.; Gilbert, D. (2010) Supporting disabled students next term in 

practice: A tripartite approach, Nurse Education in Practice. 10(3), pp. 132-137. [DOI: 

10.1016/j.nepr.2009.05.001] [A7. Journal paper] 30.03.2010. 

4. Enjelvin, G. D: (2009) Teaching French to a non-sighted undergraduate: adjusting practices to 

deliver inclusive education. Journal of Further & Higher Education, 33(3), pp. 265-279. [ISSN: 

0309-877X] [DOI: 10.1080/03098770903026180] [A7. Journal paper] 

5. Enjelvin, G. (2009) Teaching French to a non-sighted undergraduate: enhancing everyone‟s 

learning. Enhancing the Learner Experience in Higher Education. 1(1). Pp. 1-10. [A7. Journal 

paper] 

6. Morrison, J.; Brand, H.; Cilliers, C. (2009) Students with disabilities in higher education. Acta 

Academica. 41(3): 201-223. ISSN 0587-2405. [A7. Journal paper] 20.08.2010. 

7. Sanderson-Mann, J., & McCandless, F. (2006). Understanding dyslexia and nurse education in the 

clinical setting. Nurse Education in Practice, 6(3), 127-133. [A7. Journal paper] 

8. Taylor, M. (2005) The development of the special educational needs coordinator role in a higher 

education setting. Support for Learning. 20(1), pp. 22-27. [A7. Journal paper] 

9. Taylor, M. J. 2005) Teaching students with autistic spectrum disorders in HE. Education & 

Training. 47(7), pp. 484-495. [A7. Journal paper] 

10. Freewood, M. (2003) Supporting academic staff in the design and delivery of accessible 

assessments. SKILL Journal. No 76, pp. 3-8. [A7. Journal paper] [12.06.2011] 









Education). 






University 

2. Fisher, K. (2010) Pushing the Right Buttons: disabled students in highereducation & their use of 

assistive technology. MA Research paper. 16000 words. Leeds, University of Leeds). 17.02.2011 

3. Syracuse University (2010) Accomodations, assessment and testing. The Center on Human Policy, 

Law, and Disability. Studies. [A0. Bibiliography]. 22.12.2010. 



Australia). 

5. BioInfo (2009) Ozcan KONUR [A0. Bibliographical Information] 

6. BiomedExperts (2009) Abstract. [A0. Bibliographical Information] 


7. Citexplore (2009) Abstract [A0. Bibliographical Information] 

8. Demos (2006-2009) Online materials for staff disability awareness (Demos, UK). [A0. 


9. DVO (2009) Abstract. [A0. Bibliographical Information] 

10. ESRNExusa (2009) Abstract. [A0. Bibliographical Information] 

11. Ethicshare (2009) Abstract. [A0. Bibliographical Information] 

12. Find-Health-Articles (2009) Paper FT [A0. Bibliographical Information] 

13. Georgia Tech College of Architecture (2009) Centre for Assistive Technology and Environmental 

Access Publications Database. [A0. Bibliographical Information] 

14. Ginfo (2009) Ozcan KONUR [A0. Bibliographical Information] 

15. Hammer, S.; Werth, S.; Dunn, P. (2009) Tertiary students with a disability or chronic illness: 

Stigma and Study. Sunshine Coast University, University of Southern Queensland. Australia. 11 pp. 

16. Iapsych (2009) 

17. Labome (2009) Ozcan KONUR. [A0. Bibliographical Information] 

18. Labmeeting (2009) Abstract. [A0. Bibliographical Information] 

19. NHSScotland Event (2009) NHSScotland Event. Better Health, Better Care. [A0. Bibliographical 

Information] 

20. NTSL (2009) table of contents. [A0. Bibliographical Information] 

21. ResearchGate (2009) Abstract [A0. Bibliographical Information] 

22. Ritsumeikan University (2009) Abstract. [A0. Bibliographical Information] 

23. Universidad Complutense Madrid (2009) Abstracts (Universidad Complutense Madrid, Spain). 

[A0. Bibliographical Information] 

24. Wanfang Data (2009) Abstracts (Wanfang Data, China). [A0. Bibliographical Information] 

25. Wellsphere (2009) Dyslexia Education. Web Resources [A0. Bibliographical Information] 

26. Blackwood, J.; Darrow, J.; Oxford, R. (2008) Accessibility in Online Learning at West Hills 

College Lemoore. 26 pp. [Fresno, US; BOD Educational Consultants]. [A0. Research Report] 



28. Classroom Accommodation Network (2008) Universal Design (Kent, OH, US, Kent State 

University). [A0. Research digest] 

29. Koca-Atabey, M. (2008) The social value of higher education for disabled university students: a 

comparison between Turkey and the UK. Presented at the Annual Postgraduate and Newer 

Researchers’ Conference of the Society for Research into Higher Education (SRHE) December 

2008. [A0. Research paper] 


31. University of Hiroshima (2008) Bibliography. Higher Education. [Hiroshima, Japan, University of 

Hiroshima. Research Institute for Higher Education] [A0. Bibliography] 

32. Watkins, A. (2008) Access to and within higher education for students with special educational 

needs, 19 pp. (Middelfart, Denmark, European Agency for Development in Special Needs 

Education). [A0. Research report] 

33. Wharrad, H.; Sanderson-Mann, J.; McCandless-Sugg, F. (2008) Dyslexia and Work-based 

Learning: a resource for mentors, Escalate Small Grant Final Project Report, 22 pp. (Nottingham, 

University of Nottingham). [A0. Research Report] 


34. State, K. (2007) Transitions for Disabled Students: Literature Review, 102 pp. (University of 

Huddersfield, UK). [A0. Research report] 

35. McDonnell, E.; Houghton, A.-M. (2006) University students experiencing mental health 

difficulties: a case study from the Disability and Effective Inclusion Policies (DEIP), Project, Paper 

presented at AIM HIGHER-MIND the GAP Conference: From Risk to Resilience, Anglia Ruskin 

University, 21 June 2006, 12 pp. [A14b. Conference paper] 


[Muğla Üniversitesi Akademik Değerlendirme ve Kalite GeliĢtirme Raporu] Mugla University, 


Report noa. 2006/01, Version no. 1.5, 480 pp., October 2006 (Mugla, Mugla University)]. 

[Turkish] (A0, Institutional report). 

37. Hartley, J. (2005) Disability in higher education. A literature review. University of London School 

of Pharmacy. (A0. Research report). 24.03.2010. 

38. Welch, P. (2006) Assessment Strategies in UK Higher Education [Wolverhampton, UK; University 

of Wolverhampton] [A0. Professional Traing Notes. Bibliography] 

39. Konur, O. (2003) Access to higher education by disabled students and the scholarship of teaching 

and learning [Engelli öğrencilerin yüksek öğrenime katılımı ve eğitim ve öğrenim alanında 

araĢtırmalar], Proceedings, Joint UK & USA Conference on the Scholarship of Teaching and 

Learning (SoTL), (London, City University). [A14b, Book chapter, Conference paper] 

40. Herrington, M.; Simpson, D. (2002) Making reasonable adjustments with disabled students in 

higher education, Staff Development Materials, Case Studies and Exercises. 74 pp. (Nottingham, 

University of Nottingham). [A0, Research report] 

41. Konur, O. (2002) Access to e-learning in higher education öğrenime katılımı: Güncel sosyal 





University). [A14.b. Book chapter; conference paper] 

42. Welch, P. (2002) Assessment strategies in higher education [Wolverhampton, University of 

Wolverhampton] [A0, Bibliography] 

43. Hartley, J. (2001) Disability in Higher Education: a literature review, (London, University of 

London). [A0, Research report] 


A.10 Other international journal papers [Diğer uluslar arası 

makaleler] 

A10.1 Konur, O. (1999) Disability Rights Task Force and its recent recommendations: enforceable 

civil rights for disabled people [Engelli Hakları Komisyonu ve son tavsiyeleri: Engelliler için 

gerçekleĢtirilebilir medeni haklar], Rehab Network no. 55/56 pp. 18-21. April 2000. [ISSN: 0955- 

3142.] [City University, UK] [Social Care Online] [A10, journal paper] 

� Looks at the recommendations of the report "From Exclusion to Inclusion" which consolidates the work 

of the Disability Rights Task Force on Civil Rights for Disabled People. 


Cits-other 

1. Konur, O. (2002) Access to Nursing Education by disabled students: Rights and duties of 

nursing programs [Engelli öğrencilerin HemĢirelik Eğitimi‟ne katılımı: HemĢirelik 

programlarının hakları ve görevleri], Nurse Education Today, 22(5), pp. 1-11. [A3. SSCI 

paper] 

2. Konur, O. (2000) Creating enforceable civil rights for disabled students in higher education: an 

institutional theory perspective [Yüksek öğrenimdeki engelli öğrencilerin katılımı için 

uygulanabilir medeni hakların oluĢturulması], Disability and Society 15(7), pp. 1041-1063. 

[A3, SSCI paper] 

1. Social Care Institute for Excellence (2009) Social Care Online. Better Knowledge for Better 

Practice. [A0. Bibliography] 


Enabling Continuous Learning from the NHSScotland Event [National Health Service 

Scotland, Edinburgh] [A0. Bibliography] 


A14.2 Full text published international presentations [Tam metin 

basılmış sunumlar] 

CP. 2011/09. Konur, O. (2011) The analysis of the research on the financing of higher education. 

Higher Education Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-252. 

International Conference Proceedings No. 2011/09. (Ankara, Turkish Council of Higher Education). 

[10.06.2011] 

The higher education system has significantly expanded worldwide in recent years. Both the number of 

institutions and students has increased significantly. There has been also huge demand for the 

universities to provide a number of services to the society such as health services, consultancy services 

and adult education services. It is well established in the financial literature that universities are also 

financial entities with the balance sheets and profit and loss accounts. They have to find money to 

finance their infrastructures and to pay their daily operational expenses. There has been many financing 

models both in theory and practice and there has been increasing calls to demand money from the 

services users such as students and health services users. Therefore it is timely have a closer look into 

these financing models as there have been parallel calls in Turkey to reform the financing of the higher 

education system. A content analysis of the research on the financing models of higher education was 

carried out to have an idea about these models and their implementation with implications for Turkish 

higher education institutions. 

Keywords: higher education, finance models, costs, budgeting, strategic financial management 

CP. 2011/08. Konur, O. (2011) The scientometric biography of a leading scientist working in the field 

of bio-energy. Karakoc, T. H.; Midilli, A.; Turan, O.; Orman, E.; Tunca, F.; Yazar, I. (Eds.) The 6 th 

International Green Energy Conference (IGEC-6) Proceedings. ISBN: 978-605-89885-3-8. 

IGEC-VI-2011-241. June 2011. International Conference Proceedings No. 2011/08. (Eskisehir, 

Turkey, Anadolu University). [10.06.2011] 

The paper presents a scientometric biography of Prof. Dr. Ayhan Demirbas working in the area of bioenergy. 

Prof. Demirbas, born in Trabzon in 1949, had a doctoral degree in Chemical Engineering from 

Ankara University in 1980 and worked as a member of faculty in Selcuk University, Konya; Karadeniz 

Teknik University, Trabzon, Sila Science and Energy, Trabzon; Auburn University, US; and Sirnak 

University, Sirnak, working as a Professor since 1991. He researched and taught in the areas of 

renewable energies such as biodiesels, biofuels, biomass pyrolysis, liquefaction and gasification, biogas, 

bioalcohols, and biohydrogen. He also had studies in other areas such as the development of pulp from 

plants, chemical thermodynamics, engineering thermodynamics, cement chemistry, heavy metal 

determination in mushrooms, supercritical fluid extraction of various biopolymeric materials, 

briquetting of biomass, chemical education, energy education etc. He produced 454 articles and reviews 

in the interdisciplinary areas relating to the bio-energy up to 2011 where 379 of them were indexed by 

the SCI or the SSCI as of February 2011. He received 6,723 citations giving a ratio for the “Average 

Citations per Item” as 14.8 and “H-index” over 39 as of February 2011. This paper suggests that 

scientometric methods are useful for the evaluation of individual researchers and for publicizing their 

scientific achievement. 

Keywords: Prof. Dr. Ayhan DEMĠRBAS, scientometric biography, research productivity, research 

evaluation 

Cits 

Konur, O (2011) [The working brief on the Sirnak University and “the 2011 URAP ranking of 

Turkish universities according to the academic performance”] version 1.1. July 2011. 20 pp. 

(Sirnak, Turkey; Lect. Ozcan KONUR). Turkish with English abstract. 

CP. 2011/07. Konur, O. (2011) The scientometric evaluation of the research on the biofuels. Karakoc, 

T. H.; Midilli, A.; Turan, O.; Orman, E.; Tunca, F.; Yazar, I. (Eds.) The 6 th International Green 


Energy Conference. IGEC-VI-2011-242. ISBN: 978-605-89885-3-8. June 2011. International 

Conference Proceedings No. 2011/07. (Eskisehir, Turkey, Anadolu University). [10.06.2011] 

The present study explores the characteristics of the literature on the biofuels published during the last 

three decades, based on the databases of Science Citation Index Expanded (SCIE) and Social Sciences 

Citation Index (SSCI) and its implications using the scientometric techniques. The results of this study 

reveal that the literature on the biofuels has grown exponentially during this period reaching 3,269 

papers in total with paralleling enormous changes in the research landscape. Papers are mostly journal 

articles, reviews, and proceedings, predominantly in English. USA, Germany, and England are the three 

most contributing countries. The “University of California at Berkeley” is the most contributing 

institution. The most publishing author is “Demirbas, A”. “Biomass & Bioenergy” is the most 

publishing journal whilst, “Energy & Fuels” is the most published subject area. The total number of 

citations is 24,153, giving a ratio for the “Average Citations per Item” as 9.09 and “H-index” as 61. 

Jones & Dangle (2006) has had the highest impact on the literature. The results of this first ever such 

study of its kind, show that the scientometric analysis has a great potential to gain valuable insights into 

the evolution of the research on the biofuels. 

Keywords: biofuels, scientometrics, research evaluation, research productivity 

CP. 2011/06. Konur, O. (2011) The analysis of the international research on the bologna process. 

Higher Education Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-255. 


[10.06.2011] 

There has been a significant expansion in the higher education system at both the national and global 

scale. As the number of institutions and the number of students increase it is essential to focus on the 

quality of the educational programs in the universities. The European Union has been developing the 

regional policies to increase the quality of the educational programs in Europe. The Bologna Process 

has been one of the main tenets of these regional policies. These policies have been increasingly 

implemented in recent years under the guidance of the Turkish Council of Higher Education. 

Therefore it is timely to have a closer look into the development and implementation of these policies 

and processes through the analysis of the published research in the international scientific journals. 

Both the content analysis and scientometric analysis techniques are employed for such a purpose. All 

the stakeholders would find helpful to focus on the main tenets of policies and processes on the 

Bologna Process by focusing on the complete picture of the research carried out in this area, 

implemented in our country as well. 

Keywords: Bologna Process, European Union, Turkey, Europe, research evaluation, scientometrics, 

European Higher Education Area 

CP. 2011/05. Konur, O. (2011) An analysis of the international research on higher education. Higher 

Education Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-253. International 

Conference Proceedings No. 2011/05. (Ankara, Turkish Council of Higher Education). [10.06.2011] 

Although there has been a sharp increase in the research output by the Turkish researchers in the 

applied hard sciences like engineering, medical sciences and natural sciences in recent years, the 

research output in the field of social sciences but especially in educational sciences has been under 

the expected level. As there have been calls for the restructuring of the Turkish higher education 

system in many fronts, it would be beneficial for all the stakeholders to have a look into the current 

state of the research on higher education within the global context to determine the key issues and 

processes shaping the higher education research and practice. The research on higher education is 

analysed scientometrically for the last three decades as of March 2011. The most studied subjects, the 

most publishing institutions and countries, and the impact on the international literature are among 

the subjects covered in such analysis. 

Keywords: higher education research, scientometric analysis, research evaluation, research 

productivity 


CP. 2011/04. Konur, O. (2011) The international research performance and ranking of the foundation 

universities in Turkey. Higher Education Congress: New Trends and Issues. Proceedings. June 2011. 


Higher Education). [10.06.2011] 

It is a well-known fact that higher education has significantly expanded in Turkey since 1980s with a 

significant increase in both the number of universities and students, as well as the number of the 

academic staff. The establishment of the foundation universities has been a significant aspect of this 

expansion. Although the research output of Turkish universities has increased substantially in recent 

years, little is known about the international research performance of these foundation universities. 

With the development of national and institutional policies promoting the enhancement of the 

research performance of Turkey paralleling similar initivates at a global scale, it is timely to have a 

look into the research performance of the foundation universities to test the hypothesis that the 

foundation universities have propensity for the better research performance. The research 

performance of these universities is scientometrically analysed in an historical perspective starting 

from the 1980s. These universities are ranked both in terms of the number of publications and the 

number of citations they receive. 

Keywords: Turkey, foundation universities, scientometric analysis, research evaluation, research 

productivity 

CP. 2011/03. Konur, O. (2011) A case study on the processes of academic evaluation and quality 

improvement in Turkish universities. Higher Education Congress: New Trends and Issues. 

Proceedings. June 2011. UYK-2011-247. International Conference Proceedings No. 2011/03. 

(Ankara, Turkish Council of Higher Education). [10.06.2011] 

The processes relating to the academic evaluation and quality improvement in higher education have 

been an important part of the quality assurance system in many fronts for many years. The rapid 

expansion of the higher education system in Turkey since 1980s has made these processes more 

important in the face of the consumer-led policy development worldwide. It is timely to have a look 

into these processes as the national projects under the guidance of the Turkish Council of Higher 

Education have been undertaken in Turkish universities since 2005. The implementation of the 

national regulation relating to this project in a university is narrated with the key implementation 

points as a case study from the standpoint of a project director. It is found that there have been many 

national and institutional determinants of the success of this project. This project has been helpful in 

directing all the stakeholders‟ attention to the academic evaluation and quality improvement in 

universities. 

Keywords: academic evaluation, quality improvement, Turkey, Council of Higher Education, 

regulations, Namik Kemal University, case study 

CP. 2011/02. Konur, O. (2011) Global policies and practices on the access to higher education by 

students with disabilities. Higher Education Congress: New Trends and Issues. Proceedings. June 

2011. UYK-2011-246. International Conference Proceedings No. 2011/02. (Ankara, Turkish Council 

of Higher Education). [10.06.2011] 

As there have been emerging public policies for promoting opportunities for students from the 

disadvantaged sections of the society for access to the higher education globally and nationally in recent 

years, this issue has been more important for students with disabilities. Starting with the Rehabilitation 

Act of 1973 and Americans with Disabilities Act of 1990 in the US, there has been development of 

national policies worldwide supported by the International and regional conventions on the disability 

equality. Although there have been uncertainties about the definition of disability in these policy 

documents, it has been understood that students with disabilities have increasingly participated in higher 

education as their non-disabled peers. As there have been calls and projects on the participation of these 

students in Turkish universities in recent years under the guidance of the Turkish Council of Higher 

Education, it is timely to have a look into these policies and practices in some detail with implications 

for the Turkish Higher education system. 


Keywords: Students with disabilities, public policies, access to higher education, disability equality. 

CP. 2011/01. Konur, O. (2011) International recognition of the research on higher education carried 

out by turkish researchers. Higher Education Congress: New Trends and Issues. Proceedings. June 

2011. UYK-2011-244. International Conference Proceedings No. 2011/01. (Ankara, Turkish Council 

of Higher Education). [10.06.2011] 

Although there has been a sharp increase in the research output by the Turkish researchers in the applied 

hard sciences like engineering, medical sciences and natural sciences in recent years, the research output 

in the field of social sciences but especially in educational sciences has been under the expected level. 

There has not been any study carried out on the international recognition of the research on higher 

education carried out by the academic staff working in Turkish universities. As there have been calls for 

the restructuring of the Turkish higher education system in many fronts, it would be beneficial for all 

the stakeholders to have a look into the current state of the research on higher education in Turkey. The 

research on higher education is analysed scientometrically for the last three decades as of February 

2011. The most studied subjects, the most publishing institutions, historical development of research 

and citations are among the subjects covered in such analysis. 

Keywords: Turkey, higher education research, scientometric analysis, research evaluation, Turkish 

academics, research productivity 

CP. 2003/01. Konur, O. (2003) Access to higher education by disabled students and the scholarship of 

teaching and learning [Engelli öğrencilerin yüksek öğrenime katılımı ve eğitim ve öğrenim alanında 

araĢtırmalar], Proceedings, Joint UK & USA Conference on the Scholarship of Teaching and Learning 

(SoTL), International Conference Proceedings No. 2003/01 (London, City University). [A14b, Book 

chapter, Conference paper] 

� Disabled students have increasingly participated in higher education in the recent years, currently 

comprising over 4% of the total student population, following the public policy initiatives encouraging 

the widening participation in UK higher education programs. A laissez faire policy has been adapted in 

making teaching and learning services accessible to these students. Perhaps as a result of lack of a 

coherent policy and practice in making curriculum accessible to disabled students, there have been a 

wide range of concerns expressed about the maintenance of academic standards and quality of teaching 

and learning, (see for example Sharp and Earle, 2000). This paper aims to outline and discuss the 

scholarship of teaching and learning regarding the accessibility of the curriculum to disabled students in 

the UK higher education programs, taking the advantage of the current public policy initiatives to bring 

new rules to regulate the access by disabled students to the curriculum: the Special Educational Needs 

and Disability Act (2001). The complexity of the issues involved makes it imperative to use an 

interdisciplinary research framework rather than using a single discipline based mode of enquiry. The 

paper particularly addresses the role played by teaching scholars and administrators in this public policy 

debate and research. It argues that there is a crucial and historical role for them in making the 

curriculum accessible to disabled students in higher education in the spirit of the new law while at the 

same time maintaining academic standards and the equality of teaching and learning. 

� Keywords: disabled students, higher education, universities, Disability Discrimination Act (1995), 

Special Educational Needs and Disability Act (2001), Americans with Disabilities Act (1990), 

Rehabilitation Act (1973), Disability Discrimination Act (1992) teaching and learning, scholarship of 

teaching and learning, academic assessment, disability adjustments. 

CP. 2002/01. Konur, O. (2002) Access to e-learning in higher education by disabled students: current 

public policy issues [Yüksek öğrenimdeki engelli öğrencilerin electronic öğrenime katılımı: Güncel 


Proceedings of the Third International Conference on Networked Learning 2002, (a research based 

conference on e-learning in Higher Education and Lifelong Learning), 26 March- 28 March 2002, 

University of Sheffield, Sheffield, pp. 406-414. International Conference Proceedings No. 2002/01 


(Sheffield, University of Sheffield and Lancaster, Lancaster University). [PapersFirst, ICDLIT], 

[A14.b. Book chapter, conference paper] 

� The emerging public policy issues regarding access to networked learning in higher education by 

disabled students are presented to disseminate research based on a four-year long self-funded research 

project at City University. The networked learning has formed a main ingredient of the curriculum in 

the UK universities in recent years. Unsurprisingly, a substantial body of research emerged in this issue. 

In the meantime, disabled students continued to be under-represented with a participation ratio of 4.5 % 

with a differential rate of participation among inter-disability groups. The access to networked learning 

would be regulated by the Disability Discrimination Act (1995) as amended by the Special Educational 

Needs and Disability Act (2001) starting from September 2002. This paper disseminates research on the 

related public policy issues from an interdisciplinary research and policy perspective. 

� Keywords: Disabled students, higher education, networked learning, Disability Discrimination Act 

(1995), Internet, interdisciplinary research, evidence-based policy, good practice culture, higher 

education law. 


1. Perlin, M. L. (2007) An Internet-based mental disability law program: implications for social 

change in nations with developing economies, Fordham International Law Journal, 30, pp. 435- 

462. [ISSN: 0015-704X] [A3. SSCI Journal paper] 






Cits-Books 

1. Seale, J. (2006) E-Learning and Disability in Higher Education Accessibility Research and 

Practice. ISBN: 978-0-415-38310-3. Routledge. London. 240 pp. [A1. Book] 27.09.2010 

Cits- other 

1. University of Salford (2011) DĠsability [2002 Scholarship Conf). 

2. Darrow, R. (2009) Web Acccessibility. [US] [A0. Bibliography] 

3. Geometry (2009) Geometry Online Learning Center. Disabled and Special Needs Schools 

(Geometry, US). [A0. Bibliography] 

4. Open University (2009) ICDL Literature Database Planning, policy and politics of distance 

education (Open University International Centre for Distance Learning Promoting Distance 

Learning Worldwide, UK] [A0. Bibliography] 

5. Open University (2009) ICDL Literature Database Higher education - general (Open University 

International Centre for Distance Learning Promoting Distance Learning Worldwide, UK] [A0. 

Bibliography] 

6. Open University (2009) ICDL Literature Database Access to distance education (Open University 

International Centre for Distance Learning Promoting Distance Learning Worldwide, UK] [A0. 

Bibliography] 

7. Open University (2009) ICDL Literature Database Special needs (disability, giftedness etc) 

education (Open University International Centre for Distance Learning Promoting Distance 

Learning Worldwide, UK] [A0. Bibliography] 


8. Higher Education Academy (2009) KnowledgeBank, Subject Centre for Information and Computer 

Sciences [Northern Ireland, University of Ulster at Jordanstown, Higher Education Academy] [A0. 

Bibliography] 

9. Demos (2008) Accessible web design, DEMOS Online materials for staff awareness. [a0. 

Development resource] 

10. Demos (2008) Resources, DEMOS Online materials for staff awareness. [a0. Development 

resource] 

11. LTSN (2008) LTSN-ICS Resources for Information and Library Science – Accessibility, 

Bibliography (LTSN, UK). [A0. Bibliography] 

12. Higher Education Academy (2005) Accessibility and disability [Northern Ireland, University of 

Ulster at Jordanstown, Higher Education Academy] [A0. Bibliography] 

13. Wright, L.; Stephenson, J. (2002) Issues around the use of WebCT in on-line learning for dyslexic 

students at the University of East London. In, S. Banks; P. Goodyear; V. Hodgson; and D. 

McConnell (Eds.) Proceedings of the Third International Conference on Networked Learning 

2002, (a research based conference on e-learning in Higher Education and Lifelong Learning), 26 

March- 28 March 2002, University of Sheffield, Sheffield, pp. 406-414. (Sheffield, University of 

Sheffield and Lancaster, Lancaster University). PapersFirst [A14.b. Book chapter, conference 

paper] 

CP. 2001/01. Konur, O. (2001) Transition from further education to higher education for disabled 

students, paper presented at the Widening Participation [Engelli öğrencilerin mesleki öğrenimden 

yüksek öğrenime geçiĢi] in Higher Education for Disabled Students Summer Conference: Training for 

Excellence, Hereward College of Further Education, Coventry, 21 June 2001; Widening Participation 

in Higher Education for Disabled Students: Training for Excellence Conference Report, pp. 14-25. 

International Conference Proceedings No. 2001/01. (Coventry, Hereward College of further 

Education) [A14b. Book chapter, conference paper] 

� Disabled students have increasingly participated in both Further and Higher Education in recent years, 

currently constituting over 4% (over 70,000 disabled students) of the whole student population in higher 

education in the UK. Further Education colleges with over 150,000 disabled students have played an 

increasing role in preparing disabled students for higher education. A number of empirical studies have 

given evidence that the transition planning has an important role to play. An important aspect of this 

planning process is to educate disabled students about the rules of the game in higher education 

institutions. Therefore it is timely and helpful to have a close look at these rules of the game as the 

current legislative and institutional environment is changing. The Special Educational Needs and 

Disability Act (2001) amending the Part IV of the Disability Discrimination Act (1995) aims to regulate 

the participation of disabled students at all levels of education. Furthermore, higher education 

institutions have been given a wide range of discretion to design their own rules of the game regarding 

admission and participation of students in general under the provisions of the higher education law. 

Although Quality Assurance Agency (QAA) have recently developed a series of codes of practices 

offering guidelines on various aspects of the higher education experience for students, these provisions 

have had no effective enforcement characteristics. Particularly, the complaints and appeals procedures 

of the universities and colleges have been considered as inefficient in dealing effectively with the 

student complaints and appeals. Similarly, students‟ unions‟ role in representing their students has 

become more ambiguous in recent years, with more students unable to get effective guidance and 

support in educating themselves about their institutions‟ complaints and appeals procedures. There has 

been ample evidence that this has been truer for disabled students. This paper outlines and discusses in 

some detail the implications of the existing and the impending rules of the game at both the national and 

institutional levels for transitional processes for disabled students bound for higher education as well as 

their support teams in further education colleges. 

� Key words: further education, higher education, transitional planning, disabled students, Disability 

Discrimination Act (1995) (DDA), Special Educational Needs and Disability Act (2001) (SENDA), 

students‟ unions, Education Act (1994), widening participation, disabled student support services, 


models of service delivery, complaints and appeals, higher education law and policy, disability law and 

policy, institutional theory. 

Cits SSCI papers 





2. Konur, O. (2002) Access to Nursing Education by disabled students: Rights and duties of nursing 

programs [Engelli öğrencilerin HemĢirelik Eğitimi‟ne katılımı: HemĢirelik programlarının hakları 

ve görevleri], Nurse Education Today, 22(5), pp. 1-11. [A3. SSCI paper] 


A14.3 Abstract published presentations [Özeti basılmış sunumlar] 

CP. 2003/01. Konur, O. (2003) Explorations of the game of research into sexual harassment in higher 

education, [Yüksek öğrenimde cinsel tacize iliĢkin araĢtırma olayına yaklaĢımlar] Sex/Sexuality and 

Relationship Education Conference, The Institute of Education, University of London, London, the 

UK, 29 May 2003 International Conference Proceedings No. 2003/01. [London, University of 

London] [A14c, conference paper] 

� As increasing number of female students, students with different sexual orientation, and mature students 

enter into the higher education, ensuring a positive learning environment in both the classroom and in 

the work placements for these students become increasingly an important public policy issue in the 

recent years across geographies, academic disciplines, ethnicities, disabilities, and cultures. This has 

been true also for ensuring such positive climate within the employment context. A number of public 

and institutional policies as well as financial initiatives have been developed over the years for such 

purpose. Sex Discrimination Act (1975) and the „good practice‟ policies of the funding bodies and the 

universities have been such policies and initiatives, mirroring the similar policies across geographies 

such as those in Australia and the US. However, little is known about the comparative effectiveness of 

such initiatives across disabilities, academic disciplines, geographies, ethnicities, and cultures among 

others. A conceptual framework which is useful in highlighting the close relationships by the key 

players in shaping the rules of the game of the research into sexual harassment in higher education is 

used for this purpose. The focus is on the „education‟ of the key players including students themselves, 

their lecturers/tutors, support staff, senior management teams, work placement supervisors/tutors, and 

doctoral/master research supervisors among others at the institutional level considering the focus of the 

Conference. The wider public policy context is also considered as a background shaping the policy and 

practice at the institutional level. It is argued that research has been fragmented across geographies, 

academic disciplines, journals, ethnicities, disabilities, and cultures among others based on the findings 

from the bibliometric and content analysis of research carried out between 1990 and 2002 with a focus 

on the period between 1998 and 2002. It is further argued that the funding, production, and 

dissemination of research in the UK have been relatively negligible raising questions about the demand 

and supply of the research in this country. It is reasoned that there is a causal relationship between the 

demand and the supply of the research which is in turn affected causally by the availability or the lack 

of the proper incentive structures for the funding, production, and dissemination of the research into 

sexual harassment in higher education given the insights gained from the conceptual framework used. It 

is also noted that there have been similarities with the research on disability and higher education, 

bringing further insights. 

� Keywords: sexual harassment, higher education, students, academic staff, gender, sex, sexuality, 

training, public policy, institutional policy, practice, law, disability, ethnicity, geography, academic 

discipline, doctoral study, research, bibliometrics, content analysis, research map, the UK, the US, 

Australia, Canada. 

CP. 2002/02. Konur, O. (2002) Emerging public policy issues from a quarter century of the Race 

Relations Act‟s application to staff in higher education for access to higher education employment by 

disabled people [Irk bazlı Ayrımcılık Yasası‟nın yüksek öğrenimde çalıĢma hayatına çeyrek yüz yıllık 

uygulamasının yüksek öğrenimde çalıĢma hayatına engelliler tarafından katılımına etkileri]. Paper 

presented at Institutional Racism in HE Conference, 3rd July 2002 International Conference 

Proceedings No. 2002/02. (Leeds, University of Leeds). [A14c, conference paper] 

� The public policy making process for access to higher education by disabled students saw the enactment 

of the Special Educational Needs and Disability Act (SENDA) 2001 amending the Part IV of the 

Disability Discrimination Act (DDA) (1995). The close study of the SENDA suggests there are close 

similarities in the ways the SENDA and the Race Relations Act (RRA) (1976) are devised regarding the 

jurisdiction tests, disability/race tests, discrimination tests and enforcement tests. Although there have 

been relatively substantial body of research on the micro-characteristics of student experiences within 

the racial contexts, there was perhaps no study into the looking into the emerging public policy issues 

from the implementation of the RRA since the 1970s within the higher education context. Therefore, it 

is timely to consider such emerging issues to test various hypotheses surrounding the perceived 

effectiveness of the SENDA in enabling disabled students to have access to higher education. This 


paper would provide comparative study of the RRA and DDA/SENDA through the legal and 

interdisciplinary analysis of the appellate cases on the RRA as concerning students in higher education 

since 1970s. It is argued that the rules of the game particular to the race and disability legislation matter 

only within the context of the higher education law and policy. Furthermore, it would be helpful to 

develop evidence based public policies based on the experience with the RRA in judging the 

effectiveness of the SENDA. 

� Keywords: Race Relations Act (RRA) 1976, students, higher education, disability, Disability 

Discrimination Act (DDA) 1995, Special Educational Needs and Disability Act (SENDA) (2001), 

evidence-based public policies, interdisciplinary research. 

CP. 2002/01. Konur, O. (2002) Scholarship of teaching, learning and assessment of disabled students 

in higher education [Yüksek öğrenimdeki engelli öğrencilerin öğrenim ve değerlendirilmesine iliĢkin 

araĢtırmalar]. Paper presented at Second UK & US Conference on the Scholarship of Teaching and 

Learning (SoTL), 23-24 May 2002 International Conference Proceedings No. 2002/01. (London, City 

University, University of East London). ]A14c. conference paper] 

� High-stake assessment of students in higher education has emerged as an important public policy issue 

in recent years as evidenced both by the substantial body of research, the presence of two specialist 

journals (Assessment and Evaluation in Higher Education and Assessment in Education) and the 

substantial body of the case law in the UK courts (Coggeran, 2000). This trend has been matched 

equally in the US. The access to higher education by disabled students has also emerged as an important 

public policy issue in parallel in both countries. This access would be regulated by the Disability 

Discrimination Act (1995) as amended by the Special Educational Needs and Disability Act (2001) in 

the UK starting from September 2002 (Konur, 2000, 2002a). However, the Americans with Disabilities 

Act (1990) and the Rehabilitation Act (1973) have regulated such access in the US since the mid-1970s. 

Furthermore, unlike, the UK, a substantial body of case law and research has emerged in the US on the 

assessment of disabled students (Bartlett, 2001, Harvard Law Review, 1998, Hunsicker, 2000, Phillips, 

1994). Therefore it is not surprising that there has been a new interest in researching assessment of 

disabled students in higher education in the UK in recent years (Earle and Sharp, 2000; McCarthy and 

Hurst, 2001, Konur, 2002b). For example Earle and Sharp (2000, pp. 544) asked whether reasonable 

adjustments should be made in the high-stake assessment of disabled students in higher education and 

answering this question negatively wrote that: “compensating disabled students by offering them less 

onerous forms of assessment is an unhelpful, potentially discriminatory and generally undermining 

practice”. Therefore the exclusion of disabled students from higher education and professions “will be 

as a justifiable consequence of the person‟s physical and mental limitations”. Similarly, McCarthy and 

Hurst (2001) do not deal with the issues raised by Sharp and Earle (2000) as well as Macfarlane (2001) 

in assuring academic staff and administrators in universities that making reasonable adjustments and 

academic standards may not be incompatible and the lack of reasonable adjustments for disabled 

students in high-stake assessments would prevent them to reap benefits of having access to higher 

education at all since they would be „less favourably treated‟ as regard to their peers. The key research 

and case law in this area is presented within the wider policy contexts both in the UK and US. 

� Key words: Disabled students, assessment, higher education, Disability Discrimination Act (1995), 

Americans with Disabilities Act (1990), reasonable adjustments, professional ethics, scholarship of 

teaching and learning, public policy, professional ethics 

Cits-Books 

1. Herrington M. (Ed.) (2002) Making reasonable adjustments with disabled students in higher 

education, Staff development materials case studies and exercises. 74 pp. (Nottingham, University 

of Nottingham). [A0. Book, research report] 

2. Royal National Institute for the Deaf (2002) Deaf students in higher education how inclusive you 

are? Giving deaf and heard of hearing students a head start, a self-assessment tool, 70 pp., 

(London, RNID). [A0. Research report] 


Cits-other output 

1. Higher Education Academy (2009) Accessiblity & Disability. Publications and Books. [Higher 

Education Academy, UK9 [A0. Bibliography] 







University). PapersFirst [A14.b. Book chapter, conference paper] 

CP. 2001/06. Konur, O. (2001) Participation of visually-disabled students in Further and Higher 

Education: Current public policy issues [Görme engelli öğrencilerin mesleki ve yüksek öğrenimde 

katılımı: Güncel sosyal politika sorunları], paper presented at the ABAPSTAS Annual Conference, 

University of Manchester, Manchester, 31 August 2001- 2 September 2001 International Conference 

Proceedings No. 2001/06. (London, ABAPSTAS). [A14c, conference paper] 

� Disabled students have increasingly participated in both Further and Higher Education in recent years. 

Visually-disabled students currently constitute a small fraction of the disabled student population in 

higher education (less than 4% of the total disabled students in higher education) where medically and 

learning disabled students form the majority of this population. One reason for the under-representation 

of visually-disabled students in post-school education may be explained by the existence of the 

relatively substantial support needs for such students during their study. Universities and colleges have 

had no duties to provide such support. The Special Educational Needs and Disability Act (2001) 

(SENDA) brings new duties on the governing bodies of colleges and universities to provide such 

support services starting in September 2003. However, contrary to the common perception, it also 

brings rights for the universities and colleges to discriminate against them justified on a number of 

grounds such as academic standards or financial constraints as the SENDA Part 2 Draft Code of 

Practice gives evidence to this effect. The entry to the caring professions is likely to continue to be more 

problematic due to such constraints as the experience with the implementation of the Americans with 

Disabilities Act (1990) (ADA) or its predecessor, the Rehabilitation Act (1973) in the US has shown 

over a quarter century. Therefore the advisers and educators of visually disabled students have a crucial 

task in advising them in a realistic manner. The session involved a presentation followed by a facilitated 

discussion session on the participation of visually disabled students in post-school education. After the 

background issues such as funded disability initiatives, the new duties and rights brought by the new 

law (The SENDA and the Draft Code for Practice for Part 2) would be outlined and its implications for 

these students and their advisors and educators would be discussed in more detail. It was aimed that at 

the end of the session, delegates would have an up-to-date understanding of the current public policy 

issues regarding the participation of visually disabled students. 

� Key words: further education, higher education, transitional planning, visually disabled students (blind 

students, visually-impaired students, students with the sight loss, students with the partial sight), 

Disability Discrimination Act (1995) (DDA), Special Educational Needs and Disability Act (2001) 

(SENDA), the Draft Code of Practice (SENDA Part 2), students‟ unions, Education Act (1994), 

widening participation, disabled student support services, models of service delivery, complaints and 

appeals, higher education law and policy, disability law and policy, institutional theory, ABAPSTAS. 

Cits- journals 

� Konur, O. (2002) Access to employment by disabled people in the UK: Is the Disability Discrimination 

Act working? [Ġngiltere‟de engellilerin çalıĢmaya katılımı: Ġngiliz Engelliler Ayrımcılık Yasası etkili 

mi?], International Journal of Discrimination and the Law, 5(4), pp. 247-279. [A7. Journal paper] 

Cits-Book 

1. Konur, O. (2002) Access to e-learning in higher education by disabled students: current public policy 

issues [Yüksek öğrenimdeki engelli öğrencilerin electronic öğrenime katılımı: Güncel sosyal politika 

sorunları]. In, S. Banks; P. Goodyear; V. Hodgson; and D. McConnell (Eds.) Proceedings of the 

Third International Conference on Networked Learning 2002, (a research based conference on e- 


learning in Higher Education and Lifelong Learning), 26 March- 28 March 2002, University of 

Sheffield, Sheffield, pp. 406-414. (Sheffield, University of Sheffield and Lancaster, Lancaster 

University). [A14.b. Book chapter, conference paper] 

CP. 2001/05. Konur, O. (2001) Disabled students in Higher Education: current legal and policy issues 

with regard to teaching and learning [Yüksek öğrenimdeki engelli öğrenciler: Öğretim ve öğrenime 

iliĢkin güncel yasal ve sosyal politika sorunları]. Paper presented at the Institute for Learning and 

Teaching in Higher Education Annual Conference, ILTAC 2001, York, 4-6 July 2001 International 

Conference Proceedings No. 2001/05. (York, Institute for Learning and Teaching in Higher 

Education). [A14c, conference paper] 

� The last decade saw a wide range of policy initiatives with regard to the provision of services for 

disabled students in higher education. This has included the duties imposed on higher education funding 

councils “to have a regard” for the needs of the disabled students in higher education and the duty 

imposed on universities and colleges to publish disability statements on the provision of services for 

disabled students. A number of disability funding initiatives on a competitive basis took place since 

1993. However, higher education has been excluded from the provisions of the Part III of the Disability 

Discrimination Act 1995 and the current Special Educational Needs and Disability in Education Act 

(2001) rectifies this and brings legal duties not to discriminate against disabled students and to make 

reasonable adjustments for them to benefit from their study. This seminar aims to review these recent 

legal and policy developments and to inform the participants on the likely implications with regard to 

teaching and learning in higher education institutions. By the end of the session delegates will have an 

up-to-date information about the current legal and policy issues with regard to the service provision for 

disabled students in higher education with a focus on teaching and learning implications. 

� Keywords: Higher education, disability, disabled students, legal issues, policy issues, teaching, 

learning, duties, rights, Disability Discrimination Act 1995, Special Educational Needs and Disability in 

Education Bill (Act), Quality Assurance Agency Code of Practice for Disabled Students, disability 

funding initiatives 

� Cits-Book chapters 




Third International Conference on Networked Learning 2002, (a research based conference on elearning 

in Higher Education and Lifelong Learning), 26 March- 28 March 2002, University of 



CP. 2001/04. Konur, O. (2001) Disabled students and scholarship of teaching and learning [Engelli 

öğrenciler ve öğrenim ve öğretime iliĢkin araĢtırmalar]. Paper presented at the First Annual Joint UK 

& USA Conference on the Scholarship of Teaching and Learning (SoTL), London, 6 June 2001, 

International Conference Proceedings No. 2001/04. (London, City University; University of East 

London). [A14c. Conference paper] 

� Disabled students have increasingly participated in higher education in the recent years, currently 

comprising over 4% of the total student population, following the public policy initiatives 

encouraging the widening participation in UK higher education programs. A laissez faire policy has 

been adapted in making teaching and learning services accessible to these students. Perhaps as a 

result of lack of a coherent policy and practice in making curriculum accessible to disabled students, 

there have been a wide range of concerns expressed about the maintenance of academic standards 

and quality of teaching and learning, (see for example Sharp and Earle, 2000). This paper aims to 

outline and discuss the scholarship of teaching and learning regarding the accessibility of the 

curriculum to disabled students in the UK higher education programs, taking the advantage of the 

current public policy initiatives to bring new rules to regulate the access by disabled students to the 

curriculum. The public policy initiatives that took place in the last decade regarding the access of 

disabled students to the curriculum include among others, the Dearing Report, the Further and Higher 


Education Act (1992), Disability Discrimination Act (1995), Dearing report (1997), HEFCE 

disability funding initiatives, disability statements, and the Special Educational Needs and Disability 

Act (2001). The public policy developments in the US, such as Americans with Disabilities Act 

(1990) are used as a comparative base to gain insights from the US experience. The complexity of the 

issues involved makes it imperative to use an interdisciplinary research framework rather than using 

a single discipline based mode of enquiry. The institutional theory framework used by by Nobel Prize 

holder, Professor Douglass C. North, would be used as such framework in analyzing the public 

policy issues relevant to the disabled students‟ access to the curriculum, (North, 1991). This 

encompasses comparative research frameworks such as comparative policy analysis, comparative 

legal analysis, comparative politics, and comparative educational research among others. The paper 

particularly addresses the role played by scholars and educators in this public policy debate and 

research. It argues that there is a crucial and historical role for these scholars and educators in making 

the curriculum accessible to disabled students in higher education in the spirit of the new law while at 

the same time maintaining academic standards and the equality of teaching and learning. 

� Keywords: disabled students, higher education, further education, postsecondary education, 

universities, Disability Discrimination Act (1995), Special Educational Needs and Disability Act 

(2001), Americans with Disabilities Act (1990), Rehabilitation Act (1973), teaching and learning, 

scholarship. 

� Cits- journals 


programs [Engelli öğrencilerin HemĢirelik Eğitimi‟ne katılımı: HemĢirelik programlarının hakları ve 

görevleri], Nurse Education Today, 22(5), pp. 1-11. [A3. SSCI paper] 

� Cits-Book chapter 







University). PapersFirst [a14.b. Book chapter, conference paper] 

CP. 2001/03. Konur, O. (2001) Disabled students and assistive technology in further and higher 

education: Current legal and policy issues [Mesleki ve yüksek öğrenimdeki engelli öğrenciler ve 

yardımcı teknolojiler: Güncel yasal ve sosyal politika sorunları]. Paper presented at Include 2001: 

International Conference on Inclusive (Universal) Design and Communications, 18-20 April 2001, J. 

Bound, R. Coleman (Eds.) Conference Book, 106 pp. International Conference Proceedings No. 

2001/03. (London, Royal College of Art). [Conference paper] 

� The last decade saw increasing participation of disabled students in further and higher education. 

Therefore, the issues regarding the accessibility of the buildings, facilities, and equipment as well as 

regarding the accessibility of curriculum and information have entered the public policy agenda. For 

example, special funding initiatives for the higher (and further) education to fund for the physical 

access and assistive technology related expenditure has been implemented. This has been supplemented 

with direct payments to the disabled students in the form of the Disabled Students‟ Allowances (DSAs) 

for the purchase of the access related equipment. These developments have therefore produced demand 

for the access-related challenging services and goods in further and higher education. This demand will 

likely to increase during the current decade with the implementation of the Part IV of the Disability 

Discrimination Act (1995) as to be amended by the Special Educational Needs and Disability Act 

(2001?) which is currently passing through the parliament. This presentation aims to inform the 

participants on the current legal and policy issues regarding the accessibility related issues using a 

comparative country context with the use of the US as a comparator. It argues that there is a crucial 


active role to be played by the manufacturers of the accessible equipment (e.g. assistive technology) and 

the accessible service developers for the effective inclusion of disabled students in our colleges and 

universities as in the case of the United States where the accessible design and communication sectors 

have played an important role for the inclusion of disabled students in postsecondary education. 

� Keywords: disabled students, higher education, further education, postsecondary education, 

universities, Disability Discrimination Act (1995), Special Educational Needs and Disability Bill (HL) 

(2001), assistive technology, communications and information technology disabled staff, disabled 

public members, Americans with Disabilities Act (1990), Rehabilitation Act (1973 

Cits- journals 




Cits-other 

1. GoGetPapers (2009) Ozcan Konur Papers [A0. Bibliography] 

Cits-book 








CP. 2001/02. Konur, O. (2001) Disability and higher education: Current legal and policy issues 

[Engelli öğrenciler ve yüksek öğrenim: Güncel yasal ve sosyal politika sorunları]. Paper presented at 

the Association of University Administrators Ninth Annual Conference: Promoting Excellence in 

Higher Education Management, University of Exeter, Exeter, 10 April 2001 International Conference 

Proceedings No. 2001/02. (London, AUA). [A14c. Conference paper] 

� The institutional and national environment regarding the equal opportunities for staff, students and 

customers have changed substantially in recent years. There have been a number of legal and public 

policy initiatives on increasing equal opportunities for all these stakeholders marginalised on grounds of 

race, gender, sexuality, age, disability, and religion among others. Both sectoral and institutional figures 

give strong evidence to the fact that disabled people have been underrepresented in education, 

employment, and service contexts in higher education. The employment and service provision in higher 

education has been regulated recently by the Parts II and Parts III of the Disability Discrimination Act 

1995, respectively. On the contrary, the educational services for disabled students have not been 

regulated by this Act. However, the Government has been involved in a new rule-making process in this 

area at the aftermath of the Dearing Report. The Special Educational Needs and Disability (HL) Bill 

(2001) aims to address the issues regarding disabled students. This session would inform the audience 

on the employment, service, and educational provisions of the present and proposed legislation within 

the higher education policy contexts. The issues regarding the disability statements, equal opportunity 

statements, special initiatives for institutions such as the Joint Equality Steering Group initiative of the 

Universities UK, HEFCE disability initiatives, and the JISC‟s Disability and Communication and 

Information Technology initiative would also be outlined. 

� Keywords: disabled students, disabled staff, disabled public members, higher education, universities, 

Disability Discrimination Act (1995), Special Educational Needs and Disability Bill (HL) (2001), 

university administrators, HEFCE, courts. 


� Cits-book 








CP. 2001/01. Konur, O. (2001) Students‟ Unions: Current legal and policy issues [Öğrenci 

organizasyonları: Güncel yasal ve sosyal politika hususları]. Paper presented at the Association of 

University Administrators Ninth Annual Conference: Promoting Excellence in Higher Education 

Management, University of Exeter, Exeter, 11 April 2001 International Conference Proceedings No. 

2001/01. (London, AUA). [Conference paper] 

� Students‟ unions have had a significant role to play for both students and the higher education 

institutions themselves. There has been limited regulation of the union governance and activities by 

the legislation where institutions have been given a crucial role to play, such as by Education Act 

1994 and Part II Education (No.2) Act 1986 s. 43. Unions have funded their activities through a 

block grant which is a public money and thorough the provision of commercial services contracted 

out by their institutions. These unions have become multi-million pound business establishments in 

recent years providing bar, catering, sport, bookstore, travel, and entertainment services among 

others. They have a mixed management and governance format where both professional and student 

staff have been engaged in this process. While the commercial service activities have substantially 

increased, the trade union activities have been in a serious decline during the same period with 

negative implications for the representation of the whole student community at the institutional, local, 

and national levels. This is particularly important since unions get a public grant to provide 

representation services for all students who are automatically assumed the union membership upon 

enrolment in institutions with a voluntary opt-out option. There have also been high profile legal 

cases and parliamentary debates on unions including the employment of student executive and 

professional staff: Anyanwu v South Bank Students Union (HL) (2001) and House of Commons 

(1999) debate on the dismissal of the President of the Oxford Brooks University Students‟ Union. 

This session aims to inform the participants on these and other legal and policy issues in an 

accessible format. 

� Keywords: students‟ unions, higher education, Education Act (1994), students, student executives, 

university administrators, Charities Act (1993/4). 

CP. 2001/00 Konur, O. (2001) Disabled students in higher education and quality: Current public policy 

issues. The Sixth QHE Seminar. The End of Quality? Birmingham, 25–26 May, 2001. [Conference 

paper] 

� Public policy initiatives in the United Kingdom have encouraged the widening participation in 

higher education. In line with these initiatives, disabled students have increasingly participated in 

higher education, currently comprising 4% of the total student population. In parallel with these 

developments there have been increasing concerns expressed about the academic standards and the 

related quality issues. This presentation aims to deal with the current policy and legal issues with 

regard to the quality issues, such as faculty development, academic achievement of disabled 

students, and the new „duties not to discriminate against disabled students‟ and duties„to make 

adjustments for disabled students‟ proposed by the Special Educational Needs and Disability 

Education Bill (2000) 

� Cits_book 

� Disability Management Services (2011) Disability in Higher Education. Project report. Report 

of the FOTIM Project conducted 2009-2011. 138 pp. (South Africa, Foundation of Tertiary 

Institutions of the Northern Metropolis). [A1. Book. Research report]. 12.07.2011 


CP. 2000/02. Konur, O., (2000). Research Students in Arts and Design. [Sanat ve Tasarım alanında 

doktora öğrencileri]. Paper presented at Research Degrees in Arts and Design Institute, 20-27 

September 2000, International Conference Proceedings No. 2000/02. (London: London Institute). 

[A14c. Conference paper] 

� The public policy issues regarding doctoral students in Arts and Design were explored with a focus on 

the awareness of the students on the networking and the relevant research literature as well as the 

quality assurance standards developed by the Quality Assurance Agency. 

� Key words: postgraduate students, doctoral research students, service provision, law, National 

Postgraduate Committee, Quality Assurance Agency, discrimination, London Institute, students' 

unions, NPC policy papers, NPC Guidelines, NPC news, Ph.D., practice based doctorates, QAA 

Codes of Practice, Arts and Design research discussion lists, online newspapers, Guardian, Prospects 

Postgrad, Times Higher Education Supplement. 

CP. 2000/01. Konur, O. (2000) Disabled postgraduate students: current legal and policy issues, Paper 

presented at the 11th Annual National Postgraduate Committee Conference at the University of Leeds, 

Leeds on 20 August 2000 International Conference Proceedings No. 2000/01. [London, National 

Postgraduate Committee). [A14c. Conference paper] 

� It has been stated based on both research and experience that postgraduate students have been 

discriminated on the grounds of disability, gender, age, sexuality, and race and ethnicity among 

others in every aspect of the educational process including applications, recruitment, and service 

provision. Although discrimination against postgraduate students in higher education on grounds of 

race, ethnicity and gender has been regulated by law which make it unlawful to discriminate on these 

grounds, it has been lawful to discriminate against disabled postgraduate students in higher 

education. The Government has started a rule making process for prohibition of discrimination 

against disabled postgraduate students in higher education in the late 1997. Therefore focus of the 

paper is to inform readers on this rule making process with a focus on the introduction of the 

Government's consultation paper: Special Educational Needs (SEN) and Disability in Education Bill 

and the discussion of the new rules proposed. 

� Disability, disabled students (students with disabilities, impaired students, deaf students, blind 

students), disabled postgraduate students, higher education, discrimination, equality, civil rights, 

disability rights, disability discrimination, university-disabled student legal relationship 

CP. 1999/01. Konur, O. (1999) Higher education and the disability research process: the role of the 

literature review process [Yüksek öğrenim ve engelliler üzerine araĢtırma süreçleri]. Paper presented 

at the 5th Postgraduate Education Discussion Group Conference: Read it All about it: Literature 

Reviews in the Research Process, Keele University, Staffordshire, 27 November 1999. International 

Conference Proceedings No. 1999/01.[Conference paper] 

� The presentation aims to emphasise the role played by the literature review process in the entire 

doctoral research process in its first year, following the conceptions on the meaning and role of the 

literature reviews for research students in doctoral research developed by Bruce (1994) and as a 

function of a number of external, internal, personal and institutional variables. Since it is clear that 

there has been a close relationship between the background variables and the design of research 

project and its implementation during its first year, it is aimed to introduce basic tenets of these 

variables. These are personal background, higher education environment, disability service 

environment, doctoral research process, and doctoral research project. It is aimed to discuss the 

various ways of experiencing the literature review- research student relationship. It is concluded that 

this relationship has been a dynamic one, influenced by the variables cited. In other words, this 

literature review process has had uses as a list, as a search, as a survey, as a vehicle for learning, as a 

research facilitator, and as a report as Bruce says. In this way, the literature review played an 

important role in the first year of the doctoral research process. It is suggested to pursue further 

research on the role played by the literature review process in interdisciplinary research to build on 

the personal experiences in this area. 


� Presentation, the 5th Postgraduate Education Discussion Group Conference, doctoral students, 

doctoral research, doctoral education, doctoral theses, research design, literature review, first year 

experience, doctoral study, dissertation, interdisciplinary research, doctoral conference, Keele 

University, City University, higher education, higher education research, disability, disability 

research, new institutional economics, legal research, institutional research, service provision policy, 

marketing of services, students with disabilities. 

Cits-other 

1. Race, P. (2000) Postgraduate support and the challenge of conference organising within the 

social sciences. [Sheffield, Sheffield University] [A0. Conference paper] 


B. National Publications [Ulusal yayınlar] 

B.9.b Full text published presentations [Tam metin yayınlanmış 

sunumlar] 

B.9.B.3. Konur, O. (2008) A preliminary study on the publication behaviour of the academic staff 

affiliated with Namik Kemal University Faculty of Agriculture [Namık Kemal Üniversitesi Ziraat 

Fakültesi araĢtırmacılarının yayın davranıĢları üzerine bir ön-çalıĢma] In: Yardimci, H. (Ed.) 

Agriculture, Veterinary and Biological Sciences Serial Publishing 2. Editorials Workshop [Tarım, 

Veteriner ve Biyoloji Bilimleri Süreli Yayıncılık 2. Editörler Çalıştayı], pp. 107-130. (Ankara, 

TUBĠTAK-ULAKBIM]. [ISBN: 978-975-403-498-1] [Turkish] [A2. Book chapter, conference 

proceedings] 

� Nowadays, the publication activities of both researchers and their institutions are increasingly measured 

and evaluated. For example, publications are evaluated according to the citation impact of the journals. 

In this way, both the impact factors of the journals and the citations made to these journals are 

becoming increasingly important. The example of this evaluation framework can be seen in the 

evaluation schemes and studies by both Higher Education Council and TUBITAK-ULAKBIM. The 

limited bibliometric analysis of the publications made by the academic staff affiliated with the Namik 

Kemal University Faculty of Agriculture in 2007 was carried out in this study. The results of the 

analysis show how the researchers affiliated with the Faculty perceived and applied the rules in relation 

to the academic promotions and appointments of the academic staff developed by the Higher Education 

Council and the universities. The researchers published in both SCI-indexed journals, other-indexed 

international journals and the national journals including the Journal of Tekirdag Faculty of Agriculture. 

All the departments of the Faculty played an important role in the publication performance of the 

Faculty. The journal impact factor was not a crucial factor in selecting journals for publication. This 

finding highlights the fact that the emphasis was on the “quantity” rather than the “quality” during the 

publication process. This preliminary study on the bibliometric analysis of the agricultural publications 

in Turkey points to the presence of a close relationship between the researchers and the relevant rules 

regarding promotions and appointments of the academic staff in the light of North‟s “new institutional 

theory” (North, 2001). It is expected that this preliminary study would be followed by other more 

detailed bibliometric studies of the agricultural research in Turkey. 

o Key words: Agriculture, Plant and Animal Sciences, Biological Sciences, Faculty of Agriculture, 

Namik Kemal University, Turkey, scientific journals, bibliometric analysis, Science Citation Index, 

researchers 

� [Günümüzde araĢtırmacılar kadar araĢtırmacıların çalıĢtıkları üniversitelerin ve bağlı bulundukları 

birimlerin bilimsel yayın etkinliği artan bir Ģekilde çeĢitli yollarla ölçülmektedir. Bu bağlamda, 

araĢtırmacıların yapmıĢ oldukları yayınlar da yayınlanmıĢ olan derginin etki değerine göre 

puanlandırılmaktadır. Buna ek olarak yayınlara yapılmıĢ olan atıflar da değerlendirmeye alınmaktadır. 

Böylece, gerek dergilerin etki değerleri ve dergilere yapılan atıflar ve gerekse kurumları bireysel yayın 

değerlendirmesinde artan önem taĢımaktadır. Bunun bir örneği olarak Yükseköğretim Kurumu 

tarafından 2003 yılından baĢlayarak bilimsel yayın bazında üniversitelerin ve birimlerinin sıralanması 

verilebilir. Diğer bir örneği de TUBĠTAK-ULAKBĠM tarafından ISI veri tabanları kullanılarak yapılan 

ülke, kurum ve araĢtırmacı sıralamaları da verilebilir. Namık Kemal Üniversitesi 2007 yılı kurumsal 

değerlendirme çalıĢmaları esnasında Tekirdağ Ziraat Fakültesi mensubu araĢtırmacılar tarafından Tarım 

ve Veteriner ve Biyolojik Bilimler dergilerinde yapılmıĢ olan yayınlarının bibliyometrik analizi 

yapılmıĢtır. Namık Kemal Üniversitesi Ziraat Fakültesi çıkıĢlı olup 2007 yılında yayınlanmıĢ olan 

derleme ve dergi makalelerinin sınırlı bibliyometrik analizi, araĢtırmacıların mevcut atama ve 

yükseltme kriterleri çerçevesinde nasıl uyum sağladıklarını göstermektedir. AraĢtırmacılarımız hem 

uluslararası SCI-endeksli dergiler ile diğer endeksli dergilerde yayın yapmanın yanı sıra baĢta Ziraat 

Fakültesi Dergisi olmak üzere ulusal dergilerde de yayın yapmıĢlardır. Fakültenin tüm bölümleri 

Fakültenin yayın performansında önemli bir rol üstlenmiĢtir. Bu rol dağılımı ile bölümlerdeki öğretim 

üyesi sayısı arasında da doğal bir denge olduğu gözlenmiĢtir. Yurt dıĢındaki bazı kurumlarda olduğu 

üzere Namık Kemal Üniversitesi Ziraat Fakültesinde de dergi etki değeri dergi seçerken fazla dikkate 

alınmamıĢtır. Bu husus, nitelikten ziyade bu aĢamada niceliğe öncelik verildiğine iĢaret etmektedir. Bir 


ön-çalıĢma niteliğinde olan bu çalıĢma, North‟un “Yeni Kuralsal Ekonomi” kuramı ıĢığında 

araĢtırmacılar ile araĢtırmayı düzenleyen kurallar arasında sıkı bir iliĢki olduğuna iĢaret etmektedir 

(North, 1991). Oguz vd. (2006) dıĢında Ziraat alanında yapılan araĢtırmaların bibliyometrik analizi 

üzerine yapılmıĢ ilk çalıĢmalardan biri olan bu çalıĢmanın ilerideki diğer çalıĢmalar ile desteklenmesi 

beklenmektedir. 

o Anahtar Kelimeler: Tarım (Ziraat), Bitki ve Hayvan Bilimleri, Biyolojik Bilimler, Ziraat 

Fakültesi, Namık Kemal Üniversitesi, bilimsel dergiler, bibliyometrik analiz, SCI, öğretim üyeleri] 

Cits 

Akbas, Y. (2009) Tarım bilim dergilerinin bugünü ve geleceği. VI. Ulusal Zootekni Bilim Kongresi. 24- 

26 May 2009. 30.03.3020. 

Konur, O. (2011) The international research performance and ranking of the foundation universities in 

Turkey. Higher Education Congress: New Trends and Issues. Proceedings. June 2011. UYK-2011-248. 


B9.B.2. Konur, O (2008) Rules and journals regarding the papers published by the Faculties of 

Medicine of Turkey [Türk Tıp Fakültesi yayınlarında kurallar ve dergiler]. In: Yilmaz, O. (Ed.) Serial 

Publishing in Health Sciences- 2008, [Sağlık Bilimlerinde Süreli Yayıncılık-2008], pp. 127-131. 

(Ankara, TUBĠTAK ULAKBĠM, Ankara, 2008). [Turkish] [A2. Book chapter, conference 

proceedings] 

� A bibliometric analysis of 3342 papers published by the academic members of the staff affiliated with 

the 48 faculty of medicine in Turkey during the academic year 2005-2006 included in the journals 

indexed by the SCIE and SSCI citation indices in 2007 in this study. When 58 journals with 20 or over 

papers by these researchers were examined, it was found that nearly all of the journals has relatively 

lower journal impact factor. In the light of North‟s New Institutional Theory, it was emphasised that our 

medical researchers had focused on publishing more papers to meet to requirements for academic 

appointments and promotions. Nevertheless, it was argued that in the light of Demirel, Sarac & Gurses 

(2007), our medical researchers had an outstanding success with 3342 papers in 2007. In the future with 

more medical journals from Turkey entering the citation indices of SCIE and SSCI, this publication rate 

would be undoubtedly enhanced. 

� Keywords: Bibliometric analysis, Turkey, Scientific journals, faculties of medicine, SCIE [Science 

Citation Index Expanded], SSCI [Social Science Citation Index], academic staff, medical research. 

� [Bu çalıĢmada Ülkemizde 2006-2007 öğretim yılında öğretim üyesi olan 48 tıp fakültesi çıkıĢlı olup ta 

SCIE ve SSCI atıf dizinlerinde 2007 yılında dizinlenmiĢ dergilerde yer alan 3342 yayının bibliyometrik 

analizi yapılmıĢtır. Bu çalıĢmada, araĢtırmacılarımızın 10 ve üzeri yayın yaptıkları 58 derginin 

incelenmesi sonucunda bu dergilerin neredeyse tamamının düĢük etki değerli dergiler olduğu 

görülmüĢtür. North (1991)‟in “Yeni Kuralsal Teorisi” ıĢığında araĢtırmacılarımızın tıp 

fakültelerimizdeki öğretim üyelerinin atama ve yükseltilmelerinde sayısal yayın Ģartını sağlamak amacı 

ile nitelikten ziyade niceliğe yöneldikleri, buna rağmen bu bildiride Demirel, Saraç & Gürses (2007) 

çalıĢması ıĢığında 3342 yayın ile araĢtırmacılarımızın küçümsenmeyecek bir baĢarı gösterdikleri 

vurgulanmıĢtır. SCIE ve SSCI atıf dizinlerine giren tıp dergilerimizin da bu baĢarıda payının artacağı 

kuĢkusuzdur]. 

� Anahtar kelimeler: Bibliyometrik analiz, Türkiye, bilimsel dergiler, tıp fakülteleri, SCIE, SSCI, öğretim 

üyeleri, tıbbi araĢtırma 

� Other cits 

1. Osun.org (2009) Links [Ao. Information]. 

2. E-book-search (2009) Links [Ao. Information]. 

3. Konur, O. (2011) The international research performance and ranking of the foundation universities 



Education). 


B9.B.1. Konur, O.; Ankara, A. (1986) The relations between the extent of the post-cure and moisture 

absorption in epoxy matrix composites [Epoksi matrisli karma malzemelerde daha ileri düzeyde 

sertleĢme kapsamı ve nem soğuruması özellikleri arasındaki iliĢkiler], Fourth Metallurgical Congress, 

November 1986, Ankara, Turkey, Proceedings, pp. 861-868 (Ankara, Turkey, Metallurgical 

Engineering Society). [Turkish] [B9b. Book chapter, conference paper] 

� The relationships between the extent of the post-cure and moisture absorption in epoxy matrix 

composites were explored. The samples were left in a moisture environment at 70-75 0C after various 

postcure treatments. It was observed that there was increase in the amount of absorbed moisture and 

diffusion coefficient. Test results suggest that the absorbed moisture context was in reaction with the 

hydoxyl groups of the nodules in the epoxy matrix as there was a correlation between the amount of the 

absorbed moisture content and the number of hydroxyl groups in the epoxy matrix. 

� Epoxy matrix composites, post-cure, moisture absorption, hydroxyl groups 

B9.c. Abstract published presentations [Özeti basılmış ulusal 

sunumlar] 

Konur, O. (2011) The access by disabled students into the teacher education programs. 

Extended abstract prepared for the 20th National Educational Sciences Convention. Mehmet 

Akif Ersoy University, Burdur, Turkey, 8th-11th September 2011. 

Problem Statement. In recent years, disabled students have had the increased access to the higher 

education in general so that nowadays nearly one in every ten students in higher education institutions 

are disabled students. As there have been many disabled pupils in schools in general worldwide, 

disabled students have increasingly sought to have access to the teacher education programs. However 

the access into the teacher education programs and the teaching profession has been problematic due to 

the conflicting public policies on protecting the public and the integration of disabled people into the 

society as the disabled candidates should meet the academic and professional requirements of the 

teacher education programs and teaching profession. 

Aim of the study: The aim of this study is to review policy and research regarding the access by 

disabled students into the teacher education with the potential implications for the teacher education 

programs and teaching profession in Turkey. 

Methods: A multiple method approach is used for this study. First, a concise review of policy and 

practice regarding the access by disabled students into the teacher education programs in the developed 

countries such as the US, the UK, and Australia are reviewed through the policy analysis. Secondly the 

major pieces of the research in this area has been analysed through the lens of the search of the main 

research databases such as SSCI and ERIC. 

Findings: It has been found that the policy and practice on the access to the teacher education programs 

and the following access to the teaching profession has been most problematic for disabled students 

although there have been a series of evolving public policies in terms of anti-discrimination laws 

worldwide to ensure that they have equal access as their non-disabled peers. Surprisingly, the research 

in this area has been below the expected level considering the public importance of this issue. 

Furthermore it has been found that the research mostly has been carried out in the US. The research in 

this area in Turkey has been scarce. 

Conclusion: It has been found that despite the existence of the anti-discrimination laws based on the 

disability status such as the Americans with Disabilities Act (1990), Rehabilitation Act (1973), Equality 

Act (2010), Disability Discrimination Act (1992), and the European Directive 2000/278, disabled 

students have had difficulties in accessing teacher education programs worldwide and the research in 

this area has been scarce. This makes the situation for the teacher education programs in Turkey most 

problematic although there have been recent projects to increase the participation rate of disabled 

students in higher education programs in general. 

References: 


Ferri, BA, Keefe, CH, Gregg, N (2001) Teachers with learning disabilities: A view from both sides of 

the desk. Journal of Learning Disabilities. 34 (1): 22-32. 

Gabel, Susan L. (2001) "I wash my face with dirty water": narratives of disability and pedagogy. 

Journal of Teacher Education, 52(1), pp. p31-47. 

Gale, T. (2000) (Dis)ordering Teacher education: from problem students to problem-based learning. 

Journal of Education for Teaching, 26(2), pp. p127-38. 

Martin, D. S.; Lytle, R. R. (2000) Deaf teacher candidates in hearing classrooms: a unique teacher 

preparation program. American Annals of the Deaf, 145(1), pp. 15-21. 

Smith, D. J. (2000) Through the spattered windshield: a visually impaired teacher's internship. Alberta 

Journal of Educational Research, 46(2), pp. 167-178. 

Keywords: Disabled students, teacher education programs, disability equality 

Konur, O. (2006) An analytical look into the discussions about academic freedom and accountability 

in higher education [Yükseköğretimde akademik özgürlük ve hesap verebilirlik eksenindeki 

tartıĢmalara analitik bir bakıĢ] Kamu Yönetimi Forumu Kayfor IV; Kuramdan Uygulamaya (Yönetim 

ve Reform), Mugla, 8-10 Kasım 2006, Muğla (Mugla, Mugla University). [Turkish] [B9c. Conference 

paper] 

� The topics discussed include academic freedom case studies, accountability in higher education 

opinions, academic freedom and accountability in Higher Education Law of Turkey, academic 

evaluation and quality improvement processes and output, institutional self-evaluation, institutional 

evaluation- external factors, and YODEK performance factors. It is argued that the interface between 

academic freedom and accountability in higher education institutions is an evolving one through the 

cultures, time, and governments with the heavy effect of the politics on this interface. The institutional 

evaluation model of quality assurance in Turkey (as opposed to accreditation, auditing, benchmarking) 

is adapted in Turkey. 

o Public administration, higher education, academic freedom, accountability, quality assurance, 

strategic planning, Turkey 


E. Working papers [Çalışma metinleri] and abstracts 

E.1. Working papers 

WP. 2011. 14. Konur, O. (2011) The policies and practices for the academic assessment of 

blind students in higher education and professions. Working paper No. 2011/14. May 2011. 

[09.05.2011] 

Disabled students in general and blind students in particular have been increasingly participating in 

higher education and professions worldwide in recent years. Teaching but in particular academic 

assessment of these students has been controversial in terms of both policies and practices. A number of 

adjustments would need to be made during the academic assessment of these students to ensure that 

their true knowledge and competence are measured instead of their disabilities whilst maintaining 

academic and professional standards. A case study is used to highlight the current policies and practices 

regarding the high-stakes academic assessment of these students and it is argued that the “best ensure 

standard” developed by the Americans with Disabilities Act (1990) would be the most appropriate 

approach in academic assessment of these students as this approach ensures that these students‟ true 

knowledge and competence are measured rather than their disabilities according to their learning 

modalities. 

Keywords: blind students, visually impaired students, higher education, professional licensure 

examinations, testing, academic assessment, learning modalities/styles 

WP. 2011. 13. Konur, O. (2011) The scientometric biography of a leading scientist working in the 

field of bio-energy. Working paper. 2011/13. May 2011. 

The paper presents a scientometric biography of Prof. Dr. Ayhan Demirbas working in the area of bioenergy. 

Prof. Demirbas, born in Trabzon in 1949, had a doctoral degree in Chemical Engineering from 

Ankara University in 1980 and worked as a member of faculty in Selcuk University, Konya; Karadeniz 

Teknik University, Trabzon, Sila Science and Energy, Trabzon; Auburn University, US; and Sirnak 

University, Sirnak, working as a Professor since 1991. He researched and taught in the areas of 

renewable energies such as biodiesels, biofuels, biomass pyrolysis, liquefaction and gasification, biogas, 

bioalcohols, and biohydrogen. He also had studies in other areas such as the development of pulp from 

plants, chemical thermodynamics, engineering thermodynamics, cement chemistry, heavy metal 

determination in mushrooms, supercritical fluid extraction of various biopolymeric materials, 

briquetting of biomass, chemical education, energy education etc. He produced 454 articles and reviews 

in the interdisciplinary areas relating to the bio-energy up to 2011 where 379 of them were indexed by 

the SCI or the SSCI as of February 2011. He received 6,723 citations giving a ratio for the “Average 

Citations per Item” as 14.8 and “H-index” over 39 as of February 2011. This paper suggests that 

scientometric methods are useful for the evaluation of individual researchers and for publicizing their 

scientific achievement. 

Keywords: Prof. Dr. Ayhan DEMĠRBAS, scientometric biography, research productivity, research 

evaluation 

WP. 2011. 12. Konur, O. (2011) The scientometric evaluation of the research on the biofuels. 

Working paper No. 2011/12. May 2011. 















Keywords: biofuels, scientometrics, research evaluation, research productivity 

WP. 2011. 11. Konur, O. (2011) The analysis of the international research on the bologna process. 


There has been a significant expansion in the higher education system at both the national and global 

scale. As the number of institutions and the number of students increase it is essential to focus on the 

quality of the educational programs in the universities. The European Union has been developing the 

regional policies to increase the quality of the educational programs in Europe. The Bologna Process 

has been one of the main tenets of these regional policies. These policies have been increasingly 

implemented in recent years under the guidance of the Turkish Council of Higher Education. 

Therefore it is timely to have a closer look into the development and implementation of these policies 

and processes through the analysis of the published research in the international scientific journals. 

Both the content analysis and scientometric analysis techniques are employed for such a purpose. All 

the stakeholders would find helpful to focus on the main tenets of policies and processes on the 

Bologna Process by focusing on the complete picture of the research carried out in this area, 

implemented in our country as well. 

Keywords: Bologna Process, European Union, Turkey, Europe, research evaluation, scientometrics, 

European Higher Education Area 

WP. 2011. 10. Konur, O. (2011) An analysis of the international research on higher education. 


Although there has been a sharp increase in the research output by the Turkish researchers in the 

applied hard sciences like engineering, medical sciences and natural sciences in recent years, the 

research output in the field of social sciences but especially in educational sciences has been under 

the expected level. As there have been calls for the restructuring of the Turkish higher education 

system in many fronts, it would be beneficial for all the stakeholders to have a look into the current 

state of the research on higher education within the global context to determine the key issues and 

processes shaping the higher education research and practice. The research on higher education is 

analysed scientometrically for the last three decades as of March 2011. The most studied subjects, the 

most publishing institutions and countries, and the impact on the international literature are among 

the subjects covered in such analysis. 

Keywords: higher education research, scientometric analysis, research evaluation, research 

productivity 

WP. 2011. 09. Konur, O. (2011) The analysis of the research on the financing of higher education. 

Working paper No. 2011/09. May 2011 

The higher education system has significantly expanded worldwide in recent years. Both the number of 

institutions and students has increased significantly. There has been also huge demand for the 

universities to provide a number of services to the society such as health services, consultancy services 

and adult education services. It is well established in the financial literature that universities are also 

financial entities with the balance sheets and profit and loss accounts. They have to find money to 

finance their infrastructures and to pay their daily operational expenses. There has been many financing 

models both in theory and practice and there has been increasing calls to demand money from the 

services users such as students and health services users. Therefore it is timely have a closer look into 


these financing models as there have been parallel calls in Turkey to reform the financing of the higher 

education system. A content analysis of the research on the financing models of higher education was 

carried out to have an idea about these models and their implementation with implications for Turkish 

higher education institutions. 


WP. 2011. 08. Konur, O. (2011) Tenure and promotion criteria of Turkish Universities within an 

international context. Working paper No. 2011/08. May 2011. 



academic staff. The establishment of new universities has created a huge demand for the academic 

staff. In parallel with these developments there has been huge demand for the increase in the research 

output of the academic staff for their appointment and promotion in their universities to contribute to 

the improved international research performance of Turkey. With the development of national and 

institutional policies promoting the enhancement of the research performance of Turkey, it is timely 

to have a look into the tenure and promotion criteria in Turkish universities. For this purpose the 

related regulations of the selected number of Turkish Universities are analysed to ascertain the main 

tenets of these policies across the academic disciplines and institutions of higher education. 

Additionally the research performance of these selected universities is assessed to have an idea about 

the effectiveness of these policies for tenure and promotion. 

Keywords: Turkey, tenure, promotion, universities, research evaluation, policy analysis 

Wp. 2011.07. Konur, O. (2011) The international research performance and ranking of the foundation 

universities in Turkey. Working paper No. 2011/07. May 2011. 



academic staff. The establishment of the foundation universities has been a significant aspect of this 

expansion. Although the research output of Turkish universities has increased substantially in recent 

years, little is known about the international research performance of these foundation universities. 

With the development of national and institutional policies promoting the enhancement of the 

research performance of Turkey paralleling similar initivates at a global scale, it is timely to have a 

look into the research performance of the foundation universities to test the hypothesis that the 


performance of these universities is scientometrically analysed in an historical perspective starting 

from the 1980s. These universities are ranked both in terms of the number of publications and the 

number of citations they receive. 

Keywords: Turkey, foundation universities, scientometric analysis, research evaluation, research 

productivity 

WP. 2011. 06. Konur, O. (2011) A case study on the processes of academic evaluation and quality 

improvement in turkish universities. Working paper No. 2011/06. May 2011. 

The processes relating to the academic evaluation and quality improvement in higher education have 

been an important part of the quality assurance system in many fronts for many years. The rapid 

expansion of the higher education system in Turkey since 1980s has made these processes more 

important in the face of the consumer-led policy development worldwide. It is timely to have a look 

into these processes as the national projects under the guidance of the Turkish Council of Higher 

Education have been undertaken in Turkish universities since 2005. The implementation of the 

national regulation relating to this project in a university is narrated with the key implementation 

points as a case study from the standpoint of a project director. It is found that there have been many 

national and institutional determinants of the success of this project. This project has been helpful in 


directing all the stakeholders‟ attention to the academic evaluation and quality improvement in 

universities. 

Keywords: academic evaluation, quality improvement, Turkey, Council of Higher Education, 

regulations, Namik Kemal University, case study 

WP. 2011. 05. Konur, O. (2011) Global policies and practices on the access to higher education by 

students with disabilities. Working paper No. 2011/05. May 2011. 


disadvantaged sections of the society for access to the higher education globally and nationally in recent 

years, this issue has been more important for students with disabilities. Starting with the Rehabilitation 

Act of 1973 and Americans with Disabilities Act of 1990 in the US, there has been development of 

national policies worldwide supported by the International and regional conventions on the disability 

equality. Although there have been uncertainties about the definition of disability in these policy 

documents, it has been understood that students with disabilities have increasingly participated in higher 

education as their non-disabled peers. As there have been calls and projects on the participation of these 

students in Turkish universities in recent years under the guidance of the Turkish Council of Higher 

Education, it is timely to have a look into these policies and practices in some detail with implications 

for the Turkish Higher education system. 

Keywords: Students with disabilities, public policies, access to higher education, disability equality. 

WP. 11.04. Konur, O. (2011) International recognition of the research on higher education carried out 

by turkish researchers. Working paper No. 2011/04. May 2011. 

Although there has been a sharp increase in the research output by the Turkish researchers in the applied 

hard sciences like engineering, medical sciences and natural sciences in recent years, the research output 

in the field of social sciences but especially in educational sciences has been under the expected level. 

There has not been any study carried out on the international recognition of the research on higher 

education carried out by the academic staff working in Turkish universities. As there have been calls for 

the restructuring of the Turkish higher education system in many fronts, it would be beneficial for all 

the stakeholders to have a look into the current state of the research on higher education in Turkey. The 

research on higher education is analysed scientometrically for the last three decades as of February 

2011. The most studied subjects, the most publishing institutions, historical development of research 

and citations are among the subjects covered in such analysis. 

Keywords: Turkey, higher education research, scientometric analysis, research evaluation, Turkish 

academics, research productivity 

WP.11.03. Konur, O. (2011) The scientometric evaluation of the research on the production of bioenergy 

from biomass. [Biyokütleden biyoenerji üretimi üzerine yapılan araĢtırmaların bibliyometrik 

değerlendirmesi]. Working Paper No. 2011/03. January 2011. 12400 words. 24.01.2011. 

The present study explores the characteristics of the literature on the production of bio-energy from 

biomass published during the last three decades, based on the databases of SCIE and SSCI and its 

implications using the scientometric techniques. The results of this study reveal that the literature in this 

field has grown exponentially during this period reaching to 5,892 papers in total with paralleling 

enormous changes in the research landscape. Papers are mostly journal articles, reviews, and 

proceedings, being predominantly in English. The US is the most publishing single country producing 

27% of the output, but lagging significantly behind the Europe (near 50%). The “Chinese Academy of 

Sciences” is the most contributing institution where the most publishing author is “Demirbas A”. 

“Biomass & Bioenergy” is the most publishing journal whilst, “Energy & Fuels” is the most published 

subject area. The total number of citations is 82,732, giving a ratio for the “Average Citations per Item” 

as 13.83 and “H-index” as 102. “Mosier et al.” (2005) has had the highest impact on the literature. The 

results of this first ever such study of its kind, show that the scientometric analysis has a great potential 


to gain valuable insights into the evolution of the research on the production of bio-energy from 

biomass. 

Keywords: biomass, bio-energy, scientometrics, research evaluation 

WP.11.02. Konur, O. (2011) The scientometric evaluation of the research on the students with 

disabilities in higher education. [Yükseköğrenimde engelli öğrenciler üzerine yapılan 

araĢtırmaların bibliyometrik değerlendirmesi] Working Paper No. 2011/02. January 2011. 

15650 words. 05.01.2011. 

The present study explores the characteristics of the literature on the students with disabilities in higher 

education published during the last three decades, based on the databases of SCIE and SSCI and its 

implications using the scientometric techniques. The results of this study reveal that the literature in this 

field has grown exponentially during this period reaching to 402 papers in total with paralleling 


proceedings, predominantly in English. The US is the most publishing country producing 63% of the 

output. The “University of Wisconsin” is the most contributing institution where the most publishing 

author is “Fichten CS”. “Rehabilitation Counseling Bulletin” is the most publishing journal whilst, 

“Rehabilitation” is the most published subject area. The total number of citations is 2,428, giving a ratio 

for the “Average Citations per Item” as 6 and “H-index” as 21. “Blackorby & Wagner” (1996) has had 

the highest impact on the literature. The results of this first ever such study of its kind, show that the 

scientometric analysis has a great potential to gain valuable insights into the evolution of the research 

on the students with disabilities in higher education. 

Keywords: Students with disabilities, higher education, disabled students, scientometrics, research 

evaluation 

WP.11.01. Konur, O. (2001) The scientometric evaluation of the research on the students with 

learning disabilities in higher education. [Yükseköğrenimde öğrenme engelli öğrenciler 

üzerine yapılan araĢtırmaların bibliyometrik değerlendirmesi] Working paper No. 2011/01. 

January 2011. 13200 words. 02.01.2011 

The present study explores the characteristics of the literature on the students with learning disabilities 

in higher education published during the last three decades, based on the databases of SCIE and SSCI 

and its implications using the scientometric techniques. The results of this study reveal that the literature 

in this field has grown exponentially during this period reaching 552 papers in total with paralleling 


proceedings, predominantly in English. The US is the most publishing country producing nearly threequarters 

of the output. The “University of Connecticut” is the most contributing institution and the most 

publishing author is “Sparks RL”. “Journal of Learning Disabilities” is the most publishing journal 

whilst, “Rehabilitation” is the most published subject area. The total number of citations is 4,891, giving 

a ratio for the “Average Citations per Item” as 9.7 and “H-index” as 29. “Ramus et al.” (2003) has had 

the highest impact on the literature. The results of this first ever such study of its kind, show that the 

scientometric analysis has a great potential to gain valuable insights into the evolution of the research 

on the students with learning disabilities in higher education. 

Keywords: Students with learning disabilities, higher education, disabled students, scientometrics, 

research evaluation 

WP.10.05. Konur, O. (2010) The scientometric evaluation of the research on the deaf students 

in higher education [Yükseköğrenimde iĢitme engelli öğrenciler üzerine yapılan araĢtırmaların 

bibliyometrik değerlendirmesi] Working paper No. 2010/05. December 2010. 12900 words. 

02.01.2011 

The present study explores the characteristics of the literature on the deaf students in higher education 

published during the last three decades, based on the databases of Science Citation Index Expanded 


(SCIE) and Social Sciences Citation Index (SSCI) and its implications using the scientometric 

techniques. The results of this study reveal that the literature in this field has grown exponentially 

during this period reaching 312 papers in total with paralleling enormous changes in the research 

landscape. Papers are mostly journal articles, reviews, and proceedings, predominantly in English. The 

US is the most publishing country producing three-quarters of the output. The “Rochester Institute of 

Technology” is the most contributing institution. The most publishing author is “Kelly RR”. “American 

Annals of the Deaf” is the most publishing journal whilst, “Rehabilitation” is the most published subject 

area. The total number of citations is 1,356, giving a ratio for the “Average Citations per Item” as 4.5 

and “H-index” as 18. Hanson et al. (1991) has had the highest impact on the literature. The results of 

this first ever such study of its kind, show that the scientometric analysis has a great potential to gain 

valuable insights into the evolution of the research on the deaf students in higher education. 

Keywords: Deaf students, higher education, disabled students, scientometrics, research evaluation 

WP.2010.04. Konur, O. (2010) The scientometric evaluation of the research on the students 

with ADHD in higher education [Yükseköğrenimde ADHD engelli öğrenciler üzerine yapılan 

araĢtırmaların bibliyometrik değerlendirmesi] Working Paper No. 2010/04. December 2010. 

12400 words. 02.01.2011 

The present study explores the characteristics of the literature on the students with ADHD in higher 

education published during the last three decades, based on the databases of Science Citation Index 

Expanded (SCIE) and Social Sciences Citation Index (SSCI) and its implications using the 

scientometric techniques. The results of this study reveal that the literature in this field has grown 

exponentially during this period reaching 276 papers in total with paralleling enormous changes in the 

research landscape. Papers are mostly journal articles, reviews, and proceedings, predominantly in 

English. The US is the most publishing country producing three-thirds of the output. The “University of 

Michigan” is the most contributing institution. The most publishing author is “McCabe SE”. “Journal of 

Attention Disorders” is the most publishing journal whilst, “Psychiatry” is the most published subject 

area. The total number of citations is 3,502, giving a ratio for the “Average Citations per Item” as 12.7 

and “H-index” as 32. Logan et al. (1997) has had the highest impact on the literature. The results of this 

first ever such study of its kind, show that the scientometric analysis has a great potential to gain 

valuable insights into the evolution of the research on the students with ADHD in higher education. 

Keywords: ADHD, higher education, students, scientometrics, research evaluation 

WP. 2010. 03. Konur, O. (2010) The scientometric evaluation of the research on the biofuels. 

[Biyoyakıtlar üzerine yapılan araĢtırmaların bibliyometrik değerlendirmesi] Working paper 

No. 2010/3. December 2010. 11400 words. 02.01.2011 














Keywords: biofuels, scientometrics, research evaluation 


WP.2010.02. Konur, O. (2010) The scientometric evaluation of the research on the algae and 

bioenergy [Deniz yosunları ve biyoenerji üzerine yapılan araĢtırmaların bibliyometrik 

değerlendirmesi] Working paper No. 2010/3. October 2010. 8300 words. 

The present study explores the characteristics of the literature on the algae and bioenergy published 

during the last three decades, based on the database of Science Citation Index- Expanded (SCIE) and 

Social Sciences Citation Index (SSCI) and its implications using the scientometric techniques. The 

results of this work reveal that the literature on the algae and bioenergy has grown exponentially during 

this period reaching 717 papers in total. Most of document type is in the form of journal articles, 

reviews, and proceedings, constituting 98% of the total literature and English is the predominant 

language (97.6%). USA, China, Germany, and England are the four biggest contributing countries on 

the algae and bioenergy literature publishing, 26%, 8%, 8%, and 8% of the sample, respectively. The 

Chinese Academy of Sciences is the largest institutional contributor publishing 2.6% of the papers. The 

most publishing four authors are Wilhelm, C. (13 papers) followed by Wu, QY. (15 papers), Mimuro, 

M. (10 papers), and Zhao, J. Q. (9 papers). “Bioresource Technology” is the most publishing journal 

with 24 published papers, followed by “Journal of Applied Phycology” (17 papers), and “Biotechnology 

and Bioengineering” (15 papers). “Biotechnology & Applied Microbiology” is the subject area with 

24.3% of the sample published. This is followed by “Energy & Fuels” (16.3%), “Marine & Freshwater 

Biology” (14.2%), and “Environmental Sciences” (12.3%). The total number of citations is 11,079, 

giving a ratio for the “Average Citations per Item” as 15.45 and “H-index” as 52. A list of most-cited 25 

authors is produced and Chisti (2007) receives 320 citations with 80 total average citations per year. 

This paper is followed by Lewis & Nocera (2006; 296 citations), Demirbas (2001; 187 citations). Chisti 

(2007) has the highest impact on the literature on the algae and energy with total average citations per 

year of 80. This is followed by Lewis & Nocera (2006, 59.8 annual citations) and Chisti (2008, 41 

annual citations). An analysis of the citing papers shows the impact of the research on the algae and 

bioenergy for the related academic disciplines. This provides further incentives for all the stakeholders 

of the research on the algae and energy, but especially for the researchers and their institutions and their 

countries to do more research in this area. The results of this first ever such study of its kind show that 

the scientometric analysis has a great potential to gain valuable insights into the evolution of the 

research the on algae and bioenergy as in the case of new emerging technologies and processes such as 

nanoscience and nanotechnology complementing literature reviews, content analysis and metaanalysis 

research techniques. 

Keywords: Algae, microalgae, bioenergy, scientometrics, biofuels, research evaluation 

WP.10.01. Konur, O. (2010a) The new disability equality legislation in the UK with a focus 

on the access to housing: towards better rights for disabled tenants in Europe. [Evlere eriĢim 

odaklı Ġngiltere‟nin engellilerin eĢitliğine iliĢkin yeni yasası: Avrupa‟da engelli kiracılar için 

daha iyi haklara doğru] Working paper no. 2010/01. August 2010. 8000 words. 

The anti-discriminatory disability legislation in the form of the Disability Discrimination Act 1995 

(DDA) has been in force in the UK since 1996, as a pioneering piece of legislation in Europe. The DDA 

has been revised in the light of the European Framework Directive 2000/78/EC and has been integrated 

into to the Equality Act 2010 (EA). The protection of the disabled people in the area of housing by the 

new legislation is especially important in the light of their unmet needs in the past, partly because of the 

inefficient design of the discrimination tests in the DDA as there was no duty on the landlords to make 

reasonable adjustments to the houses and the communal areas. This paper reviews the Williams case and 

a number of discrimination tests devised in the EA 2010 focusing on the duty to make reasonable 

adjustments tests in more detail as these tests are becoming increasingly important for disabled people. 

Keywords: disabled people, discrimination tests, duty to make reasonable adjustments, Equality Act 

2010, housing, the UK. 


E.2 Working paper abstracts [Çalışma metin özetleri] 

Konur, O. (2011a) International recognition of the research on higher education carried out by 

Turkish researchers. [Türk araĢtırmacılar tarafından yükseköğretim üzerine yapılan 

araĢtırmaların uluslar arası tanınırlığı] International Higher Education Congress: New 

Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish Council of Higher Education). 

[English] [Manuscript t no/2011/UYK/1] [Track: Entrepreneurial Education, Innovation, 

Research and Development Studies] [English] 

Although there has been a sharp increase in the research output by the Turkish researchers in 

the applied hard sciences like engineering, medical sciences and natural sciences in recent 

years, the research output in the field of social sciences but especially in educational sciences 

has been under the expected level. There has not been any study carried out on the international 

recognition of the research on higher education carried out by the academic staff working in 

Turkish universities. As there have been calls for the restructuring of the Turkish higher 

education system in many fronts, it would be beneficial for all the stakeholders to have a look 

into the current state of the research on higher education in Turkey. The research on higher 

education is analysed scientometrically for the last three decades as of January 2011. The most 

studied subjects, the most published journals, the most publishing institutions, the most cited 

papers, the hottest papers, and the impact on the international literature are among the subjects 

covered in such analysis. 

Keywords: Turkey, higher education research, scientometric analysis, research evaluation 

Konur, O. (2011b) International recognition of the research in social sciences carried out by 

Turkish researchers [Türk araĢtırmacılar tarafından sosyal bilimler üzerine yapılan 

araĢtırmaların uluslar arası tanınırlığı] International Higher Education Congress: New 

Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish Council of Higher Education). 

[English] [Manuscript t no/2011/UYK/2] [Track: Entrepreneurial Education, Innovation, 

Research and Development Studies] 



years, the research output in the field of social sciences has been under the expected level. 

There has not been any up-to-date study carried out on the international recognition of the 

research on social sciences carried out by the academic staff working in Turkish universities. 

As there have been calls for the restructuring of the research on social sciences in Turkish 

universities in many fronts, it would be beneficial for all the stakeholders to have a look into 

the current state of the research on social sciences in Turkey. The research on social sciences is 

analysed scientometrically fro the last three decades as of January 2011. The most studied 

subjects, the most published journals, the most cited papers, the most publishing institutions, 

the hottest papers, and the impact on the international literature are among the subjects 

covered in such analysis. 

Keywords: Turkey, social sciences research, research evaluation, scientometric analysis 

Konur, O. (2011c) Global policies on the access to higher education by Students with 

disabilities [Engelli öğrencilerin yükseköğretime giriĢi üzerine küresel politikalar] 

International Higher Education Congress: New Trends and Issues. 27-29 May Istanbul. 

(Ankara, Turkish Council of Higher Education). [English] [Manuscript no/2011/UYK/3] 

[Track: Quality Assurance System in Higher Education] 


disadvantaged sections of the society for access to the higher education globally and nationally 

in recent years, this issue has been more important for students with disabilities. Starting with 

the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990 in the US, there 


has been development of national policies worldwide supported by the International and 

regional conventions on the disability equality. Although there have been uncertainties about 

the definition of disability in these policy documents, it has been understood that students with 

disabilities have increasingly participated in higher education as their non-disabled peers. As 

there have been calls and projects on the participation of these students in Turkish universities 

in recent years under the guidance of the Turkish Council of Higher Education, it is timely to 

have a look into these policies in some detail with implications for the Turkish Higher 

education system. 

Keywords: Students with disabilities, public policies, access to higher education, disability 

equality. 

Konur, O. (2011d) Case studies on the processes of academic evaluation and quality 

improvement in Turkish Universities [Türk Üniversitelerinde akademik değerlendirme ve 

kalite geliĢtirme süreçleri üzerine örnek çalıĢmalar] International Higher Education 

Congress: New Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish Council of Higher 

Education). [English] [Manuscript t no/2011/UYK/4] [Track: Quality Assurance System in 

Higher Education] 

The processes relating to the academic evaluation and quality improvement in higher education 

have been an important part of the quality assurance system in many fronts for many years. 

The rapid expansion of the higher education system in Turkey since 1980s has made these 

processes more important in the face of the consumer-led policy development worldwide. It is 

timely to have a look into these processes as the national projects under the guidance of the 

Turkish Council of Higher Education have been undertaken in Turkish universities since 2005. 

The implementation of the national regulation relating to this project in a university is narrated 

with the key implementation points as a case study from the standpoint of a project director. It 

is found that there have been many national and institutional determinants of the success of 

this project. This project has been helpful in directing all the stakeholders‟s attention to the 

academic evaluation and quality improvement in universities. 

Keywords: academic evaluation, quality improvement, Turkey, Turkish Council of Higher 

Education, regulations 

Konur, O. (2011e) The international research performance and ranking of the foundation 

universities in Turkey [Türk vakıf üniversitelerinin ululararası araĢtırma performansı ve 

sıralaması] International Higher Education Congress: New Trends and Issues. 27-29 May 

Istanbul. (Ankara, Turkish Council of Higher Education). [English] [Manuscript t 

no/2011/UYK/5] [Track: Foundation and private universities] 

It is a well-known fact that higher education has significantly expanded in Turkey since 1980s 

with a significant increase in both the number of universities and students, as well as the 

number of the academic staff. The establishment of the foundation universities has been a 

significant aspect of this expansion. Although the research output of Turkish universities has 

increased substantially in recent years, little is known about the international research 

performance of these universities. With the development of national and institutional policies 

promoting the enhancement of the research performance of Turkey, it is timely to have a look 

into the research performance of the foundation universities to test the hypothesis that the 


performance of these universities is scientometrically analysed in an historical perspective 

starting from the 1980s. The most studied subjects, the most published journals, the most 

publishing institutions, the most cited papers, the hottest papers, and the impact on the 

international literature are among the subjects covered in such analysis. Additionally these 

universities are ranked both in terms of the number of publications and the number of citations 

they receive. 


Keywords: Turkey, foundation universities, scientometric analysis, research evaluation 

Konur, O. (2011f) Tenure and promotion criteria of Turkish Universities within an 

international context [uluslar arası çerçevede Türk üniversitelerinde atanma ve yükseltme 

kriterleri] International Higher Education Congress: New Trends and Issues. 27-29 May 

Istanbul. (Ankara, Turkish Council of Higher Education). [English] [Manuscript t 

no/2011/UYK/6] [Track: Restructuring of Universities] 

It is a well-known fact that higher education has significantly expanded in Turkey since 1980s 

with a significant increase in both the number of universities and students, as well as the 

number of the academic staff. The establishment of new universities has created a huge 

demand for the academic staff. In parallel with these developments there has been huge 

demand for the increase in the research output of the academic staff for their appointment and 

promotion in their universities to contribute to the improved international research performance 

of Turkey. With the development of national and institutional policies promoting the 

enhancement of the research performance of Turkey, it is timely to have a look into the tenure 

and promotion criteria in Turkish universities. For this purpose the related regulations of the 

selected number of Turkish Universities are analysed to ascertain the main tenets of these 

policies across the academic disciplines and institutions of higher education. Additionally the 

research performance of these selected universities is assessed to have an idea about the 

effectiveness of these policies for tenure and promotion. 

Keywords: Turkey, tenure, promotion, universities, research evaluation, policy analysis 

Konur, O. (2011g) International recognition of Turkish scientific journals [Türk bilimsel 

dergilerin uluslararası tanınırlığı] International Higher Education Congress: New Trends and 

Issues. 27-29 May Istanbul. (Ankara, Turkish Council of Higher Education). [English] 

[Manuscript t no/2011/UYK/7] [Track: Restructuring of Universities] 

There has been a significant improvement in the international research performance of Turkish 

higher education institutions especially in the fields of engineering, medical sciences and 

natural sciences since 1980s. A number of national and institutional policies have been 

developed to provide a strong set of incentives for both the researchers and their institutions 

including monetary incentives and incentives relating to tenure and promotions by the national 

and institutional regulations. Additionally there have been initiatives to increase the number of 

the Turkish scientific journals indexed in the SSCI, SCIE and A&HCI. Therefore it is timely to 

have a closer look into the international recognition of the Turkish scientific journals in recent 

years analysing the coverage and performance of these journals through the use of the 

scientometric methods. 

Keywords: Turkey, scholarly journals, SSCI, SCIE, A&HCI, scientometric analysis 

Konur, O. (2011h) The development of the societal aspects of the universities [Üniversitelerin 

toplumsal yönlerinin geliĢimi] International Higher Education Congress: New Trends and 

Issues. 27-29 May Istanbul. (Ankara, Turkish Council of Higher Education). [English] 

[Manuscript t no/2011/UYK/8] [Track: The relations among university, society, Industry and 

Business World] 

It is generally accepted that the universities have generally three universal goals to produce 

services in the areas of teaching and learning, research and development, and finally the public 

services. The first two goals of the universities have been well understood but the last goal has 

been loaded with uncertainties about their definition, scope, procedures and aims. With the 

increasing calls for the participation of the various sections of the society in the management of 

universities in recent years and with the increasing demands for the public services by the 

society and increasing demand for extra financial resources by the universities, it is timely to 


have a close look into the development of the societal aspects of the universities through the 

critical analysis of the literature and the analysis of the selected case studies of universities. 

Keywords: universities, public services, mission, content analysis. 

Konur, O. (2011i) The analysis of the research on the financing of higher education 

[Yükseköğretim finansı üzerine araĢtırmaların analizi] International Higher Education 

Congress: New Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish Council of Higher 

Education). [English] [Manuscript t no/2011/UYK/9] [Track: Finance of Higher education] 

The higher education system has significantly expanded worldwide in recent years. Both the 

number of institutions and students has increased significantly. There has been also huge 

demand for the universities to provide a number of services to the society such as health 

services, consultancy services and adult education services. It is well established in the 

financial literature that universities are also financial entities with the balance sheets and profit 

and loss accounts. They have find money to finance their infrastructures and to pay their daily 

operational expensed. There has been many financing models both in theory and practice and 

there has been increasing calls to demand money from the services users such as students and 

health services users. Therefore it is timely have a closer look into these financing models as 

there have been parallel calls in Turkey to reform the financing of the higher education system. 

A content analysis of the research on the financing models of higher education and the selected 

case studies of universities help to have an idea about these models and tier implementation. 


Konur, O. (2011j) An analysis of the International research on higher education 

[Yükseköğretim üzerine yapılan uluslar arası araĢtırmaların analizi] International Higher 

Education Congress: New Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish Council 

of Higher Education). [English] [Manuscript t no/2011/UYK/10] [Track: Entrepreneurial 

Education, Innovation, Research and Development Studies] 



years, the research output in the field of social sciences but especially in educational sciences 

has been under the expected level. As there have been calls for the restructuring of the Turkish 

higher education system in many fronts, it would be beneficial for all the stakeholders to have a 

look into the current state of the research on higher education within the global context to 

determine the key issues and processes shaping the higher education research and practice. The 

research on higher education is analysed scientometrically fro the last three decades as of 

January 2011. The most studied subjects, the most published journals, the most publishing 

institutions, the most cited papers, the hottest papers, and the impact on the international 

literature are among the subjects covered in such analysis. 

Keywords: higher education research, scientometric analysis, research evaluation 

Konur, O. (2011k) The analysis of the international research on the Bologna Process 

[Bolonya süreçleri üzerine yapılan uluslar arası araĢtırmaların analizi] International Higher 

Education Congress: New Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish Council 

of Higher Education). [English] [Manuscript t no/2011/UYK/11] [Track: Globalization and 

Internalization] 

There has been a significant expansion in the higher education system at both the national and 

global scale. As the number of institutions and the number of students increase it is essential to 

focus on the quality of the educational programs in the universities. The European Union has 

been developing the regional policies to increase the quality of the educational programs in 


Europe. The Bologna Process has been one of the main tenets of these regional policies. These 

policies have been increasingly implemented in recent years under the guidance of the Turkish 

Council of Higher Education. Therefore it is timely to have a closer look into the development 

and implementation of these policies and processes through the analysis of the published 

research in the international scientific journals. Both the content analysis and scientometric 

analysis techniques are employed for such a purpose. All the stakeholders would find helpful to 

focus on the main tenets of policies and processes on the Bologna Process, implemented in our 

country as well. 

Keywords: Bologna Process, European Union, Turkey, Research evaluation. 

Konur, O. (2011l) The development of student-centred services in higher education 

institutions [Üniversitelerde öğrenci odaklı öğrenci hizmetlerinin geliĢtirilmesi] International 

Higher Education Congress: New Trends and Issues. 27-29 May Istanbul. (Ankara, Turkish 

Council of Higher Education). [English] [Manuscript t no/2011/UYK/12] [Track: Higher 

education and students] 

It has been well established that the effective development of the student-centred student 

services in universities has been one of the main factors of the determinants of both the wellbeing 

and academic success of students. With the rapid expansion of the student numbers and 

programs especially in the evening classes, the effective development of such services has 

become one of the main challenges for the university management teams. The participation of 

the students in the development and delivery of these services has also been important aspects 

of the service development. In many countries regulations have been made to enable students 

to participate in the development of services. For example, Turkish Universities have 

implemented regulations on the representation of the students in the decision making bodies of 

the institutions in recent years. Therefore it is timely to have a look into the development and 

delivery of the student services in universities focusing on the determination of the most 

effective aspects of such policies in both theory and practice through the content analysis of the 

international research on the development of student services in universities together with 

selected university case studies. 

Keywords: Higher education, student services, student-centred services, policies, student 

organizations 

Konur, O. (2011m) The attitudes of students in teacher education programs towards disabled 

pupils. Paper outlined prepared for the 20th National Educational Sciences Convention. 

Mehmet Akif Ersoy University, Burdur, Turkey, 8th-11th September 2011. Manuscript No. 2. 

Problem Statement. In recent years, disabled students have had increased access to schools in general 

so that nowadays nearly one in every ten students in the schools is disabled students. As a number of 

evolving public policies worldwide have been enacted to ensure that these students receive the teaching 

services as their non-disabled peers receive, the disability equality has become an important public 

policy issue. Since teachers are an important part of the policies and practices in ensuring disability 

equality in the schools, it is important to educate them to achieve these results adequately. Since the 

attitudes of these students play an important role in ensuring disability equality, it is important to know 

the determinants of the determinants of these students towards disabled pupils in the schools 

Aim of the study: The aim of this study is to review the research on the attitudes of students in teacher 

education programs with the potential implications for the teacher education programs and teaching 

profession in Turkey. 

Methods: A concise review of the research on the attitudes of students in teacher education programs 

towards disabled pupils in the schools is carried out through the search of the main research databases 

such as SSCI and ERIC. 


Findings: It has been found that the research in this area has been abundant mainly carried out in the 

US, followed by the UK and Australia and has been relatively abundant. 



Act (2010), Disability Discrimination Act (1992), and the European Directive 2000/278, disabled pupils 

have had difficulties in accessing schools worldwide and the adverse attitudes of teachers have been a 

strong determinant of this process. This makes the situation for the disability equality in the schools in 

Turkey most problematic although there have been recent projects to increase the participation rate of 

disabled students in schools in general. 

References: 

Avramidis, E.; Bayliss, P.; Burden, R. (2000) Student teachers' attitudes towards the inclusion of 

children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 

pp. 277-93. 

Busch, T. W.; Pederson, K.; Espin, C. A.; Weissenburger, J. W. (2001) Teaching students with learning 

disabilities: perceptions of a first-year teacher, Journal of Special Education, 35(2), First-Year Special 

Education Teachers, pp. 92-99. 

Cook BG, Tankersley M, Cook L, Landrum TJ (2000) Teachers' attitudes toward their included students 

with disabilities. Exceptional Children. 67(1), pp. 115-135. 

Tait, K.; Purdie, N. (2000) Attitudes towards Disability: Teacher Education for Inclusive Environments 

in an Australian University. International Journal of Disability, Development and Education, 47(1), pp. 

25-38. 

Winzer, M; Altieri, E.; Larsson, V. (2000) Portfolios as a tool for attitude change. Rural Special 

Education Quarterly, 19(3-4), pp. 72-81. 

Keywords: Disabled students, schools, disability equality, research evaluation 

Konur, O. (2011n) The access by disabled students into the teacher education programs. 

Extended abstract prepared for the 20th National Educational Sciences Convention. Mehmet 

Akif Ersoy University, Burdur, Turkey, 8th-11th September 2011. Manuscript No. 1. 

Problem Statement. In recent years, disabled students have had the increased access to the higher 

education in general so that nowadays nearly one in every ten students in higher education institutions 

are disabled students. As there have been many disabled pupils in schools in general worldwide, 

disabled students have increasingly sought to have access to the teacher education programs. However 

the access into the teacher education programs and the teaching profession has been problematic due to 

the conflicting public policies on protecting the public and the integration of disabled people into the 

society as the disabled candidates should meet the academic and professional requirements of the 

teacher education programs and teaching profession. 

Aim of the study: The aim of this study is to review policy and research regarding the access by 

disabled students into the teacher education with the potential implications for the teacher education 

programs and teaching profession in Turkey. 

Methods: A multiple method approach is used for this study. First, a concise review of policy and 

practice regarding the access by disabled students into the teacher education programs in the developed 

countries such as the US, the UK, and Australia are reviewed through the policy analysis. Secondly the 

major pieces of the research in this area has been analysed through the lens of the search of the main 

research databases such as SSCI and ERIC. 

Findings: It has been found that the policy and practice on the access to the teacher education programs 

and the following access to the teaching profession has been most problematic for disabled students 

although there have been a series of evolving public policies in terms of anti-discrimination laws 

worldwide to ensure that they have equal access as their non-disabled peers. Surprisingly, the research 

in this area has been below the expected level considering the public importance of this issue. 


Furthermore it has been found that the research mostly has been carried out in the US. The research in 

this area in Turkey has been scarce. 



Act (2010), Disability Discrimination Act (1992), and the European Directive 2000/278, disabled 

students have had difficulties in accessing teacher education programs worldwide and the research in 

this area has been scarce. This makes the situation for the teacher education programs in Turkey most 

problematic although there have been recent projects to increase the participation rate of disabled 

students in higher education programs in general. 

References: 

Ferri, BA, Keefe, CH, Gregg, N (2001) Teachers with learning disabilities: A view from both sides of 

the desk. Journal of Learning Disabilities. 34 (1): 22-32. 

Gabel, Susan L. (2001) "I wash my face with dirty water": narratives of disability and pedagogy. 

Journal of Teacher Education, 52(1), pp. p31-47. 

Gale, T. (2000) (Dis)ordering Teacher education: from problem students to problem-based learning. 

Journal of Education for Teaching, 26(2), pp. p127-38. 

Martin, D. S.; Lytle, R. R. (2000) Deaf teacher candidates in hearing classrooms: a unique teacher 

preparation program. American Annals of the Deaf, 145(1), pp. 15-21. 

Smith, D. J. (2000) Through the spattered windshield: a visually impaired teacher's internship. Alberta 

Journal of Educational Research, 46(2), pp. 167-178. 

Keywords: Disabled students, teacher education programs, disability equality 

Konur, O. (2011o) The quality assessment in teacher education programs. Extended abstract 

prepared for the 20th National Educational Sciences Convention. Mehmet Akif Ersoy 

University, Burdur, Turkey, 8th-11th September 2011. Manuscript No. 3. 

Problem Statement. The processes relating to the academic evaluation and quality improvement in 

higher education have been an important part of the quality assurance system in many fronts for many 

years. The rapid expansion of the higher education system in Turkey since 1980s has made these 

processes more important in the face of the consumer-led policy development worldwide. It is timely to 

have a look into these processes as the national projects under the guidance of the Turkish Council of 

Higher Education have been undertaken in Turkish universities since 2005 with a focus on the teacher 

education programs. 

Aim of the study: To present the development and determinants of the processes relating to the 

academic evaluation and quality improvement in higher education with a focus on the teacher education 

programs in Turkey. 

Methods: The implementation of the national regulation relating to this project in a university is 

narrated with the key implementation points as a case study from the standpoint of a project director. 

Findings: The project thus has two main parts. The first part is called the self-evaluation and considers 

the evaluation of the factors controlled by the institution itself. The second part is called the 

environmental evaluation and considers the evaluation of external factors. 

Self-evaluation key headings 

1. Inputs 

2. Institutional properties 

3. Teaching and learning processes 

4. Research and development processes 

5. Service processes 

6. Administrative processes and support processes 

7. Managerial properties (Structural) 


8. Managerial properties (Behavioural) 

9. Outputs/Results 

10. Higher education mission performance 

The environmental evaluation key headings 

1. The evaluation of developments in higher education at home and abroad 

2. Evaluation of developments regarding graduates 

3. Evaluation of developments in the public sphere and the public relations 

4. Evaluation of relations and developments in relation to industrial and social 

institutions 

5. Evaluation of developments regarding educational technologies 

6. Evaluation of legal arrangements and developments regarding public enterprises 

and offices 

7. Evaluation of the effect of the institution on the economics and commercial 

development of the region 

Conclusion: It is found that there have been many national and institutional determinants of the success 

of this project. This project has been helpful in directing all the stakeholders‟ attention to the academic 

evaluation and quality improvement in universities. It has potential to increase the quality of teaching in 

many fronts for the teacher education programs in Turkey. 

References: 

Aldemir, C.; Yaprak, G. (2004) Higher education management and policy: student satisfaction in higher 

education: a Turkish case. Higher Education Management and Policy, 16(2), 121-138. 

Clark, T. (2009) The impact of reforms on the quality and responsiveness of universities in the United 

Kingdom, Higher Education Management and Policy, 21(2), 105-126. 

Hazelkorn, E. (2007) The impact of league tables and ranking systems on higher education decision 

making, Higher Education Management and Policy, 19(2), 81-105. 

Higher Education Academic Evaluation and Quality Improvement Commission (2007) Higher 

Education Academic Evaluation and Quality Improvement Guide, v. 2007/1.0 (Ankara, Higher 

Education Council). [Turkish] 

Higher Education Council (2006) Turkey’s Higher Education Strategy, 251 pp., (Ankara, Higher 


Liu, S.; Rosa, M. J. (2008) Quality assessment of undergraduate education in China, Higher Education 

Management and Policy, 20(3), 70-87. 

Regulation on Academic Evaluation and Quality Improvement in Higher Education Institutions (2005) 

Official Gazette, 20.09.2005. No. 25492 (Ankara, Higher Education Council). [Turkish] 

Serrano-Velarde, K. E: (2008) Quality assurance in the European Higher Education Area: The 

emergence of a German market for quality assurance agencies, Higher Education Management and 

Policy, 20(3), 1-18. 

Tanaka, M. (2006) The strategic purposes and significant effects of quality assurance in German higher 

education: a comparative perspective. Higher Education Management and Policy, 18(3), 140-159. 

Keywords: academic evaluation, quality improvement, Turkey, Namik Kemal University, case study 

Konur, O. (2011p) The international research performance and ranking of the faculties of 

education in Turkey. Paper outlined prepared for the 20th National Educational Sciences 

Convention. Mehmet Akif Ersoy University, Burdur, Turkey, 8th-11th September 2011. 

Manuscript No. 4. 

Problem Statement. It is a well-known fact that higher education has significantly expanded in Turkey 

since 1980s with a significant increase in both the number of universities and students, as well as the 

number of the academic staff. The expansion of the faculties of education has been a significant aspect 

of this expansion. Although the research output of Turkish universities has increased substantially in 


ecent years, little is known about the international research performance of these faculties. With the 

development of national and institutional policies promoting the enhancement of the research 

performance of Turkey paralleling similar initiatives at a global scale, it is timely to have a look into the 

research performance of the faculties of education to test the hypothesis that the these faculties have 

propensity for the better research performance. 

Aim of the study: To present the data on the international research performance and ranking of the 

faculties of education in Turkey. 

Methods: The research performance of these faculties is scientometrically analysed in an historical 

perspective starting from the 1980s. These faculties are ranked both in terms of the number of 

publications and the number of citations they receive. 

Findings: These faculties have distinct features in terms of the foundation years, number and type of the 

programs and departments, number of academic staff, number of students, number of Ph.D. students, 

the student per academic staff ratio, and undergraduate/graduate student ratio. They have mainly been 

located in Istanbul, Ankara, and Izmir. 

The close examination of the data shows that the performance of 34 foundation universities was not the 

same. 

Middle East technical University, Hacettepe University, Gazi University, Ankara University, and 

Anadolu University were the top institutions producing 44% of 1,043 papers, providing the evidence for 

the uneven distribution of the research output among these faculties. The citation analysis suggests the 

similar dominance of these institutions among faculties of education and providing the further evidence 

for the uneven distribution of the citations among these faculties. 

Conclusion: It has been established that despite the increasing importance of the faculties of education 

in Turkey, the scientometric evaluation of the research performance of these faculties has not yet been 

carried out and this paper has been the first ever such study. 

Results provide helpful insights into the research performance of these faculties based on the basic 

institutional data. 

This first-ever scientometric study on the research performance and ranking of the faculties of education 

in Turkey shows that the scientometric analysis has a great potential to gain valuable insights into 

evaluation of the research performance of these institutions. 

References: 

Baird, L. M.; Oppenheim, C. (1994) Do citations matter. Journal of Information Science, 20(1), 2-15. 

Baskurt, O. K. (2011) Time series analysis of publication counts of a university: what are the 

implications? Scietometrics, 86 (3): 645-656. 

Butler, L. (2003) Explaining Australia's increased share of ISI publications - the effects of a funding 

formula based on publication counts, Research Policy, 32(1), 143-15. 

Cronin, B. (2001) Bibliometrics and beyond: Some thoughts on web-based citation analysis. Journal of 

Information Science, 27(1), 1-7. 

Gokceoglu, C.; Okay, A. I.; Sezer, E. (2008) International earth science literature from Turkey - 1970- 

2005: Trends and possible causes. Scientometrics, 74(3), 409-423. 

Gulgoz, S.; Yedekcioglu, O. A.; Yurtsever, E. (2002) Turkey's output in social science publications: 

1970-1999. Scientometrics, 55(1), 103-121. 

Higher Education Council (2011a) State Universities 2011 (Ankara, Higher Education Council). 

Higher Education Council (2011b) Foundation Universities 2011 (Ankara, Higher Education Council). 

Leydesdorff, L. (1998) Theories of citation? Scientometrics, 43(1), 5-25. 

Mizikaci, F (2010) Isomorphic and diverse institutions among Turkish foundation universities. Egitim 

ve Bilim-Education and Science, 35(157), 140-151. 


Onder, C.; Sevkli, M.; Altinok, T.; Tavukcuoglu, C. (2008) Institutional change and scientific research: 

A preliminary bibliometric analysis of institutional influences on Turkey's recent social science 

publications, Scientometrics, 76(3), 543-560. 

Student Selection and Placement Centre (SSPC) (2010) Higher Education Statistics Book 2009-2010. 

(Ankara, Student Selection and Placement Centre). 

Keywords: Turkey, scientometrics, research evaluation, faculty of education, research productivity 

Konur, O. (2011q) The strategic plan processes in teacher education programs. Paper outlined 

prepared for the 20th National Educational Sciences Convention. Mehmet Akif Ersoy 

University, Burdur, Turkey, 8th-11th September 2011. Manuscript No. 5. 

Problem Statement. The processes relating to the strategic planning in higher education have been an 

important part of the financial budgeting in many fronts for many years worldwide to meet challenges 

in the light of changes in demographic patterns, globalisation, accountability, and new technologies. 

The rapid expansion of the higher education system in Turkey since 1980s has made these processes 

more important in the face of the consumer-led policy development worldwide as it has been recently 

applied in Turkey. It is timely to have a look into these processes as the national projects under the 

guidance of the Turkish Council of Higher Education and the Ministry of Finance have been undertaken 

in Turkish universities since 2005 with a focus on the teacher education programs. These new processes 

bring both opportunities and challenges for the faculties of education in Turkey. 

Aim of the study: To present the development of processes relating to the strategic planning in higher 

education with a focus on the teacher education programs in Turkey. 

Methods: The implementation of the national strategic planning framework in the Namik Kemal 

University which was co-ordinated by the Author of the paper, is narrated with the key implementation 

points as a case study from the standpoint of a project director with a focus on the implications for the 

faculties of education in the light of the laws and regulations on the financial management of the public 

institutions in Turkey. 

Findings: Strategic planning is an institution's process of defining its strategies and making decisions 

on how its resources will be used to pursue these strategies. It can be a powerful instrument in bringing 

about lasting change to the faculties of education. 

In Turkish higher education system, there was been little evidence of the actual practice of 

systematically and strategically gathering data to inform strategic planning processes. Data-driven 

planning which is known also as outcomes-based program review, which is defined as a cyclical 

process for evaluating and continuously strengthening the quality and stability of programs. The 

strategic evaluation is conducted through a combination of self-evaluation. The results of this process 

inform strategic planning. Adopting the practice of systematically and strategically gathering data to 

inform the development and implementation of a strategic plan will ensure its achievement. This paper 

presents a combination of techniques to conduct data-driven planning as dictated by the Ministry of 

State and Higher Education council. 

The strategic planning processes in the faculties of education in Turkey have been regulated by the 

Public Financial Management and Control Law (2003). Under the Article 9 of the Law “Public 

Administrations shall base their budgets, their program and project based resource allocations on their 

strategic plans, annual goals and objectives, performance indicators in order to present public services at 

the required level and quality”. A case study of the Namik Kemal University strategic plan which was 

drafted by the Author of this paper is presented in this paper to highlight the basic tenets of this 

planning process with implications for the faculties 

Conclusion: Strategic planning is highly critical in ensuring that faculties of education deliberately 

position themselves to realise their mission, vision, and strategic goals, especially when these faculties 

face a network of risks that can negatively impact their continued financial viability and compromise 

their ability to achieve their goals. It is found that there have been many national and institutional 

determinants of the success of the strategic planning processes in the faculties of education in Turkey. 

This project has been helpful in directing all the stakeholders‟ attention to the performance-based 

budgeting with the implications for raising the consciousness about the value for money in universities. 


It has potential to increase the quality of teaching in many fronts for the faculties of education in 

Turkey. 

References: 

Achampong, Francis K. (2010) Integrating risk management and strategic planning. Planning for 

Higher Education, 38(2), pp. 22-27. 

Akbulut, Y.; Kuzu, A.; Latchem, C. (2007) Change readiness among teaching staff at Anadolu 

University, Turkey. Distance Education, 28(3), pp. 335-350. 

Atkins, K. (2010) Strategically planning to change. New Directions for Student Services, No. 132, pp. 

17-25. 

Barnes, B.; Harris, M. S. (2010) Privatization influences and strategic enrollment management decisions 

in public research universities. College & University, 85(4), pp. 2-9. 

Bresciani, M. J. (2010) Data-driven planning: using assessment in strategic planning. New Directions 

for Student Services, No. 132, pp. 39-50. 

Bylaw on Principles and Procedures for Strategic Planning in Public Entities (2006) Official Gazette, 

26.05.2006, No. 26179. 

Chance, S. (2010) Strategic by design: iterative approaches to educational planning. Planning for 

Higher Education, 38(2), pp. 40-54. 

Cherrey, C.; Clark, E. C. (2010) Strategic planning: renewal and redesign during turbulent times. New 

Directions for Student Services, No. 132, pp. 75-85. 

Higher Education Academic Evaluation and Quality Improvement Commission (2007) Higher 

Education Academic Evaluation and Quality Improvement Guide, v. 2007/1.0 (Ankara, Higher 


Higher Education Council (2006) Turkey’s Higher Education Strategy, 251 pp., (Ankara, Higher 


Namik Kemal University (2009) Namik Kemal University Strategic Plan 2010-2014. (Tekirdag, Namik 

Kemal University). 

Public Financial Management and Control Law (2003). Law No. 5018. (Ankara, Official Press). 

Regulation on Academic Evaluation and Quality Improvement in Higher Education Institutions (2005) 

Official Gazette, 20.09.2005. No. 25492 (Ankara, Higher Education Council). [Turkish] 

Sayers, N. (2011) Maximising the effectiveness of a scenario planning process: tips for scenario 

planners in higher education. Perspectives: Policy and Practice in Higher Education, 15(1), pp. 14-18. 

Serrano-Velarde, K. E: (2008) Quality assurance in the European Higher Education Area: The 

emergence of a German market for quality assurance agencies, Higher Education Management and 

Policy, 20(3), 1-18. 

Sullivan, T. M.; Richardson, E. C. (2011) Living the plan: strategic planning aligned with practice and 

assessment. Journal of Continuing Higher Education, 59(1), pp. 2-9 

Keywords: Strategic planning, higher education, risk management, educational administration 

Konur, O. (2011r) The scientometric analysis of the international research on the animal genetic 

resources and diversity. Rare Breed International (RBI) 8th Global Conference on the Conservation of 

Animal Genetic Resources. Sustainable conservation of the livestock breeds diversity for the future: 

Impact of globalization of Animal breeding and the loss of farm Animal genetic diversity - a conflict?” 

Tekirdag, Turkey, 4-8 October 2011. 

Although the scientometric studies have been applied to various academic research areas, none has been 

carried out for the research areas relating to the genetic diversity and resources. Hence, a scientometric 

analysis of the international research published during the last three decades was carried out using the 

traditional scientometric techniques based on the Science Citation Index-Expanded (SCIE) and the 


Social Sciences Citation Index (SSCI). The results show the authorial, institutional, geographical, and 

categorical patterns in genetic diversity and resources research and they supply for an alternative 

approach to research evaluation, giving directions for the future research efforts. The numbers of the 

publication outputs have exponentially grown since 1990s, coupled with a corresponding growth in the 

number of citations. “Agriculture, Dairy & animal Science”, “Genetics & Heredity”, “Veterinary 

Sciences”, “Microbiology”, and “Ecology” were most prolific subject areas in genetic diversity and 

resources, and “Animal Genetics”, “Molecular Ecology”, “Veterinary Microbiology”, “Journal of 

Animal Breeding and Genetics”, and “Applied and Environmental Biology” were most prolific journals 

in this area. The U.S. and European countries (France, Germany, England, and Spain) were the most 

prolific countries in global genetic diversity and resources research. The research output (2,544 papers) 

has had a high impact on the 35,228 research studies with H-index of 77. This first-ever application of 

the scientometric research evaluation techniques to genetic diversity and resources research provides an 

alternative way to evaluate the evolution of the research through the time and across the geographies 

and institutions world-wide as an addition to the content analysis, literature reviews, and meta-analytic 

studies. 

Keywords: genetic diversity, genetic resources, scientometric research evaluation, research productivity 

Konur, O. (2011s) The most cited papers on the international research on the animal genetic resources 

and diversity. Rare Breed International (RBI) 8th Global Conference on the Conservation of Animal 

Genetic Resources. Sustainable conservation of the livestock breeds diversity for the future: Impact of 

globalization of Animal breeding and the loss of farm Animal genetic diversity - a conflict?” Tekirdag, 

Turkey, 4-8 October 2011. 

Although the scientometric studies have been applied to various academic research areas, none has been 

carried out for the research areas relating to the genetic diversity and resources. Especially no study has 

been carried out on the most cited papers in genetic resources and diversity, paralleling similar studies 

in other research areas in the literature. Hence, a study was carried out on the most cited papers in 

genetic resources and diversity using the traditional scientometric techniques based on the Science 

Citation Index-Expanded (SCIE) and the Social Sciences Citation Index (SSCI). The results show the 

most influential papers giving valuable directions for the future research efforts. This first-ever 

application of the scientometric research evaluation techniques to genetic diversity and resources 

research with a focus on the content analysis of the most cited papers provides an alternative way to 

evaluate the evolution of the research through the time and across the geographies and institutions 

world-wide as an addition to the literature reviews and meta-analytic studies as well as to the full-scale 

scientometric studies. 

Keywords: genetic diversity, genetic resources, scientometric research evaluation, research productivity, 

most cited papers. 

Konur, O. (2011t). The research on the Assyrians: a scientometric approach. International 

Symposium on Midyat / Keşf-i Kadim: From Matiate to Midyat. 7-9 October 2011. Midyat, Mardin. 

Abstract No. 2011/Midyat/01 (Mardin, Mardin Artuklu University). 12.06.2011. 

The Assyrians have been in the Middle East region (most notably, Turkey, Iran, Iraq, and Syria) since 

the ancient times and currently residing there and immigrating en masse to the other countries as well. 

As the topical headings of the International Midyat Symposium show the research on the Assyrians has 

been of the interdisciplinary nature. It is timely to explore this interdisciplinary nature of the research on 

the Assyrians focusing on the humanities aspects such as religion, history, and archaeology using Arts 

& Humanities Citation Index (A&HCI) for the last three decades. It has been found that the search 

terms of “Assyrian” and “Syriac” have been effective contrary to the search term of “Syrian” in locating 

the relevant papers during the early June 2011. The results are presented for these two keywords 

separately. It has been found that both the research output and the citations received by these papers 

have been relatively sparse over time considering the time span and the geographical scope as well as 

the diversity of the subject areas. The research has been mostly in the subject areas of “religion”, 

“archaeology”, “asian studies”, “history”, and “humanities, multidisciplinary”. English has been the 

dominant language in the research activity. The USA, England, and Israel have been the most prolific 


countries doing research in this field. There have been limited numbers of papers from the hosting 

countries like Iraq, Iran, Syria, and Turkey. “Brock, S” and “University of Oxford” have been the most 

prolific author and country, respectively. It is noted that the research has been most focused on the 

history of the Assyrians rather than the current state of the Assyrians. The implications for the future 

research agenda for the Assyrians are discussed with a focus on Turkey and neighbouring countries, 

most notably the current mass exodus of Assyrians from Iraq within the wider historical context. 

Key words: Assyrians, syriac, research evaluation, A&HCI, scientometrics, Turkey, Middle East, 

history, religion, politics 

Konur, O. (2011u). The research on the Kurds: a scientometric approach. International 

Symposium on Midyat / Keşf-i Kadim: From Matiate to Midyat. 7-9 October 2011. Midyat, 

Mardin. Abstract No. 2011/Midyat/02 (Mardin, Mardin Artuklu University). 12.06.2011. 

The Kurds have been in the Middle East region (most notably, Turkey, Iran, Iraq, and Syria) for 

centuries and currently residing there and immigrating en masse to the other countries as well. As the 

topical headings of the International Midyat Symposium show the research on the Kurds has been of the 

interdisciplinary nature. It is timely to explore this interdisciplinary nature of the research on the Kurds 

focusing on the humanities aspects such as religion, history, and archaeology using Arts & Humanities 

Citation Index (A&HCI) as well as the social aspects such as politics and sociology using the Social 

Sciences Citation Index (SSCI) for the last three decades. It has been found that the search terms of 

“Kurds”, “Kurdish”, and “Kurdistan” have been effective contrary to the search term of “Kurd*” in 

locating the relevant papers during the early June 2011. The results are presented for the A&HCI and 

SSCI separately. It has been found that both the research output and the citations received by these 

papers have been relatively abundant over time compared to the research on the Assyrians and Yazidis 

considering the time span and the geographical scope as well as the diversity of the subject areas. The 

research has been mostly in the subject areas of “history” and “humanities, multidisciplinary” for the 

A&HCI and “area studies”, “political science”, and “international relations” for the SSCI. English has 

been the dominant language in the research activity. The England, Turkey, USA, and Armenia for the 

A&HCI and the USA and Turkey for the SSCI have been the most prolific countries doing research in 

this field. Contrary to the research on Assyrians, there have been more numbers of papers from the 

hosting countries like Iraq, Iran, Syria, and Turkey. “Dehqan, M” and “Yerevan State University for the 

A&HCI and “Ahmad, AA” and “Bilkent University” for the SSCI have been the most prolific authors 

and countries, respectively. It is noted that unlike the research on the Assyrians, the research on the 

Kurds has been most focused on the current state of the Kurds rather than dominantly on the history of 

the Kurds. The implications for the future research agenda for the Kurds are discussed with a focus on 

Turkey and the neighbouring countries, most notably the civil conflicts in Turkey and neighbouring 

countries within the wider historical context. 

Key words: Kurds, research evaluation, A&HCI, SSCI, scientometrics, Turkey, Middle East, history, 

religion, politics 

Konur, O. (2011v). The research on the Yazidis: a scientometric approach. International 



The Yazidis have been in the Middle East region (most notably, Turkey, Iran, Iraq, and Syria) as well as 

in the Causaus region (Armenia, Georgia) since the ancient times and currently residing there and 

immigrating en masse to the other countries. As the topical headings of the International Midyat 

Symposium show the research on the Yazidis has been of the interdisciplinary nature. It is timely to 

explore this interdisciplinary nature of the research on the Yazidis focusing on the humanities aspects 

such as religion, history, and archaeology using Arts & Humanities Citation Index (A&HCI) for the last 

three decades. The additional work is carried out using the Social Sciences Citation Index (SSCI). It has 

been found that the search terms of “Yazidis” and “Yezidis” have been effective in locating the relevant 

papers during the early June 2011. It has been found that both the research output and the citations 

received by these papers have been relatively sparse over time considering the time span and the 

geographical scope as well as the diversity of the subject areas: There were only 16 papers indexed by 


A&HCI and/or SSCI. The research has been mostly in the subject areas of “history”, “area studies”, and 

“asian studies”. English has been the dominant language in the research activity. Armenia, Germany 

and England have been the most prolific countries doing research in this field. There have been limited 

numbers of papers from the hosting countries like Iraq, Iran, Syria, and Turkey. “Arakelova, V” and 

“Fuccaro, N” and “Caucasian Center for Iranian Studies of Armenia” have been the most prolific 

authors and institution, respectively. It is noted that the research has been most focused on the history 

and the current state of the Yazidis. The implications for the future research agenda for the Yazidis are 

discussed with a focus on Turkey and neighbouring countries, most notably the current mass exodus of 

Yazidis from Iraq within the wider historical context. A key bibliography on the Yazidis is given in the 

appendix. 

Key words: Yazidis, research evaluation, A&HCI, SSCI, scientometrics, Turkey, Middle East, history, 

religion, politics 

Konur, O. (2011w). The research on the Islam: a scientometric approach. International 



The Islamic religion has been in the Middle East region (e.g. Turkey, Iran, Iraq, and Syria) for the 

centuries. As the topical headings of the International Midyat Symposium show the research on the 

Islamic religion has been of the interdisciplinary nature. It is timely to explore this interdisciplinary 

nature of the research on the Islamic religion focusing on the humanities aspects such as religion, 

history, and Asian studies using Arts & Humanities Citation Index (A&HCI) for the last three decades. 

It has been found that the search terms of “Islam*” and “muslim*” have been effective in locating the 

relevant papers during the early June 2011. It has been found that both the research output (5587 papers) 

and the citations (6958 citations) received by these papers have been relatively abundant over time 

considering the time span and the geographical scope as well as the diversity of the subject areas. 

English has been the dominant language in the research activity. The USA (1680 papers), England (507 

papers), and France (292 papers) have been the most prolific countries doing research in this field. 

There have been limited numbers of papers from the Islamic countries like Iran (63 papers), Syria / 

papers), and Turkey (138 papers), Egypt (37 papers), and Malaysia (34 papers). “Gilliot, C” and “Roy, 

O” and “Harvard University” and “Hebrew University of Jerusalem” have been the most prolific 

authors and institutions, respectively. “Muslim World”, “Al-Qantara”, and “Esprit” have been most 

prolific journals publishing research on the Islamic religion. It is noted that the research has been most 

focused on the history as well as the current state of the Islamic religion worldwide. The implications 

for the future research agenda for the Islamic religion are discussed with a focus on Turkey and 

neighbouring countries, most notably the internal conflicts within the wider historical context. 

Key words: Islam, research evaluation, A&HCI, scientometrics, Turkey, Middle East, history, religion, 

politics 

Konur, O. (2011x). The research on the Alevis: a scientometric approach. International 



The Alevis have been in the Middle East region (e.g. Turkey, Iran, Iraq, and Syria) for the centuries, 

although not pronounced within the topical program of the Symposium. As the topical headings of the 

International Midyat Symposium in general show the research on the Alevis have been of the 

interdisciplinary nature. It is timely to explore this interdisciplinary nature of the research on the Alevis 

focusing on the humanities aspects such as religion, history, and Asian studies using Arts & Humanities 

Citation Index (A&HCI) for the last three decades. It has been found that the search terms of “alevi*”, 

“alewi*”, and “alawi*” have been effective in locating the relevant papers during the early June 2011. It 

has been found that both the research output (106 papers) and the citations (21 citations) received by 

these papers have been relatively sparse over time considering the time span and the geographical scope 

as well as the diversity of the subject areas, like the research on the Yazidis. Turkish (70 papers) 

English (33 papers) have been the dominant languages in the research activity. Turkey has been the 

most prolific country doing research in this field. There have been nearly no papers from the 


neighbouring countries like Iran, Iraq, Syria and Lebanon. 10 Turkish and 2 other authors and “Gazi 

University” have been the most prolific authors and institution, respectively. “Turk Kulturu ve Haci 

Bektas Veli- Arastirma Dergisi” (64 papers) has been most prolific journal publishing research on the 

Alevis. A number of other indexed Turkish Journals like “Milli Folklor”” have been also on the most 

prolific journal list. The most prolific subject areas have been “Humanities, Multidisciplinary”, 

“History”, and “Area Studies”. It is noted that the research has been most focused on the current state of 

the Alevis. The implications for the future research agenda for the Alevis are discussed with a focus on 

Turkey and neighbouring countries, most notably the internal conflicts within the wider historical 

context. A concise bibliography on the Alevis is added. 

Key words: Turks, Alevis, Ottoman, Turkey, research evaluation, A&HCI, scientometrics, Middle East, 

history, religion, politics 

Konur, O. (2011y). The research on the Armenians: a scientometric approach. International 



The Armenians have been in the Middle East region (e.g. Turkey, Iran, Iraq, Lebanon, and Syria) and 

the Caucasus (Armenia, Azerbaijan, and Georgia) for the centuries, although not pronounced within the 

topical program of the Symposium. As the topical headings of the International Midyat Symposium in 

general show the research on the Armenians have been of the interdisciplinary nature. It is timely to 

explore this interdisciplinary nature of the research on the Armenians focusing on the humanities 

aspects such as religion, history, and Asian studies using Arts & Humanities Citation Index (A&HCI) 

for the last three decades. It has been found that the search term of “Armenia*” has been effective in 

locating the relevant papers during the early June 2011. It has been found that both the research output 

(428 papers) and the citations (275 citations) received by these papers have been relatively sparse over 

time considering the time span and the geographical scope as well as the diversity of the subject areas, 

like the research on the Yazidis and Alevis. English has been the dominant language in the research 

activity. USA, France, Israel, and Armenia have been the most prolific countriesdoing research in this 

field. There have been limited number of papers from the neighbouring countries like Turkey (14 

papers) and Iran (2 papers). “Greppin, JAC” and “Stone, ME” and “Hebrew University Jerusalem” 

have been the most prolific authors and institution, respectively. “Temps Modernes” and “Iran and the 

Caucasus” have been most prolific journal publishing research on the Armenians. “Milli Folklor” and 

“TUBA-AR” have been on the prolific journal list. The most prolific subject areas have been “History” 

(119 papers) and “Humanities, Multidisciplinary” (60 papers). It is noted that the research has been 

most focused on the current state of the Armenians as well as on the history of the Armenians. The 

implications for the future research agenda for the Armenians are discussed with a focus on Turkey and 

neighbouring countries, most notably the internal conflicts within the wider historical context. A 

concise bibliography on the Armenians is added. 

Key words: Turks, Armenians, Ottoman, Turkey, Armenia, research evaluation, A&HCI, 

scientometrics, Caucasus, Middle East, history, religion, politics 

Konur, O. (2011z). The research on the Turks: a scientometric approach. International Symposium 

on Midyat / Keşf-i Kadim: From Matiate to Midyat. 7-9 October 2011. Midyat, Mardin. 

Abstract No. 2011/Midyat/06 (Mardin, Mardin Artuklu University). 12.06.2011. 

The Turks have been in the Middle East region (e.g. Turkey, Iran, Iraq, Lebanon, and Syria) for the 

centuries. As the topical headings of the International Midyat Symposium in general show the research 

on the Turks have been of the interdisciplinary nature. It is timely to explore this interdisciplinary nature 

of the research on the Turks focusing on the humanities aspects such as religion, history, and Asian 

studies using Arts & Humanities Citation Index (A&HCI) for the last three decades. It has been found 

that the search terms of “Turks”, “Turkey”, and “Ottoman” have been effective in locating the relevant 

papers during the early June 2011. It has been found that both the research output (2223 papers) and the 

citations (3285 citations) received by these papers have been relatively moderate over time considering 

the time span and the geographical scope as well as the diversity of the subject areas, like the research 

on the Islam religion. English has been the dominant language in the research activity. Turkey (525 


papers) and USA (490 papers) have been the most prolific countries doing research in this field. There 

have been limited number of papers from the neighbouring countries like Armenia (5 papers), Iran (4 

papers), and Syria (2 papers). “Waelkens, M” and “Degryse, P” and “Bilkent University”, “Gazi 

University”, and Bogazici University” have been the most prolific authors and institutions, respectively. 

“Milli Folklor”, “Journal of Archaeological Science”, and “Bulgarian Historical Review” have been 

most prolific journal publishing research on the Turks. “Turk Kulturu ve Haci Bektasi Veli- Arastirma 

Dergisi”, “Belleten” and “METU Journal of the Faculty of Architecture” have been the other Turkish 

journals on the prolific journal list. The most prolific subject areas have been “History” (673 papers) 

and “Archaeology” (347 papers). It is noted that the research has been most focused on the current state 

of the Turks as well as on the history of the Turks. The implications for the future research agenda for 

the Turks are discussed with a focus on Turkey and neighbouring countries as well as the ethnic and 

religious minorities, most notably the internal conflicts within the wider historical context. 

Key words: Turks, Ottoman, Turkey, research evaluation, A&HCI, scientometrics, Caucasus, Middle 

East, Europe, history, religion, politics 

Konur, O. (2010a) The institutional evaluation in the nano-related university departments. Presented at 

the 6 th Nanoscience and Nanotechnology Conference. 15-18 June 2010. Izmir Institute of Technology, 

Izmir, Turkey. Theme N. Social, Economical and Environmental Effects Safety Ethical Issues. 

ID:278N. [English] [B9c. Conference paper] Not presented. 

Abstract Partly, as a result of the Bologna process, all the state higher education institutions in Turkey 

have been required to produce an Academic Evaluation and Quality Improvement Report since 2006. 

Based on the experience of the Namik Kemal University in 2008, the basic processes of the institutional 

evaluation for the universities and their faculties and nano-related departments are outlined. During this 

process it was found that the involvement of the heads of the university and its units at all levels have 

been critically important to develop a culture of institutional evaluation across the university. 

Keywords: institutional evaluation, Turkey, nano-related university departments, Higher Education 

Council 

Konur, O. (2010b) The quality teaching and assessment of disabled students in nano-related university 

departments. Presented at the 6 th Nanoscience and Nanotechnology Conference. 15-18 June 2010. 

Izmir Institute of Technology, Izmir, Turkey. Theme N. Social, Economical and Environmental 

Effects Safety Ethical Issues. ID: 279N. [English] [B9c. Conference paper] Not presented. 

Abstract The disabled students have increasingly participated in higher education in recent years 

comprising nearly 10% of the total student population. The public policy makers have argued that the 

assessments should measure the academic achievements of the disabled exam takers rather than 

measuring their disabilities. Following Konur (2002c & 2006b) and his other papers, this paper outlines 

and argues for such a comprehensive set of assessment adjustments to ensure that all the stakeholders 

are informed about them in a balanced manner to provide these students with quality teaching and 

quality assessment as in the case of non-disabled their peers gradually adjusting their attitudes towards 

disabled exam takers in the positive direction in the due course. 

Keywords: disabled students, Turkey, nano-related university departments, teaching, assessment, 

disability adjustments 

Konur, O. (2010c) The historical development of global nano research. Presented at the 6 th 

Nanoscience and Nanotechnology Conference. 15-18 June 2010. Izmir Institute of Technology, Izmir, 

Turkey. Theme N. Social, Economical and Environmental Effects Safety Ethical Issues. ID:280N. 

[English] [B9c. Conference paper] Not presented. 

Abstract Although there have been limited number of bibliometric studies on the nano research in the 

literature, it is the first time these kinds of studies are introduced recently to the Turkish audience. First, 

the historical development of the global nano research was outlined and then the work focusing on last 

year was presented. The nano research showed an exponential growth during the last three decades. The 


growth across the time, paper type, authors, countries, higher education institutions, journals, and 

subjects was asymmetric. 

Keywords: nano research, research assessment, bibliometrics, globe. 

Konur, O. (2010d) The historical development of the nano research in Turkey. Presented at the 6 th 

Nanoscience and Nanotechnology Conference. 15-18 June 2010. Izmir Institute of Technology, Izmir, 

Turkey. Theme N. Social, Economical and Environmental Effects Safety Ethical Issues. ID: 281N. 

[English] [B9c. Conference paper] Not presented. 

Abstract Although there have been limited number of bibliometric studies on the nano research in the 

literature for other countries, it is the first time an exclusive bibliometric study focusing on the domestic 

nano research was carried out. The nano research in Turkey showed an exponential growth during the 

last two decades mirroring the similar exponential growth at a global scale during the last three decades. 

The growth across the time, paper type, authors, collaborating countries, higher education institutions, 

journals, and subjects was asymmetric. 

Keywords: nano research, research assessment, bibliometrics, Turkey 

Konur, O. (2010e) The institutional evaluation in the departments of Agricultural Economics. To be 

presented at the 9 th Turkish Agricultural Economics Congress, 22-24 September 2010. Sanliurfa, 

Harran University, Turkey. [English] [B9c. Conference paper] Not presented. 

The teaching and research have been considered among the main tasks of the higher education 

institutions at a global scale. The quality of the teaching and research has been one of the most 

important determinants of the rankings of the universities. Although there have been many studies on 

the determinants of the quality teaching and research concerning other countries, the research on this 

issue for Turkey has been sparse. 

Partly, as a result of the Bologna process, all the state higher education institutions in Turkey have been 

required to produce an Academic Evaluation and Quality Improvement Report since 2006. 

Based on the experience of the Namik Kemal University in 2008, the basic processes of the institutional 

evaluation for the universities and their faculties and the departments of Agricultural Economics are 

outlined. 

During this process it was found that the involvement of the heads of the university, and units at all 

levels have been critically important to develop a culture of quality across the university. This finding 

was also evident in other studies carried out in other countries. The university departments have been 

given a valuable opportunity to self-evaluate their own academic programs and to carry out a SWOT 

analysis using the self-evaluation and environmental evaluation headings of the Guide developed by the 

Council. 

It was found that this institutional evaluation process using the Guide developed by Higher Education 

Academic Evaluation and Quality Improvement Commission has been beneficial for all the 

stakeholders by developing a culture of quality and institutional evaluation during the first years of its 

foundation. 

It was further found that the model developed by the Higher Education Council has been effective to 

reflect upon all aspects of the teaching and institutional evaluation process in higher education 

institutions and the Namik Kemal University has been successful in applying this model. 

Keywords: institutional evaluation, Turkey, Agricultural Economics, Higher Education Council 

Konur, O. (2010f) The quality teaching and assessment of disabled students in the departments of 

Agricultural Economics. To be presented at the 9 th Turkish Agricultural Economics Congress, 22-24 

September 2010. Sanliurfa, Harran University, Turkey. [English] [B9c. Conference paper] Not 

presented. 


Abstract Disabled students have increasingly participated in higher education in recent years all over 

the world comprising nearly 10% of the total student population. Due to the relatively higher 

participation rate of disabled students, the higher education institutions including the departments of 

Agricultural Economics have increasingly been faced with the issues relating to the teaching and 

assessment of disabled students since 1970s. 

There has been a massive debate on this issue regarding the types of adjustments to be made for 

disabled students in the high stake examinations such as the final exams by the higher education 

institutions or the licensing examinations by the regulating bodies. The legal framework for this range 

of these disability adjustments has been set out by a number of public policies such as Americans with 

Disabilities Act, 1990. 

These policy instruments in general state that disabled students should have “reasonable 

adjustments/accommodations” in their examinations in addition to those in the teaching and learning 

environment. However, the higher education institutions and the licensing bodies have the ultimate 

power in deciding what the reasonable adjustment is considering the academic requirements of the 

higher education programs or the licensing examinations. This is mainly due to the fact that the higher 

education institutions and the licensing bodies are the academic bodies and the courts should defer to 

their decision on the academic matters. 

The disability adjustments for disabled students in the higher education and licensing settings are 

grouped under four main headings of presentation, response, setting, and timing and scheduling. These 

adjustments are outlined in the Paper. 

The Paper strongly argues that a comprehensive set of adjustments for the disabled exam takers are 

necessary to ensure that their academic achievement are measured rather than their disabilities, thus 

receiving the quality assessment as their non-disabled peers. In other words, extended time and other 

time related adjustments alone may not be helpful for the disabled exam takers to reflect their full 

abilities. These adjustments would be helpful when they are designed and implemented to meet 

individual needs of disabled students as a part of the whole curriculum and assessment access scheme. 

Keywords: disabled students, Turkey, Agricultural Economics, teaching, assessment, disability 

adjustments 

Konur, O. (2010g) The historical development of global agricultural economics research. To 

be presented at the 9 th Turkish Agricultural Economics Congress, 22-24 September 2010. Sanliurfa, 

Harran University, Turkey. [English] [B9c. Conference paper] Not presented. 

Although there have been limited number of bibliometric studies on the global research relating to the 

Agricultural Economics in the literature, it is the first time these kinds of studies are introduced recently 

to the Turkish audience of the Agricultural Economics. 

This paper mirrors the similar studies at a global scale. First, the historical development of the global 

research was outlined and then the work focusing on last year was presented. 

The data on the historical development of the research across time was presented. Then the data on the 

most publishing authors, the most publishing countries, the most publishing institutions, the most 

published journals, and the most published ISI subject headings were presented. 

It was found that the research on the Agricultural Economics showed an exponential growth during the 

last three decades. The growth across the time, paper type, authors, countries, higher education 

institutions, journals, and subjects was asymmetric. 

The study has major implications for the development of the research on the Agricultural Economics in 

Turkey. 

Keywords: agricultural economics, research assessment, bibliometrics, globe. 

Konur, O. (2010h) The historical development of the research on the Agricultural Economics 

in Turkey. To be presented at the 9 th Turkish Agricultural Economics Congress, 22-24 September 

2010. Sanliurfa, Harran University, Turkey. [English] [B9c. Conference paper] Not presented. 


Although there have been limited number of bibliometric studies on the research relating to the 

Agricultural Economics in the literature at a global scale, the research on the development of the 

research on the agricultural Economics in Turkey has been sparse. Only one paper was published in the 

Journal of Turkish Journal of Agricultural Economics in 2007. 

This paper mirrors the similar studies at the global scale and updates Atici (2007). First, the historical 

development of the global research was outlined and then the work focusing on last year was presented. 

The data on the historical development of the research across time was presented. Then the data on the 

most publishing authors, the most publishing countries, the most publishing institutions, the most 

published journals, and the most published ISI subject headings were presented. 

It was found that the research on the Agricultural Economics in Turkey showed an exponential growth 

during the last two decades. The growth across the time, paper type, authors, countries, higher education 

institutions, journals, and subjects was asymmetric. 

The study has major implications for the development of the research on the Agricultural Economics in 

Turkey. 

Keywords: agricultural economics, research assessment, bibliometrics, Turkey 

Konur, O. (2010i) The quality assessment of disabled students in higher education. Issues for 

the faculty members. Effective Lealdership and Management in Inclusive Schools: 

International Conference. 3-6 May 2010. Selcuk University. Konya. Turkey. Not presented. 

The disabled students have increasingly participated in higher education in recent years comprising 

nearly 10% of the total student population. A number of public policy instruments in terms of the antidiscrimination 

legislation and a set of incentives for all the stakeholders have been introduced since 

1970s to ensure that these students receive quality teaching and quality assessment during their study 

and examinations. The public policy makers have argued that the assessments should measure the 

academic achievements of the disabled exam takers rather than measuring their disabilities. Although 

there have been relatively substantial coverage of the assessment issues for disabled students in the 

literature, most of them have focused on the extended time adjustments for the learning disabled 

students rather than a whole set of assessment adjustments for all the disabled exam takers. This paper 

following Konur (2002c) and his other papers outlines and argues for such a comprehensive set of 

assessment adjustments to ensure that all the stakeholders, including the faculty members, educational 

developers, and the administrators of the higher education institutions, are informed about them in a 

balanced manner to provide these students with quality teaching and quality assessment as in the case of 

non-disabled their peers following the teachings of the North‟s New Institutional Theory, gradually 

adjusting their attitudes towards disabled exam takers in the positive direction in the due course. 

Keywords: Higher education, quality assessment, disabled students, public policy, assessment 

adjustments (assessment accommodations) 

Konur, O. (2010j) The quality learning of disabled students in higher education. Issues for the 

faculty members. Effective Leadership and Management in Inclusive Schools: International 

Conference. 3-6 May 2010. Selcuk University. Konya. Turkey. Not presented. 




1970s to ensure that these students receive quality teaching and they engage in the quality learning 

during their study. Thus engaging disabled learners in quality learning in compliance with public policy 

instruments while maintain academic standards have become a critical issue for the faculty members. It 

is noted that the access to the programs and the access to the curriculum are inter-dependent features of 

these public policies. The paper outlines the key features of the curriculum adjustments after briefly 

discussing the disabled students‟ participation in higher education based on Konur (2006b) and his other 

papers. Four curriculum adjustments are explored: presentation adjustments, response adjustments, 

setting adjustments and timing adjustments. The paper argues that the faculty members should inform 


themselves about the comprehensive set of curriculum adjustments to provide quality learning 

experience for the disabled learners as in the case of their non-disabled peers. 

Keywords: Higher education, quality teaching, quality learning, disabled students, public policy, 

teaching adjustments (teaching accommodations), learning styles (learning modes) 

Konur, O. (2009a) The role of external factors in influencing awareness of quality teaching- a 

case study of Namik Kemal University, Turkey. What Works Conference on Quality of 

Teaching in Higher Education. OECD Programme on Institutional Management in Higher 

Education (IMHE) 12-13 October 2009. Istanbul Technical University (ITU) Istanbul Turkey. 

Not presented. 

Partly, as a result of the Bologna process, Turkey has been developing a number of projects to improve 

the quality of higher education services for the benefit of all the stakeholders in recent years. Within the 

scope of these projects, all the state higher education institutions, regulated by the Higher Education 

Council, have been required to produce an Academic Evaluation and Quality Improvement Report since 

2006. This paper has focused on the Namik Kemal University‟s Report for the year 2008 and provided a 

synopsis of the report‟s content for the international audience. During this process it was found that the 

involvement of the heads of the university and its units at all levels have been critically important to 

develop a culture of quality across the university. Our units have been given a valuable opportunity to 

self-evaluate their own academic programs and to carry out a SWOT analysis using the self-evaluation 

and environmental evaluation headings of the Guide. It was found that this institutional evaluation 

process using the Guide has been beneficial for our all stakeholders by developing a culture of quality 

during the first years of its foundation. 

Keywords: Quality teaching, institutional evaluation, Turkey, Namik Kemal University, Higher 

Education Council 

Konur, O. (2009b) The quality assessment of disabled students in higher education. Issues for 

the faculty members. What Works Conference on Quality of Teaching in Higher Education. 

OECD Programme on Institutional Management in Higher Education (IMHE) 12-13 October 

2009. Istanbul Technical University (ITU) Istanbul Turkey. Not presented. 




1970s to ensure that these students receive quality teaching and quality assessment during their study 

and examinations. The public policy makers have argued that the assessments should measure the 

academic achievements of the disabled exam takers rather than measuring their disabilities. Although 

there have been relatively substantial coverage of the assessment issues for disabled students in the 

literature, most of them have focused on the extended time adjustments for the learning disabled 

students rather than a whole set of assessment adjustments for all the disabled exam takers. This paper 

following Konur (2002c) and his other papers outlines and argues for such a comprehensive set of 

assessment adjustments to ensure that all the stakeholders, including the faculty members, educational 

developers, and the administrators of the higher education institutions, are informed about them in a 

balanced manner to provide these students with quality teaching and quality assessment as in the case of 

non-disabled their peers following the teachings of the North‟s New Institutional Theory, gradually 

adjusting their attitudes towards disabled exam takers in the positive direction in the due course. 

Keywords: Higher education, quality assessment, disabled students, public policy, assessment 

adjustments (assessment accommodations) 

Konur, O. (2009c) The quality learning of disabled students in higher education. Issues for the 

faculty members. What Works Conference on Quality of Teaching in Higher Education. 


OECD Programme on Institutional Management in Higher Education (IMHE) 12-13 October 

2009. Istanbul Technical University (ITU) Istanbul Turkey. 




1970s to ensure that these students receive quality teaching and they engage in the quality learning 

during their study. Thus engaging disabled learners in quality learning in compliance with public policy 

instruments while maintain academic standards have become a critical issue for the faculty members. It 

is noted that the access to the programs and the access to the curriculum are inter-dependent features of 

these public policies. The paper outlines the key features of the curriculum adjustments after briefly 

discussing the disabled students‟ participation in higher education and the program access based on 

Konur (2006b) and his other papers. Four curriculum adjustments are explored: presentation 

adjustments, response adjustments, setting adjustments and timing adjustments. The paper argues that 

the faculty members should inform themselves about the comprehensive set of curriculum adjustments 

to provide quality learning experience for the disabled learners as in the case of their non-disabled 

peers. 

Keywords: Higher education, quality teaching, quality learning, disabled students, public policy, 

teaching adjustments (teaching accommodations), learning styles (learning modes) 

Konur, O. (2009d) The rising star of the research community: climate change and agriculture. 

[AraĢtırma dünyasının parlayan yıldızı: iklim değiĢimi ve ziraat] Paper presented in First International 

Congress on Global Climate Changes and Agriculture. Chair, Prof. Dr. Nizamettin Senkoylu. 28-30 

May 2009, Tekirdag, Turkey. (Tekirdag, Namik Kemal University). KONUR, Ozcan, Namik Kemal 

University Rectorate. [B9c. Conference paper] Not presented. 

� It has long been accepted that the rising star of the research community in the recent years was the 

nano-based sciences and technologies. However, as the title of this Congress shows the public 

interest in the areas of climate change and agriculture has intensified in the recent years as well. 

The research on many aspects of the climate change such as its effects on the biosphere, natural 

resources, plant production, animal production, and agroproduction has been developed globally. 

Although there have been lots of bibliometric studies on the nano-based sciences and technologies, 

there has been no bibliometric study solely dealing with the research area of climate change and 

agriculture. Therefore, taking the advantage of this high profile International Congress on the 

climate change and agriculture, a bibliometric study of this research area was carried out to 

highlight the rising star status of this field. As a first-study of its kind for this research field, the 

study is of preliminary type to be expanded with further studies as in the field of nano-based 

sciences and technologies. Using the Web of Science Databases, the information was provided on 

the type of publications, authorship of papers, the most publishing authors, the most publishing 

countries, the most publishing institutions, the language used, publications by the year, the most 

publishing journals, and the subject headings of the journals. The results showed that the field of 

climate change and agriculture has indeed been a rising star of the research community in the recent 

years with the exponentially increasing publication numbers in the 2000s. The dominance of the US 

in this field has also been the most pronounced. Turkey was in the 37. place in the list of most 

publishing counties and no Turkish Institutions and Authors were in the most publishing lists. 

o Keywords Climate change, agriculture, bibliometrics, citation analysis, Science Citation Index 

(SCI), Science Citation Index Expended (SCIE), Social Sciences Citation Index (SSCI) 


K. Institutional studies [Kurumsal çalışmalar] 

Sirnak University 

Institutional evaluation and strategic planning work; Evaluative Reports 

SU. 2011. 08. Konur, O (2011) [The working brief on the Sirnak University and “the 2011 URAP 

ranking of Turkish universities according to the academic performance”] version 1.1. July 2011. 20 

pp. (Sirnak, Turkey; Lect. Ozcan KONUR). Turkish with English abstract. www.okonur.info. 

[04.07.2011] 

“University Ranking by Academic Performance” (URAP) Laboratory of the Informatics Institute of the 

Middle East Technical University has published the results of study on the ranking of the Turkish 

Universities on 2nd July 2011 at http://tr.urapcenter.org, and this study has been widely publicised by 

the national press in Turkey. There has not been any criticism of this study yet and this brief provides 

the first account of the significant discrepancies in the ranking data for one of the universities ranked by 

this study, Sirnak University. 

This study has been presented in two main parts. In the first part, the results of the general university 

ranking as well as topical rankings have been presented. In the second part, the data tables underlying 

these rankings have been presented. 

The aim of this working brief is to inform the domestic stakeholders of our University, Sirnak 

University, about this ranking study and its implications for our University. For this reason, this brief 

has been prepared in Turkish rather than English for the relative ease of access to the information. 

In this respect, the first ten top ranked universities for each ranking type were presented in the Table. 

Additionally, the the ranking data for our University and the data for the respective ranking of our 

University were presented in the Brief for information. The alternative data compiled by Lect. Ozcan 

KONUR were presented as an alternative to the URAP data. 

URAP states that the required corrections would be made in case there are incorrect data on the 

universities. In this respect, it is expected that the URAP would re-consider the data on the universities 

especially regarding Sirnak University (number of senior academic staff with Ph.D. degrees, number of 

indexed articles and other papers, number of the citations received in 2010). 

Due to the significant discrepancies regarding the basic university data for the Sirnak University, the 

publicised university ranking data for the Sirnak University could not be used for safely until its 

correction by the URAP for the relative evaluation of the academic performance of our university at the 

least for now. 

However, despite these discrepancies in the data, it is still expected that our University have improved 

its academic performance during the first two-years of its existence operating in one of the mostdeprived 

regions of our country largely thanks to Prof. Dr. Ayhan DEMIRBAS, the eminent scientist of 

the world class working in the field of the bio-fuels in the Faculty of Engineering. 

URAP states that the ranking study would help the Turkish Universities to carry out a Strength, 

Weaknesses, Threats, and Opportunities (SWOT) analysis to sustain and to improve their academic 

performance in the light of the URAP ranking criteria. Thus, a number of suggestions were made in this 

working brief for the University Administration to sustain and to improve the academic performance of 

our University in the light of the URAP ranking criteria in relation to other Turkish Universities in a 

highly competitive higher education sector. 

Keywords: Sirnak University, URAP university ranking, research productivity, scientometric analysis, 

output analysis, citation analysis, academic evaluation, strategic planning 


SU. 2011. 07. Konur, O. (2011). Sirnak University Abstracts and Citations. Version no. 1.4R. 

[ġırnak Üniversitesi Yayın Özetleri ve Atıfları. sürüm no. 1.4R] June 2011. 36 pp. (Sirnak, 

Turkey; Lect. Ozcan KONUR). [English] www.okonur.info PDF document. 01.07.2011 

This piece of work introduces abstracts of the papers published by the academic staff in Sirnak 

University with the address of the university as affiliation as indexed in the Science Citation Index- 

Expanded (SCIE), Social Sciences Citation Index (SSCI), and Arts & Humanities Index (A&HCI) 

starting from 2010. It also includes the keywords of the Authors as well as those produced by the 

indices. The citations made to the papers are also listed for each paper separately. The analysis has been 

carried out continuously since 2010 using the keywords sirnak univ or simak univ. 

As of June 2011, Prof. Dr. Ayhan Demirbas of the Faculty of Engineering, published 23 papers 

followed by Assistant Prof. Dr. Ibrahim Kutluay (3 papers) of the Faculty of Theology, and Assistant 

Prof. Dr. Ibrahim Halil Sugozu (2 papers), Assistant Prof. Dr. Bulent Darici (2 papers), and Assist. Prof. 

Dr. Fatih Mehmet Ocal (2 papers) of the Faculty of Economic and Administrative Sciences. Prof. Dr. 

Ayhan Demirbas also published two monographs in 2010 with the address of Sirnak University. Besides 

the faculty, there were papers by the 4 research assistants, one lecturer, and one undergraduate student. 

There were only papers by 9 authors out of 30 members of academic staff with Ph.D. degrees as of June 

2011. There were 18 and 19 papers in 2010 and 2011, respectively, separately resulting in 48 and 33 

citations as of 30 June 2011, respectively for the corresponding years. 

There were 16 and 30 members of the academic staff at the university for 2010 and 2011, respectively. 

The former number was given by the official statistics for the academic year 2010-2011 whilst the latter 

number was produced using the date on the faculty web sites as of 30 June 2011. It was found that some 

faculty data at the web sites were not current. 

The data on the faculty productivity analysis is shown in the Table 3. The most productive faculty has 

been the Faculty of Engineering with 15 papers and 13 papers in 2010 and 2011, respectively. This was 

followed by the Faculty of Economic and Administrative Sciences with 5 papers and by the Faculty of 

Theology with 4 papers. 

Similarly, the Faculty of Engineering received 22 and 30 citations in 2010 and 2011, respectively as of 

30 June 2011. This was followed by the Faculty of Economic and Administrative Sciences with 23 

citations and by the Faculty of Theology with 7 citations. 

The most productive faculty in terms of both the papers per staff and citations per staff has been the 

Faculty of Engineering in both 2010 and 2011. 

As the Table 4 shows except one paper each for SSCI and A&HCI in 2010 all papers were indexed by 

the SCIE as of June 2011. 

University‟s average publication rate for the year 2010 is 1.1 paper per member of academic staff which 

is well above the national average (approximately 0.6) as there were 16 academic staff with Ph.D. 

degrees and 18 papers in total (for the academic year 2009-2010 by the OSYM statistical data). 13 

members of the academic staff with Ph.D. degrees in 2010 had no publications as indexed by these 

indices in 2010. 


is near the national average (approximately 0.6) as there were 30 academic staff with Ph.D. degrees and 

19 papers in total. 21 members of the academic staff with Ph.D. degrees in 2011 had no publications as 

indexed by these indices in 2011 as of 30 June 2011. 

10 papers were published in “Energy Sources Part A-Recovery Utilization and Environmental Effects” 

followed by “Energy Conversion and Management” (6), “Energy Education Science and Technology 

Part B-Social and Educational Studies” (7), “Energy Education Science and Technology Part A-Energy 

Science and Research” (6). All these journals were indexed by the SCIE. Only “Turk Kulturu ve Haci 

Bektas Veli Arastirma Dergisi” was indexed by the A&HCI. 

26 papers were published in the subject area of “Energy & Fuels” and followed by “Engineering, 

Chemical” (18 papers), “Environmental Sciences” (10 papers), “Education & educational research (7 

papers), and “Education, Scientific Disciplines” (7 papers). 


The average number of citation for the University is 2.7 for the 48 citations in total and H-index is 4.0 

for 2010. The average number of citation for the University is 1.7 for the 33 citations in total and Hindex 

is 3.0 for 2011. 

The most cited papers were a joint paper by Assist. Prof. Dr. FM Ocal and Assist. Prof. Dr. B. Darici 

(20 citations), followed by 3 papers by Prof. Dr. Ayhan Demirbas (12, 8, and 8 citations) Assist. Prof. 

Dr. I. Kutluay (6 citations) and 4 papers by Prof. Dr. Ayhan Demirbas with citations between 3 and 6 

These results show that Sirnak University as a whole showed a superior research performance in 2010 

and is showing signs of a similar performance currently in 2011 by June 2011. The university‟s superb 

research performance in 2010 has also been noted by the “University Ranking by Academic 

Performance” study by the Middle East technical University publicised in July 2011. 

Keywords: Sirnak University. research evaluation. Scientometrics. Research productivity, Faculty 

Rankings, Author Rankings, Most Cited Papers, Most Productive Authors, Most Productive Faculties, 

citations. 

Cits 

1. Konur, O (2011) [The working brief on the Sirnak University and “the 2011 URAP ranking of 

Turkish universities according to the academic performance”] version 1.1. July 2011. 20 pp. 

(Sirnak, Turkey; Lect. Ozcan KONUR). Turkish with English abstract. 

2. ġırnak Üniversitesi Mühendislik Fakültesi (2011) Şırnak Üniversitesi Mühendislik Fakültesi 

Stratejik Planı (2013-2017) Sürüm no. 1.2., Haziran 2011, 57 sayfa (ġırnak, ġırnak Üniversitesi 

Mühendislik Fakültesi). Taslak: Öğr. Gör. Özcan KONUR. Veriler (Kısmen): Dekanlık. 

SU. 2011. 06. ġırnak Üniversitesi Mühendislik Fakültesi (2011) Şırnak Üniversitesi Mühendislik 

Fakültesi Stratejik Planı (2013-2017) Sürüm no. 1.2., Haziran 2011, 57 sayfa (ġırnak, ġırnak 

Üniversitesi Mühendislik Fakültesi). Taslak: Öğr. Gör. Özcan KONUR. Veriler (Kısmen): Dekanlık. 

Bu stratejik planın amacı ġırnak Üniversitesi Mühendislik Fakültesinin misyon, vizyon ve 

temel değerlerinin belirlenmesini, güçlü ve zayıf yönleri ila Fakültemiz için fırsat ve tehditlerin 

saptanıp değerlendirilmesi ve Üniversitemizin misyon, vizyon ve stratejileri doğrultusunda 

hedeflerinin oluĢturulmasını sağlar. 

Bu stratejik plan, 2013-2017 stratejik planlama dönemi için Fakültemizin faaliyetlerinin 

incelenmesini, misyon, vizyon ve temel değerlerinin belirlenmesi, kurumsal GZFT (Güçlü yanlar, zayıf 

yönler, fırsatlar ve tehditler) analizinin yapılmasını ve buna dayalı olarak Fakültemizi ilgilendiren 

stratejik hedefler ile performans göstergelerinin belirlenmesini ve hedeflerin hayata geçirilmesi için 

gerekli eylem planları ile ileride kurulacak ana bilim dallarımızın performanslarının izlenmesi ve 

değerlendirilmesini kapsar. 

Bu stratejik plan 10.12.2003 tarih ve 5018 sayılı “Kamu Mali Yönetimi ve Kontrol 

Kanunu”nda yer alan stratejik planlamaya iliĢkin hükümleri ile 25942 sayılı Resmi Gazetede 

yayımlanarak yürürlüğe giren “Yükseköğretim Kurumlarında Akademik Değerlendirme ve Kalite 

GeliĢtirme Yönetmeliği” hükümleri doğrultusunda Üniversitemiz Stratejik GeliĢtirme Daire baĢkanlığı 

tarafından hazırlanmıĢ olan “ġırnak Üniversitesi (2013-2017) Stratejik Planı Hazırlama Kılavuzu” 

(Ģablon) esas alınarak hazırlanmıĢtır. 

Fakültemizde Stratejik Planlama” çalıĢmalarında, 10/12/2003 tarih ve 5018 sayılı Kamu Mali 

Yönetimi ve Kontrol Kanunun 01/01/2005 tarihinde yürürlüğe giren stratejik planlamaya iliĢkin 9‟ncu 

Maddesinde belirtilen; 

“Kamu idareleri; kalkınma planları, programlar, ilgili mevzuat ve benimsedikleri temel ilkeler 

çerçevesinde geleceğe iliĢkin misyon ve vizyonlarını oluĢturmak, stratejik amaçlar ve 

ölçülebilir hedefler saptamak, performanslarını önceden belirlenmiĢ olan göstergeler 

doğrultusunda ölçmek ve bu sürecin izleme ve değerlendirmesini yapmak amacıyla katılımcı 

yöntemlerle stratejik plan hazırlarlar. 


Kamu idareleri, kamu hizmetlerinin istenilen düzeyde ve kalitede sunulabilmesi için bütçeleri 

ile program ve proje bazında kaynak tahsislerini; stratejik planlarına, yıllık amaç ve hedefleri ile 

performans göstergelerine dayandırmak zorundadırlar…” hükmü yer almaktadır. 

SU.2011. 05. ġırnak Üniversitesi Fen Bilimleri Enstitüsü (2011) Şırnak Üniversitesi Fen Bilimleri 

Enstitüsü Stratejik Planı (2013-2017) Sürüm no. 1.1., Haziran 2011. 47 sayfa. (ġırnak, ġırnak 

Üniversitesi Fen Bilimleri Enstitüsü). Taslak: Öğr. Gör. Özcan KONUR. 

Bu stratejik plan, 2013-2017 stratejik planlama dönemi için Enstitümüzün faaliyetlerinin 

incelenmesi, misyon, vizyon ve temel değerlerinin belirlenmesi, kurumsal GZFT (Güçlü yanlar, zayıf 

yönler, fırsatlar ve tehditler) analizinin yapılması ve buna dayalı olarak Enstitümüzü ilgilendiren 

stratejik amaç ve hedefler ile performans göstergelerinin belirlenmesini ve hedeflerin hayata geçirilmesi 

için gerekli eylem planları ile ileride kurulacak ana bilim dallarımızın performanslarının izlenmesi ve 

değerlendirilmesini kapsar. 

Bu stratejik plan 10.12.2003 tarih ve 5018 sayılı “Kamu Mali Yönetimi ve Kontrol 

Kanunu”nda yer alan stratejik planlamaya iliĢkin hükümleri ile 25942 sayılı Resmi Gazetede 

yayımlanarak yürürlüğe giren “Yükseköğretim Kurumlarında Akademik Değerlendirme ve Kalite 

GeliĢtirme Yönetmeliği” hükümleri doğrultusunda Üniversitemiz Stratejik GeliĢtirme Daire baĢkanlığı 

tarafından hazırlanmıĢ olan “ġırnak Üniversitesi (2013-2017) Stratejik Planı Hazırlama Kılavuzu” 

(Ģablon) esas alınarak hazırlanmıĢtır. 

Enstitümüzde Yükseköğretim Kurulu tarafından geliĢtirilen ve kurum temellerine dayanan, birey 

hedeflerinden baĢlayarak, alt birim hedefleri, birim hedefleri ve kurum hedeflerinin oluĢturulması olan 

kurum stratejik planın yapılması, uygulama planlarının oluĢturularak uygulanması ve uygulama 

sonucunda periyodik izleme ve iyileĢtirme süreçlerinden oluĢan YÖDEK Stratejik YaklaĢımı 

benimsenmiĢtir. Bu yaklaĢım Enstitümüzün içinde bulunduğu çevresel faktörlerle kurum içi faktörleri 

bir bütün halinde birlikte değerlendirilmesi ve buna dayalı stratejiler geliĢtirilmesini esas alır. Bu 

yaklaĢımın en temel özelliği esnekliği olup, Enstitümüzde kurumsal bazda ve ana bilim dalları 

düzeyinde de uygulanabilir olmasıdır. Enstitümüzün Akademik Değerlendirme ve Kalite GeliĢtirme 

çalıĢmalarına temel teĢkil eden bu yaklaĢım doğrultusunda, kurumsal değerlendirme sonuçlarını dikkate 

alarak, Enstitümüz kurumsal temeller olan misyon, vizyon ve temel değerlere uygunluğunu 

değerlendirerek, Enstitümüzün akademik ve idari hizmetlerinin kalitesini geliĢtirici nitelikteki strateji ve 

amaçları belirlenmiĢtir. 

Ġlke olarak stratejik plan üretmenin yanı sıra stratejik yaklaĢımını tüm Enstitüye 

yaygınlaĢtırılması amaçlanmıĢtır. Ancak Enstitümüzün henüz kuruluĢ aĢamasında oluĢu, henüz kendi 

Enstitü Sekreterliğinin bulunmaması, ana bilim dallarının henüz kurulmamıĢ olması gibi istisnai 

nedenlerden dolayı alt-birim bazında stratejik planlama çalıĢmaları yapılamamıĢtır. 

SU. 2011. 04. Konur, Ö. (2011) Şırnak Üniversitesi Mühendislik Fakültesinde Maden 

Mühendisliği ve Enerji Sistemleri Mühendisliği Bölümlerinde Ana Bilim Dalı Yapılanması. 

Sürüm no. 1.1. Haziran 2011. 8 sayfa. (ġırnak, Özcan KONUR). 

Bu kısa bilgi notunda Üniversitemiz Mühendislik Fakültesi bünyesinde açılması 

Yükseköğretim Kurulu tarafından kabul edilmiĢ olan Enerji Sistemleri Mühendisliği ve Maden 

Mühendisliği Bölümlerinin ana bilim dalı yapılanması ülkemizde mevcut diğer benzer 

bölümlerin mevcut ana bilim dalı yapılanması ile karĢılaĢtırma yapılarak ele alınmaktadır. 

Yapılan internet taraması sonucunda Maden Mühendisliği Bölümü ana bilim dalı 

yapılanmasının zaman içerisinde oturmuĢ olduğu ancak teknolojik geliĢmeler ıĢığında dört ana 

bilim dalı çevresinde yapılanma olduğu görülmüĢtür. Fakültemiz tarafından önerilmiĢ olan 

Maden Arama ve ĠĢletme ABD, Cevher Hazırlama Teknolojisi ABD, Mekanizasyon ABD 

üçlü ana bilim dalı yapılanması ülkemiz diğer Maden Mühendisliği bölümleri alt yapısı ve ana 

bilim dalı yapılanması ile uyum göstermektedir. Buna karĢın Enerji Sistemleri Mühendisliği 

bölümünün ülkemiz için henüz yeni bir geliĢme olduğu ve bu nedenle henüz tek ana bilim dalı 

yapısını muhafaza etmekte olduğu ve fakültemiz akademik kadrosunun bu alandaki uzmanlığı 

nedeni ile Sayın Dekanımızın ve Öğr. Gör. Özcan KONUR‟un bilimsel verilere dayalı 


çalıĢmaları neticesinde önermiĢ olduğu Geleneksel Enerji Kaynakları ABD, Yenilenebilir ve 

Alternatif Enerji Kaynakları ABD, Enerji Kullanımı ve Çevresel Etkileri ABD, Enerji 

Ekonomisi, Politikası ve Yönetimi ABD dörtlü modelinin ülkemiz enerji sistemleri 

mühendisliği bölümleri için bir öncü model oluĢturduğu belirlenmiĢtir. Fakülte Kurulumuz 

“ġırnak” sendromunu aĢarak sınırlı imkanlar içerisinde ülkemiz ve dünya çapında bilim ve 

eğitim alanında Sayın CumhurbaĢkanımızın tavsiyesi doğrultusunda dinamik ve öncü 

programlar geliĢtirme çabasındadır. 

Anahtar kelimeler: enerji sistemleri mühendisliği, maden mühendisliği, ana bilim dalı 

yapılanması, ġırnak Üniversitesi, Türkiye, program geliĢtirme, yükseköğretim politikası 

SU. 2011. 03. Konur, Ö. (2011) Şırnak Üniversitesi Mühendislik Fakültesi İnşaat Mühendisliği 

Bölümü İnşaat Mühendisliği Lisans Programları Temel Bilgi Teknolojileri II Dersi Raporu. Sürüm 

No. 1.1 Haziran 2011. 24 sayfa. (ġırnak, Özcan KONUR). 

ġırnak Üniversitesi Mühendislik Fakültesi ĠnĢaat Mühendisliği Bölümü ĠnĢaat Mühendisliği Lisans 

Programlarında (Normal Öğretim ve Ġkinci Öğretim) 2010-2011 Eğitim-Öğretim Yılı Bahar Yarıyılında 

ĠM120 Temel Bilgi Teknolojileri II dersi okutulmuĢtur. Bu ders Güz yarıyılında okutulmuĢ olan ĠM117 

Temel Bilgiler I dersinin devamı niteliğindedir. 

Ülkemizde Bologna süreçleri kapsamında derslerin detaylı analizlerinin yapılmasına ihtiyaç 

duyulmaktadır. Bu süreçler doğrultusunda bu ders analiz raporu hazırlanmıĢ olup paydaĢların bilgi ve 

görüĢüne 2011 yılı Haziran ayı içerisinde http://www.okonur.info/32_Temel-Bilgi-Teknolojileri-II- 

Dersi.html adresinde sunulmuĢtur. 

Öğrencilerimizin her yerde her zaman ders malzemelerine eriĢimini sağlamak amacı ile 

http://www.okonur.info/32_Temel-Bilgi-Teknolojileri-II-Dersi.html adresinde ders web sitesi 2011 yılı 

Mart ayı içerisinde özel imkânlar ile oluĢturulmuĢ olup ders malzemeleri web sitesine konulmuĢtur. 

Zaman içerisinde güncelleme yapılmıĢtır. 31.05.2011 tarihi itibarı ile bu web sitesinin içeriği ġekil 1‟de 

sunulmuĢtur. 

AKTS karnesi formatında hazırlanmıĢ olan ders bilgileri Tablo 1‟de verilmiĢtir. Ders haftada iki saat 

olup normal kredisi ve AKTS kredisi 2‟dir. Dersin amacı “ĠnĢaat Mühendisliği derslerini izleyebilecek 

ölçüde temel bilgi teknolojilerini öğrenme ve uygulama (Ġkinci kısım)” olarak verilmiĢtir. 

Dersin öğrenme çıktıları ise Ģu Ģekilde verilmiĢ olup ders içeriği uygun bir Ģekilde hazırlanmıĢtır. 

1) Microsoft WORD kelime iĢleme programı ile dilekçe, yazı, özgeçmiĢ, rapor ve tablo hazırlar 

2) Microsoft PowerPoint sunum programı ile özgeçmiĢ ve raporları sunar 

3) Microsoft Excel programı ile tablo hazırlar, hesaplamalar yapar, grafikler çizer, veri setlerini 

düzenler 

4) Internet ortamında ĠnĢaat Mühendisliği dersleri ile ilgili konularda konu taraması yapar. 

Her bir öğrenci için vize, final ve genel not (sayı) ve genel not (harf) bilgileri artan öğrenci numarası 

sırasında normal ve ikinci öğretim için ayrı ayrı Tablo 2 ve Tablo 3‟te verilmiĢtir. Normal öğretimde 31, 

ikinci öğretimde 32 öğrenci bu dersi almıĢ bulunmaktadır: toplam 63 öğrenci ders almıĢtır. 

Ders ortalamaları Tablo 4‟te her iki program için alt alta verilmiĢtir. Normal Öğretim programında vize 

ortalaması 98, final ortalaması 49 ve genel not ortalaması 68 olmuĢtur. Genel not ortalaması 4 üzerinden 

2,2 olmuĢtur. En yüksek ve en düĢük değerler de her bir ortalama için ayrı ayrı tabloda verilmiĢtir. 

Ġkinci Öğretim programında vize ortalaması 99, final ortalaması 61 ve genel not ortalaması 77 olmuĢtur. 

Genel not ortalaması 4 üzerinden 2,8 olmuĢtur. En yüksek ve en düĢük değerler de her bir ortalama için 

ayrı ayrı tabloda verilmiĢtir. 

Tablo 4‟ün incelenmesinden her iki program için final sınavlarında öğrenci baĢarısının düĢük olduğu ve 

bu düĢüklüğün normal öğretim programında daha belirgin olduğu görülmektedir. Bunda dört öğrencinin 

kendi istekleri doğrultusunda bütünleme sınavında daha yüksek not almak amacı ile boĢ kâğıt vermeleri 

neticesinde 0 notu almalarının da rol oynadığı düĢünülmektedir. Final sınavında düĢük baĢarı oranının 

temelinde öğrencilerimizin dersle iliĢkilerini nerede ise tamamen kesmiĢ olmalarının yatmıĢ olduğu 


düĢünülmektedir. Ara sınav öncesinde öğrencilerimiz uygulama çalıĢmalarını baĢarı ile yerine getirmiĢ 

iken final sınavı öncesinde uygulama çalıĢmalarını zamanında yerine getirmemiĢlerdir. Bu temayülün 

arkasında öğrencilerimizin dersin gereklerini yerine getirmeksizin 100 alma beklentisinin önemli rol 

oynamıĢ olduğu öğrencilerimiz ile yapılmıĢ olan görüĢmelerden anlaĢılmaktadır. Öğrenci dersin 

gereklerini yerine getirmeden derste 100 alması gerektiği inancında olmuĢtur. 

Hâlbuki Üniversitemiz sınav yönetmeliğinde öğrenci beklentisi doğrultusunda her öğrencimize dersin 

gereklerini yerine getirmediği halde 100 verilmesi yolunda bir hüküm bulunmamaktadır. Bu hususun 

üzerinde durulmasında yarar görülmektedir. 

Tablo 5‟te ve ġekil 2‟de normal öğretim programı için not aralığı tablosu ve grafiği verilmiĢtir. Tablo ve 

grafiğin incelenmesinden genel not ortalamasında 17 öğrencinin 70-74 aralığında not almıĢ olduğu 

görülmektedir. 

Tablo 6‟da ve ġekil 3‟de ikinci öğretim programı için not aralığı tablosu ve grafiği verilmiĢtir. Tablo ve 

grafiğin incelenmesinden genel not ortalamasında 16 öğrencinin 70-74 aralığında not almıĢ olduğu 

görülmektedir. 

Tablo 7 ve ġekil 4‟te normal öğretim programı için sadece genel not ortalaması için değer tablosu ve 

grafiği verilmiĢtir. Tablo ve grafiğin incelenmesinden genel not ortalamasında 17 öğrencinin BC notunu 

harf olarak almıĢ olduğu görülmektedir. 

Tablo 8 ve ġekil 5‟te normal öğretim programı için sadece genel not ortalaması için değer tablosu ve 

grafiği verilmiĢtir. Tablo ve grafiğin incelenmesinden genel not ortalamasında 16 öğrencinin BC notunu 

harf olarak almıĢ olduğu görülmektedir. 

Son iki tablo ve grafiğin birlikte incelenmesinden ikinci öğretim öğrencilerinin genelde daha baĢarılı 

olduğu ve 5 öğrencinin AA notunu harf olarak aldığı görülmektedir (normal öğretim 1 AA). 

Temel Bilgi Teknolojileri II dersinde öğrencilerimiz her iki programda ara sınavlarda üstün baĢarı 

göstermiĢ olup final sınavlarında aynı baĢarıyı yakalama Ģansını elde edememiĢlerdir. Bu konu üzerinde 

durulması büyük bir önem taĢımaktadır. Öğrencilerimiz ile final sınavı öncesi ve sonrasında yapılmıĢ 

olan ikili görüĢmelerde öğrencilerimizin dersin gereklerini yerine getirmeden 100 alma beklentisi içinde 

oldukları ve bu nedenle derslerini çalıĢmadıkları görülmüĢtür. Nitekim sınav sonrası öğretim elemanı 

üzerinde not yükseltilmesi amacı ile yoğun baskı uygulanmıĢ olup çok sayıda not itiraz dilekçesi 

verilmek istenmiĢtir. 

Yapılan ders uygulama çalıĢmalarının da ders malzemelerinden kes kopyala yapıĢtır yöntemi ile 

yapılmıĢ olduğu da gözlenmiĢtir. Ders uygulama çalıĢmalarının dersin gereklerini yerine getirmiĢ olan 

az sayıdaki öğrenciye yaptırılmıĢ olduğu yolunda duyumlar da alınmıĢtır. Nitekim uygulama çalıĢmaları 

sonuçları ile sınav sonuçları arasında büyük bir farklılık oluĢması buna kanıt olarak gösterilebilir. Her 

iki sınavda da yoğun Ģekilde kopyalama faaliyeti olduğu sınav belgelerinin incelenmesinden kesinlik 

arz etmese de anlaĢılmıĢtır. 

Hâlbuki yukarıda da belirtildiği üzere Üniversitemizin sınav yönetmeliğinde böyle bir beklentiye 

karĢılık gelen hukuki bir hüküm bulunmamaktadır. Final sınavı öncesi dönemde öğrencilerimiz dersin 

gereklerini yerine getirmede yavaĢ kalmıĢlardır. Hâlbuki öğrencilerimizin her yerde ve her zaman ders 

malzemelerine ve ders duyurularına eriĢme imkânları özel ders web sitesi açılması yolu ile yüksek 

tutulmuĢtur. Ders saatlerinde bilgisayar laboratuarı öğrenci eriĢimine daima açık tutulmuĢtur. 

Öğrencilerimiz bir yetiĢkin olarak dersin gereklerini kendi tercihleri doğrultusunda yerine 

getirmiĢlerdir. 

Öğrenci mağduriyetinin önlenmesi açısından öğrencilerimizin var olan yanlıĢ beklentilerinin 

düzeltilmesi yolunda çalıĢma yapılması gerekmektedir. Sonuç olarak öğrencilerimiz bu dersimizden 

beklenen düzeyde yararlanamamıĢtırlar. 

SU. 2011. 02. Konur, O. (2011). Prof. Dr. Ayhan Demirbas‟ Abstracts and Citations. [Prof. Dr. Ayhan 

DemirbaĢ‟ın yayın özetleri ve atıfları] V. 1.1. 587 pp. [Ozcan Konur, Sirnak University] PDF 

document. 21.03.2011. www.okonur.info. 

The abstracts of the papers written by Prof. Dr. Ayhan Demirbas as well as the citations to these papers 

(as of January 2011) are presented in this document as a public service to improve the scholarly 


communication. The abstracts and citations would be updated regularly. It complements a paper on the 

scientometric biography of Prof. Dr. Ayhan Demirbas, which is currently being prepared. 

Keywords: Prof. Dr. Ayhan Demirbas, abstracts, citations, Sirnak University, Turkey, alternative energy 

resources, bio-energy 

SU. 2011. 01. Konur, O. (2011). Sirnak University Abstracts and Citations. [ġırnak Üniversitesi Yayın 

Özetleri ve Atıfları] v. 1.3. March 2011. 24 pp. (Sirnak, Turkey; Sirnak University). [English] 

www.okonur.info PDF document. 20.03.2011 

This piece of work introduces abstracts of the papers published by the academic staff in Sirnak 

University with the address of the university as affiliation as indexed in the Science Citation Index- 

Expanded (SCIE) and Social Sciences Citation Index (SSCI) starting from 2010. It also includes the 

keywords of the Authors as well as those produced by the indices. The citations made to the papers are 

also listed for each paper separately. 

As of March 2011 Prof. Dr. Ayhan Demirbas of the Faculty of Engineering, published 20 papers 

followed by Assistant Prof. Dr. Ibrahim Kutluay (3 papers) of the Faculty of Theology, and Assistant 

Prof. Dr. Ibrahim Halil Sugozu (2 papers), Assistant Prof. Dr. Bulent Darici (2 papers), Assist. Prof. Dr. 

Fatih Mehmet Ocal (2 papers) of the Faculty of Economic and Administrative Sciences. Prof. Dr. 

Ayhan Demirbas also published two monographs in 2010 with the address of Sirnak University. 

13 papers were published in “Energy Sources Part A-Recovery Utilization and Environmental Effects” 

followed by “Energy Conversion and Management” (6), “Energy Education Science and Technology 

Part B-Social and Educational Studies” (7), “Applied Energy” (1), “Energy Sources Part B-Economics 

Planning and Policy” (1). 

7 papers were published in the subject area of “Education, Scientific Disciplines” and remaining papers 

were related to the subject area of “Energy and Fuels”. Only one paper was indexed by the SSCI and all 

papers were indexed by the SCIE. 


is well above the national average (approximately 0.60) as there were 16 academic staff with Ph.D. 

degrees and 17 papers in total (for the academic year 2009-2010 by the OSYM statistical data). 13 

members of the academic staff with Ph.D. degrees in 2010 had no publications as indexed by these 

indices in 2010. 

The average number of citation for the University is 1.5 for the 24 citations in total and H-index is 3.00. 

The most cited papers were a paper by Assist. Prof. Dr. FM Ocal and Assist. Prof. Dr. B. Darici (16 

citations), followed by a paper by Assist. Prof. Dr. I. Kutluay (6 citations) and five papers by Prof. Dr. 

A. Demirbas. 

The most productive faculty was the Faculty of Engineering with 20 papers followed by Faculty of 

Theology (3 papers) and Faculty of Economics and Administrative Sciences (5 papers). There were no 

papers from the vocational colleges. 

These results show that Sirnak University as a whole showed a superior research performance in 2010 

and is showing signs of a similar performance currently in 2011. 

Keywords: Sirnak University. Research evaluation. Scientometrics. 

SU. 2010. 06. Konur, O. (2010). Sirnak University Abstracts. V.1.1. December 2010. 12 pp. 

(Sirnak, Sirnak University). 5900 words. Institutional Report No. 2010/06 . (Sirnak, Sirnak 

University). [Turkish] [A0. Institutional evaluation] 

Abstract: This piece of work introduces abstracts of the papers published by the academic staff in 

Sirnak University with the address of the university as affiliation as indexed in the Science Citation 

Index-Expanded (SCIE) and Social Sciences Citation Index (SSCI) starting from 2010. It also includes 

the keywords of the Authors as well as those produced by the indices. The citations made to the papers 

are also listed for each paper separately. As of January 2011 Prof. Dr. Ayhan Demirbas of the Faculty of 


Engineering, published 16 papers followed by Assistant Prof. Dr. Ibrahim Kutluay (2 papers) of the 

Faculty of Theology, Assistant Prof. Dr. Bulent Darici (1 paper) of the Faculty of Economic and 

Administrative Sciences, and Assistant Prof. Dr. Fatih Mehmet Ocal (1 paper) of the Faculty of 

Economic and Administrative Sciences. Prof. Dr. Ayhan Demirbas also published two monographs in 

2010 with the address of Sirnak University. 10 papers were published in “Energy Sources Part A- 

Recovery Utilization and Environmental Effects” followed by “Energy Conversion and Management” 

(4), “Energy Education Science and Technology Part B-Social and Educational Studies” (3), “Applied 

Energy” (1), “Energy Sources Part B-Economics Planning and Policy” (1). There were also two papers 

but not indexed yet. 3 papers were published in the subject area of educational Sciences and remaining 

papers were related to the subject area of energy and fuels. Only one paper was indexed by the SSSCI 

and all papers were indexed by the SCIE. University‟s average publication performance for the year 

2010 is 1.00 which is well above the national average (approximately 0.60) as there were 17 academic 

staff with Ph.D. degrees and 17 papers in total (for the academic year 2009-2010 by the OSYM 

statistical data). 13 members of the academic staff with Ph.D. degrees had no publications as indexed by 

these indices in 2010. The average number of citation for the University is 1.05 for the 20 citations in 

total and H-index is 2.00. The most cited papers were a paper by Assist. Prof. Dr. FM Ocal and Assist. 

Prof. Dr. B. Darici (9 citations), followed by a paper by Assist. Prof. Dr. I. Kutluay (5 citations). The 

most productive faculty was the Faculty of Engineering with 16 papers followed by Faculty of 

Theology (2 papers) and Faculty of Economics and Administrative Sciences (1 paper). 

Keywords: Sirnak University. Research evaluation. Scientometrics. 

SU.2010 5. Konur, O. (2010) Principles of Application for Sirnak University Scientific Publication 

Support Program (SUBYTP)- Draft [ġırnak Üniversitesi Bilimsel Yayınları TeĢvik Programı 

(ġUBYTP) Uygulama Esasları- Taslak] v.1.1., 1700 words 5 pp. October 2010. Institutional Report 

No. 2010/05. (Sirnak, Srnak University). [Turkish] [A0. Institutional evaluation] 

This piece of work was commissioned as a draft for the development of a policy brief on Principles of 

Application for Sirnak University Scientific Publication Support Program (SUBYTP) in Sirnak 

University. It followed closely the similar policy brief published by the Turkish Scientific and 

Technological Research Orgnisation (TUBITAK)-ULAKBIM to support the academicians publishing in 

the SCI, SSCI, and A&HCI-indexed papers to increase the internationally indexed research OUTPUT 

OF THE University. 

Keywords. Sirnak University, SSCI, SCI, A&HCI, indexed publications, policy brief 

SU.2010 4. Konur, O. (2010) Draft Institutional Regulation on the Principles and Methods of 

Applications and the Principles of Ethical Behaviours by the Sirnak University Personnel 

[ġırnak Üniversitesi Personeli Etik DavranıĢ Ġlkeleri ile BaĢvuru Usul ve Esasları Hakkında 

Yönerge- Taslak] v.1.0. September 2010. 13 pp. 4200 words. Institutional Report No. 2010/04. 

(Sirnak, Srnak University). [Turkish] [A0. Institutional evaluation] 

This piece of work was commissioned as a draft fore the development of an institutional regulation the 

Principles and Methods of Applications and the Principles of Ethical Behaviours by the Sirnak 

University Personnel. It followed closely a similar National Regulation published by a Commission 

governed by the Office of the Prime Minister of Turkey. The first parft is an introductory section. The 

Second part lists and outlined the Principles of Ethical Behaviours. The third section relates to the 

development of a service culture based on the ethical behaviour approach at the university. The fourth 

section provides information on the methods to be applied when these principles are breached by the 

University Personnel. The last section presents information on the University Commission on the 

Personnel Ethics. 

SU.2010. 3. Sirnak University (2010) Sirnak University Administrative Activities Report 2009 

[ġırnak Üniversitesi 2009 yılı Ġdare Faaliyet Raporu], V.1.2, 67 pp, May 2010 Institutional 

Report No. 2010/03. [Sirnak: Sirnak University] [Turkish] [A0. Institutional evaluation] 


� The performance of the Sirnak University in 2009 was evaluated using the guidelines prepared by the 

Turkish Ministry of Finance as adapted by the Higher Education Council under the main five headings. 

Under the heading of the general information, the information about the university in the areas of 

physical structure, organisational structure, information and communication technologies, human 

resources, services was presented in a summary format. Under the heading of aims and directions the 

information about the strategic plan of the university was presented. Under the heading of the 

information on activities, the information on the financial income and expenses of the university as well 

as the related main financial tables were provided in a given format. Under this heading, summary 

activity reports were also given. Under the heading of the institutional capability and capacity as well as 

under the headings of suggestions and precautions, a SWOT analysis was presented. 

o Institutional evaluation, strategic plan, Sirnak University, administrative activities report 

SU.2010. 2. Sirnak University (2010) Sirnak University Stratehic Development Unit Administrative 

Activities Report 2009 [ġırnak Üniversitesi Strateji GeliĢtirme Daire BaĢkanlığı 2009 yılı Birim 

Faaliyet Raporu], V.1.2, 24 pp, May 2010 Institutional Report No. 2010/02 [Sirnak, Sirnak University] 

[Turkish] [A0. Institutional evaluation] 

� The performance of the Sirnak University Strategic Development Unit in 2009 was evaluated using the 

guidelines prepared by the Turkish Ministry of Finance as adapted by the Higher Education Council 

under the main five headings. Under the heading of the general information, the information about the 

university in the areas of physical structure, organisational structure, information and communication 

technologies, human resources, services was presented in a summary format. Under the heading of aims 

and directions the information about the strategic plan of the the unit was presented. Under the heading 

of the information on activities, the information on the financial income and expenses of the unit as well 

as the related main financial tables were provided in a given format. Under this heading, summary 



o Institutional evaluation, strategic plan, Sirnak University Strategic Development Unit, 

administrative activities report 

SU.2010. 1. Konur, O. (2010) The working Brief on the Law of Supreme Court of Accounts [SayıĢtay 

Kanunu hakkında bilgilendirme notu]. V. 1.0, 12 pp. June 2010. Institutional Report No. 2010/01. 

(Sirnak, Sirnak University] [Turkish] 

� This working brief aims to provide information on the Supreme Court of the Accounts of Turkey to the 

Executives of the University. The Court has wide ranging powers to inspect and adjudicatethe accounts 

of the university and its units. The university‟s first year accounts were sent to the Court for the 

inspection and the adjusdication. 

o Supreme Court of Accounts, Turkey, Sirnak University, working brief, university 

executives. 


Namik Kemal University 

Institutional evaluation and strategic planning work; Evaluative Reports 

KD. 4. Konur, O. (2009) The publishing and citation performance of the senior members of the 

academic staff of the Namik Kemal University. 1980-2009 (May) [Namık Kemal Üniversitesi Öğretim 

Üyelerinin ISI yayın ve ISI atıf performansı. 1980-2009 (Mayıs)] Version no. 2.0. 1.183 pp. 4 June 

2009. (Namik Kemal University, Tekirdag, Turkey). [Text: Turkish. Data: English] Lecturer Ozcan 

KONUR. Namik Kemal University. 

This report presents the data on the publishing and citation patterns of the senior members of the 

academic staff of the Namik Kemal University including 53 Professors, 20 Associate Professors and 

137 Assistant Professors as of May 2009. The work was carried out using the “Science Citation Index- 

Expanded” (SCI/SCIE) and “Social Sciences Citation Index” (SSCI) of the online version of the “Web 

of Science” marketed by the Thomson Scientific Inc. and obtained through the ULAKBIM of Turkey. 

Only the article-type publications such as articles, reviews and proceedings papers were included in this 

study. All the data available on the authors for the period from 1980 to 2009 May were used in this 

study without any other restriction imposed. The citations to any work carried out by the Authors were 

considered. 

The online CV‟s and the information provided in the Namik Kemal University publications database 

and the data from other sources were consulted during the study on the coverage of the work of the 

Authors. A number of difficulties were encountered during the study but it is thought that a workable 

data set was produced for this study. The data on the number of article-type publications as indexed by 

the SCI/SCIE/SSCI indices, the number of citations (gross and net) and citations made in 2008 as well 

as during the period from 2004 to 2008 were provided in the tables as separate for each group of the 

members of the academic staff. For each group of the members of the staff, the data were presented on 

the order of the names of the members of the staff, the names of the academic units, the total number of 

publications (in the decreasing order), and the total number net citations (in the decreasing order) as 

well as the number of publications in 2008 and the number of citations received in 2008. 

Prof. Dr. Oguzhan Cicekoglu (85 papers), Prof. Dr. Rifat Mirkasim (22 papers), Prof. Dr. Y. Ziya 

Akcetin (21 papers), Prof. Dr. Muhammet Arici (21 papers), and Prof. Dr. A. Demet Kaya (21 papers) 

were the most publishing Professors. Prof. Dr. Nedret Altiok (452 citations), Prof. Dr. Oguzhan 

Cicekoglu (224 citations), Prof. Dr. Rifat Mirkasim (216 citations) were the most cited professors. 

Assoc. Prof. Dr. Oguz Aslan Ozen (28 papers), Assoc. Prof. Dr. Mustafa Kulac (17 papers) and Assoc. 

Prof. Dr. Fatih Konukcu (10 papers) were the most publishing Assoc. Professors. Assoc. Prof. Dr. Oguz 

Aslan Ozen (80 citations), Assoc. Prof. Dr. Metin Tuna (56 citations), and Assoc Prof. Dr. Mustafa 

Kulac (55 citations) were the most cited Assoc. Professors. 

Assist. Prof. Dr. Onder Sahin (50 papers), Assist. Prof. Dr. A. Riza Dincer (20 papers), and Assist. Prof. 

Dr. A. Riza Kiziler (18 papers) were the most publishing Assist. Professors. Assist. Prof. Dr. A. Riza 

Dincer (127 citations), Assist. Prof. Dr. Cenk Aral (106 citations), and Assist. Prof. Dr. Ebru Yesildag 

(70 citations) were the most cited Assist. Professors. 

The data presented in this working paper highlights the academic strength of the newly founded Namik 

Kemal University in terms of the publishing and the citation record of the senior members of the 

academic staff as a main ingredient for the successful development of the university in the future. 

It is observed that there was an asymmetric distribution among academic units, departments and 

divisions as well as the Authors on the basis of the number of papers and the number of citations 

received. The same distribution is also observed between Health Sciences and Natural Sciences on the 

one hand and the Social Sciences and Arts & Humanities on the other hand. 

The summary performance tables and the data on the number of publications and citations were 

presented in the Report. 


Keywords: Namik Kemal University, Turkey, bibliometric analysis, citation analysis, SCI, SCIE, 

SSCI, A&HCI, Web of Science, Professors, Associate Professors, Assistant Professors, asymmetric 

distribution, Health Sciences, Social Sciences, Natural Sciences, Arts and Humanities, academic units 

Cits 




KD3. Konur, O. (2009) Working paper on the publishing and citation patterns of the senior members 

of the academic staff of the Namik Kemal University [Namık Kemal Üniversitesi Öğretim Üyelerinin 

ISI yayın ve ISI atıf performansı çalıĢması bilgi notu. 71 pp. 18 May 2009. (Tekirdag, Namik Kemal 

University). [English] 

Working paper on the publishing and citation patterns of the senior members of the academic staff of 

the Namik Kemal University ws presented. 

Cits 




KD2. Konur, O. (2009) The Report on the ISI-indexed Papers Published by the Namik Kemal 

University in 2008 [Namık Kemal Üniversitesi ISI indeksli 2008 yılı Yayınları Raporu], Version No. 

1.0, February 2009, 125 pp. [Turkish] [Tekirdag, Namik Kemal University). 

A piece of work on the analysis of the publications of the article type, originated from the Namik Kemal 

University of Turkey and published in the journals indexed by the ISI indices (SCI, SCIE, SSCI) in 

2008 is presented in this document. A further piece of work relating the citation analysis of the papers 

published in the same way in 2006 and 2007, but cited in 2008 was also presented. It was found that 

there were 49 papers published by 197 full-time tenured academic staff (Professor, Associate Professor 

and Assistant Professor) in 2008. There were also a number of papers in press during the same year. It is 

expected that this number would rise during the year with the new journals to be indexed in these 

indices. In the light of the measurement technique followed by the Higher Education Council, for 154 

full-time tenured academic staff in 2007, the number of papers per academic staff was found as 0,32. 

But it is expected that this number would rise to 0,40, the number for 2007. In the light of another 

performance measure of the ratio of publishing academic staff, it was found that 55 of 197 full-time 

tenured academic staff published papers in 2008. Thus the ratio of publishing academic staff was found 

as 0,28. It is expected that this number also would rise during the year with the new additions to the ISI 

Indices. It was also found that there were asymmetric distributions of the performance measures among 

the academic units, academic departments and the academic divisions across the University. Assist. 

Prof. Dr. Temine Sabudak of the Faculty of Science and Literature publishing 4 papers during the year 

with the address of the Corlu Faculty of Engineering-Department of Environmental Engineering headed 

the list of most publishing authors. There were 58 citations to the papers published in 2006 and 2007. 

With the last year‟s personnel data, the number of citations per the author was found as 0,38. Assist. 

Prof. Dr. Ali Riza Dincer of the Department of the Environmental Engineering of the Corlu Faculty of 

Engineering headed the list of the most cited authors with 9 citations in 2008 in common with his team 

members, Assist. Prof. Dr. Yalcin Gunes and Res. Assist. Nusret Karakaya (since then left our 

University). Besides the ISI-indexed papers, there was a total of 112 papers published in national and 

other journals with 15 others in-press in 2008. All the essential information relating to the research and 

citation performance of our University was presented in the Appendix in a number of Tables. 

Namik Kemal University, Turkey, Tekirdag, academic research, research evaluation, performance 

indicators, refereed journals, abstracts, citations, higher education, academic staff, Science Citation 


Index (SCI), Science Citation Index- Expanded (SCIE), Social Sciences Citation Index (SSCI), 

bibliometric analysis, citation analysis. 

Cits 




KD1. Konur, O. (2008) The Report on the Namik Kemal University Publications indexed by the ISI 

Indices in 2007, [Namık Kemal Üniversitesi ISI indeksli 2007 yılı Yayınları Raporu], Version No. 1.1, 

November 2008, 24 pp.. [Tekirdag, Namik Kemal University]. [A0. Institutional work] 

� The members of the academic staff affiliated with the Namik Kemal University published 51 papers in 

the journals indexed by the Science Citation Index (SCI) and the Science Citation Index Expanded 

(SCIE) in 2007. As there were 128 senior members of the academic staff (Professors, associate 

professors and assistant professors) during the academic year 2006-2007, the number of paper per 

member of the academic staff was found as 0,40. The number of papers for the Corlu Faculty of 

Engineering, Faculty of Agriculture and the Vocational College of Technical Sciences were 13, 36 and 

2, respectively. Only 6 of the papers were related to the area of Social Sciences. 

� Other cits 

1. Namık Kemal Üniversitesi ISI indeksli 2007 yılı Yayınları Raporu 

2. Konur, O. (2011) The international research performance and ranking of the foundation universities 



Education). 

Institutional evaluation and strategic planning work; University Citations 

KC1. Konur, O. (2008) Namik Kemal University Citations: 2007 Citations, [Namık Kemal 

Üniversitesi 2007 yılı Yayın Atıfları] v. 1.0, 60 pp., July 2008 (Tekirdag, Turkey; Namik Kemal 

University). [A0. Institutional work] 

The citations to the journal papers in 2007 published by the academic staff affiliated with the academic units 

of the Namik Kemal University between 1982 and 2007 were presented in this document, arranged on the 

basis of the paper authors. For each author, the number of papers cited, the total number of citations made in 

2007, the number of net citations after deductions made for the self-citations and the repeat citations, the 

points for the net citations made after multiplying cit numbers with 2, and finally the control citation 

numbers found when only the refs cited facility used in locating citations for the authors with 2 or more 

citations. 

There were 251 citations made to the papers published by 78 authors in 2007. 22 authors had more than 4 

citations in 2007. Prof. Dr. Muhammed Arici of the Department of Food Engineering had 19 net citations 

made to his 11 papers. Prof. Dr. Orhan Daglioglu and Prof. Dr. Mehmet Demirci of the same Department 

had each 12 citations made for 7 and 8 papers, respectively. Assist. Prof. Dr. Tuncay Gumus of the 

Department of Food Engineering, Assoc. Prof. Dr. Fatih Konukcu of the Department of Agricultural 

Structures and Irrigation, and Assoc. Prof. Dr. Metin Tuna of the Department of the Field Crops each had 9 

citations made for 6, 8, and 5 papers, respectively. Additionally one author had 8 citations, 5 authors had 

each 7 citations, 4 authors had each 5 citations and 2 authors had each 5 citations. 7 Authors from the 

Department of Food Engineering, 5 authors from the Department of Agricultural Structures and Irrigation, 2 

Authors from the Department of Plant Protection, and 1 author each from Department of Animal Science, 

Department of Field Crops, and Department of Mechanical Engineering had more than 4 citations in 2007. 

7 Professors, 3 Associate Professors and 6 Assistant Professors had more than 4 citations in 2007. 


It was found that the process of locating the citations found directly using the cited ref facility of the Web of 

science database for the authors was not very efficient as established by this study. Similarly, the process of 

the use of the citation report facility was not efficient. The reasons for the degree of inefficiency included 

the lack of citations sometimes for the second and other authors, the presence of citations in other years‟ 

databases and the spelling mistakes in the names of the authors, dates of publications etc. This scoping 

exercise was found to be helpful in locating the citations made for each study published by the authors 

affiliated with the academic units of the Namik Kemal University despite the presence of difficulties in 

locating papers in the first instance. 

Key Words 

Namik Kemal University, citations, citation analysis, Authors 

Cits 


2. Konur, O. (2008) A preliminary study on the publication behaviour of the academic staff affiliated 

with Namik Kemal University Faculty of Agriculture [Namık Kemal Üniversitesi Ziraat Fakültesi 

araĢtırmacılarının yayın davranıĢları üzerine bir ön-çalıĢma] In: Yardimci, H. (Ed.) Agriculture, 

Veterinary and Biological Sciences Serial Publishing 2. Editorials Workshop [Tarım, Veteriner ve 

Biyoloji Bilimleri Süreli Yayıncılık 2. Editörler Çalıştayı], pp. 107-130. (Ankara, TUBĠTAK- 

ULAKBIM]. [ISBN: 978-975-403-498-1] [Turkish] [A2. Book chapter, conference proceedings] 

3. Cakmakci, A. (2009) Links [A0. Information] 

4. Vidana, F. (2009) Links [A0. Information] 

5. Simsek, O. (2009) Links [A0. Information] 

6. Asan, O: (2009) Links [A0. Information] 

7. Buscador, N. (2009) Links [A0. Information] 

Institutional evaluation and strategic planning work; university abstracts 

KA24. Konur, O. (2009) Namik Kemal University Abstracts: 2009 Abstracts & Citations, [Namık 

Kemal Üniversitesi Yayın Özetleri: 2009 yılı Yayın Özet ve Atıfları] v. 2.2, 65 pp., October 2009 

(Tekirdag; Namik Kemal University). [English] [A0. Institutional evaluation] 

The abstracts of the papers published in the refereed and other journals by the academic staff of the 

Namik Kemal University in 2009 were provided in this document as of 01.10.2009. It aims to provide a 

university-based academic paper database to diffuse the University‟s research output in the academic 

world. Only the full articles and reviews were considered in this study in counting up the number of 

publications. However, the information on the other type of papers such as short notes, letters, 

communications were given for the information purposes. Additionally, only the papers where the 

affiliation of the authors were shown as the academic units of the current Namik Kemal University in 

the originals of the papers were considered since the purpose of this study is to evaluate the institutional 

performance of the University and its Academic Units in the area of the research. Thus the papers only 

with outside agencies were not listed in this document. 

Abstracts were provided in three parts. In the first part, the abstracts of the papers published in the 

journals, indexed by the Science Citation Index (SCI), Science Citation Index- Expanded (SCIE) or 

Social Sciences Citation Index (SSCI), were provided. As of 01.10.2009, there were 87 such papers (61 

of them were indexed and 10 of them have not been indexed yet. In addition to this 4 papers had no 

NKU address). The information in this part was directly collected from these indices. There were also 

12 papers in press. Additionally, there were 4 other published items. In the second part, the abstracts of 

the papers published in the refereed journals, not indexed by the Science Citation Index (SCI/SCIE) or 

Social Sciences Citation Index (SSCI), were provided. As of 01.10.2009, there were 24 such papers 

(also 6 papers in press). The information in this part, mostly were collected from the indices, but 

information on some papers were collected from the authors‟ web sites. Thus, the bibliographical 

information was not complete and reliable on the papers without any abstract as it has not been possible 

to check the bibliographical information from other sources. In the last part, the abstracts of the papers 

published in the other Turkish journals, not indexed by these international indices, were provided. As of 


01.10.2009, there were 19 such papers (also 2 papers in press). There was also 8 papers in Turkish 

journals addressing the professionals. Information on these papers was collected from the authors‟ web 

sites. However, the information on some papers was collected from the national journal databases. 

Thus, the bibliographical information was not complete and reliable on the papers without any abstract 

as it has not been possible to check the bibliographical information from other sources. This database 

would be updated periodically. 

The total number of publications raised from 112 to 153 between 31.07.2009 and 01.10.2009. However, 

the greatest increase was seen in the number of published ISI-indexed paper with 21% increase from 72 

to 87. 

Key words 



Index (SCI) Science Citation Index- Expanded (SCIE) or Social Sciences Citation Index (SSCI), 

ranking, Faculty of Agriculture, Faculty of Medicine 

Cits 




KA23. Sucuoglu, F. P.; Konur, O. (2009) The Feasibility Report on the Development of the European 

Union Research and Development Support Office (NKU EU R&D) in the Namik Kemal University 

[Namık Kemal Üniversitesi Avrupa Birliği ARGE Destek Ofisi (NKÜ AB ARGE) Fizibilite Raporu] 

v. no. 1.1, 22 pp. September 2009. (Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional 

evaluation] 

Namik Kemal University was founded in 2006 taking over some academic units from the Trakya 

University and opening new academic units. In the fourth year of its foundation our University has 

developed a number of strategies to develop research infrastructure. The employment of high quality 

academic staff, the development of the central research laboratories, the development of relations 

between research and industry, and the development of a technopark were among them. 

Our University has provided the support services to our academic staff to enable them to benefit from 

the ever enlarging research programs of the European Union since the November 2007. These services 

were provided by Lect. Ozcan KONUR between November 2007 and July 2008 in addition to his 

responsibility in the area of the institutional evaluation and strategic planning as well as the project 

development. Lect. KONUR has developed a research database for each member of the academic staff 

of our university in order to develop a customer-based EU Research and Development support services 

in our University since November 2007. In this context, a database of 220 members of the academic 

staff as of May 2009 was developed in a 1200 page document. 

The post of the Coordinatorship for the European Union Research Programs was established in July 

2008 and Assoc. Prof. Dr. Rasim YILMAZ served as the first Coordinator until June 2009. There was 

only one project application during this period. Assoc. Prof. Dr. Fatih KONUKCU has become the 

second coordinator in July 2009. 

Our distinguished RECTOR has ordered on4th September 2009 upon the request of Assoc. Prof. Dr. 

KONUKCU, the Project Development Office to prepare a feasibility report on the establishment of the 

European Union Research Support Office (The NKU EU R&D). 

Following the order, a feasibility report was prepared by Lect. F. Pelin SUCUOGLU and Lect. Ozcan 

KONUR in the Project Development Office in the following week to be presented to our distinguished 

RECTOR. 

During this period, the EU R&D support services provided in our University as well as in other Turkish 

Universities were screened and evaluated. Additionally a number of interviews were carried out with 

the managers in our university as well as those from other universities. 


It was found that the provision of the support services in the area of EU Research and Development has 

evolved through time during the 2000s. As a first step, all these services were provided as an additional 

task in the External Relations/International Relations units of the universities as a unit of the General 

Secretaryship by the administrative personnel without any expertise in this area. These services were 

focused on the relay of the information to all the members of the staff on the opportunity for funds 

coming from the National Coordination Office in Ankara. 

However, during the second step the need fro the specialisation in this area was felt in the higher 

education sector. Especially was felt that the scope of the services offered was not sufficient to attract 

funding from the EU sources. Thus a separate EU support offices were increasingly established 

including both the ARGE support and Educational (Exchange) support services in the first instance. 

However, it was found that the provision of the support services in both areas (research and education) 

was not at all efficient since both areas required different areas of specialization and it was not possible 

for one person to provide support services in both areas efficiently as required. As a result the EU 

ARGE support offices was established as a separate unit from the EU Educational support offices in the 

recent years with the different reporting bodies (Vice-Rector for Education and Vice-Rector for 

Research or Rector directly). 

In this process of specialisation, it was found that these EU R&D Support Offices should be managed 

by the full-time Professional Managers with the experience of the project management as well as the 

research management. The scope and depth of the support services has become more sophisticated in 

the recent years with a full range of advisory and support services until the signature of the Project 

contracts with the EU by the EU Research Specialists employed in these offices. 

Thus it was proposed to establish the NKU EU Research Support Office (NKU EU RD) responsible to 

our distinguished RECTOR with a Professional Office Manager, an EU Research Specialist and an 

Administrative Officer in a relatively large room in the first instance. 

The primary target during the establishment process of the Office would be the development of the EU 

Research Support infrastructure in our university. At the second step the full range of advisory and 

support services would be provided by the Office to our members of the academic staff with two 

additional research specialists as in Sabanci University. The meagre investment in the NKU EU ARGE 

Office would be justified with the expected funding in terms of millions of Euros from the European 

Union. 

In the light of the experience in the establishment of the Project support offices in our university as well 

as in other universities it is crucially important to maintain the institutional communication regarding 

the work of the NKU EU RD Office. Fort his reason it is proposed that the Office manager should 

report in writing weekly to the VICE-RECTOR FOR RESEARCH and the GENERAL SECRETARY 

of our University. Additionally the periodic reporting to the commission fort he research and 

development of our University should be encouraged. 

The detailed information on organisation chart of the Office, job definition of the Office, references and 

the acknowledgment was provided in the report. 

Keywords: 

Namik Kemal University, Tekirdag Turkey, European Union (EU), research and development (R&D), 

feasibility report, EU R&D Office, Project Development Office (PDO). 

KA22. Konur, O. (2009) The research performance assessment of the Namik Kemal University: 

working brief [Namık Kemal Üniversitesi 2008 Yılı Bilim Karnesi: Bilgilendirme Notu] v. No. 1.1., 

23 pp.. September 2009 (Tekirdag, Namik Kemal University). [English] [A0. Institutional evaluation] 

Nowadays, it is a common practice in the higher education sector to rank the countries, universities, 

faculties, departments and scientists based on their publication record. In our Country, Turkey, the 

Higher Education Council of Turkey has been ranking the universities, faculties and departments based 

on the number of ISI-indexed article type publications and as well as based on the number of the ISIindexed 

publications per the number of the senior member of the academic staff (Professors, Associate 

Professors, and Assistant Professors) for a number of years. The data for the staff was of 01.11.2007 


taken from the Higher Education Statistics of the Centre fort he Student Selection and Placement of 

Turkey (OSYM). 

The Council this year repeated this exercise for the year 2008. It was found that there were 22,592 

article type papers for 38,317 senior members of the academic staff in 114 Turkish Universities. The 

average number of the ISI-indexed article type papers per the member of the academic staff was 0.59. 

The number of publications increased 23% from 18,331 and the increase in the average number of the 

ISI-indexed article type papers per the member of the academic staff was 0.05 from 0.54. 

Another working brief was prepared on the rankings of the university by the Higher Education Council 

of Turkey. This Working Brief was focused on the Namik Kemal University‟s research performance. 

Our University, Namik Kemal University, was ranked in the 68 th order with 41 article type papers based 

on the total net number of publications among 114 universities in 2008. Our University similarly was 

ranked in the 89 th order with 0.30 ISI-indexed article type papers per the member of the academic staff 

among 114 universities in 2008. 

However, it was shown in this paper that the actual number of the ISI-indexed article type papers in 

2008 was 50 leading to 0.37 ISI-indexed article type papers per the member of the academic staff 

among 114 universities in 2008. Thus the respective rankings rose from 68 th to 63 rd and from 89 th to 81 st 

among 114 universities in 2008. 

The reason for the discrepancy between the NKU data and the Council data was that 5 papers appeared 

in the indices under the name of the Trakya University and 4 papers either did not include the name of 

the university or the data relating the papers was totally missing in the indices. 

The Namik Kemal University was founded in 2006 with the Faculty of Agriculture and the Corlu 

Faculty of Engineering taken from the Trakya University. Therefore for a number of years the ISIindexed 

article type papers published by the member of the staff from these faculties mostly appeared 

under the name of the Trakya University, leading to the lower degree of research performance indicators 

for the Namik Kemal University between 2006 and 2008. 

There were 9 papers and 31 papers from the Corlu Faculty of Engineering and Faculty of Agriculture in 

2008 with the performance indicators of 0.64 and 0.30 for these faculties, respectively. 

There were also 2 papers from the Faculty of Natural Sciences and Literature and 9 papers from the 

Faculty of Medicine although there were no member of staff in the former faculty and only 2 members 

of faculty in the latter faculty in 01.11.2007. 

Nevertheless it is a fact that the research performance of the Namik Kemal University in 2008 was low 

in relation to the national performance indicator of 0.59. 

One reason this relatively lower research performance of our University is the fact that although many 

talented members of the academic staff were recruited in 2008 most of them has had no opportunity yet 

to publish papers under the name of our university. 

The other reason is that as a new university our University needs a substantial investment in the 

research infrastructure in the coming years to support our scientists to carry out research and to 

disseminate them. 

Our University has been working rigorously on the development of the research infrastructure since 

2006 in collaboration with the state agencies such as the Higher Education Council of Turkey, the State 

Planning Organisation, and the Scientific and Technological Research Council of Turkey. 

Keywords: 

Namik Kemal University, university rankings, Turkish universities, SCI (Science Citation Index), SSCI 

(Social Sciences Citation Index), A&HCI (Arts & Humanities Index), Higher Education Council of 

Turkey, research and development, performance indicators, research evaluation. 

KA21. Konur, O. (2009) The research performance asssessment of the Turkish universities: The 

working brief [Üniversitelerin 2008 yılı Bilim Karnesi: Bilgilendirme Notu] v. No. 1.1., 11 pp.. 

September 2009 (Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 


Nowadays, it is a common practice in higher education sector to rank the countries, universities, 

faculties, departments and scientists based on their publication record. In our country, Turkey, the 

Higher Education Council of Turkey has been ranking the universities, faculties and departments based 

on the number of ISI-indexed article type publications and as well as based on the number of the ISIindexed 

publications per the number of the senior members of the academic staff (Professors, Associate 

Professors, and Assistant Professors) for a number of years. The data for the staff was of 01.11.2007 

taken from the Higher Education Statistics of the Centre for the Student Selection and Placement of 

Turkey (OSYM). 

The Council this year repeated this exercise for the year 2008. It was found that there were 22,592 

article type papers for 38,317 senior members of the academic staff in 114 Turkish Universities. The 

average number of the ISI-indexed article type papers per the member of the academic staff was 0.59. 

The number of publications increased 23% from 18,331 and the increase in the average number of the 

ISI-indexed article type papers per the member of the academic staff was 0.05 from 0.54. 

However, the distribution of the papers across the ISI indices was not even as nearly 92% of the 

publications were made in the journals indexed by the Science Citation Index (SCI), an index for the 

natural sciences and health sciences. The share of the papers for the SSCI, an index for the social 

sciences, and A&HCI, an index for the arts and humanities, was 9% and 1%, respectively. 

TOBB University of Economics and Technology, a newly founded foundation University, was again in 

the first place in the rankings of the universities based on the number of ISI-indexed article type papers 

per the member of academic staff (1.66). Bozok University, a newly founded Anatolian University, was 

in the second place as in the last year (1.55). Aksaray University, another newly founded Anatolian 

University, was in the third place (1,31). 

Istanbul University, the oldest university of our Country, was again in the first place in the rankings of 

the universities with a total net number of 1,270 article type publications. Hacettepe University, another 

old university founded in 1967, was again in the second place in the rankings of the universities with a 

total net number of 1,197 article type publications. Ankara University, another old university founded in 

1946, was again in the third place in the rankings of the universities with a total net number of 1,183 

article type publications. 

The Higher Education Council of Turkey has been building on the quality improvement projects such as 

the introduction of the Academic Evaluation and Quality Improvement Reports in higher education 

institutions in the middle 2000s. The project on the rankings of the universities, faculties, and 

departments by the Higher Education Council of Turkey has been a valuable service in encouraging our 

stakeholders to focus on the research and development publishing in the high quality ISI-indexed 

journals. 

It is expected that the time has come for the focus on the quality of the papers published as well in 

addition to the number of the papers published in the ISI-indexed journals with the introduction of the 

citation-based outcome measures such as the performance indicator no. 47(X) of the Academic 

Evaluation and Quality Improvement Reports to be prepared by the higher education institutions each 

year. 

It is also expected for the Higher Education Council to provide support for a handful number of 

researchers in our Country working on the ranking of the universities, countries, faculties and 

departments irrespective of their academic titles to carry out comparative studies in relation to the 

studies on other countries in the literature. 

Keywords 

University rankings, Turkish universities, SCI (Science Citation Index), SSCI (Social Sciences Citation 

Index), A&HCI (Arts & Humantiies Citation Index), Higher Education Council of Turkey, research and 

development, research assessment, outcome measures 


Kemal Üniversitesi Yayın Özetleri: 2009 yılı Yayın Özet ve Atıfları] v. 2.1, 50 pp., August 2009 







publications. However, the information on the other type of papers such as short notes, letters, 

communications were given for the information purposes. Additionally, only the papers where the 

affiliation of the authors were shown as the academic units of the current Namik Kemal University in 

the originals of the papers were considered since the purpose of this study is to evaluate the institutional 

performance of the University and its Academic Units in the area of the research. Thus the papers only 

with outside agencies were not listed in this document. 

Abstracts were provided in three parts. In the first part, the abstracts of the papers published in the 

journals, indexed by the Science Citation Index (SCI), Science Citation Index- Expanded (SCIE) or 

Social Sciences Citation Index (SSCI), were provided. As of 31.07.2009, there were 64 such papers. 

The information in this part was directly collected from these indices. There were also 8 papers in press. 

Additionally, there were 3 other published and in-press items. In the second part, the abstracts of the 

papers published in the refereed journals, not indexed by the Science Citation Index (SCI/SCIE) or 

Social Sciences Citation Index (SSCI), were provided. As of 31.07.2009, there were 21 such papers 

(also 7 papers in press). The information in this part, mostly were collected from the indices, but 

information on some papers were collected from the authors‟ web sites. Thus, the bibliographical 


to check the bibliographical information from other sources. In the last part, the abstracts of the papers 

published in the other Turkish journals, not indexed by these international indices, were provided. As of 

31.07.2009, there were 6 such papers (also 1 paper in press). There was also 1 paper in Turkish journals 

addressing the professionals. Information on these papers was collected from the authors‟ web sites. 

However, the information on some papers was collected from the national journal databases. Thus, the 

bibliographical information was not complete and reliable on the papers without any abstract as it has 

not been possible to check the bibliographical information from other sources. This database would be 

updated periodically. 

The total number of publications raised from 96 to 112 between 08.06.2009 and 31.07.2009. However, 

the greatest increase was seen in the number of published ISI-indexed paper with 49% increase from 43 

to 64. 

Contrary to the previous editions of this study, in this version, 4 performance tables for each author 

affiliated with the Namik Kemal University were prepared. The performance information for each 

author was given in the order of the surname in in the first table. The second and third tables were based 

on the performance of the authors based on the number of SCI paper numbers and total paper numbers, 

respectively. The ranking of the authors based on the number of papers was similar to that done by the 

Higher Education Council where the number of papers, n, was given for each author of the papers. 

However, the ranking of the authors in the last table was done on the basis of 1/n paper number where n 

is the number of the authors for each paper. This method is used frequently in the assessment of the 

research performance of the researchers across the disciplines and countries. 

80 authors affiliated with the Namik Kemal University wrote 64 papers. 27 of them wrote SCI-indexed 

papers. Assist. Prof. Dr. Arda Kayhan and Assist. Prof. Dr. H. Murat Yener from the Faculty of 

Medicine had 2 SCI papers each. The other 25 Authors had one SCI paper each. 

Assist. Prof. Dr. Sultan Dogan from the Faculty of Medicine was in the first rank in the ranking of the 

authors by the total number of the papers (SCI/SCIE/SSCI) with 4 papers. Assist. Prof. Dr. Murat Ates 

(Faculty of Sciences and Literature), Assist. Prof. Dr. Okan Gaytancioglu (Faculty of Agriculture), 

Assist. Prof. Dr. Umit Gecgel (Faculty of Agriculture), Assist. Prof. Dr. Gokmen Gemici (Faculty of 

Medicine), Assist. Prof. Dr. Arda Kayhan (Faculty of Medicine), Assist. Prof. Dr. Fisun Koc (Faculty of 

Agriculture), Assist. Prof. Dr. Gamze Varol-Saracoglu (Faculty of Medicine), and Assist. Prof. Dr. H. 

Murat Yener (Faculty of Medicine) followed her with 3 papers. 17 Authors had two papers and 52 

Authors had one paper only. 

On the ranking of the Authors based on the total number of points on the basis of 1/n calculation, rather 

than n calculation, Assist. Prof. Dr. Sultan Dogan (Faculty of Medicine) was in the first rank with 2,08 


point. Assist. Prof. Dr. H. Hulya Orak (Vocational College of Technical Sciences) had 2.0 points and 

Assist. Prof. Dr. Murat Ates (Faculty of Sciences and Literature) had 1,83 points. 

Assist. Prof. Dr. Umit Gecgel (1,25, Faculty of Agriculture), Assist. Prof. Gamze Varol-Saracoglu 

(1,08, Faculty of Medicine), Assist. Prof. Dr. Funda Eryilmaz-Acikgoz (1,00, Faculty of Agriculture), 

Assoc. Prof. Dr. Aydin Adiloglu (1,00, Faculty of Agriculture), Spec. Sevinc Adiloglu (1,00, Faculty of 

Agriculture), Prof. Dr. Adnan Erol (1,00, Faculty of Medicine) followed the first three ranking Authors. 

Key words 



Index (SCI) Science Citation Index- Expanded (SCIE) or Social Sciences Citation Index (SSCI), 

ranking, Faculty of Agriculture, Faculty of Medicine 


Kemal Üniversitesi Yayın Özetleri: 2009 yılı Yayın Özet ve Atıfları] v. 1.2, 40 pp., June 2009 

(Tekirdag; Namik Kemal University). [English] [Lecturer Ozcan Konur, Namik Kemal University 

Rectorate]. [A0. Institutional evaluation] 





publications. However, the information on the short notes, letters, communications, corrections and 

other types of publications were given for the information purposes. Additionally, only the papers 

where the affiliation of the authors were shown as the academic units of the current Namik Kemal 

University in the originals of the papers were considered since the purpose of this study is to evaluate 

the institutional performance of the University and its Academic Units in the area of the research. Thus 

the papers only with outside agencies were not listed in this document. Abstracts were provided in three 

parts. In the first part, the abstracts of the papers published in the journals, indexed by the Science 

Citation Index (SCI), Science Citation Index- Expanded (SCIE) or Social Sciences Citation Index 

(SSCI), were provided. As of 08.06.2009, there were 43 such papers. The information in this part was 

directly collected from these indices. There were also 5 papers in press. Additionally, there were 2 other 

published and in-press items. In the second part, the abstracts of the papers published in the refereed 

journals, not indexed by the Science Citation Index (SCI) or Social Sciences Citation Index (SSCI), 

were provided. As of 08.06.2009, there were 19 such papers (also 8 papers in press). The information in 

this part, mostly were collected from the indices, but information on some papers were collected from 

the authors‟ web sites. Thus, the bibliographical information was not complete and reliable on the 

papers without any abstract as it has not been possible to check the bibliographical information from 

other sources. In the last part, the abstracts of the papers published in the other Turkish journals, not 

indexed by these international indices, were provided. As of 08.06.2009, there were 4 such papers (also 

1 paper in press). There was also 1 paper in Turkish journals addressing the professionals. Information 

on these papers was collected from the authors‟ web sites. The information on some papers was 

collected from the national journal databases. Thus, the bibliographical information was not complete 

and reliable on the papers without any abstract as it has not been possible to check the bibliographical 

information from other sources. This database would be updated periodically. The total number of 

publications raised from 50 to 96 between 18.04.2009 and 08.06.2009. 

Key words 



Index (SCI) Science Citation Index- Expanded (SCIE) or Social Sciences Citation Index (SSCI). 

KA. 18. Konur, O. (2009) Namik Kemal University Abstracts: 2009 Abstracts & Citations, [Namık 

Kemal Üniversitesi Yayın Özetleri: 2009 yılı Yayın Özet ve Atıfları] v. 1.1, 30 pp., April 2009 






world. Only the full articles and reviews were considered in this study in counting the number of 






the papers with outside agencies were not listed in this document. Abstracts were provided in three 




directly collected from these indices. There were also 4 papers in press. Additionally, there were no 

other published items. In the second part, the abstracts of the papers published in the refereed journals, 

not indexed by the Science Citation Index (SCI) or Social Sciences Citation Index (SSCI), were 

provided. As of 18.04.2009, there were 10 such papers (also 1 paper in press). The information in this 

part, mostly were collected from the indices, but information on some papers were collected from the 

authors‟ web sites. Thus, the bibliographical information was not complete and reliable on the papers 

without any abstract as it has not been possible to check the bibliographical information from other 

sources. In the last part, the abstracts of the papers published in the other Turkish journals, not indexed 

by the international indices, were provided. As of 18.04.2009, there were 5 such papers (also no papers 

in press). There was also 1 paper in Turkish journals addressing the professionals. Information on these 

papers was collected from the authors‟ web sites. The information on some papers was collected from 

the national journal databases. Thus, the bibliographical information was not complete and reliable on 

the papers without any abstract as it has not been possible to check the bibliographical information from 

other sources. This database would be updated periodically. 8 new article-type papers, appearing in the 

journals indexed by the SCI or SCIE indices, were published during the last week, after the publication 

of the previous version of this document. 

Key words 



Index (SCI) Science Citation Index- Expanded (SCIE) or Social Sciences Citation Index (SSCI) 

KA. 17. Konur, O. (2009) Namik Kemal University Abstracts: 2009 Abstracts & Citations, [Namık 

Kemal Üniversitesi Yayın Özetleri: 2009 yılı Yayın Özet ve Atıfları] v. 1.0, 28 pp., April 2009 

(Tekirdag; Namik Kemal University). [English] [Lecturer Ozcan Konur, Namik Kemal University 

Rectorate]. [14.04.2009] NKU_Res_ABS_Pap_09_v1.0.doc [A0. Institutional evaluation] 














directly collected from these indices. There were also 4 papers in press. Additionally, there were no 

other published items. In the second part, the abstracts of the papers published in the refereed journals, 

not indexed by the Science Citation Index (SCI) or Social Sciences Citation Index (SSCI), were 

provided. As of 10.04.2009, there were 10 such papers (also 1 paper in press). The information in this 


part, mostly were collected from the indices, but information on some papers were collected from the 

authors‟ web sites. Thus, the bibliographical information was not complete and reliable on the papers 

without any abstract as it has not been possible to check the bibliographical information from other 

sources. In the last part, the abstracts of the papers published in the other Turkish journals, not indexed 

by the international indices, were provided. As of 10.04.2009, there were 5 such papers (also no papers 

in press). There was also 1 paper in Turkish journals addressing the professionals. Information on these 

papers was collected from the authors‟ web sites. The information on some papers was collected from 

the national journal databases. Thus, the bibliographical information was not complete and reliable on 

the papers without any abstract as it has not been possible to check the bibliographical information from 

other sources. This database would be updated periodically. 




Cits 

1. Bal. U. (2009) Links (Bal, Austria). [A0. Information] 

2. Keterz, S. (2009) Links (Ketrez, Austria). [A0. Information] 

3. Akyol, U. (2009) Links, (Akyol, Germany). [A0. Information] 

4. Namik, C. (2009) Cengiz Namik bei Personensuchmaschine yasni. [A0. Information]. 

5. Ozkan, E. (2009) Links [A0. Information] 

KA16. V2. Konur, O. (2009) Namik Kemal University Abstracts: 2008 Abstracts & Citations, [Namık 

Kemal Üniversitesi Yayın Özetleri: 2008 yılı Yayın Özet ve Atıfları] v. 2.0, 54 pp., February 2009 













Citation Index (SCI) Science Citation Index- Expanded (SCIE) or Social Sciences Citation Index 

(SSCI), were provided. As of 15/02/2009, there were 46 such papers. The information in this part was 

directly collected from these indices. 3 papers were published but not indexed yet. There were also 7 

papers in press. Additionally, there were 7 other published items. In the second part, the abstracts of the 

papers published in the refereed journals, not indexed by the Science Citation Index (SCI) or Social 

Sciences Citation Index (SSCI), were provided. As of 15/02/2009, there were 36 such papers (also 6 

papers in press). The information in this part, mostly were collected from the indices, but information 

on some papers were collected from the authors‟ web sites. Thus, the bibliographical information was 

not complete and reliable on the papers without any abstract as it has not been possible to check the 

bibliographical information from other sources. In the last part, the abstracts of the papers published in 

the Turkish journals, not indexed by the international indices, were provided. As of 15/02/2009, there 

were 27 such papers (also 2 papers in press). There were also 20 papers in Turkish journals addressing 

the professionals. Information on these papers was collected from the authors‟ web sites. The 

information on some papers was collected from the national journal databases. Thus, the bibliographical 


to check the bibliographical information from other sources. This database would be updated 

periodically. 





KA15. Konur, O. (2008) Namik Kemal University Abstracts: 2008 Abstracts, V 1.1, 29 pp., July 2008 

(Tekirdag; Namik Kemal University). [A0. Institutional work] 

� The abstracts of the papers published in the international and national journals in 2008 were presented 

together with any citations made to them in the SCI and SSCI as of 15 th July 2008. 

Cits 

1. Antoloji (2009) Erhan Gezer linkler (Antoloji, Turkey). [A0. Ġnformation] 








4. Unjobs (2009) Ozcan KONUR (Unjobs, Switzerland). [A0. Information] 

5. Cirakoglu, I. (2009) Links (Cirakoglu, Austria). [A0. Information] 

6. Bestepe, A. (2009) Links (Bestepe, Austria). [A0. Information] 

7. Goktas, Y.. (2009) Links (Goktas, France). [A0. Information] 

8. Haciismailoglu , F. (2009) Links (Haciismailoglu, Germany). [A0. Information] 

9. Gocmen, U.. (2009) Links (Gocmen, Turkey). [A0. Information] 

10. Mirik, B. (2009) Links (Mirik, Turkey). [A0. Information] 

11. Aktas, K. E. (2009) Links (Mirik, Turkey). [A0. Information] 

12. Ongen, A. (2009). Atakan Ongen [A0. Information] 

13. Aysan, M. (2009) Information. [A0. Information] 

14. Turan, C. (2009) Cemil Turan Lectures. [A0. Bibliography]. 

15. Coskun, F. (2009) Links [a0. Information]. 

16. Cinkilic, A. (2008) Links (Cinkilic, Turkey). [A0. Information] 


Kemal Üniversitesi Yayın Özetleri: 2007 yılı Yayın Özet ve Atıfları] v. 2.0, 52 pp., February 2009 

(Tekirdag, Turkey; Namik Kemal University). [English] Lecturer Ozcan Konur, Namik Kemal 

University Rectorate. [16/02/2009] NKU_Res_ABS_Pap_07_v20.doc [A0. Institutional evaluation] 















directly collected from these indices. Additionally, there was one other published item. In the second 

part, the abstracts of the papers published in the refereed journals, not indexed by the Science Citation 

Index (SCI) or Social Sciences Citation Index (SSCI), were provided. As of 15/02/2009, there were 39 

such papers. The information in this part, mostly were collected from the indices, but information on 

some papers were collected from the authors‟ web sites. Thus, the bibliographical information was not 

complete and reliable on the papers without any abstract as it has not been possible to check the 



were 23 such papers. There were also 21 papers in Turkish journals addressing the professionals. 

Information on these papers was collected from the authors‟ web sites. The information on some papers 

was collected from the national journal databases. Thus, the bibliographical information was not 


bibliographical information from other sources. This database would be updated periodically. 




Ka13. Konur, O. (2008) Namik Kemal University Abstracts: 2007 Abstracts, v. 1.1, 47 pp., July 2008 

(Tekirdag, Turkey; Namik Kemal University). [English] [A0. Institutional work] 



� Cits 







2. Natalie Kuster (Switzerland). Links [A0. Bibliography] 

3. Unjobs (2009) Links (Unjobs, Switzerland). [A0. Bibliography] 

4. Bicker, G. (2009) Links (Bicker, Germany). [A0. Bibliography] 

5. Backer, M. (2009) Links (Backer, Germany). [A0. Bibliography] 

6. Arslan, B. (2009) Links (Arslan, Germany). [A0. Information]. 


Kemal Üniversitesi Yayın Özetleri: 2006 yılı Yayın Özet ve Atıfları], v. 2.0, 60 pp., February 2009, 

(Tekirdag, Turkey; Namik Kemal University). [English] Lecturer Ozcan Konur, Namik Kemal 

University Rectorate. [16/02/2009] Nku_res_ABS_Pap_06_v2.0 [A0. Institutional evaluation] 































� Cits 







2. Unjobs (2009) Ozcan KONUR (Unjobs, Switzerland). [A0. Information] 

3. Avsar, H. (2009) Links [A0. Information]. 

KA11. Konur, O. (2008) Namik Kemal University Abstracts: 2006 Abstracts, v. 1.0, 53 pp., July 2008, 





Kemal Üniversitesi Yayın Özetleri: 2005 yılı Yayın Özet ve Atıfları], v. 2.0, 57 pp., February 2009 

(Tekirdag, Turkey; Namik Kemal University). Lecturer Ozcan Konur, Namik Kemal University 

Rectorate. [16/02/2009] NKU_Res_ABS_Pap_05_v2.0.doc [English] [A0. Institutional evaluation] 

� The abstracts of the papers published in the refereed and other journals by the academic staff of the 



























� Namik Kemal University, Turkey, Tekirdag, academic research, research evaluation, performance 



Ka9. Konur, O. (2008) Namik Kemal University Abstracts: 2005 Abstracts, v. 1.0, 55 pp., July 2008 




� Cits 

� Konur, O. (2008) A preliminary study on the publication behaviour of the academic staff affiliated with 

Namik Kemal University Faculty of Agriculture [Namık Kemal Üniversitesi Ziraat Fakültesi 





KA8. Konur, O. (2008) Namik Kemal University Abstracts: 2004 Abstracts, v 1.0, 52 pp., July 2008 




KA7. Konur, O. (2008) Namik Kemal University Abstracts: 2003 Abstracts, v. 1.0, 38 pp., July 2008 




KA6. Konur, O. (2008) Namik Kemal University Abstracts: 2002 Abstracts, v 1.0, 32 pp., July 2008 













KA3. Konur, O. (2008) Namik Kemal University Abstracts: 1995-1999 Abstracts, v. 1.0, 72 pp., July 

2008 (Tekirdag, Turkey; Namik Kemal University). [English] [A0. Institutional work] 

� The abstracts of the papers published in the international and national journals between 1995 and 1999 

were presented together with any citations made to them in the SCI and SSCI as of 15 th July 2008. 





cits 







2. Rox, N. (2009) Links (Rox, US). [A0. Information] 





� Cits 

� Konur, O. (2008) A preliminary study on the publication behaviour of the academic staff affiliated with 

Namik Kemal University Faculty of Agriculture [Namık Kemal Üniversitesi Ziraat Fakültesi 






Institutional evaluation and strategic planning work output and guides 

KN. 29. Konur, O. (2009) The Namik Kemal University Institutional Evaluation and Strategic 

Planning Work Periodic Working Report. 06.10.2009-04.12.2009. [Namık Kemal Üniversitesi 

Kurumsal Değerlendirme ve Stratejik Planlama ÇalıĢmaları Dönem Raporu: 06.10.2009-04.12.2009] 

21 pp., December 2009. [Tekirdag, Namik Kemal University] [Turkish] [A0. Institutional evaluation] 

The Namik Kemal University Institutional Evaluation and Strategic Planning Work Periodic Working 

Report for the period 06.10.2009-04.12.2009 was presented. 

� Namik Kemal University, institutional evaluation, strategic plan, working report. 

KN. 28. Konur, O. (2009) The Working Brief on the Ranking of the Turkish Universitities by Milliyet 

Newspaper (METU) [Milliyet Gazetesi (ODTÜ) üniversiteler sıralaması üzerine bilgilendirme notu], 

V. no. 1.0, 7 pp. (Tekirdag, Namik Kemal University). 

The Working Brief on the Ranking of the Turkish Universitities by Milliyet Newspaper (METU) was 

presented to inform all the stakeholders about this ranking process. 

o Ranking of universities, Turkey, Milliyet Newspaper, METU 

KN. 27. Konur, O. (2009) Namik Kemal University 2009 Institutional Evaluation, Activities report, 

and Strategic Planning Work: Guide [Namık Kemal Üniversitesi 2009 yılı Kurumsal Değerlendirme, 

Faaliyet Raporu ve Stratejik Planlama ÇalıĢmaları] 43 pp. August 2009 (Tekirdag, Namik Kemal 

University] [Turkish] [A0. Institutional evaluation] 

Namik Kemal University 2009 Institutional Evaluation, Activities report, and Strategic Planning Work: 

Guide was presented to inform all the stakeholders about the basic tenets of these activities carried out 

in our university. 

o Namik Kemal University, institutional evaluation, strategic plan, guide, activities report, 

performance programme 

KN. 26. Namik Kemal University (2009) Namik Kemal University 2010 Financial Year Performance 

Programme, [Namık Kemal Üniversitesi 2010 Mali Yılı Performans Programı], Version No. 1.1., 78 

pp, July 2009 (Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 

The version 1.1. of the 2010 Financial Year Performance Programme of the Namik Kemal University 

was presented using the guidelines prepared by the Turkish Ministry of Finance. 

o Namik Kemal University, institutional evaluation, strategic plan, activities report, performance 

programme 

KN.25. Namik Kemal University (2009) Namik Kemal University Strategic Plan: 2010-2014. [Namık 

Kemal Üniversitesi 2010-2014 Yılları Stratejik Planı] v. no. 2.1 (final version), July 2009, 99 pp. 

(Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 

The final version of the strategic plan of the Namik Kemal University for the planning period of 2010- 

2014 was presented in this report. Plan was prepared using the guides prepared by Lect. O. Konur and 

was based on the strategic plans prepared by the academic and administrative units of the University. 


programme 

o Konur, O. (2011) A case study on the processes of academic evaluation and quality 




(Ankara, Turkish Council of Higher Education). 

KN. 24. Namik Kemal University (2009) Namik Kemal University Strategic Plan: 2010-2014. 

[Namık Kemal Üniversitesi 2010-2014 Yılları Stratejik Planı] v. no. 2.0, July 2009, 99 pp. 

(Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 

The strategic plan of the Namik Kemal University for the planning period of 2010-2014 (sersion 2.0) 

was presented in this report. Plan was prepared using the guides prepared by Lect. O. Konur and was 

based on the strategic plans prepared by the academic and administrative units of the University. 


programme 

KN. 23. Konur, O. (2009) Namik Kemal University 2010 Strategic Planning Working Brief [Namık 

Kemal Üniversitesi 2010 yılı Stratejik Plan Çalışması Bilgilendirme Notu], Version no. 1.4, 16 pp., 

July 2009. (Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 

The working brief (version no. 1.4) for the academic units of the Namik Kemal University was prepared 

to advise them about 2010 strategic planning work. 

o Institutional evaluation, strategic plan, Namik Kemal University, working brief 



July 2009. (Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 




KN. 21. Namik Kemal University (2009) Namik Kemal University Rectorate Project 

Development Office Institutional Financial Situation and Expectations Report [Namık Kemal 

Üniversitesi Rektörlüğü Proje Geliştirme Bürosu 2009 yılı Kurumsal Mali Durum ve 

Beklentiler Raporu], version no. 1.0., 33 pp.. July 2009 (Tekirdag, Namik Kemal University). 


Namik Kemal University Rectorate Project Development Office Institutional Financial Situation and 

Expectations Report was presented. 

o Namik Kemal University, Project Development Office, institutional evaluation, strategic plan, 

activities report, performance programme 

KN. 20. Namik Kemal University (2009) The Response of the Namik Kemal University to the 

Consultation Process of the Tekirdag Special Provincial Administration on the 5-year strategic 

planning work [Namık Kemal Üniversitesi’nin Tekirdağ İl Özel İdaresi’nin 2010-2014 yılları stratejik 

planı kapsamında ilimizin önceliklerine ait görüşleri, 18 pp., June 2009. (Tekirdag, Namik Kemal 

University). [Turkish] [A0. Institutional evaluation] 

The Response of the Namik Kemal University to the Consultation Process of the Tekirdag Special 

Provincial Administration on the 5-year strategic planning work was presented based on the reponse of 

our academic units. 

o Namik Kemal University, tekirdag province, consultation response. 




June 2009. (Tekirdag, Namik Kemal University). [Turkish] [A0. Institutional evaluation] 
















KN. 16. Namik Kemal University (2009) Namik Kemal University Administrative Activities Report 

2008 [Namık Kemal Üniversitesi 2008 yılı Ġdare Faaliyet Raporu], V.1.1, 99 pp, April 2009 [Tekirdag, 

Namik Kemal University] [Turkish] [A0. Institutional evaluation] 

� The performance of the Namik Kemal University in 2008 was evaluated using the guidelines prepared 

by the Turkish Ministry of Finance as adapted by the Higher Education Council under the main five 

headings. Under the heading of the general information, the information about the university in the 

areas of physical structure, organisational structure, information and communication technologies, 

human resources, services was presented in a summary format. Under the heading of aims and 

directions the information about the strategic plan of the university was presented. Under the heading of 

the information on activities, the information on the financial income and expenses of the university as 

well s the related main financial tables were provided in a given format. Under this heading, summary 



o Institutional evaluation, strategic plan, Namik Kemal University, administrative activities 

report 

KN. 15. Namik Kemal University (2009) Namik Kemal University Administrative Activities Report 

2008 [Namık Kemal Üniversitesi 2008 yılı Ġdare Faaliyet Raporu], V.1.0, 93 pp, April 2009 [Tekirdag, 








directions the information about the strategic plan of the university was presented. Under the heading of 

the information on activities, the information on the financial income and expenses of the university as 

well s the related main financial tables were provided in a given format. Under this heading, summary 




report 

KN. 14. Namik Kemal University (2009) Namik Kemal University Institutional Evaluation and 

Quality Improvement Report 2008, [Namık Kemal Üniversitesi 2008 yılı Akademik Değerlendirme ve 

Kalite GeliĢtirme Raporu] V. 1.2, 186 pp., March 2009 [Tekirdag, Namik Kemal University] [Turkish] 

[A0. Institutional evaluation] 

� The performance of the Namik Kemal University in 2008 was evaluated using the guidelines developed 

by a working group of the Turkish Higher Education Council, Higher Education Institutional 

Evaluation and Quality Improvement Commission. In the first part, the university‟s internal 

performance was evaluated under the headings of the inputs, institutional properties, educational 

processes, research and development processes, extension and public services, administrative and 

support processes, managerial properties (both structural and behavioural), output/results, and higher 

education mission. The environment in which the university operates was evaluated under the headings 

of national and international developments in higher education, societal developments and social 

relationships, relationships with industrial and social establishments, developments in educational 

developments, legal arrangements and developments in public enterprises, and effects of the university 

on the economic and financial development of the region. Based on the results of this evaluative work, 

A SWOT analysis was carried out. The list of the refereed national and international papers as well as 

the information on the performance indicators as determined by the Higher Education Council were 

presented in the appendices along with a list of references. 


report 

� Konur, O. (2011) A case study on the processes of academic evaluation and quality improvement in 

Turkish universities. Higher Education Congress: New Trends and Issues. Proceedings. June 2011. 





Kalite GeliĢtirme Raporu] V. 1.1, 181 pp., March 2009 [Tekirdag, Namik Kemal University] [Turkish] 

[A0. Institutional evaluation] 

















report 

KN12. Namik Kemal University (2009) Namik Kemal University Draft Strategic Plan: 2010-2014, 

[Namık Kemal Üniversitesi 2010-2014 Yılları Stratejik Plan Taslağı] v. 1.2, 192 pp., January 2009 

[Tekirdag, Namik Kemal University] [Turkish] [A0. Institutional evaluation] 

The performance of the Namik Kemal University in 2007 was evaluated using the guidelines developed 

by a working group of the Turkish Higher Education Council, Higher Education Institutional Evaluation 

and Quality Improvement Commission. Following this a piece of work relating to the strategic planning 

in all aspects of institutional evaluation was prepared for the period from 2010 to 2014. In the first part, 

the university‟s internal performance was evaluated under the headings of the inputs, institutional 

properties, educational processes, research and development processes, extension and public services, 

administrative and support processes, managerial properties (both structural and behavioural), 

output/results, higher education mission. The environment in which the university operates was 

evaluated under the headings of national and international developments in higher education, societal 

developments and social relationships, relationships with industrial and social establishments, 

developments in educational developments, legal arrangements and developments in public enterprises, 

and effects of the university on the economic and financial development of the region. Based on the 

results of this evaluative work, A SWOT analysis was carried out. The strategic plan of our university 

was carried out under the main headings of 8 topical areas. The first area is the improvement of teaching 

and learning to reach the international standards. The second area relates to the improvement of research 

and development capabilities of our university. The third area relates to the improvement of the 

effectiveness of reliability of administrative personnel. The fourth area concerns with the establishment 

of the institutional identity of our university. The fifth area concerns with the development of the 

physical infrastructure of our university as a new institution needing to expand its academic units. The 

sixth area concerns with the development of our university‟s capabilities in the area of computer and 

information technologies as there is a crucial need to expand the physical infrastructure development in 

this area as well. The seventh area of the strategic planning process is concerned with the improvement 

of the relations with the external stakeholders such as industry and other organisations and sectors as 

such relations is the crucial step fort he further development of our university. The last area of the 

strategic planning process relates to the improvement of the use of the financial resources to realise its 

expansion strategies in the next decades. The list of the refereed national and international papers as 

well as the information on the performance indicators as determined by the Higher Education Council 

were presented in the appendices along with a list of references. 

Namik Kemal University, Tekirdag, Turkey, strategic plan, institutional evaluation, planning process, 

teaching and learning, research and development, higher education, students, academic staff, 

administrative staff. 



Kalite GeliĢtirme Raporu] V. 1.1, 179 pp., January 2009 [Tekirdag, Namik Kemal University] 

















o Institutional evaluation, strategic plan, Namik Kemal University 

KN. 10. Konur, O. (2008) Namik Kemal University Institutional Evaluation and Strategic Planning 

Web Site [Namık Kemal Üniversitesi Kurumsal Değerlendirme ve Stratejik Planlama Web Sitesi 

(Mugla, Turkey) [Turkish] [A0. Institutional work] 

� A web site was established to effectively execute the institutional evaluation and strategic planning of the Namik 

Kemal University under the Laws no. 2547 and 5018 between July 2006 and July 2007. The documents produced 

especially for the Namik Kemal University and periodic newsletters were published online for the benefit of the 

recipients of the services. The full text documents of the relevant legislation and the work of the other universities 

were provided for the same purpose. 


report, web site, outreach 

KN.9 Namık Kemal University (2008) Namik Kemal University 2008-2013 Development Plan [Namık 

Kemal Üniversitesi 2008-2023 yılları GeliĢim Planları], v. 1.2, August 2008, 137 pp (Tekirdag, Namik 

Kemal University). [Turkish] [A0. Institutional work] 

The Namik Kemal University 2008-2013 Development Plan was presented to inform the stakeholders 

about the future resoruce needs. 

o Institutional evaluation, strategic plan, Namik Kemal University, development plan 

KN. 8. Konur, O. (2008) Namik Kemal University Development Plans: 2008-2023 [Namık Kemal 

Üniversitesi 2008-2023 yılları GeliĢim Planları], v. 1.0, June 2008, 102 pp. (Tekirdag, Namik Kemal 

University). [Turkish] [A0. Institutional work] 

� The developmental plans of the Namik Kemal University and its academic and administrative units for 

the period from 2008 to 2023 are presented in a format designated by the Turkish State Planning 

Organisation. The information collected from the units include numbers of students, numbers of 

academic and administrative staff, physical space, costs of the new physical places, new academic 

departments and academic programs. To make a sense of the supplied data, secondary data were 

produced for numbers of students per academic staff, numbers of administrative staff per academic 

staff. The data received from the units were not complete. The information was presented in the order of 

the university summary, faculties, graduate institutes, research centres, vocational colleges, and 

administrative departments. It is expected the university to have 26.000 students, 1300 academic staff, 

465 administrative staff, 77.000 m2 physical space by 2023. 

o Institutional evaluation, strategic plan, Namik Kemal University, development plan 

KN7. Konur, O. (2008) Namik Kemal University Institutional Evaluation and Strategic Planning 

Working Brief No. 2 [Namık Kemal Üniversitesi Kurumsal Değerlendirme ve Stratejik Planlama 

Bilgilendirme Notu], V.2.0, 19 pp., May 2008 (Tekirdag, Namik Kemal University] [Turkish] [A0. 

institutional work] 

� The working brief for the second part of the institutional evaluation and strategic planning work was presented. The 

working calendar for the university‟s outputs on strategic plans and the next years‟ output was outlined. The 

organisational structures for planning work at the levels of the university, academic and central units as well as 

academic departments were explained. The information on the structure of the institutional evaluation reports was 

given. 


report, working brief 


KN6. Namik Kemal University (2008) Namik Kemal University Institutional Evaluation and Quality 

Improvement Report 2007, [Namık Kemal Üniversitesi 2007 yılı Akademik Değerlendirme ve Kalite 

GeliĢtirme Raporu] V. 1.2, 119 pp., April 2008 [Tekirdag, Namik Kemal University] [Turkish] [A0. 

Institutional evaluation] 






support processes, managerial properties (both structural and behavioural), output/results, higher 









o Institutional evaluation, strategic plan, Namik Kemal University 

KN5. Namik Kemal University (2008) Namik Kemal University Administrative Activities Report 2007 

[Namık Kemal Üniversitesi 2007 yılı Ġdare Faaliyet Raporu], V.1.2, 49 pp, April 2008 [Tekirdag, 







directions no information was provided since no strategic plan work has been carried out for the 

university. Under the heading of the information on activities the information on the financial income 

and expenses of the university was provided in a given format. Under this heading summary activity 

reports were also given. Under the heading of the institutional capability and capacity as well as under 

the headings of suggestions and precautions, a SWOT analysis was presented. 


report 

KN4. Konur, O. (2008) Namik Kemal University Strategic Planning Guide for the Academic Units 

[Namık Kemal Üniversitesi Akademik Birimler Stratejik Plan Hazırlama Rehberi], V.1.0, 94 pp., 

February 2008 (Tekirdag, Namik Kemal University] [Turkish] [A0. institutional work] 

� A working guide for the academic units for the preparation of the institutional evaluation reports and 

strategic plans was provided using the guidelines developed by a working group of the Turkish Higher 

Education Council, Higher Education Institutional Evaluation and Quality Improvement Commission as 

well as the State Planning Organization of Turkey. In the first part, the university‟s internal 

performance needs to be evaluated under the headings of the inputs, institutional properties, educational 



education mission. The environment in which the university operates needs to be evaluated under the 

headings of national and international developments in higher education, societal developments and 

social relationships, relationships with industrial and social establishments, developments in educational 




A SWOT analysis should be carried out. The list of the refereed national and international papers as 


should be presented in the appendices along with a list of references. 

o Institutional evaluation, strategic plan, Namik Kemal University, guide, academic units 

o Konur, O. (2011) A case study on the processes of academic evaluation and quality 



(Ankara, Turkish Council of Higher Education). 

KN3. Konur, O. (2008) Namik Kemal University Strategic Planning Guide for the Academic 

Departments [Namık Kemal Üniversitesi Bölümleri Stratejik Plan Hazırlama Rehberi], V.1.0, 95 pp., 


� A working guide for the academic departments for the preparation of the institutional evaluation reports 

and strategic plans was provided using the guidelines developed by a working group of the Turkish 

Higher Education Council, Higher Education Institutional Evaluation and Quality Improvement 

Commission as well as the State Planning Organization of Turkey. In the first part, the university‟s 

internal performance needs to be evaluated under the headings of the inputs, institutional properties, 

educational processes, research and development processes, extension and public services, 


output/results, higher education mission. The environment in which the university operates needs to be 





results of this evaluative work, A SWOT analysis should be carried out. The list of the refereed national 

and international papers as well as the information on the performance indicators as determined by the 

Higher Education Council should be presented in the appendices along with a list of references. 

o Institutional evaluation, strategic plan, Namik Kemal University, guide, academic departments 





KN. 2. Konur, O. (2008) Namik Kemal University Strategic Planning Guide for the Central Units 

[Namık Kemal Üniversitesi Merkezi Birimler Stratejik Plan Hazırlama Rehberi], V.1.0, 88 pp., 


� A working guide for the central units for the preparation of the institutional evaluation reports and 















o Institutional evaluation, strategic plan, Namik Kemal University, guide, central units 






KN. 1. Konur, O. (2008) Namik Kemal University Institutional Evaluation and Strategic Planning 

Working Brief No. 1 [Namık Kemal Üniversitesi Kurumsal Değerlendirme ve Stratejik Planlama 

Bilgilendirme Notu], V.2.0, 30 pp., February 2008 (Tekirdag, Namik Kemal University] [Turkish] 

[A0. institutional work] 

� The working brief for the first part of the institutional evaluation and strategic planning work was 

presented. The working calendar for the university‟s outputs on institutional evaluation and 

administrative activities report was outlined. The organisational structures for planning work at the 

levels of the university, academic and central units as well as academic departments were explained. 

The information on the structure of the institutional evaluation reports was given. 



Mugla University 

Institutional evaluation and strategic planning work 

KM19. Konur, O. (2006-2007) Mugla University Strategic Planning Web Site [Muğla Üniversitesi 

Stratejik Planlama Web Sitesi (Mugla, Turkey) [Turkish] [A0. Institutional work] 

� A web site was established to effectively execute the institutional evaluation and strategic planning of 

the Mugla University under the Laws no. 2547 and 5018 between July 2006 and July 2007. The 

documents produced especially for the Mugla University and periodic newsletters were published 

online for the benefit of the recipients of the services. The full text documents of the relevant legislation 

and the work of the other universities were provided for the same purpose. 

KM18. Konur, O. (2007) Mugla University Institutional Evaluation and Strategic Planning Work 

[Muğla Üniversitesi Kurumsal Değerlendirme ve Stratejik Planlama ÇalıĢmaları 2006-2007], 44 pp., 

January 2007 (Mugla, Mugla University) [Turkish] [A0. Institutional work] 

� A working brief was prepared for the university management and university units on the planning of the 

work to be done in 2007 relating to the institutional evaluation and strategic planning under the Laws 

21547 and 5018. 

KM17. Konur, O. (2007) Mugla University ISI-indexed Research Performance 2006 III [Öğretim 

üyeleri 2006 yılı ISI yayın performansı], Muğla Üniversitesi Akademik Değerlendirme ve Kalite 

geliĢtirme Kurulu, Stratejik Planlama Kurulu BaĢkanlığı, 23 Mart 2007, 18 Sayfa (Muğla, Muğla 

Üniversitesi). (Mugla, Mugla University) [Turkish] [A0. Institutional work]. 

� The research performance of the Mugla University in 2006 was evaluated using the Web of Science 

database for its academic staff. 

KM16. Konur, O. (2007) Mugla University ISI-indexed Research Performance 2006 I [Muğla 

Üniversitesi ISI 2006 yılı Yayın Performansı I Ġstatistikler Tablo 2 Yayınların alanlara göre dağılımı], 

March 2007, 15 pp. (Mugla, Mugla University) [Turkish] [A0. Institutional work]. 


database on the basis of the main academic disciplines as designated by the Higher Education council. 

KM15. Konur, O. (2007) Mugla University ISI-indexed Research Performance 2006 II [Muğla Üniversitesi ISI 

2006 yılı Yayın Performansı II Üniversite, Fakülte ve Bölüm bazında Yayın Referans Listeleri] March 2007, 39 

pp. [Turkish] [A0. Institutional work]. 


database on the basis of its academic units and academic departments. 

KM14. Konur, O. (2007) Mugla University Strategic Planning Guide for the Central Units [Muğla 

Üniversitesi Merkezi Birimleri için Stratejik Plan Hazırlama Rehberi], V. 1.0, 46 pp., April 2007 

(Mugla, Mugla University) [Turkish] [A0. Institutional work] 

� A working guide for the central units for the preparation of the institutional evaluation reports and 















should be presented in the appendices along with a list of references 

KM13. Konur, O. (2007) Mugla University Strategic Planning Guide for the Academic Departments 

[Muğla Üniversitesi Bölümleri için Stratejik Plan Hazırlama Rehberi], V. 1.0, 58 pp., April 2007 


� A working guide for the academic departments for the preparation of the institutional evaluation reports 

and strategic plans was provided using the guidelines developed by a working group of the Turkish 

Higher Education Council, Higher Education Institutional Evaluation and Quality Improvement 












Higher Education Council should be presented in the appendices along with a list of references 

KM12. Konur, O. (2007) Mugla University Strategic Planning Guide for the Academic Units [Muğla 

Üniversitesi Merkezi Birimleri için Stratejik Plan Hazırlama Rehberi], V. 1.0, 62 pp., April 2007 


� A working guide for the academic units for the preparation of the institutional evaluation reports and 















KM11. Konur, O. (2007) The outline of ‘Turkey’s Higher Education Strategy’ [‘Türkiye’nin 

Yükseköğretim Stratejisi’ Yönetici Özeti] March 2007, 50 pp, (Mugla, Mugla University) [Turkish] 

[A0. Institutional work]. 


� The “Turkey‟s Higher Education Strategy”, a strategic document prepared by the Higher Education 

Council of Turkey was outlined. 

KM10. Mugla University (2006) Mugla University Academic Evaluation and Quality Improvement 

Report 2005, [Muğla Üniversitesi Akademik Değerlendirme ve Kalite GeliĢtirme Raporu 2005] Mugla 

University, Academic Evaluation and Quality Improvement Council, Strategic Planning Council, 

AEQIC Report no. 2006/01, Version no. 1.5, 480 pp., October 2006 (Mugla, Mugla University)]. 

[Turkish] [A0. institutional work] 

� The performance of the Mugla University in 2005 was evaluated using the guidelines developed by a 

working group of the Turkish Higher Education Council, Higher Education Institutional Evaluation and 

Quality Improvement Commission. In the first part, the university‟s internal performance was evaluated 

under the headings of the inputs, institutional properties, educational processes, research and development 

processes, extension and public services, administrative and support processes, managerial properties (both 

structural and behavioural), output/results, higher education mission. The environment in which the 

university operates was evaluated under the headings of national and international developments in higher 

education, societal developments and social relationships, relationships with industrial and social 

establishments, developments in educational developments, legal arrangements and developments in public 

enterprises, and effects of the university on the economic and financial development of the region. Based on 

the results of this evaluative work, A SWOT analysis was carried out. The information on the performance 

indicators as determined by the Higher Education Council was presented in the appendices along with a list 

of references. 

KM9. Mugla University (2006) Mugla University Strategic Plan (2009-2013) Preparatory Program, 

[Muğla Üniversitesi Stratejik Planı (2009-2013) Hazırlık Programı] Mugla University Strategic 

Planning Council, Report No. MU SPC 2006/1, version 1.2, November 2006, 42 pp. (Mugla, Mugla 

University). [Turkish] [A0. institutional work] 

� The preparatory program for strategic planning work for the period from 2009 to 2013 was presented, 

prepared using the guide developed by the Turkish State Planning organization. The working calendar 

for the planning period was given 

KM8. Mugla University (2006) Mugla University 2007 Strategic Plan, [Muğla Üniversitesi 2007 Yılı 

Stratejik Planı] Mugla University, Academic Evaluation and Quality Improvement Council, MU 

AEQIC Report no. 2006/02, Version no. 1.5, 480 pp., November 2006 (Mugla, Mugla University). 

[Turkish] [A0. institutional work] 

� The strategic plan 2007 of the University was presented, prepared using the guidelines by both the 

Higher Education Council‟s Higher Education Institutional Evaluation and Quality Improvement 

Commission and the Turkish State Planning Organisation. In the first of the plan the performance of the 

university for the year 2005 was evaluated under the headings of the internal evaluation and external 

evaluation. In the second part the institutional identity of the university was determined and the 

strategic plans and directions for the year 2007 were presented. 

KM7. Konur, O. (2006) Higher Education Law Annotated, [Açıklamalı Yükseköğretim Kanunu] 

Mugla University Strategic Planning Council, Academic Evaluation and Quality Improvement 

Council, Working Brief no. 7, 75 pp., September 2006 (Mugla, Mugla University]. [Turkish] [A0. 

Legal study] 

� Higher Education Law of Turkey, Law no 2547, was outlined for the purpose of institutional evaluation 

and strategic planning work of the university. As the higher education institutions are highly regulated 

by this law it is important to have access to this law in an accessible manner. 


KM6. Konur, O. (2006) Institutional Evaluation and Strategic Planning: Progress Report, [Kurumsal 

Değerlendirme ve Stratejik Planlama: GeliĢme Raporu] Strategic Planning Council Working Brief no. 

6, 20 pp., September 2006 (Mugla, Mugla University]. [Turkish] [A0. Evaluation report] 

� A progress report on the institutional evaluation and strategic planning work of the university was 

provided in a working brief. 

KM5. Konur, O. (2006) Mugla University Strategic Planning Teams, [Muğla Üniversitesi Stratejik 

Planlama Ekipleri] Mugla University Strategic Planning Council, working brief no. 5, Version 1, 33 

pp., August 2006, (Mugla, Mugla University)]. [Turkish] [A0. Institutional work] 

� The working brief on the organisational structure of the institutional evaluation and strategic planning 

was presented. Institutional evaluation and strategic planning teams were established at the levels of the 

university, academic and central units as well as academic departments to carry out the relevant work. 

KM4. Konur, O. (2006) Strategic Planning Preparation and Calendar, [Stratejik Planlama 

Hazırlıkları ve Takvimi] Mugla University Strategic Planning Council, Working Brief no. 4, version 

no. 1, 23 pp., August 2006 (Mugla, Mugla University)]. [Turkish] [A0. Institutional work] 

� The working brief for the institutional evaluation and strategic planning work was presented. The 

working calendar for the university‟s outputs on institutional evaluation and strategic plant was 

outlined. The organisational structures for planning work at the levels of the university, academic and 

central units as well as academic departments were explained. The information on the structure of the 

institutional evaluation reports and strategic plans was given. 

Km3. Konur, O. (2006) A Template for the Reports and Presentations relating to the Strategic 

Planning Exercise by the Sub-units of the Mugla University, [Muğla Üniversitesi Birimlerinin Stratejik 

Planlama ÇalıĢmaları için Rapor ve Sunum Örneği (Template)] Mugla University Strategic Planning 

Council, Brief Note no. 3, Version no. 1, 125 pp., August 2006 (Mugla, Mugla University)]. [Turkish] 

[A0. institutional work] 

� A working guide for the central and academic units for the preparation of the institutional evaluation 

reports and strategic plans was provided using the guidelines developed by a working group of the 

Turkish Higher Education Council, Higher Education Institutional Evaluation and Quality Improvement 












Higher Education Council should be presented in the appendices along with a list of references 

KM2. Konur, O. (2006) The Preparation of the Strategic Planning program, [Stratejik Planlama 

Hazırlık Programının OluĢturulması] Mugla University Strategic Planning Council, Working Brief no. 

2, Version no. 2, 23 pp. August 2006 (Mugla, Mugla University]. [Turkish] [A0. institutional work] 

� A planning program for the preparation of a five year strategic plan including a working calendar using 

the format developed by the Turkish State Planning Organization was prepared. 


KM.1 Konur, O. (2006) The presentation of the Strategic Planning Guide of the State Planning 

Organization of Turkey with examples, [Örneklerle Devlet Planlama TeĢkilatı Stratejik Planlama 

Kılavuzu‟nun Sunumu] Mugla University Strategic Planning Council, Working Brief No.1, Version 2, 

33 pp., August 2006, (Mugla, Mugla University)]. [Turkish] [A0. institutional work] 

� The guide for the Strategic Planning prepared by the Turkish State Planning organization was outlined 

for the benefits of the higher education management team of the university at the first instance. It is a 

must that higher education institutions along with other state institutions prepare five-year long reports 

for the periods designated by the Organization. 


L. Research reports [Araştırma Raporları] 

L19. Konur, O. (2002) Current public policy issues in access to employment by clinically depressed 

people, (London, City University). [A0. Research work] 

� A piece of research on the access to employment by clinically depressed people was carried out using 

the legal appellate cases decided under the Disability Discrimination Act (1995). 

� Clinical depression, employment, public policy, Disability Discrimination Act (1995). 

o Konur, O. (2002) Access to employment by disabled people in the UK: Is the Disability 




L18. Konur, O. (2001) Disability and higher education research: disabled students in higher 

education - an institutional theory perspective, (London, City University). [A0. Outreach work] 

� A piece of study examining the disability and higher education research through the lens of the 

institutional theory. 

� Institutional theory, disability, higher education, disabled students 

o Konur, O. (2002) Access to Nursing Education by disabled students: Rights and duties of 

nursing programs [Engelli öğrencilerin HemĢirelik Eğitimi‟ne katılımı: HemĢirelik 

programlarının hakları ve görevleri], Nurse Education Today, 22(5), pp. 1-11. [A3. SSCI 

paper] 

L17. Konur, O. (2001) Disabled Students in Nursing Education: New Rules of the Game, (London, 

City University). [A0. Research work] 

� A piece of research study was carried out on the access to the nursing education by disabled students 

with emphasis on the potential effect of the new amendments to the Disability Discrimination Act 

(1995) by the Special Educational Needs and Disability Act (2001). 

� Disability Discrimination Act (1995), Special Educational Needs and Disability Act (2001)., nursing 

education, disabled students 

Cits-books 

1. State, K. (2007) Transitions for Disabled Students: Literature Review, 102 pp. (University of 

Huddersfield, UK). [A1. Book. Research report] 




Ayrımcılık Yasası etkili mi?], International Journal of Discrimination and the Law, 5(4), pp. 

247-279. [A3. SSCI paper] 

2. Konur, O. (2002) Assessment of disabled students in higher education: current public policy 

issues [Yüksek öğrenimdeki engelli öğrencilerin değerlendirilmesi: Güncel sosyal politika 

sorunları], Assessment and Evaluation in Higher Education, 27(2), pp. 131-152. [A7. SSCI 

paper] 

L16. Konur, O. (2001) Respite care provision for people with multiple sclerosis: A literature review, 

Version 1.0, 10 pp. (London, City University). [A0. Research work] 

� This paper aims to introduce a literature review customised to meet the needs for the research project 

tender for research into respite care provision with people with multiple sclerosis, tendered by the 


Multiple Sclerosis Society. The first part outcomes the research requirements by the Society to inform 

the literature review. The second part presents the main issues raised by the research carried out using 

the British populations for respite care services. 

� Respite care, multiple sclerosis, care provision, review 

L15. Konur, O. (2001) Assessment of Disabled Students in Higher Education: Current public Policy 

Issues, (London, City University). [A0. Research work] 

� A piece of research study was carried out on the academic assessment of disabled students in higher 

education using a mixture of literature review and the legal analysis. 

� Assessment, disabled students, higher education, legal analysis, review 

Cits-SSCI 









L14. Konur, O. (2001) Law of Students' Unions: A Review, (London, City University). [A0. Research 

work] 

� The law on students‟ unions in the UK was reviewed to inform the research on the disabled students in 

higher education. 

� Students‟ unions, the UK, law 









L13. Konur, O. (2001) The Governance of Students' Unions: Institutions Matter, (London, City 

University). [A0. Research work] 

� A piece of research on the governance of students‟ unions in the UK was carried out to inform the 

research on the disabled students in higher education using a mixture of the literature review and legal 

analysis. 

� Students‟ unions, the UK, review, legal analysis 

Cits-SSCI 













L12. Konur, O. (2001) The Participation of Disabled Students in Nursing Schools: Current Public 

Policy Issues (London, City University). [A0. Research work] 

� A piece of research study was undertaken to examine the participation of disabled students in nursing 

schools. 

� Nursing education, disabled students 

Cits-SSCI 












L11. Konur, O. (2001) Corporate E-learning solutions for E-business Training Market and Product 

Research Report [Elektronik ĠĢ Eğitimi ve Ürün AraĢtırması için Kurumsal Elektronik Öğrenim 

Cözümleri Raporu] , Version 2.0, 14 May 2001, 14,000 words (London, City University). [A0. 


� This report aims to brief the E-Business Learning Partnership about the outcome of the first task of 

the project. An explorative research was carried out using the Web of Science and ABI-INFORM 

databases using a number of carefully designed key word sets. This was followed by a key word 

search in Google search engine. Although the key word sets were carefully chosen this search did not 

result in any significant positive outcome considering the extent of the time resources used. Thus, in 

the next stage, a market research on the corporate e-learning market was carried out using the internet 

considering the restrictions on time and budgeting constraints. This was helpful in locating key 

players in the corporate e-learning market with business skills focus. Two sets of key players 

emerged from this research. The first set was the publicly listed companies with good brand names 

such as SmartForce, DigitalThink, and SkillSoft and a number of private companies with strong 

involvement in the corporate e-learning market. It was decided to contact all these companies in two 

batches to request information about e-learning solutions regarding delivery of the e-business training 

programs. However, the outcome of the direct contact with the companies was found to be marginal 

since only two companies, SkillSoft and SmartForce, were found as active players in corporate elearning 

solutions market for the delivery of e-business courses with non-technical content. The 

companies with instructor -led courses and those with individual-based market solutions were 

excluded from this segment of the research. It was also found that it was impossible to carry out the 

step three, pedagogy test, since it was not possible to inspect the e-business course modules which 

are listed in the company web sites although such request was explicitly made. SmartForce has a 

well-developed e-business course portfolio: two at fundamental levels (15 hours each); six at 

specialist level and six at implementation levels. On the other hand, SkillSoft offers two series of 


courses: fundamentals of e-business (six modules of 2 to 3 hours each) and e-business for customer 

relationships management (six modules of 2 to 3 hours each). It is recommended that these two 

companies are formally approached with a view to obtain more information about the e-business 

courses (at fundamental level only) listed in their web sites and ask for information regarding other 

components of the evaluation criteria developed by the D & T. Only then the complete evaluation 

could be made. Both companies have established products and customer sets with favourable 

financial comments. The companies also confirmed that they could easily customise the existing ebusiness 

courses for the D& T for an additional charge in meeting the business needs of the D & T 

employees and the D & T itself. The report includes a background section on the project and the 

outcome of the market research carried out in such a short time of five weeks. A selected list of 

bibliography and contact details of two companies for follow-up discussion are also provided. 

� Corporate learning solutions, market research, the UK 

L10. Konur, O. (2001) Market Research Brief for Corporate E-Learning Companies [Kurumsal 

Elektronik Öğrenim ġirketleri üzerine Pazar AraĢtırması Özeti], 20 April 2001, 5,200 words (London, 

City University). [A0. Research report] 

� This report aims to brief the E-Business Learning partnership about the outcome of the first stage of 

the first task of the project. An explorative research was carried out using the Web of Science and 

ABI-INFORM databases using a number of carefully designed key word sets. This was followed by a 

key word search in Google search engine. Although the key word sets were carefully chosen this 

search did not result in any significant positive outcome considering the extent of the time resources 

used. Thus, in the next stage a market research on the corporate e-learning market was carried out 

using the internet considering the restrictions on time and budgeting constraints. This was helpful in 

locating key players in the corporate e-learning market. Two sets of key players emerged from this 

research. The first set was the publicly listed companies with good brand names such as SmartForce, 

DigitalThink, and SkillSoft and a number of private companies with strong involvement in the 

corporate e-learning market. It was decided to contact all these companies in two batches to request 

information about e-learning solutions regarding delivery of the e-business training programs. The 

brief includes a background section on the project and the outcome of the market research carried out 

in such a short time. A selected list of bibliography is also provided for further reading purposes. 

� Corporate e-learning, market research 

L9. Konur, O. (2001) Information Systems Investment in the Police Force: Productivity Issues [Polis 

TeĢkilatında Bilgi Sistemleri Yatırımı: Üretkenlik Hususları], 2 February 2001, 4,250 words (London, 

City University). [A0. Research report] 

� This paper presents a review of the literature on the productivity of the information systems 

applications in the police services. It particularly explores the causal relationship of the investment 

and productivity since the Information Systems Project Team at the London Metropolitan Police 

Service aims to apply for funding for the IS project. The main concern of the Team is to find 

adequate quantitative evidence to get funding. This paper therefore presents selected cases and 

research studies on the IS applications in the police services. It is argued that the relationships for the 

productivity gains form the IS applications in the police services and other organisations are wider 

and complex involving a wide set of the organisational and institutional factors, rather than assuming 

an automatic productivity gains from such an investment. Mirani and Lederer (1998)‟ assessment 

tool is presented for the IS project development and analysis purposes and the London Metropolitan 

Police Service is recommended to adapt this organisational and institutional model. The limiting 

factors in preparing this paper are also noted. 

� Information systems, police force, the UK, productivity 

L8. Konur, O. (2000) EMBA E-Commerce Elective Student Course Evaluation Report [EMBA E- 

Ticaret Seçmeli Dersi Öğrenci Ders Değerlendirme Raporu], 13 November 2000, 11,000 words 

(London, City University). [A0. Research report] 


� This paper aims to present the report for the course and lecturer evaluation by the 32 EMBA students 

of the E-Commerce elective course with innovative electronic delivery characteristics in the City 

University Business School, co-ordinated by Professor Clive Holtham and Nigel Courtney during 

first term of the academic year 2000/2001. 32 survey questionnaires prepared by the Course Team 

were analysed using the quantitative mean analysis, quantitative satisfaction rate analysis, qualitative 

survey analysis and comparative analysis (in relation to the university wide survey) for the course 

and lecturer evaluation aspects. Additionally, the individual rating analysis was carried out to account 

for the diversity in the student population as an explanatory tool. All the results arising from the used 

analytical methods show that the course was well perceived by students. The mean analysis shows 

that the mean rating of the course was 4 over 5-mark evaluation scheme with a 0.8 standard deviation 

rate. The corresponding satisfactory rate analysis shows that 74% of the respondents found the course 

excellent and good (marks for 4 and 5). The electronic course delivery and electronic submission of 

the course work were a hit with students where most of the survey items covering these aspects of the 

course evaluation were rated above the mean values by the respondents. Students were very happy 

with the electronic course materials: “ This should have been as the pioneer way of conducting way 

of courses”; “Extremely useful, wish all courses run this way”; “Excellent: would suggest to 

encourage all City lecturers to follow the same” 

� EMBA course, course evaluation, City University, student survey 

L7. Konur, O. (2000) Promoting an Entrepreneurial Spirit in Europe: A diversity of Approaches 

[Avrupa‟da GiriĢimcilik Ruhunu GeliĢtirme: YaklaĢımlardaki ÇeĢitlilik], 8 September 2000, 13,700 

words (London, City University). [A0. Research report] 

� This paper aims to present a review of the diversity of approaches in defining entrepreneurship; 

diversity in the models of entrepreneurship, diversity in models of capitalism in today‟s world; 

diversity of the models of capitalism adapted by the ancient civilisations with a special focus on the 

world‟s first true entrepreneurial economy, the Ancient Greek economy. The diversity in promoting 

entrepreneurship in the capitalist societies is also covered with a special focus on the transition 

economies and on the historical context. The economics of the entrepreneurial policies developed by 

Baumol (1990) is also covered. The conceptual frameworks for entrepreneurship include 

entrepreneurship, non-economic approaches and economic approaches. It is evident that there is a 

great degree of diversity in defining the term “entrepreneurship” and “entrepreneurs”. It is suffice to 

say that entrepreneurship is a product of economic, social environment, personality of entrepreneurs 

and training among others. A purpose of the entrepreneur is to create wealth and add value to the 

society. They act as catalysts of economic activity for the entire economy. Similarly, there is a great 

degree of diversity in economic conceptual frameworks developed in explaining the entrepreneurship 

in the societies. Over time the development of these frameworks resulted in a comprehensive set of 

theories starting with the neo-classical economic theory of Marshall, Walras and Knight. Later 

Kirzner and Schumpeter increased the role played by the entrepreneurship in these frameworks. In 

short, entrepreneurs make things happen as Schumpeter argues. They are creators of new preferences 

and technologies and entrepreneurship is a disequilibrating force which causes economic 

development in societies. Coates‟ capitalist triangle is used to discuss the three main types of 

capitalism in today‟s societies: market led capitalism where capital-dominated liberal culture is 

prevalent; the negotiated, consensual capitalisms where labour-led social democratic culture is 

prevalent; the developmental state forms of capitalisms where state led conservative, nationalist 

culture is prevalent. The US, Sweden, and Japan with the prime examples of each type. All European 

Societies can be positioned in this triangle depending on the degree of interaction between state, 

entrepreneurship, and labour. It is clear from this explorative positioning of the European societies in 

this triangle that there is a high degree of diversity on how the state and labour interact with the 

entrepreneurship. Indeed, the main emerging thesis is that diversity matters. The ancient civilisations 

of Assyria, Phoenicia, Carthage, Greece, and Rome, spanning a period of two thousand years are 

positioned in the Coates‟ capitalist triangle. Ancient Greek society is positioned at the top of the 

triangle representing market led capitalisms. Ancient Assyria and Phoenicia are positioned at the 

corner for developmental state forms of capitalism where the state and temples have absolute power 

over entrepreneurs. The ancient Greek civilisation is one of the world‟s first entrepreneurial 

economy. There is a strong consensus that there is a case for government intervention for promoting 

entrepreneurship as a policy issue. The main rationale for such intervention is to remove or reduce 


market failure since the market may not correctly or fully value the social benefits and costs of 

generation, improved innovation and flexibility resulting from a greater entrepreneurship. It is 

perceived that transition economies provide such a good example to have a wide policy discussion on 

this issue. There is also strong consensus that there is a need to establish institutional framework for 

securing property rights as a vital prerequisite for the promotion of entrepreneurship. This has been 

supported by the experiences of transitional economies in recent years as well as the experiences of 

the ancient civilisations positioned in the Coates‟ capitalist triangle. Further evidence is provided 

mainly based on Baumol‟s work on the development of conceptual framework in developing such 

institutional framework for securing property rights. The main thesis is that how entrepreneurs act at 

a given time and place depends on the rules of the game, the rewards structure of the economy 

prevalent at that time and place. Societies can affect to the extent to which these entrepreneurs are 

involved in productive entrepreneurial activities. In this way, they can make sure that entrepreneurs 

can contribute positively by acting as catalysts of economic activity for the entire economy. It is 

believed that in this way there is a large degree of scope in promoting an entrepreneurial spirit in 

Europe. 

� Entrepreneurship, history, models, capitalism, Europe, ancient age 

L6. Holtham, C. W.; Konur, O. (1998-2004) Banking in Ruritania, Financial Services Training by 

Simulation Pack (Mali Hizmetlerde Simulasyonla Eğitim Paketi], (London, City University). [A0. 

Research report, Course development] 

� The simulation pack aims to provide a learning environment for executives leading to an enhanced 

understanding of key strategic decision processes in a retail bank for students specifically the main 

banking products, their customers and channels, strategic alternatives in a retail bank, the use of the 

Balanced scorecard in management, to extend knowledge of retail banking through use of the electronic 

database. Within the Ruritanian banking system, there are 4 initially identical retail banks. The previous 

Managing Director and Board for each bank have just been replaced by a team of 3 participants. They 

now have to manage their bank through 5 trading periods simulated for 1 year each. Their objective is 

to maximise the profit for their bank. Each of the 4 banks starts identically with a product portfolio, and 

an established operation. Each has a report on their bank prepared by a banking consultant. The 

management then makes decisions on the level of resource allocation between products, the investment 

in business infrastructure, potential investments in new related banking enterprises - such as new 

channels. 

� Financial services simulation, executive training, banking delivery channels 

L5. Konur, O. (1988) Fatigue life prediction models for advanced composites, A state of Art survey 

[Ġleri BileĢik Malzemelerde yorulma Ömrünü Tahmin Modelleri: Analiz], Internal Report, 63 pp. 

(London, Centre for Composite Materials, Imperial College). [A0. Research report] 

� A review was carried out on the fatigue life prediction models for advanced composites. 

� Advanced composites, fatigue life prediction models, reviews. 

L4. Konur, O. (1988) Fatigue Damage Mechanisms-based Fatigue Life Prediction Models and 

Material Effects on the Fatigue Behaviour of Advanced Composites [Yorulma Hasarı Mekanizmaları 

Temelli Yorulma Ömrü Tahmin Modelleri ve Ġleri BileĢik Malzemelerin Yorulma DavranıĢları üzerine 

BileĢen Etkileri], Internal; Report, 77 pp. (London, Centre for Composite Materials, Imperial College). 

[A0. Research report] 

� A review was carried out on the fatigue life prediction models for advanced composites with emphasis 

on the bfatigue damage mechanisms and materil effects on the fatigue behaviour. 

� Advanced composites, fatigue life prediction models, reviews, fatigue damage mechanisms 


L.3. Konur, O. (1988) Effects of Fibre, Matrix and Interphase Properties on the Fatigue Performance 

of Unnotched Polymer Matrix Composites [Fiber, Matris, vee Ara Yüzey Özelliklerinin Polimer 

Matrisli Çentiksiz BileĢik Malzemeler Üzerine Etkileri], Internal; Report, 84 pp. (London, Centre for 

Composite Materials, Imperial College). 

� A review was carried out on the effects of the fibre, matrix and interphase properties on the fatigue 

performance of unnotched polymer matrix composites. 

� Advanced composites, review, fibre, matrix, interphase, fatigue 

Cits-SCI 

o Konur, O.; Matthews, F. L. (1989) Effect of the properties of the constituents on the fatigue 

performance of composites: A review [BileĢenlerinin özelliklerinin ileri bileĢik malzemelerin 

yorulma performasına etkileri], Composites, 20(4), pp. 317-328. 25 [ISI Science Citation Index. 

Scopus. Compendex, CSA Illumina] [A3. SCI paper] 

L.2. Konur, O. (1985) Cure-structure-durability dynamic mechanical property relations of graphite 

reinforced epoxy matrix composites [Karbon Fiberi ile Takviye Edilmiş Epoxy Matrisli İleri Bileşik 

Malzemerde Cure-Yapı-Dayanıklılık Dinamik Mekanik Özellik İlişkileri], M.Sc. Thesis, (Ankara, 

Department of Metallurgical Engineering, Middle East Technical University). [A0. Msc. Thesis] 

� The cure-structure-durability dynamic mechanical property relationships of graphite-reinforced epoxy 

matrix composites were studied and a strong relationship between them was found. 

� Graphite-reinforced epoxy matrix composites, cure, dynamic mechanical property 

L1. Montgomery, M. J.; Tursa, L.; Konur, O. (1997) The cost of the switchover to the European 

Single Currency for City Banks, with emphasis on the payments systems, 4000 words (London, City 

University). [A0. Research report] 

� A small scale research was carried out on the cost of the switchover to the European Single Currency 

for City Banks, with emphasis on the payments systems. Our research has identified the current state of 

the timescale of the changeover and cost on an industry and firm-basis. It has only been possible to 

obtain some detailed firm-specific data due to „reasons of commercial confidentiality‟. There is a 

distinction between the implications for wholesale and retail markets. The changeover plan now agreed 

starts with the introduction of the Euro at the wholesale level in 1999, with notes and coins introduced 

only in the first half of the year 2002. So wholesale changes begin in just under three years time, retail 

changes not for six years. The first important development will be the introduction of an EMU-wide 

payments system, TARGET, which will consist of interlinked real time gross settlement systems in 

each participating Member State. That interlinking will be denominated in Euro right from the start, 

even though national currency denominations will continue to exist for up to another three and a half 

years. The domestic real time gross settlement system has just gone live, and the banks have agreed on 

a twin track approach. CHAPS message formats will be amended so that either Sterling or Euro 

denominations can be handled interchangeably, which can be done by 1999. This will require access to 

Euro denominated settlements accounts, which the Bank of England will be ready to provide. For 

predominantly wholesale banks, the IT systems problems posed by this transition phase are 

manageable. They have multi-currency systems already. For those banks the key to the speed of 

technical change is a shared infrastructure, in particular the payment system. The predominantly retail 

banks within the Euro area will face more difficult problems during the transitional period. The issues 

are conceptually straightforward in that the necessary currency conversions will always be at the same 

fixed rates. The overall cost to UK Banks will be considerably greater than previous estimates. In order 

to meet these changes on time, Banks must start preparing, if they have not already done so, since even 

if Euro is not introduced, Payments from Euro area will circulate in the UK. Banks have recognised the 

importance of their role, the need for a clear planning framework and for an early assessment of 

realistic time scales and costs for implementation. Minimum time scales and costs are presented. 

� Euro, City banks, switchover cost, payment systems 

cits 


1. Purl, T. (1998) The European Union Monetary Integration, Park Place Economist, 6, 5 pp. 

(Illinois, Illinois Wesleyan University) [A. paper] 


M. Outreach work [Kamu hizmeti] 

M8. Konur, O. (2002) Research Brief on the Access to Professional Education and Training by 

Disabled Students following the General Medical Council Case, 7 May 2002, Version 1, 8,000 words, 

(London, City University). [A0. Outreach work] 

� This paper aims to brief all the Players involved in enabling disabled students to have access to 

professional education and training in higher education about the landmark case of General Medical 

Council v. Cox (2002) EAT decided on 22 March 2002 by the Employment Appeal Tribunal and its farreaching 

implications for access to higher education and professional education by disabled students. 

The case is concerned with the access to medical education by a mobility-disabled student. The 

reasonable adjustments to the clinical training and academic assessments of Cox as suggested by 

University of Oxford were not approved by the Education Committee of the General Medical Council 

(GMC) on the ground of a 'threat to the patients‟ safety'. It was held by Mr. Justice Holland that GMC is 

a qualifying body and therefore it is exempt from the employment provisions of the Disability 

Discrimination Act (1995). Thus, it was found that exclusion of Cox from the medical education and 

training was lawful. The full text of the case is provided and case is summarised in an accessible 

format. Its implications are briefly discussed from an interdisciplinary context rather than the mere legal 

approach with an indicative list of references. It is argued that this case would affect negatively access 

to professional education as well as access to higher education at large by disabled students. Although a 

Bill is passing through the Parliament currently to extend the DDA to the „qualifying bodies‟ and the 

Government intends to extend the DDA to these bodies by October 2004, higher education institutions 

would have a strong defence of the Section 28S(6) and 28S(7) of the DDA (1995) reinforced by Mr. 

Justice Holland‟s reasoning that access to medical education by disabled students would constitute a 

'threat to the public safety'. This reasoning would be effective until is overruled by the legislation or by 

the Court of Appeal in the due course. In other words, the exclusion of disabled students from higher 

education and professional training would continue to be lawful despite the implementation of the 

SENDA (2001) starting from September 2002. It is argued in this brief that there is no proven causal 

relationship between access to medical education (as well as to any other professional education such as 

nursing education) and the safety of the clients they would serve upon their graduation. This contention 

is well supported by the close examination of the UK case law on the „clinical negligence‟ by medical 

doctors, the research literature on access to medical education by disabled students, research on 

academic assessment of disabled students in higher education and in professional training among 

others. It is further argued that there is a need for the evidence-based public policy making on access to 

medical education, professional education and higher education at large rather than based on 

unsupported claims of „threats to the public safety‟ as done in this case for example. 

� Keywords: Disabled students, access to professional education, access to professional employment, 

access to higher education, General Medical Council (GMC), Disability Discrimination Act (1995), 

Special Educational Needs and Disability Act (2001), General Medical Council v. Cox (2002) EAT, 

M7. Konur, O. (2002) Disability Discrimination (Amendment) Bill (HL) Annotated, HL Bill 40, 8 

January 2002, First Reading, House of Lords, Version 1, 13 January 2002, 25,000 words, (London, 

City University). [A0. Outreach work] 

� This web site presents an annotated full-text copy of the proceedings of the 'First Reading‟ of the 

Disability Discrimination (Amendment) Bill (DDAB) (2002) (Bill No. 40, 8 January 2002, 

proposed by Lord Ashley) in the House of Lords on 8 January 2002. This Bill aims to amend the 

Disability Discrimination Act (DDA) (1995) with fourteen clauses (as of 8 January 2002). Its 

„Second Reading‟ saw the wide range of support from the House of Lords. It is reported during this 

'Reading' that the government does not support this Bill and it is intended by the Government to 

revise the DDA (1995) in the light of both the recommendations of the Disability Rights Task 

Force and European Employment Directive by October 2004. As Lord Ashley hopes many more 

people would have access to the Bill and the proceedings of its debate in the House Lords in 23 

January 2002 and 6 March 2002 in an accessible manner through this web site as well as its sister 

web sites. 


� Disability Discrimination Act (DDA) (1995), Disability Discrimination (Amendment) Act (DDAA) 

(2002), Disability Discrimination (Amendment) Bill HL) (DDAB) (2002) HL, HL Bill 40, meaning 

of disability, cancer, HIV (human immuno-deficiency virus), associations, Human Rights Act 

(1998) 


o Konur, O. (2002) Access to employment by disabled people in the UK: Is the Disability 


Ayrımcılık Yasası etkili mi?], International Journal of Discrimination and the Law, 5(4), pp. 



o International Centre for Bioethics, Culture and Disability (2008) Disability law and statistics of 

disabled people. International Centre for Bioethics, Culture and Disability. [A0. Bibliography] 

o Konur, O. (2002) Access to e-learning in higher education by disabled students: current public 

policy issues [Yüksek öğrenimdeki engelli öğrencilerin electronic öğrenime katılımı: Güncel 


Proceedings of the Third International Conference on Networked Learning 2002, (a research 

based conference on e-learning in Higher Education and Lifelong Learning), 26 March- 28 

March 2002, University of Sheffield, Sheffield, pp. 406-414. (Sheffield, University of 

Sheffield and Lancaster, Lancaster University). PapersFirst [A14b. Book chapter, conference 

paper] 

M6. Konur, O. (2001) Special Educational Needs and Disability Act (2001) Annotated, Part 2 

Discrimination in Education, Version 2, 12 June 2001 (London, City University). [A0. Outreach 

work] 

� This document aims to present resource for [the Special Educational Needs and Disability Act 

(2001): Part 2 Disability in Education]. It also includes brief annotations to the text of the Act to 

make it more accessible for the users of the Act. 

� Disability, disabled students (students with disabilities, impaired students), higher education, service 

provision, Disability Rights Commission (DRC) 

Cits-SSCI 











Assessment and Evaluation in Higher Education, 27(2), pp. 131-152. 4 [A7. Journal paper] 

CitsOther output 









2. Keywen (2002) Education. [Bibliography] 

3. Robson, K.; Jones, S. (2002) Working in collaboration: UK Perspective, 16 pp. [Australia, 

ADCET] [Research paper] 

M5. Konur, O. (2000) Disability and Information Systems Service for Further and Higher Education 

(JDISS) Project Proposal (London, City University). [A0. Outreach work] 

� A funding proposal was prepared for a strand of funding for the establishment of information 

systems for disabled students across the higher education institutions in England. A model for 

the delivery of the disability services in the area of information and communication 

technology was developed. 




Assessment and Evaluation in Higher Education, 27(2), pp. 131-152. 4 [A7. Journal paper] 

M4. KONUR, O. (2000) National Student Learning Programme Workshop Review (London, City 

University). [A0. Outreach work] 

� A national student learning programme workshop conducted by the National Union of 

Students was reviewed. 

Cits-SSCI 

1. Konur, O. (2000) Creating enforceable civil rights for disabled students in higher education: an 

institutional theory perspective [Yüksek öğrenimdeki engelli öğrencilerin katılımı için 

uygulanabilir medeni hakların oluĢturulması], Disability and Society 15(7), pp. 1041-1063. [SSCI 

paper] 

M3. Konur, O. (2000) Response paper: Scheme to introduce DSA to postgraduate students in 2000/01, 

consultation before making regulations, 26 June 2000- 5 July 2000, 4 July 2000 (London, city 

University). [A0. Outreach work] 

� This response paper aims to present a copy of response made to the consultation paper, “scheme to 

introduce DSA to postgraduate students in 2000/01: consultation before making regulations- 26 June 

2000- 5 July 2001”, in two parts. In the first part, the demographic, financial and economic issues are 

presented as a background to place the issues raised in the consultation paper in the context. In the 

second part, the issues raised in the paper are discussed following the same order of the paper. 

However, many additional micro and macro issues not raised in the consultation document have also 

been discussed. The most recent statistical figures suggest that disabled students have been persistently 

under-represented in higher education with a 2.4% ratio as opposite to 4.3% for the disabled 

undergraduates and over 18% figure for the ratio disabled people in the working age population. They 

have also had no access to the mandatory grants as their peers to pay their school fees and to support 

themselves. The social security benefits appears to be the only major source of funding for disabled 

postgraduates to support themselves, to pay for their school fees and other study related costs and to pay 

for disability related costs such as special equipment, non-medical helpers and other expenses. 

Therefore it is natural that any inefficiency such as delays in benefits assessment etc. likely result in the 

suspension of their studies for financial reasons as observed widely. Furthermore, it has been lawful to 

discriminate against disabled postgraduates (as well as undergraduates) by colleges and universities and 

other educational service providers since education has been excluded from the Disability 

Discrimination Act 1995. 

� DSA, disabled postgraduate students, social security benefits 


� Cits-other output 








2. Copernic (2001) INCLUSION MAIN STREAM SPECIAL EDUCATION. [a0. Information]. 

M2. Konur, O. (2000) Response paper: improving equal opportunities for higher education staff, 

HEFCE Consultation 00/21, 13 pp., 26 June 2000 (London, City University). [A0. Outreach work] 

� The consultation document aims to make provision for the establishment of a new initiative, the Equal 

Opportunities Action Group, EOAG, replacing the existent Commission on University Career 

Opportunity, CUCO, established in 1994 in its steering group. The initiative aims to improve equal 

opportunities for the higher education staff and to provide a sector-level view of progress. The proposal 

makes provision for the establishment of the Joint Equality Steering Group, Trade Union Advisory 

Group, and Practitioner Advisory Group as policy making bodies supporting the EOAG. This initiative 

is welcomed as an indicator of the increasing awareness of the higher education sector on the need to 

improve equal opportunities for staff from marginalised groups such as in the areas of disability, 

sexuality, race and ethnicity, and gender among others. It is argued that if such initiative in majority 

funded by the tax payers‟ money to be successful in promoting equal opportunities for higher education 

staff from marginalised groups in the society, provisions should be made for their effective and 

informed participation in the initiative. Based on the understanding of equal opportunities issues within 

the disability context through research project, the issues are discussed in this context. However, it is 

perceived that the issues discussed are of equal importance in other contexts such as race and ethnicity, 

gender, and sexuality among others. It is argued that disabled people themselves should be 

included in this initiative through their participation in all policy making bodies such as Equal 

Opportunities Action Group, Joint Equality Steering Group, Trade Union Advisory Group, and 

Practitioner Advisory Group on one for five member basis. This is because the research and 

experience have shown that implementing effective social change in organisations for promoting 

equality is only possible through the active and informed participation of the disabled people. Only in 

this way, the policy makers would be exposed the disability issues and therefore to be informed about 

these issues in a realistic manner rather than making policy making decisions on the myths and 

prejudices on disabled people. This in turn would facilitate the inclusion of disabled people in the equal 

opportunity committees in colleges and universities, facilitating policy change there. 

M1. Konur, O. (1999) Students with Disabilities Equality Campaign: Information, Equality and 

Resource Pack [Engelli Öğrenciler EĢitli Kampanyası. Bilgi, EĢitlik, ve Kaynak Paketi], 22 June 1999, 

10,500 words, (London, City University). [A0. Outreach work] 

� This document highlights a number of critical issues for running an effective students with 

disabilities campaign. First, this campaign is a continuing, long-term project, not just a one-off event. 

Second, it necessitates team work including staff from students‟ unions, universities, students with 

disabilities, NUS, service providers at universities and students unions, and various external 

institutions related to disability providing help and advice on students and people with disabilities etc. 

Third, there is therefore a crucial need to develop an integrated campaigning strategy in co-operation 

with other related people as a part of overall union development strategy. Fourth, this policy and 

practice on campaigning for students with disabilities equality should be monitored annually 

regarding the feedback from students with disabilities and other related parties. Finally, the findings 

should be disseminated through seminars, reports, web pages, disability-related electronic discussion 

lists etc. within the disability-related higher education community. 

Cits- Books 


1. Healey, M.; Jenkins, A.; Leach, J. (2005) Issues in Developing an Inclusive Curriculum: 

Examples from geography, earth and environmentalsciences. 95 pp. [Gloucestershire, 

Georhraphy Discipline Network]. [A0. Research report] 

2. Herrington, M.; Simpson, D. (2002) Making reasonable adjustments with disabled students 

in higher education, Staff Development Materials, Case Studies and Exercises. 74 pp. 

(Nottingham, University of Nottingham). [A1, Book. Research report] 

3. Healey, M.; Jenkins, A.; Leach, J.; Roberts, c. (2001) Issues in Providing Learning Support 

for Disabled Students Undertaking Fieldwork and Related Activities, 74 pp. (Cheltenham, 

Geography Discipline Network) [ISBN: 1 86174 113 8] [A1. Book] 

4. Yorke, M. (2001) Assessment; A Guide for Senior Managers, Assessment Series No. 1, 

Learning and Teaching Support Network, 27 pp. (York, Learning and Teaching Support 

Network) [ISBN 1-904190-02-2][A1. Book] 



2. International Centre for Bioethics, Culture and Disability (2008) Disability law and 

statistics of disabled people. International Centre for Bioethics, Culture and Disability. 

[A0. Bibliography] 

3. Science (2003) Resources for and About Scientists with Disabilities (Washington, 

Science). [A0. Bibliography] 

4. ADC-LTSN (2002) Art, Design & Communication, Learning & Teaching Support 

Network Newsletter Number Nine May 2002. [A0. Bibliography] 

5. National Disabled Students Union (2001) Disability related links, [US, National Disabled 

Students Union] [A0. Bibliography] 

6. RMS Consultancy (2000-2008) Disability Issues Consultancy (London, RMS 

Consultancy) [A0. Bibliography] 


N Educational materials [Eğitim çalışmaları] 

N2. Konur, O. (1987) Materials Science and Engineering Laboratory Applications [Malzeme Bilimi 

ve Mühendisliği Laboratuar Uygulamaları], 95 pp., (Ankara, Department of Metallurgical Education, 

Gazi University Technical Education Faculty). [Turkish] [A0. Lecture notes] 

� Lecture notes for the laboratory applications of the materials science and engineering were prepared for 

the students of metallurgical education students in the Technical Education Faculty with special 

emphasis on the practical applications. 

� Materials science and engineering, lecture notes 

N1. Konur, O. (1987) Materials Science and Engineering Course Notes [Malzeme Bilimi ve 

Mühendisliği Ders Notları], (Ankara, Department of Metallurgical Education, Gazi University 

Technical Education Faculty). [Turkish] [A0. Lecture notes] 

� Lecture notes for the materials science and engineering were prepared for the students of metallurgical 

education students in the Technical Education Faculty with special emphasis on the practical 

applications. 

� Materials science and engineering, lecture notes 


Overall Net Citations exluding self citations and repeat 

citations 

SSCI-SCI-SCIE indexed journal paper citations 

1. Adams, M.; Briggs, R. R.; Catalano, D. C.; Whitlock, E. R.; Williams, T. (2005) Review of the Year's 

Publications for 2004: Social Justice Education. Equity & Excellence in Education, 38(4), pp. 342-366. 

[A3. SSCI Journal] [12.06.2011] 

2. Adimi, M. R., Rahman, A. H., & Benmokrane, B. (2000). New method for testing fiber-reinforced 

polymer rods under fatigue. Journal of Composites for Construction, 4(4), 206-213. [A3. SCIE] 

3. Ahmed, S. (2007) „You end up doing the document rather than doing the doing‟: Diversity, race 

equality and the politics of documentation, Ethnic and Racial Studies, 30(4), pp. 590-609. [ISSN: 1466- 

4356] [A3. SSCI paper] 

4. Ali, S. (2006) Racializing research: Managing power and politics? Ethnic and Racial Studies, 29(3), pp. 

471-486. DOI: 10.1080/01419870600597891. [A3. SSCI paper] 

5. Amar, P. (2010) Introduction: New racial missions of policing: comparative studies of state authority, 

urban governance, and security technology in the twenty-first century. Ethnic and Racial Studies, 33(4), 

pp. 575-592. [A3. SSCI paper] 18.02.2011 

6. Anon (2005) Book reviews, Studies in Higher Education, 30(4), pp. 485-500. DOI: 

10.1080/03075070500160251. [A3. SSCI paper] 

7. Arminio, J. (2006) Institutional Racism in Higher Education, Journal of College Student Development. 

47(1), pp. 125-127. Book Review. [A3. SSCI Paper] 

8. Bowden, B. (2007) Civilization and savagery in the crucible of war. Global Change, Peace & Security. 

19(1), pp. 3-16. [A7. Journal] [12.06.2011] 

9. Carey, P. (2011) Exploring variation in nurse educators‟ perceptions of the inclusive curriculum. 

International Journal of Inclusive Education. DOI:10.1080/13603116.2010.516773. (A3. SSCI paper). 

08.07.2011 

10. Carrington, B. (2008) "What's the footballer doing here?" racialized performativity, reflexivity, and 

identity. Cultural Studies. Critical Methodologies, 8(4), pp. 423-452. [A3. SSCI, A&HCI] 

11. Castro-Salazar, R.; Bagley, C. (2010) 'Ni de aqu ni from there'. Navigating between contexts: counternarratives 

of undocumented Mexican students in the United States. Race Ethnicity and Education, 

13(1), pp. 23-40. Taylor & Francis. DOI: 10.1080/13613320903549651. ISSN: 1361-3324 [A3. SSCI 

paper] 

12. Chisti, Y., Yan, J. (2011) Energy from algae: Current status and future trends: Algal biofuels – A status 

report. Applied Energy. doi:10.1016/j.apenergy.2011.04.038. (A3. SCI paper). 01.06.2011 

13. Cobigo, V.; Stuart, H. (2010) Social inclusion and mental health. Current Opinion in Psychiatry. 23(5), 

pp. 453-457. Review Article. (A3. SSCI paper). 

14. Cortis, J.; Law, I. (2005) Anti-racist innovation and nurse education. Nurse Education Today, 25(3), pp. 

204-213. [A3. SSCI Paper] 

15. Depalma, R. (2008) “The voice of every Black person”?: Bringing authentic minority voices into the 

multicultural dialogue. Teaching and Teacher Education, 24(3), pp. 767-778. 0742-051X. [10.02.2010] 

A3. SCI paper] 

16. DePalma, R.; Atkinson, E. (2010) The nature of institutional heteronormativity in primary schools and 

practice-based responses. Teaching and Teacher Education. 26(8), pp. 1669-1676.. [A3. SSCI paper] 

[20.08.2010] 

17. Elleuch, R., Chateauminois, A., Bradai, C. (1997) Analysis of flexural fatigue damage in woven glasspolyester 

composites, Advanced Composites Letters 6(2), pp. 37-42. [A3. SCI paper] 


18. Elleuch, R., Zidi, M., Bradai, C. (1999) Effects of post-cure on the mechanical properties of woven 

glass-polyester composite by macro and micro-mechanical methods, Science and Engineering of 

Composite Materials, 8(1), pp. 25-34. [A3. SCI paper] 

19. Fichten, C. S.; Ferraro, V.; Asuncion, J. V.; Chwojka, C.; Barile, M.; Nguyen, M. N.; Klomp, R.; 

Wolforth, J. (2009) Disabilities and e-learning problems and solutions: an exploratory study. 

Educational Technology & Society, 12(4), pp. 241-256. [ISSN: 1436-4522] [A3. SSCI] 29.10.2009. 

20. Forlin, C. (2007) A collaborative, collegial and more cohesive approach to supporting educational 

reform for inclusion in Hong kong, Asia Pacific Education Review, 8 (2), pp. 276-287. (A3. SSCI 

paper) 

21. Geduld, V. P. (2010) Dancing Diplomacy: Martha Graham and the strange commodity of cold-war 

cultural exchange in Asia, 1955 and 1974. Dance Chronicle, 33(1), pp. 44-81. [A3. SSCI paper] 

[12.06.2011] 

22. Gibson, A. G., Evans, J. T, Kotsikos, G., Speake, S. D., Hale, J. M. (2000) Fatigue of marine laminates 

in aqueous environments, Plastics Rubber and Composites Processing and Applications 29(10), pp. 

533-538. [A3. SCI paper] 

23. Griffin, E.; Pollak, D. (2009) Student experiences of neurodiversity in higher education: insights from 

the BRAINHE project. Dyslexia 15(1): pp. 23-41. [A3. SSCI paper] 

24. Gusa, D. L. (2010) White institutional presence: the impact of whiteness on campus climate. Harvard 

Educational Review, 80(4), pp. 464-490. [A3. SSCI paper] 18.02.2011. 


disabilities in cypriot higher education institutions: listening to their voices. International Journal of 

Disability, Development and Education, 57(4), pp. 403-426. [A3. SSCI] 18.12.2010. 

26. Hanafin, J.; Shevlin, M.; Kenny, M.; Mc Neela, E. (2007) Including young people with disabilities: 

Assessment challenges in higher education, Higher Education, 54(3), pp. 435-448. [A3. SSCI paper] 


experiences of discrimination in English universities. International Journal of Inclusive Education DOI: 

10.1080/13603110903317684. [A3. SSCI paper] 18.02.2011. 

28. Housee, S. (2008) Should ethnicity matter when teaching about 'race' and racism in the classroom? 

Race Ethnicity and Education, 11(4), pp. 415-428. DOI: 10.1080/13613320802478960. ISSN: 1361- 

3324 [A3. SSCI paper] 

29. Irwin, B.; Hepplestone, S. (2011) Examining increased flexibility in assessment formats. Assessment & 

Evaluation in Higher Education. DOI:10.1080/02602938.2011.573842. [A3. SSCI paper] 08.07.2011 

30. Jelfs, A.; Richardson, J. T. E. (2010) Perceptions of academic quality and approaches to studying 

among disabled and nondisabled students in distance education. Studies in Higher Education, 35(4), pp. 

593-607. [A3. SSCI Paper] 

31. Karbhari, V. M., Chin, J. W., Hunston, D., Benmokrane, B., Juska, T., Morgan, R., Lesko, J. J., 

Sorathia, U., Reynaud, D. (2003) Durability gap analysis for fiber-reinforced polymer composites in 

civil infrastructure, Journal of Composites for Construction 7 (3), pp. 238-247. [A3. SCI paper] 

32. Kawai, J. M., Morishita, M., Fuzi, K., Sakurai, T., Kemmochi, K. (1996) Effects of matrix ductility and 

progressive damage on fatigue strengths of unnotched and notched carbon fibre plain woven roving 

fabric laminates, Composites Part A-Applied Science and Manufacturing 27(6), pp. 493-502. [A3. SCI 

paper] 

33. Kawai, M., Yajima, S., Hachinohe, A., Kawase, Y. (2001) High-temperature off-axis fatigue behaviour 

of unidirectional carbon-fibre-reinforced composites with different resin matrices, Composites Science 

and Technology 61(9), pp. 1285-1302. [A3. SCI paper] 

34. Kawai, M., Yajima, S., Hachinohe, A., Takano, Y. (2001) Off-axis fatigue behavior of unidirectional 

carbon fiber-reinforced composites at room and high temperatures, Journal of Composite Materials 

35(7), pp. 545-576. [A3. SCI paper]. 

35. Kawai, M.; Maki, N. (2006) Fatigue strengths of cross-ply CFRP laminates at room and high 

temperatures and its phenomenological modeling, International Journal of Fatigue, 28(10), pp. 1297- 


36. Keusch, S., Queck, H., Gliesche, K. (1998) Influence of glass fibre epoxy resin interface on static 

mechanical properties of unidirectional composites and on fatigue performance of cross ply composites, 

Composites Part A-Applied Science and Manufacturing 29(5-6), pp. 701-705. [A3. SCI paper] 


37. Kim, K. M.; Fox, M. H. (2011) A comparative examination of disability anti-discrimination legislation 

in the United States and Korea, Disability & Society, 26(3), pp. 269-283. (A3. SSCI paper) 02.05.2011 

38. Kinash, S.; Crichton,S. (2011) Blended learning internationalization from the Commonwealth: An 

Australian and Canadian collaborative case study. DOI: 10.4018/978-1-61520-989-7.ch007. In: 

Edmunson, A. (Ed.) (2011) Cases on Globalized and Culturally Appropriate E-Learning: Challenges 

and Solutions. ISBN 978-1-61520-989-7 (hardcover) -- ISBN 978-1-61520-990-3 (ebook pp. 141-164. 

(Hershey, PA, Information Science Reference, an imprint of IGI Global). (A2. Book chapter). 

08.07.2011. 

39. Koimtzoglou, C., Kostopoulos, C. K. V., Melanitis, N. E., Paipetis, S. A. (1995) The effect of cyclic 

loading on the micromechanics of the interface, Advanced Composites Letters 4(5), pp. 151-155. [A3. 

SCI paper] 

40. Koimtzoglou, C., Kostopoulos, V., Galiotis, C. (2001) Micromechanics of reinforcement and damage 

initiation in carbon fibre/epoxy composites under fatigue loading, Composites Part A-Applied Science 

and Manufacturing 32(3-4), pp.457-471 sp. Iss. [A3. SCI paper] 

41. Koimtzoglou, C.; Dassios, K. G.; Galiotis, C. (2009) Effect of processing and loading condirions upon 

the fatigue behavior of a C-F/Epocy laminate. Advanced Composites Letters. 18(3), pp. 95-106. [ISSN: 

0963-6935] [05.02.2010] [A3. SCI paper] 

42. Law, I.; Sayyid, S. (2007) Racist futures: Themes and prospects, Ethnic and Racial Studies, 30(4), pp. 

527-533. [ISSN: 1466-4356] [A3. SSCI paper] 

43. Liao, K., Altkorn, R. I., Milkovich, S. M., Fildes, J. M., Gomez, J., Schultheisz, C. R., Hunston, D. L., 

Brinson, L. C. (1997) Long-term durability of glass-fiber reinforced composites in infrastructure 

applications, Journal of Advanced Materials 28(3), pp. 54-63. [A3. SCI paper] 

44. Liao, K., Schultheisz, C. R., Hunston, D. L. (1999) Long-term environmental fatigue of pultruded glassfiber-reinforced 

composites under flexural loading, International Journal of Fatigue 21(5), pp. 485-495. 

[A3. SCI paper] 

45. Liao, K., Schultheisz, C. R., Hunston, D. L., Brinson, L. C. (1998) Long-term durability of fiberreinforced 

polymer-matrix composite materials for infrastructure applications: a review, Journal of 

Advanced Materials 30 (4), pp. 3-40. [A3. SCI paper] 

46. Lin, C. T., Kao, P. W. (1995) Effect of fiber bridging on the fatigue-crack propagation in carbon-fiberreinforced 

aluminum laminates, Materials Science and Engineering A-Structural Materials Properties 

Microstructure and Processing, 190(1-2), pp. 65-73. [A3. SCI paper] 

47. Lin, C. T., Kao, P. W., Yang, F. S. (1991) Fatigue behavior of carbon fiber-reinforced aluminum 

laminates, Composites 22(2), pp. 135-141. [A3. SCI paper] 

48. Lorenzo, T., & Joubert, R. (2011). Reciprocal capacity building for collaborative disability research 

between disabled peopleʼs organizations, communities and higher education institutions. Scandinavian 

Journal of Occupational Therapy. DOI: 10.3109/11038128.2010.525748. [A3. SSCI SCIE paper] 

12.07.2011. 

49. Macintrye, S. (2009) The same under different skies: the university in the United States and Australia. 

Journal of Australian Studies, 33(3), pp. 353-369. [A3. SSCI journal] [12.06.2011] 

50. Maier, G.; Hoffman, F. (2008) Performance enhancements of polymer–matrix composites by changing 

of residual stresses, Composites Science and Technology, 68(9), pp. 2056-2065. [A3. SCI paper] 

51. Marchetti, M., Renzi, A. (1998) Previsioning model for the fatigue behaviour of structures in composite 

materials, Key Engineering Materials 144, pp. 217-230. [A3. SCI paper] 

52. McLean, M. (2005) Institutional racism in higher education. Studies in Higher Education, 30(4), pp. 

487-489. [A3. SSCI paper] 

53. Miller, P. H.; Dillon, D. L. (1994) The International Sailing Canoe: a technical review, Marine 

Technology 31(4), pp. 296-304. [ISSN 0025-3316] [Jersey City, NJ, Society of Naval Architects and 

Marine Engineers] [A3. SCIE]. 

54. Moswela, E.; Muhkopadhya, S. (2011) Asking for too much? The voices of students with disabilities in 

Botswana. Disability & Society, 26(3), pp. 307-319. [A3. SSCI paper] 26.04.2011 

55. Nergård-Nilssen, T. (2006) Developmental dyslexia in Norwegian: evidence from single-case studies. 

Dyslexia, 12(4), pp. 231-255. 1076-9242. [A3. SSCI paper] 

56. Nishimuta, Y. (2008) The ınterpretation of racial encounters: japanese students in Britain Journal of 

Ethnic and Migration Studies, 34(3), pp. 133-150. [ISSN: 1369-183X] [10.02.2010] [A3. SSCI paper] 


57. Omrcen, D.; Lescic, S. (2011) A language profile of sources cited in the journal 

kineziologija/kinesiology from 1971 to 2010. Kinesiology 43, 1, pp. 7-24. [A3. SSCI.SCIE paper] 

04.07.2011. 

58. Paige, R. U. (2005) Proceedings of the American Psychological Association for the Legislative Year 

2005: Minutes of the Annual Meeting of the Council of Representatives, February 18–20, 2005, and 

August 17 and 21, 2005, Washington, DC and Minutes of the February, June, August, September, and 

December 2005 Meetings of the Board of Directors, American Psychologist, 61(5), pp. 411-512. [A3. 

SSCI Paper] 

59. Pegoretti, A., Migliaresi, C. (2002) Effect of hydrothermal aging on the thermo-mechanical properties 

of a composite dental prosthetic material, Polymer Composites, 23(3), pp. 342-351. [A3. SCI paper] 

60. Perlin, M. L. (2007) An Internet-based mental disability law program: implications for social change in 

nations with developing economies, Fordham International Law Journal, 30, pp. 435-462. [ISSN: 

0015-704X] [A3. SSCI Journal paper] 

61. Phillips, D. (2006) Parallel lives? Challenging discourses of British Muslim self-segregation. 

Environment and Planning D: Society and Space. 24(1), pp. 25-40. [A3. SSCI] 

62. Popovich, C. (2010) Myth busting: an examination of teachers' beliefs about first-year medical students. 

How well do teachers know their students? Innovations in Education and Teaching International, 47(2), 

pp. 141-154. [A3. SSCI paper]. [20.08.2010] 

63. Prisco, U., Caprino, G., Giorleo, G. (2004) Influence of the flexibiliser content on the monotonic and 

fatigue behaviour of a polyester resin for composites, Composites Part A-Applied Science and 

Manufacturing, 35(9), pp. 1081-1089. [A3. SCI paper] 

64. Putic, S.; Uskokovic, P. S.; Aleksic, R. (2003) Analysis of fatigue and crack growth in carbon-fiber 

epoxy matrix composite laminates, Strength of Materials, 35(5), pp. 500-507. [A3. SCIE] 

65. Race, R. (2003). Reflecting upon and changing teaching and learning within education. British 

Educational Research Journal, 29(2), pp. 259-266. [A3. SSCI paper] 

66. Richardson, J. T. E. (2009) The academic attainment of students with disabilities in UK higher 

education, Studies in Higher Education, 34(2), pp. 123-137. [A3. SSCI Paper] 

67. Roman, L. G. (2009) Go figure! Public pedagogies, invisible impairments and the performative 

paradoxes of visibility as veracity. International Journal of Inclusive Education. 13(7), pp. 677-698. 

[ISSN: 1360-3116] [DOI: 10.1080/136031109003041920] [19.01.2010] [A3. SSCI] 

68. Ross, G. F. (2004) Ethics, trust and expectations regarding the treatment of disabled staff within a 

tourism/hospitality industry context. International Journal of Hospitality Management. 23(5), pp. 523- 

544. [A3. SSCI paper] 

69. Salvia, M., & Vincent, L. (1996). Modelling of flexural fatigue behaviour in UD glass-fibre-reinforced 

polymer. Composites Science and Technology, 56(7), pp. 797-802. [A3. SCI paper] 

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experimental approach, International Journal of Fatigue 19(3), pp. 253-262. [A3. SCI paper] 

71. Sanderson-Mann, J.; McCandless, F. (2005) Guidelines to the United Kingdom Disability 

Discrimination Act (DDA) 1995 and the Special Educational Needs and Disability Act (SENDA) 2001 

with regard to nurse education and dyslexia, Nurse Education Today, 25(7), pp.542-549. [SSCI paper] 

72. Scarponi, C., Briotti, G. (1997) Ultrasonic detection of delaminations on composite materials, Journal 

of Reinforced Plastics and Composites 16(9), pp. 768-790. [A3. SCI paper] 

73. Shevlin, M.; Kenny, M.; McNeela, E. (2004) Participation in higher education for students with 

disabilities: an Irish perspective, Disability & Society, 19(1), pp. 15-30. [A3. SSCI paper] 

74. Smith-Osborne, A. (2009) Mental health risk and social ecological variables associated with 

educational attainment for gulf war veterans: implications for veterans returning to civilian life. 

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75. Stillwell, J.; Phillips, D. (2006) Diversity and change: understanding the ethnic geographies of Leeds. 

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76. Storr, H.; Wray, J.; Draper, P. (2011) Supporting disabled student nurses from registration to 

qualification: A review of the United Kingdom (UK) literature. Nurse Education Today. 

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77. Stuart, H. (2007) Employment equity and mental disability, Current Opinion in Psychiatry, 20(5), pp. 

486-490. (A3. SSCI paper) 

78. Susinos, T.; Rojas. S. (2004) Notas para un debate sobre los servicios de apoyoen la universidad 

española, Revista de Educación, 334(2004), pp. 119-130. [A3. SSCI] 


79. Swan, E. (2005) On bodies, rhinestones, and pleasures. women teaching managers. Management 

Learning, 36(3), pp. 317-333. [A3. SSCI paper] 

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81. Van den Oever, M., Peijs, T. (1998) Continuous-glass-fibre-reinforced polypropylene composites - ii. 

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83. Williams, P. (2008) Transition and people with learning disabilities: Reflections on the quality of 

content that emerges from the process of involving service users in information provision, Aslib 

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SCIE] 

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Books and book chapter citations 

1. Aguirre, A.; Martinez, R. O. (2006) Diversity leadership in higher education. Jossey-Bass. [A1. Book] 

2. Alampalli, S; Ettouney, M M; Gajer, R (2003) Sructural health issues for frp bridge decks, Mahmoud, 

K. M. (ed.) Recent Developments in Bridge Engineering: Proceedings of the Second New York Bridge 

Engineering Conference, New York, USA, 20-21 October 2003, 388 pp., pp. 285-300 (London, Taylor 

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3. Barnes, M.; Newman, J.; Sullivan, H. (2007) Power, Participation and Political Renewal: Case Studies 

in Public Participation, 2nd edition, 228 pp. (Bristol, Policy Press). ISBN 1861346670, 

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sandwiches, Poursartip, A.; Street, K. (Eds.) Proceedings of the Tenth International Conference on 

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8. Charbeneau, A. (2009) Enactments of whiteness in pedagogical practice: reproducing and transforming 

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9780742524576 xiv, 333 p. : ill. ; 24 cm. [“10.02.2010] [A1. Book] 

11. Clancy, K. T. (2008) Anticipating disability: Teachers‟ perception of disability. In: Morgan; L.; Baron 

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13. Coare, P. (2008) Student diversity, the institutional context, and the change of creating an inclusive 

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16. De los Reyes (2011) En (o)jämlik jämställdhet? Intersektionella perspektiv på ojämlikhetsskapande 

inom universitetsvärlden. In; De los Reyes (ed.) Vad händer med jämställdheten? Nedslag i 

jämställdhetens synfält. Pp. 129-147 (Uppsala, Uppsala universitet). 18.02.2011 

17. De Los Reyes, P. (2007) Att segla i motvinden kvalitativ undersökning om strukturell diskriminering 

och vardagsrasisminom universitetsvärlden isbn 978-91-7045-827-9 | issn 1404-8426 

arbetslivsinstitutet & författare, 2007arbetslivsinstitutet, Stockholm Sweden. [Swedish] [A1. Book] 

18. Disability Management Services (2011) Disability in Higher Education. Project report. Report of the 

FOTIM Project conducted 2009-2011. 138 pp. (South Africa, Foundation of Tertiary Institutions of the 

Northern Metropolis). [A1. Book. Research report]. 12.07.2011 

19. Donnelly, R.; McSweeney, F. (eds.) (2009) Applied E-Learning and E-Teaching in Higher Education, 

2 nd Edition, 415 pp., pp. 347-368 [Hershey, PA : Information Science Reference] [ISBN 

9781599048147 1599048140 9781599048178 1599048175]. [A1. Book] 

20. Donti, R. P.; Vaughan, J. G.; Mantena, P. R. (1994) Effect of pultrusion process variables on cyclic 

loading damage of graphite-epoxy composites, Cylic Deformation, Fracture and Nondestructive 

Evaluation of Advanced Materials: 2 nd Volume, ASTM SP 1184, Mitchell, M. R.; O. Buck Eds. 

American society for Testing and Materials, Philadelphia, pp. 301-314. [ISBN-10: 0803119895; ISBN- 

13: 978-0803119895, ISSN: 0066-0558] [DOI: 10.1520/STP18132S] [A2. Book chapter, Journal paper] 

21. Emiroglu, B. G. (2008) Online communication and discussion environment for the visually disabled 

students at a public university. Ph.d. Thesis. Middle East Technical University. Ankara Turkey. 221 pp. 

[A1. Book. Doctoral thesis]. [18.08.2010]. 

22. Farmer, M.; Riddick, B.; Sterling, C. (2002) Dyslexia and inclusion: Assessment and support in higher 

education, 243 pp. (Philadelphia, PA, US: Whurr Publishers, Ltd.). [ISBN: 978-1-86156-314-9] [A1. 

Book] 

23. Ferguson, T. L. (2005) Web Accessibility for Students with Disabilities who Use Assistive Technology: 

A Moving Target for Postsecondary Institutions. Ed.D., Oklahoma State University.DAI-A 66/07. Pp. 

2507, 2006. [ISBN: 9780542233715] [25.01.2010] [A1. Book] 

24. Ferro, E.; Dwivedi, K.; Gil-Garcia, R. (Eds.) (2009) Handbook of research on overcoming digital 

divides : constructing an equitable and competitive information society. Hershey, PA : Information 

Science Reference. ISBN: 9781605666990 1605666998 9781605667003 1605667005 2 v. (xxxvi, 737, 

[22] p.) : ill. ; 29 cm. [A1. Book] 

25. Fichten, C: S.; Nguyen, M. N.; Budd, J.; Gaulin, C.; Amsel, R.; Asuncion, J. V.; Wolforth J.; BArile, 

M.; Martinielle, N.; Ferraro, V. (2009) Development and Validation of of the Positives Scale 

(Postsecondary Information Technology Initiative Scale). 154 pp. [Canada, Canadian Council on 

Learning] [A1. Book] 

26. Franco, L. A. L. (2008) Fatigue and Fractographical Analysis of Thermoplastics in Environmental 

Conditioning. [Fatiga e analise Fractografica de Termoplasticos sob Condicinamento Ambiental]. 168 

pp. Doctor in Aeuronautical & Mechnaical Engineering, Technological Institute of Aeronautics. Sao 

Jose dos Samptos. Spain. Spanish. [A1. Book. Doctoral Dissertation] 

27. Gamstedt, K.; Andersen, S. I: (2001) Fatigue degradation and failure of rotating composite structures- 

Materials characterisation and underlying mechanisms, Riso-R-1261 (EN), 55 pp. (Roskilde, Denmark, 

Riso National Laboratory). [ISBN 87-550-2865-9 ISBN 87-550-2866-7 (Internet) ISSN 0106-2840] 

[A1. Book, Research report, journal paper] 

28. Garrett, P. M. (2003) The assessment framework, new labour and more new „tools‟ for social work with 

children and families. Remaking Social Work with Children and Families, 978-0-415-29836-0, pp. 75- 

92. (London, Routledge) [A1. Book] {12.06.2011] 

29. Gear, A. (2008) Learned industriousness and intrinsic motivation: effects of rewards and task difficulty 

on students' free-choice performance and interest. DAI. [A1. Book. Doctoral thesis] [12.06.2011] 

30. Gibson, A. G. (2002) The cost effective use of fibre reinforced composites offshore programme 

summary (1988-2001) part a: review of applications of composite materials in the offshore oil and gas 

industry 43 pp. [Newcastle, UK; University of Newcastle Upon Tyne). [A0. Book, Research report] 


31. Gibson, A. G. (2003) Composite materials in the offshore industry, Comprehensive Composite 

Materials, Polymer Matrix Composites. Talreja, R.; Mason, J. A. E. (eds.) Chapter 6.23, pp. 459-478. 

[Elsevier, US] [ISBN: 0-08-042993-9] [A2. Book chapter] 

32. Gibson, A. G. (2003) The cost effective use of fibre reinforced composites offshore, Research report 

039, 140 pp., (Newcastle upon Tyne, University of Newcastle upon Tyne, Health and Safety Executive 

(London, Stationery Office Ltd.). [ISBN 0 7176 2591 5] [A1. Book, Research report] 

33. Gibson, R. F.; Evans, J. T.; Kotsikos, G.; Speake, S. D.; Hale, J. M. (2000) Fatigue marine laminates in 

aqueous environments in Gibson, A. G. (Ed.) (2000) FRC 2000. FRC 2000 - Composites for the 

Millennium: Proceedings from the Eighth International Conference on Fibre Reinforced Composites, 

13-15 September 2000, University of Newcastle Upon Tyne, UK. 656 pp., pp. 311-321. [Cambridge, 

UK; Woodhead Publishing] ISBN 1855735504, 9781855735507 [A2. Book chapter] 

34. Gosai, N. (2009) Perspectives on the Educational Experiences of African/Caribbean Boys. University of 

Birmingham Ph.D: Education. [A1. Book. Doctoral Thesis] 

35. Grace, S.; Gravestock, P. (2008) Inclusion and DiversityMeeting the Needs of All Students. ISBN: 978- 

0-415-43045-6. Routledge. [A1. Book] [20.08.2010] 

36. Greene, R. (1997) Design Guide for Marine applications of composites, Report No. SSC-403, 240 pp. 

(Annapolis, Eric Greene Associates; Washington; Ship Structure Committee of US Coast Guard; 

Washinton; National Technical Information Service) [A0. Book] 

37. Grimmer, C. S. (2008) The Cyclic Strength of Carbon Nanotube/Glass Fiber Hybrid Composites. Ph.D. 

University of California Berkeley. DAI-B 69/09. ]ISBN: 9780549834434] [25.012.10] [A1. Book] 

38. Haasen, P. H.; Swain, E. J.; Kramer, E. J. (1993) Structure and properties of ceramics, 841 pp. 

[Weinheim ; New York : VCH] ISBN 1560811900, 9781560811909. [A1. Book] 

39. Hancox, N. L.; Mayer, R. M. (1994) Design Data for Reinforced Plastics: A Guide for Engineers and 

Designers, 1st edition, 326 pp. [London; Chapman & Hall] ISBN 0412493209, 9780412493201. [A1. 

Book] 

40. Harris, B. (2003) A historical review of the fatigue behaviour of fibre-reinforced plastics, In: B. Harris. 

Ed. Fatigue in composites. Science and technology of the fatigue response of fibre-reinforced plastics, 

768 pp. pp. 3-35, [Cambridge: Woodhead Publishing] [ISBN: 185573608X 9781855736085]. [A2, 

Book chapter, research report] 

41. Harris, N. (2007) Education, Law and Diversity, 2 nd edition, 487 pp. (Oxford, Hart Publishing]. [ISBN: 

9781841132525; ISBN-10: 1841132527] [A1. Book] 

42. Harrison, M.; Hemingway, L.; Sheldon, A.; Pawson, R.; Barnes, C. (2009) Evaluation of provision and 

support for disabled students in higher education. [Leeds, University of Leeds] [Funding body: 


43. Herrington M. (Ed.) (2002) Making reasonable adjustments with disabled students in higher education, 

Staff development materials case studies and exercises. 74 pp. (Nottingham, University of Nottingham). 

[A0. Book, research report] 

44. Hesse, B. (2009) Afterword: black Europe's undecidability: In: Hine, D. C.; Keaton, T. D.; Small, S. 

(EDs.) Black Europe and the African diaspora. Urbana : University of Illinois Press. Series: New Black 

studies. [ISSN: 9780252034671 0252034678 9780252076572 0252076575] xxxviii, 326 p. 

[10.02.2009] [A2. Book chapter] 

45. Högskoleverket (2006) Rapport 2006:45 Examination med kvalitet – en undersökning av examinationsförfarandet 

vid några svenska högskolor; Tematiska Studier, Report Series No. 2006-45 R, 84 pp. 

(Stockholm, Sweden, Högskoleverket, Swedish National Agency for Higher Education). [Swedish] 

[ISSN 1400-948X] [A1. Book, Research report] 

46. Huggan, G.; Law, I. (eds.) Racism Postcolonialism Europe (Postcolonialism Across the Disciplines) 

256 pages. Liverpool University Press. ISBN-10: 1846312191 ISBN-13: 978-1846312199. [A1. Book] 

47. Hussain, Y.; Bagguley, P. (2007) Moving on up: South Asian women and higher education. Trentham 

Books Ltd. [ISBN: 9781858563497] [A1. Book] 

48. Ilcewicz, L.; cheng, L.; Hafenbricher, J.; Seaton, C. (2009) Guidelines for the development of a critical 

composite maintenance and repair issues awareness course. Final report. DOT/FAAAr-08/54. 240 pp. 

[Renton VA, US, Federal Aviation Administration] [A1. Book] 

49. Joel, L. A. (2006) The Nursing Experience : Trends, Challenges, and Transitions, 5th ed., 763 pp. [New 

York : McGraw-Hill, Medical Pub. Division] [ISBN: 0071458263, 9780071458269] [A1. Book] 

50. Joncas, S; Van Rijswijk, K; Charron, J-F; Bersee, H E N; Beukers, A (2006) Interfacial shear strength 

properties of vacuum-infused anionic polyamide-6 glass-fiber composites, AIAA 2006-2255, 47th 


AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference; Newport, 

RI; USA; 1-4 May 2006. pp. 1-8. 2006, Conference Proceedings. [AIAA] [ISBN-10: 1-56347-808-0; 

ISBN-13: 978-1-56347-808-6]. [A2. Book chapter, conference paper] 

51. Kampsen, A. (2009) Personal, social, and institutional factors influencing the college transition and 

adaptation experiences for students with psychiatric disabilities. Ph.D. Thesis, 2009, University of 

Minnesota. Advisor: David R. Johnson. [A1. Book] 03.03.2010. 

52. Keller, W. L.; Darby, T. J.; Bevernage, C. B.; American Bar Association (eds.) (2003/2004) 

International Labor and Employment Laws V1. Second Edition, BNA Books (Arlington, VA US, 

Bureau of National Affairs). ISBN-10: 1570183902. ISBN-13: 978-1570183904. [A1. Book] 

53. Kelly, A.; Sweben, C. H. (1993) Comprehensive Composite Materials, v 6. 5300 pp. [Amsterdam, 

Netherlands, Elsevier] ISBN 0080429939, 9780080429939. [A1. Book] 

54. Kjellerson, M. S. (2009) Faculty Attitudes toward Students with Disabilities at two Midwestern 

Universities. Ed. D. University of South Dakota. 147 pp. DAI-A 70/10, 2010. [ISBN: 9781109439892] 

[25.01.2010] [A1. Book] 

55. Koch, C. (2010) Sosiale aanpassings van studente metgestremdhede aan die Stellenbosch Universiteit. 

Universiteit van Stellenbosch Advisor. Estelle Swart. 161 pp.. South Africa. [A1. Nook. Thesis]. 

56. Koimtzoglou, V.; Kostopoulos, N. E.; Melanitis, C. G. (1997) Assessing the effect of fatigue on the 

interfacial properties of model composites using the fragmentation test and the technique of laser raman 

microscopy, Proc. of the 8th International Conference on Mechanics and Technology of Composite 

Materials, Sofia, Bulgaria, September 1997, pp. 259-264. 

57. Komorowski, J. P.; Lefebvre, D.; Roy, C.; Randon, C. (1995) Stacking sequence effects and 

delamination growth in graphite/epoxy laminates under compression-dominated fatigue loading, 

Composite Materials Fatigue and Fracture: Fifth Volume, ASTM STP 1230, 550 pp., R. H. Martin Ed. 

[Philadelphia, American Society for Testing and Materials] pp. 249-267. [ISBN-10: 0803120125; 

ISBN-13: 978-0803120129, ISSN: 0066-0558] [DOI: 10.1520/STP14018S] [A2. Book chapter, Journal 

paper] 

58. Krawiec, Z. (2008) Modele Degradacji Laminatu w Problemach Nosnosci Zmeczeniowec Konstruckji. 

Ph.D. Thesis. (Krakow, University of Krakow). [A0. Ph.D. dissertation. Book] 

59. Kypriotaki, M.; Markodimitraki, M. (2008) The inclusion of special needs at the University of Crete, 

In: Giavazolias, T.; Karademas, E.; Kalantzi-Azizi, A. (Eds) Crossing Internal and External Borders: 

Practices for an Effective Psychological Counselling in the European Higher Education, pp. 181-202. 

[Fedora-Psyche. Athens: Elliniki Gramata] [ISBN: 978-960-19-0271-5[A2. Book Chapter] 

60. Lam, C. C: (2008) Repair of Cracked Steel Structures by FRP patching. Ph.D. University of Alberta, 

Canada. DAI-B 70/02. [ISBN: 9780494463536] [05.02.2010] [A1. Book] 

61. Large-Toumi, B.; Salvia, M.; Vincent, L. (1996). Fiber/matrix interface effect on monotonic and fatigue 

behavior of unidirectional carbon/epoxy composites. Fiber Matrix and interface properties, ASTM STP 

1290, C. J. Spragg, L. T. Drzal Eds. pp. 182-200. 200 pp. [Philadelphia, American Society for Testing 

and Materials]. [ISBN-10: 080312046X; ISBN-13: 978-0803120464, ISSN: 0066-0558] [DOI: 

10.1520/STP38233S] [A2. Book chapter, Journal paper] 

62. Law, I. (2009) Defining the sources of intercultural conflict and their effects. In: Intercultural Dialogue 

On Campus (eds. Bergan, S.; Restoueix, J. P.;Council of Europe) [Strasbourg : Council of Europe 

Publishing] Series: Council of Europe higher education series, no. 11. [ISBN: 9789287165039 

9287165033] 205 pp. [10.02.2010] [A2. Book chapter] 

63. Leathwood, C.; Maylor, U.; Moreau, M. P. (2009) The experience of black and minority ethnicstaff 

working in higher education Literature review 2009. Equality Challenge Unit. [A1. Book. Research 

Report] 

64. Leathwood, C.;Francis, B. (2006) Gender and Lifelong Learning: Critical Feminist Engagements. 

ISBN: 978-0-415-37484-2. (London, Routledge). [A2. Book] 18.02.2011 

65. Liao, K., Schultheisz, C. R., Hunston, D. L., & Brinson, L. C. (1998). Environmental fatigue of 

pultruded glass-fiber-reinforced composites. R. B. Bucinell, Ed., Composite Materials: Fatigue and 

Fracture: 7th Volume, ASTM Special Technical Publication 1330, 217-234. 310 pp. [ISBN 13 

9780803126091; ISBN 0803126093; ISSN: 0066-0558] [DOI: 10.1520/STP13274S] [A2. Journal 

paper, Book chapter] 

66. Liu, X. Y.; Tao, Y. K.; Wang, X. L.; Yu, W. D. (2010) Title: The thermal property of high performance 

fiber Editor(s): Mu, Y Proceedings of 2009 International Textile Science and Technology Forum: 267- 


271 Proceedings Paper. [China Textile & Apparel Press Beijing, Peoples R China] ISBN: 978-7-5064- 

6094-1 [A2. Book Chapter] 07.03.2010. 

67. Love, L. E.; Traustadottir, R.; Sigurjonsdottir, H. B. (2010) Fatladir haskolanemendur oskast. Þróun 

rannsókna á aðgengi fatlaðra nemenda að námi á háskólastigi. Fatlaðir háskólanemendur óskast! Þróun 

rannsókna á aðgengi fatlaðra nemenda að námi á háskólastigi Rannsóknir í félagsvísindum XI. Erindi 

flutt á ráðstefnu í október 2010. Pp. 164-171. Reykjavík: Félagsvísindastofnun Háskóla Íslands. ISBN 

978-9935-424-02-0. [A1. Book chapter] 

68. Macdonald, S. C. (2009) Towards a sociology of dyslexia, Exploring links between dyslexia, disability 

and social class. 292 pp. [VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG, Germany] [English] 

[ISSN: 3639131134, 9783639131130] [A1. Book] 

69. Magnus, E: (2009) Student, som alle andre, En studie, av hverdagslivet til studenter med nedsatt 


978-82-471-1627-2 (trykt utg.). ISBN 978-82-471-1628-9 (elektr. utg.). ISSN 1503-8181. [Trondheim, 

Norway, Norges teknisk-naturvitenskapelige universitet). [Norwegian] [A1. Book] 

70. Maier, G.; Friedrich, G. (1993) Property improvements of polymer composites after loading at high 

temperatures, High Temperature and Environmental Effects on Polymeric Composites, ASTM STP 

1174, C. E. Harris, T. S. Gates Eds. pp. 147-160., 221 pp. [Philadelphia, American Society for Testing 

and Materials] [ISBN: 0-8031-1491-5; ISBN13: 978-0-8031-1491-3, ISSN: 0066-0558] [DOI: 

10.1520/STP18054S] [A2. Book chapter, journal paper] 

71. Mallett, A.-M. (2009) L‟intercultutalite: de multiple faccettes.. In: Intercultural Dialogue On Campus 

(eds. Bergan, S.; Restoueix, J. P.;Council of Europe) [Strasbourg : Council of Europe Publishing] 

Series: Council of Europe higher education series, no. 11. [ISBN: 9789287165039 9287165033] 205 

pp. [10.02.2010] [A2. Book chapter] 

72. Martinez, R. S.; Rubio, T. O.; Macia, D. M. (2010) Programa de recursos de apoyo a estudiantes con 

discapacidaddel centro de apoyo al estudiante de la universidad de Alicante. En Arnaiz, P.; Hurtado, 

Mª.D. ySoto, F.J. (Coords.) 25 Años de Integración Escolar en España: Tecnología e Inclusión en el 

ámbitoeducativo, laboral y comunitario. Murcia: Consejería de Educación, Formación y Empleo. [A1. 

Book chapter] 

73. Matthews, F. L.; Davies, G. A. O.; Hitchings, D.; Soutis, C. (2000) Finite Element Modelling of 

Composite Materials and Structures, 244 pp. (London, Woodhead Publishing] [ISBN:185573422; 

ISBN-13: 978-1855734227] [A1. Book] 

74. McDonnell, E.; Houghton, A.-M. (2006) University students experiencing mental health difficulties: a 

case study from the Disability and Effective Inclusion Policies (DEIP), Project, Paper presented at AIM 

HIGHER-MIND the GAP Conference: From Risk to Resilience, Anglia Ruskin University, 21 June 

2006, 12 pp. [A14b. Conference paper] 

75. McLean, M. (2008) Pedagogy and the university: critical theory and practice. London Continuum. 

ISBN: 0826484719 9780826484710 9781847061249 1847061249. 187 p.. [A1. Book] 

76. Meijer, C.; Soriano, V.; Watkins, A. (2006) A sajátos nevelési igényű tanulók oktatása európában 

(második kötet) iskolai ellátás az alapfokú oktatást követően tematikus kiadvány, 102 pp., (Middelfart, 

Denmark, European Agency for Development in Special Needs Education). (Hungarian) [ISBN: 87- 

91811-76-7, ISBN: 87-91811-75-9] [A1. Book, Research report] 

77. Meijer, C.; Soriano, V.; Watkins, A. (2006) Educação especial na europa (volume 2) respostas 

educativas pós 1º ciclo do ensino básico publicação temática, 91 pp., (Odenjsa, Denmark; European 

Agency for Development in Special Needs Education) (Portugese) [ISBN: 87-91811-93-7, ISBN: 87- 

91811-92-9] [A1. Book, Research report] 

78. Meijer, C.; Soriano, V.; Watkins, A. (2006) Educación especial en europa (volumen 2) factores clave en 

la educación post-primaria publicación monográfica, 93 pp. (Odensa, Denmark, European Agency for 

Development in Special Needs Education). (Spanish) [ISBN: 87-91811-95-3, ISBN: 87-91811-94-5] 

[A1. Book, Research report] 

79. Meijer, C.; Soriano, V.; Watkins, A. (2006) Education des personnes présentant des besoins particuliers 

en Europe (Volume 2) prise en compte des besoins dans l'enseignement secondaire Publication 

thématique, 102 pp., (Middelfart, Denmark, European Agency for Development in Special Needs 

Education). (French) [ISBN: 87-91811-70-8, ISBN: 87-91811-69-4] [A1. Book, Research report] 

80. Meijer, C.; Soriano, V.; Watkins, A. (2006) Edukacja specjalna w europie (tom 2) organizacja 

kształcenia na poziomie ponadpodstawowym publikacja tematyczna, 97 pp., (Odensa, Denmark; 

European Agency for Development in Special Needs Education). (Polish) [ISBN: 87-91811-91-0, 

ISBN: 87-91811-90-2] [A1. Book, Research report] 


81. Meijer, C.; Soriano, V.; Watkins, A. (2006) Erityisopetus euroopassa (osa 2) perusopetuksen alempien 

luokkien jälkeinen koulutustarjonta, 90 pp. teemajulkaisu (Odensa, Denmark; Euroopan 

erityisopetuksen kehittämiskeskus). (Finnish) [ISBN: 87-91811-68-6, ISBN: 87-91811-67-8] [A1, 


82. Meijer, C.; Soriano, V.; Watkins, A. (2006) Handicap ed istruzione in europa, (volume 2) il sostegno 

nell‟istruzione post-primaria, pubblicazione tematica, 87 pp., (Middelfart, Denmark, European Agency 

for Development in Special Needs Education). (Italian) [ISBN: 87-91811-80-5, ISBN: 87-91811-79-1] 

[A1, Book, Research report] 

83. Meijer, C.; Soriano, V.; Watkins, A. (2006) Hariduslikud erivajadused Euroopas (2. osa) 

põhikoolijärgne haridus teemaväljaanne, 83 pp. (Brussels, Euroopa Eripedagoogika Arendamise 

Agentuur). [ISBN: 87-91811-65-1, ISBN: 87-91811-64-3] [A1, Book, Research report] 

84. Meijer, C.; Soriano, V.; Watkins, A. (2006) Onderwijs aan leerlingen met beperkingen in Europa (Deel 

2) voorzieningen in het onderwijs na de basisschool, thematische uitgave, 91 pp. (Odensa, Denmark; 

European Agency for Development in Special Needs Education). (Dutch) [ISBN: 87-91811-87-2, 


85. Meijer, C.; Soriano, V.; Watkins, A. (2006) Sérkennsla í Evrópu (2. bindi) námsúrræði að 

barnaskólastigi loknu þemarit, 87 pp., (Odensa, Denmark; Evrópumiðstöðin fyrir þróun í sérkennslu). 

(is) [ISBN: 87-91811-78-3, ISBN: 87-91811-77-5] [A1, Book, Research report] 

86. Meijer, C.; Soriano, V.; Watkins, A. (2006) Sonderpädagogische förderung in europa (band 2) 

bildungsangebote nach der grundschule thematische publikation, 98 pp., (Middelfart, Denmark, 

European Agency for Development in Special Needs Education). (German) [ISBN: 87-91811-72-4; 


87. Meijer, C.; Soriano, V.; Watkins, A. (2006) Special needs education in europe (volume 2) provision in 

post-primary education thematic publication, 102 pp., (Middelfart, Denmark, European Agency for 

Development in Special Needs Education). (English) [ISBN: 87-91500-00-1, ISBN: 87-91811-99-6] 

[A1, Book, Research report] 

88. Meijer, C.; Soriano, V.; Watkins, A. (2006) Speciālo vajadzību izglītība Eiropā (2.daļa) tālākās 

izglītības iespējas pēc pamatizglītības iegūšanas tematisks izdevums, 102 pp., (Middelfart, Denmark, 

European Agency for Development in Special Needs Education). (Latvian) [ISBN: 87-91811-82-1, 


89. Meijer, C.; Soriano, V.; Watkins, A. (2006) Specialpedagogik i europa del 2 specialpedagogiskt stöd 

efter de sex första åren av grundskolan, tematisk rapport, 87 pp. (Odensa, Denmark: European Agency 

for Development in Special Needs Education). (Swedish) [ISBN: 87-91811-98-8, ISBN: 87-91811-96- 

1] [A1, book, Research report] 

90. Meijer, C.; Soriano, V.; Watkins, A. (2006) Specialundervisning i europa (2. del) støtteforanstaltninger 

for elever på de ældste klassetrin temapublikation, 89 pp., (Middelfart, Denmark, European Agency for 

Development in Special Needs Education). (Danish) [ISBN: 87-91811-63-5 (Elektronisk), ISBN: 87- 

91811-62-7 (Tryk)] [A1, book, Research report] 

91. Meijer, C.; Soriano, V.; Watkins, A. (2006) Specialusis ugdymas Europoje (Tomas 2) švietimo 

paslaugų teikimo ypatumai teminė publikacija, 87 pp. (Odensa, Denmark; Europos specialiojo ugdymo 

plėtros agentūra). (Lt) [ISBN: 87-91811-85, ISBN: 87-91811-84-8] [A1, Book, Research report] 

92. Meijer, C.; Soriano, V.; Watkins, A. (2006) Tilpasset opplæring/spesialundervisning i Europa (Del 2) 

støttetiltak etter barnetrinnet tematisk publikasjon, 91 pp., (Middelfart, Denmark, European Agency for 

Development in Special Needs Education). (No) [ISBN: 87-91811-89-9, ISBN: 87-91811-88-0] [A1, 

book, Research report] 

93. Meijer, C.; Soriano, V.; Watkins, A. (2006) Vzdělávání dětí se speciálními vzdělávacími potřebami v 

evropě, (díl 2.) podmínky v sekundárním a terciárním vzdělávání tématická publikace, 85 pp. (Odensa, 

Demark; Evropská agentura pro rozvoj speciálního vzdělávání). (Czech) [ISBN: 87-91811-61-9, ISBN: 

87-91811-60-0] [A1, Book, Research report] 

94. Meijer, C.; Soriano, V.; Watkins, A. (2006) Ειδική Αγωγή ζηην Εσρώπη ( Τόμος 2 ) παροτεζ ζηη μεηαπρωηοβαθμια 

εκπαιδεσζη θεμαηική έκδοζη, 102 pp., (Middelfart, Denmark, European Agency for 

Development in Special Needs Education). (Greek) [ISBN: 87-91811-74-0, ISBN: 87-91811-73-2] [A1, 


95. Miller, P. H. (2000) Durability of marine composites: A study of the effects of fatigue on fiberglass in 

the marine environment, Doctor of Engineering in Civil Engineering Thesis, 196 pp., (Berkeley, 

University of California Berkeley). [A0. Ph.D. thesis] 


96. Mirza, H. S. (2009) Race, Gender and Educational Desire Why black women succeed and fail. ISBN: 

978-0-415-44875-8. 216 pp.. Taylor & Francis. [A1. Book] 

97. Morley, L.; Leach, F.; Lussier, K.; Lihamba, A.; Mwaipopo, R.; Forde, D.; Egbenya, G. (2010a) 

Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard. 

An ESRC/DFID Poverty Reduction Programme Research Project. Research Report. Final Report. 

[Sussex, University of Sussex; London, Department for International Development] [A1. Boook. 

Research report] 12.07.2011 

98. Morley, L.; Leach, F.; Lussier, K. Lihamba, A.; Mwaipopo, R.; Forde, L. D.; Egbenya, G. (2010) 

Widening Participation in Higher Education in Ghana andTanzania: Developing an Equity Scorecard 

An ESRC/DFID Poverty Reduction Programme Research Project. Draft Research Report. 121 pp. 

[Sussex, University of Sussex, London, Department for International Development] [A1. Book. 



composites, 267 pp. Doctoral thesis, Delft University, Faculty of Aerospace Engineering 

[Wieringerwerf, Netherlands; Knowledge Centre Wind Turbine Materials and Constructions, University 

of Delft] [English] [ISBN-10: 90-9021221-3; ISBN-13: 978-90-9021221-0] [A1. Book, research report, 

doctoral thesis] 


composites, 267 pp. Doctoral thesis, Delft University, Faculty of Aerospace Engineering, Sandia 

National Laboratory Research Report No. SAND2006-7810P, [Montana, Montana State University] 

[English] [ISBN-10: 90-9021221-3; ISBN-13: 978-90-9021221-0] [A1. Book, research report, doctoral 

thesis] 

101. Nijssen, R. P. L. (2007) Fatigue Life Prediction and StrengthDegradation of Wind Turbine Rotor 

BladeComposites. SAND2006-7810P. Sandia laboratories research report [A1. Book] [18.08.2010] 

102. Nzira, V.; Williams, P. (2008) Anti-Oppressive Practice in Health and Social Care. 240 pages SAGE 

Publications Ltd. [A1. Book] 

103. Petermann, J. (2004) A contribution to evaluate and predict the strength and life time of angle-ply 

CFRP laminates under static and cyclic loads, Thesis/dissertation, Techn. Univ., Diss.--Hamburg- 

Harburg, 2004. 180 pp. [Go ttingen: Cuvillier Verlag] [ISBN: 3865370241 9783865370242] [A1. Book, 

research report, doctoral thesis] 

104. Phillips, D.; Law, I.; Turney, L. (2009) Widening participation in United Kingdom Universities. The 

Challenges of Achieving Race Equality. In: Advances in Education in Diverse Communities. Research, 

Policy and Praxis. 5. Pp. 227-247. [Emerald] [A2. Book Chapter] 

105. Priestley, M. (2003) Disability: a life course approach, 248 pp. (Cambridge, Polity Press] [ISBN: 

0745625126. 9780745625126. 0745625134. 9780745625133] [A1. Book] 

106. Reeves, D. (2005) Planning for Diversity: Policy and Planning in a World of Difference, 978-0-415- 

28656-5, 2005. (London, Routledge). [A1. Book] [12.06.2011] 

107. Robertson, L. (2007) Access for library users with disabilities, 94 pp. (London, SCONUL: Society of 

College, National and University Libraries). [A0. Book, Research report] 

108. Ross, G. F. (2005) Tourism industry employee workstress - A present and future crisis. Laws, E.; 

Prideaux, B. (Eds.) Tourism crises: management responses and theoretical insight, pp. 133-147. 

(Binghamton, NY: Haworth Hospitality Press). [ISBN: 0789032082 9780789032089 0789032074 

9780789032072] [A2. Book chapter] 

109. Royal National Institute for the Deaf (2002) Deaf students in higher education how inclusive you are? 

Giving deaf and heard of hearing students a head start, a self-assessment tool, 70 pp., (London, RNID). 

[A0. Research report] 

110. Sayyid, S. (2008) Are Unicorns Muslim? In: Sayyid, S.; Vakil, A. (Eds.) Thinking Thru’ İslamophobia. 

Pp.70-73. [Leeds, University of Leeds] [A2. Book chapter] 

111. Schick Makaroff, K. L. (2005) The experience of feeling understood for nurses with disabilities. M.Sc. 

Thesis. University of Victoria, Canada. ISBN: 04940-21004. [A1. Book] 

112. Scholte, H. G. (1993) Fatigue Characteristics, Chpt. 10, pp. 178-198, Shenoi, R. A.; Wellicome, J. F. 

(Eds.) Composite Materials in Maritime Structures, Volume 2. Practical Considerations, Cambridge 


Ocean Technology Series No 5, 323 pp. (Cambridge, Cambridge University Press). [ISBN-10: 

052145154X, ISBN-13: 978-0521451543] [A2. Book chapter] 

113. Seale, J. (2006) E-Learning and Disability in Higher Education Accessibility Research and Practice. 

ISBN: 978-0-415-38310-3. Routledge. London. 240 pp. [A1. Book] 

114. Seale, J. K. (2006) Chapter 11 - Institutional responses to accessibility Rules, games and politics. 

Published in: book E-Learning and Disability in Higher Education, Volume 1, Part 4 May 2006 , pages 

141-158. [Routledge, UK] [ISBN: 978-0-415-38310-3 (paperback) 978-0-415-38309-7 (hardback) 978- 

0-203-96959-5 (electronic)] 

115. Society of Plastics Engineers (1998) ANTEC 1998 Plastics: Plastics on My Mind : Conference 

Proceedings, April 26-April 30, 1998, Atlanta, Georgia [CRC Press] [ISBN 1566766699, 

9781566766692] 

116. Soro-Camats, E.; Vila, A. (2005) Projecte Universitat i discapacitat a Catalunya, 74 pp. (Barcelona, 

Spain, Conseil Interuniversitari Catalunya). [Spanish] [A1. Book, Research report] 

117. Soutis, C. (1997) Compressive behaviour of composites, 2 editions. [Shawbury, Shrewsbury: Rapra 

Technology Ltd.] [ISBN: 1859571069 9781859571064] [A1. Book] 

118. Swirski, S. (1999) CHAPTER 8 - Israel Becomes a Regional Military-Industrial Power. In: Politics 

and Education in Israel: Comparisons with the United States, Garland reference library of social 

science; v. 946. Studies in education/politics; v. 3. 978-0-8153-1616-9, pp. 199-226. (New York, 

London, Falmer). [a1. Book Chapter] [12.06.2011] 

119. Symonds, H. (2009) Teaching, learning and assessment: "It's not like you think" In: Pollak, D. (2009) 

Neurodiversity in higher education: positive responses to specific learning differences. [Chichester, UK 

; Malden, MA : Wiley-Blackwell]. [ISBN: 9780470741597 0470741597 9780470997536 0470997532] 

[OCLC Number: 277040922] [xviii, 302 p. : ill. ; 24 cm.] [A2. Book chapter]. 

120. Tall, R. J. (2007) The impact of perceptions and skills of teaching staff on the building of a dyslexia 

friendly school. Master Thesis. University of Chester. (A1. Thesis). 08.07.2011 

121. Talreja, R. (2001) Comprehensive composite materials 2. Polymer matrix composites, 1s edition 

[Amsterdam, Netherlands, Elsevier] ISBN: 0080429939 9780080429939 0080437257 9780080437255 

[A1. Book] 

122. Talreja, R. (2003) Fatigue of polymer matrix composites, Comprehensive Composite Materials, 

Polymer Matrix Composites. Talreja, R.; Mason, J. A. E. (eds.) Chapter 2.14, Pages 529-552. [Elsevier, 

US] [ISBN: 0-08-042993-9] [A2. Book chapter] 

123. Talreja, R. (2006) Fatigue of composite materials. Materials Science and Technology. DOI: 

10.1002/9783527603978.mst0159 (Wiley-VCG Verlag). [A2. Book chapter[. 31.03.2011. 

124. Thompson, V. (2009) A taste of higher education. Exploring a culinary arts degree through arts-based 

approaches. Ph.D. Thesis. University of Sheffield, Sheffield, the UK. 317 pp. [A1. Book. Doctoral 

dissertation]. [18.08.2010]. 

125. Tyrer, S. (2008) The unbearable whiteness of seeing: moderated Muslims, (in)/visibilities and 

Islamophobia. Sayyid, S.; Vakil, A. (Eds.) Thinking Thru’ İslamophobia.Pp. 48-53. [Leeds, University 

of Leeds] [A2. Book chapter] 

126. Universities UK (2009) Promoting good campus relations: Dealing with hate crimes and intolerance. 

51 pp. [London, Universities UK] [A1. Book] 

127. Vouroutzidou, P. (2011) The social organisation of learning difficulties at university: a qualitative study 

of four Higher Education Institutions in the North East Region of England. Doctoral thesis, Durham 

University. [A1. Doctoral thesis. Book]. 12.07.2011 

128. Watson, D., Williams, V.; Wickham, C.; Kyle, J.; Dury, A. (2005) A valued part of the workforce? 

Final report of the Sequal project on employment and disabled people, 181 pp., (Surrey, University of 

Surrey). [ISBN 0904242-53-6] [A1. Book, Research report] 

129. Wilkinson, S.; Rai, H. (2008) Disability support in computer-based assessment, in: Tangible Benefits of 

E-learning: case studies, pp. 147-151, 212 pp. (London, UK; Joint Information Systems Committee). 

(A2. Book chapter) 

130. Wilkinson, S.; Rai, H. (2009) Mastering the online summative assessment life cycle. In. Donnelly, R.; 

McSweeney, F. (eds.) (2009) Applied E-Learning and E-Teaching in Higher Education, 2 nd Edition, 

415 pp. [Hershey, PA : Information Science Reference] [ISBN 9781599048147 1599048140 

9781599048178 1599048175] [A2. Book Chaper] 


131. Yorke, M. (2001) Assessment; A Guide for Senior Managers, Assessment Series No. 1, Learning and 

Teaching Support Network, 27 pp. (York, Learning and Teaching Support Network) [ISBN 1-904190- 

02-2][A1. Book] 



educativas de los estudiantes con discapacidad. Doctoral Thesis. Universidad Complutense de Madrid, 

Facultad de Educación, Departamento de Didáctica y Organización Escolar, Advisor: Alba Pastor, 

Carmen. Spanish. [A1. Book. Doctoral thesis] 18.12.2010. 


Other journal paper citations 

1. Adams, M.; Briggs, R. R.; Catalano, D. C.; Whitlock, E. R., Williams, T. (2005) Review of the Year's 

Publications for 2004: Social Justice Education, Equity & Excellence in Education, 1547-3457, 38(4), 

pp. 342-366. [Print ISSN: 1066-5684. Online ISSN: 1547-3457] [A7. Journal paper] 

2. Ahmad, F. (2007) Muslim women‟s experiences of higher education in Britain The American Journal 

of Islamic Social Sciences 24(3) pp. 46-68. 

3. Ahmed, S. (2006) The Nonperformativity of Antiracism. Meridians: feminism, race, transnationalism, 

7(1), pp. 104-126. [A7. Journal paper]. [20.08.2010] 

4. Alampalli, S.; Ettouney, M. M. (2006) Long-term issues related to structural health of FRP bridge 

decks, Bridge Structures: Assessment, Design and Construction, 2(1), pp. 1-11. [A7. Journal paper] 

5. Anon (2003) Wear of non-metallic materials. Tribology Series, (42), 171-201. [A7. Journal paper; Book 

chapter] 

6. Anon (2006) Book reviews, Intercultural Education, 17(2), pp. 235-242. [DOI: 

10.1080/14675980600694002] [ISSN: 1469-8439 (electronic) 1467-5986 (paper)] [A7. Journal paper] 

7. Anon (2006) Diversity in Higher Education: Perceptions, Opinions and Views, ASHE Higher Education 

Report, 32(3), pp. 1-113. [A7. Journal paper] 

8. Aschroft, T. J.; Chernomas, W. M.; Davis, P. L.; Dean R. A. K.; Seguier, M.; Shapiro, C. R.; Swiderski, 

L. M. (2008) Nursing students with disabilities: one faculty's journey, International Journal of Nursing 

Education Scholarship, 5(1), pp. Article 18. [ISSN: 1548-923X] [A7. Journal paper] 

9. Barnard-Brak, L.; Lechtenberger, D.; Lan, W. Y. (2010) Accommodation strategies of college students 

with disabilities. Qualitative Report. 15(2), pp. 411-429. [A7. Journal paper] 03.03.2010. 

10. Barnard-Brak, L.; Sulak, T.; Tate, A.; Lechtenberger, DA (2010) Measuring college students‟ attitudes 

toward requesting accommodations: a national multi-ınstitutional study. Assessment for Effective 

Intervention. 35(3), pp. 141-147. [a7. Journal paper] 31.03.2011 

11. Berard, T. J. (2008) The neglected social psychology of institutional racism. Sociology Compass, 2(2), 

pp. 734-764. [A7. Journal paper] [20.08.2010] 

12. Berg, M. L. (2010) On the social ground beneath our feet: for a cosmopolitan anthropology. Social 

Anthropology. 18(4), pp. 433-440. [A7. Paper] 18.02.2011. 

13. Chesler, M.; Young, A. A. (2007) Faculty members' social identities and classroom authority. New 

Directions for Teaching and Learning. No. 111, pp. 11-19. [17. Journal paper9 [20.08.2010] 

14. Democratic Legal Studies Association (2007) [Korean] South Korea. [A7. Journal paper] 

15. Depalma, R.; Atkinson, E. (2007) Strategic embodiment in virtual spaces: exploring an on-line 

discussion about sexualities equality in schools. Discourse: Studies in the Cultural Politics of 

Education, 28(4), pp. 499-514. DOI: 10.1080/01596300701625255. [A7. Journal paper] 

16. Enjelvin, G. D: (2009) Teaching French to a non-sighted undergraduate: adjusting practices to deliver 

inclusive education. Journal of Further & Higher Education, 33(3), pp. 265-279. [ISSN: 0309-877X] 

[DOI: 10.1080/03098770903026180] [A7. Journal paper] 

17. Fichten, C. S., Asuncion, J. V.; Nguyen, M. N.; Budd, J.; Amsel, R. (2010) The Positives Scale: 

Development and validation of a measure of how well the information and communication technology 

needs of students with disabilities are being met. Journal of Postsecondary Education and Disability 

23(2), pp. 137-154. [A7. Journal paper] 08.10.2010. 

18. Fidler, R. (2003) Implementing Part 4 of the Disability Discrimination Act in a higher education 

institution, with specific regard to learning and teaching. Skill Journal. No. 75. [A7. Journal paper] 

[12.07.2011] 

19. Fleischer, A. S. (2011) Alienation and struggle: everyday student-life of three male students with 

Asperger Syndrome. Scandinavian Journal of Disability Research. DOI: 

10.1080/15017419.2011.558236. [A7. Other journal] 12.06.2011] 

20. Freewood, M. (2003) Supporting academic staff in the design and delivery of accessible assessments. 

SKILL Journal. No 76, pp. 3-8. [A7. Journal paper] [12.06.2011] 


21. Griffiths, L.; Worth, P.; Scullard, Z.; Gilbert, D. (2010) Supporting disabled studentsnext term in 

practice: A tripartite approach, Nurse Education in Practice. 10(3), pp. 132-137. [DOI: 

10.1016/j.nepr.2009.05.001] [A7. Journal paper] 30.03.2010. 

22. Harbour, W. S. (2009) The relationship between institutional unit and administrative features of 

disability services offices in higher education. Journal of Postsecondary Education and Disability. 9(3), 

pp.138-154. [A7. Journal paper] 27.09.2010. 

23. Harley, D. A: (2008) Maids of Academe: African American Women Faculty at Predominately White 

Institutions. Journal of African American Studies 12(1), pp. 19-36. ISSN 1559-1646 (Print) 1936-4741 

(Online) DOI 10.1007/s12111-007-9030-5. [10.02.2010] [A7. Journal paper] 

24. Harris, N. (2004) Students, mental health and citizenship, Legal Studies, 24(3), pp. 349-385. [ISSN 

(printed): 0261-3875. ISSN (electronic): 1748-121X.] [a7. Journal paper] 

25. Hunter, S. (2006) Working for Equality and Diversity in Adult and Community Learning: leadership, 

representation and racialised 'outsiders within'. Policy Futures in Education. 4(2), 114-127. doi: 

10.2304/pfie.2006.4.2.114. ISSN 1478-2103. [A7. Journal paper] 

26. Hunter, S; Swan, E. (2007) Oscillating politics and shifting agencies: equalities and diversity work and 

actor network theory. Equal Opportunities International. 56(5), pp. 402-419. ISSN: 0261-0159 


27. Jacklin, A. (2010, in press) To be or not to be 'a disabled student' in higher education: the case of a 

postgraduate 'non-declaring' (disabled) student. Journal of Research in Special Educational Needs. 

(DOI) 10.1111/j.1471-3802.2010.01157.x. 

28. James, C. E.; Taylor, L. (2008) “Education will get you to the station”: marginalized 

students‟experiences and perceptions of merit in accessing university. Canadian Journal of Education 

31(3), pp. 567‐590. 

29. Karal, H.; Cebi, A.; Turgut, E. (2011) Synchronic distance education from the perspective of a 

handicapped person. Turkish Online Journal of Distance Education-TOJDE, 12(2), article 13. [A7. 

Other journal] 06.04.3011. 

30. Lawson, A: (2008) People with psychosocial impairments for conditions, reasonable accommodations 

and the Convention on the Rights of Persons with Disabilities. Law in Context. 26(2), pp. 62-84. [ISSN: 

0811-5796] [25.01.2010] [A7. Journal paper] 

31. Lee, Y.-S: (2008) Expansion and contraction of anti-discrimination laws: Focusing on backlash against 

the trasnformative law. Disability and Employment 18(2) pp. 35-56. ISSN: 1476-4871. Korean. (A7. 

Journal paper). 08.03.2010. 

32. Liao, K. Schultheisz, C. R. Hunston, D. L. Brinson, L. C. (1999) The effect of water on the fatigue 

behavior for a pultruded glass-reinforced composite, Plastics in Building Construction, 23(5), pp. 7-12. 


33. Lissi, M. R.; Zuzulich, S.; Salinas, M.; Achairdi, C.; Hojas, A. M.; Pedrals, N. (2009) Discapacidad en 

contextos universitarios: experiencia del piane uc en la pontificia universidad católica dechile, Revista 

Calidad En La Educación, No30, pp. 305-324. [ISSN 0717-4004 ,ISSN 0718-4565(en línea)] [Spanish] 

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34. Liu, X. –Y.; Tao, Y. K.; Wang, X. –L.; Yu, W. –D. (2009) The thermal property of high performance 

fiber. Journal of Xi’an Polytchnic University. 23(2).[Chinese] [25.01.2010] [A7. Journal paper] 

35. Liu, Y. Y.; Yudong, H.; Xun, L.; Shaohui, T. (2003) Influence of interface properties on flexural fatigue 

performance of unidirectional carbon/epoxy composites, Metal Physics Examination and Testing, 2003, 

no. 1, pp. 5-8. Chinese. [A7. Journal paper] 

36. Loncar, A.; Vojvodic, D.; Komar, D. (2006) Fiber-reinforced polymers Part I: basics and construction 

problems, Acta Stomatologica Croatica, 40(1), pp. 72-82. [English & Croatian] [A7. Journal paper] 

37. Lovett, B. J.; Lewandowski, L. J.; Berger, C.; Gathie, R. A. (2010) Effects of response mode and time 

allotment on college students' writingJournal of College Reading and Learning, 40(2), pp. 64-79. 

[04.09.2010] Martinez, S. R. (2011) Comparative analysis of students‟ attitudes toward their classmates 

with disabilities. [Análisis comparativo sobre las actitudes de los estudiantes hacia sus compañeros con 

discapacidad] Electronic Journal of Research in Educational Psychology. 9(1), pp. 197-206. Spanish. 

[A7. Other journal paper] 18.04.2011 

39. Mayat, N.; Amosun, S. L. (2011) Perceptions of academic staff towards accommodating students with 

disabilities in a civil engineering undergraduate program in a university in South Africa. Journal of 

Postsecondary Education and Disability, 24(1), pp. 53-59. [A7. Other journal paper] 14.05.2011. 


40. Mirza, H. S. (2006) Transcendence over diversity: black women in the academy. Policy Futures in 

Education, 4(2), pp. 101-113. [ISSN: 1478-2103] [A7. Journal paper] 

41. Morrison, J.; Brand, H.; Cilliers, C. (2009) Students with disabilities in higher education. Acta 

Academica. 41(3): 201-223. ISSN 0587-2405. [A7. Journal paper] 20.08.2010. 

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44. Pilkington, A. (2009) The impact of government initiatives in promoting racial equalityin higher 

education: a case study. Ethnicity and Race in a changing World, A Review Journal. 1(2). Pp. 15-25. 

[10.02.2010] [ISSN: 1758-8685] [A7. Journal paper] 

45. Race, R. (2005) Analysing the historical evolution of ethnic education policy-making in England, 1965- 

2005. Historical Social Research, 30(4), pp. 176-190. [A7. Journal paper] [20.08.2010] 

46. Ragnarsdóttir, H. (2010) Internationally educated teachers and student teachers in iceland: two 

qualitative studies. Canadian Journal of Educational Administration and Policy, No. 100. February 16, 


47. Reupert, A.; Hemmings, B.; Connors, J. (2010) Do we practice what we preach? the teaching practices 

of inclusive educators in tertiary settings. International Journal of Teaching and Learning in Higher 

Education, 22(2), pp. 120-130. [a7. Journal paper] 03.03.2011 

48. Ross, G. F. (2006) Tourism industry employee workstress - A present and future crisis, Journal of 

Travel and Tourism Marketing, 19(2-3) pp. 133-147. [ISSN (printed): 1054-8408. ISSN (electronic): 

1540-7306] [A7. Journal paper] 

49. Sanderson-Mann, J., & McCandless, F. (2006). Understanding dyslexia and nurse education in the 

clinical setting. Nurse Education in Practice, 6(3), 127-133. [A7. Journal paper] 

50. Seale, J. (2006) Disability, technology and e-learning: challenging conceptions, ALT-J, Research in 

Learning Technology, 14(1), pp. 1-8. [ISSN 0968-7769] [A7. Journal paper] 

51. Swan, E. (2005) On bodies, rhinestones, and pleasures. women teaching managers. Management 

Learning, 36(3), pp. 317-333. DOI: 10.1177/1350507605055349. ISSN: 1350-5076 [A3. SSCI paper] 

52. Taylor, M. (2005) The development of the special educational needs coordinator role in a higher 

education setting. Support for Learning. 20(1), pp. 22-27. [A7. Journal paper] 

53. Taylor, M. J. 2005) Teaching students with autistic spectrum disorders in HE. Education & Training. 

47(7), pp. 484-495. [A7. Journal paper] 

54. Taylor, M.; Baskett, M.; Wren, C. (2010) Managing the transition to university for disabled students. 

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55. Toran, H.; Yasin, M. H. M.; Tahar, M. M.; Sujak, N. (2009) Sokongan dan halanganyang dihadapi 

pelajar-pelajar kurang upayadi sebuah institusi pengajian tinggi di malaysia, Asean Journal of Teaching 

And Learning in Higher Education, 1(2), pp. 18-29. [ISSN:1985-5826]. [Universiti Kebangsaan, 

Malaysia] [Malaysian] [A7. Journal paper] 

56. Trahar, S. (2009) Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural 

Research in Higher Education. Forum: Qualitative Social Research. 10(1), art. 30. [ISSN: 1438-5627] 


57. Turner, C. S. V.; González, J. C:; Wood, J. L. (2008) Faculty of color in academe: What 20 years of 

literature tells us. Journal of Diversity in Higher Education. 1(3), pp. 139-168. [10.02.2010] [A7. 


58. Turner, L. (2006) Face values: visible/ınvisible governors on the board and organisational responses to 

the race equality agenda. Policy Futures in Education, 4(2), pp. 160-171. [ISSN: 1478-2103] [A7. 


59. Turner, L. (2006) Inclusive assessment for ethnic diversity and disability: challenging „low 

expectations‟ and making ‘SPACE,’ ILIA: Innovative Learning in Action, (6), pp. 13-15. Innovative 

Practice in Assessment, University of Salford Education Development Unit, 21 pp (Salford, University 

of Salford). (A7. Journal Paper) 


60. Wright, C.; Thompson, S.; Channer, Y. (2007) Out of Place: Black women academics in British 

universities, Women's History Review, 1747-583X, 16(2), pp. 145-162. [A7. Journal paper] 

61. Xia, S. (2008) [Heading right to the protection of children with special needs and the comparative study 

of the Enlightenment to China], The Problem of Juvenile Crime, Series 2008, No. 3. 42 pp. [Chinese] 


62. Xia, S. (2008) [Theme groups of rights protection and crime prevention of moving juvceniles in 

Chinese Juvenile Study Center]. Issues on Juvenile Crimes and Delinquency, no. 3, pp. 42-47. 

[Chinese] [ISSN: 1006-1509] [Wanfang Data, China] [A7. Journal paper] 

63. Yijeheon, Y. H.; Kim, Y. (2000) Production and characteristics of hybrid aircraft structural composites 

(ARALL, CARALL), Metallurgical and Materials Journal, 38(1), pp. 91+. [1738-8228] Korean. [A7. 


64. Yu, J. Y., Zhou, Z. F., & Yan, S. L. (2001). Relationships between interfacial adhesion and dynamic 

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65. Zahari, M. S. M.; Yusoff, N. M.; Jamaluddin, M. R.; Radzi, S. M.;Othman, Z. (2010) The employability 

of the hearing impaired graduates in Malaysia Hospitality Industry. World Applied Sciences Journal 10 

(Special Issue of Tourism & Hospitality): 126-135. [A7. Journal paper]

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