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Asya Üniversiteleri Odaklı Olarak Webometrics’te Yer Alan İlk 500 Üniversitenin Slogan Analizi

Yıl 2022, Cilt: 12 Sayı: 1, 148 - 157, 30.04.2022

Öz

Üniversiteler, aday öğrencilerin ve akademik personelin dikkatini çekmek için çeşitli konumlandırma stratejileri kullanır. Bazı üniversiteler tanıtım videoları, imkânlar ve akademik başarıyı ön planda tutarak ayırt edici özelliklerini duyururken, bazı üniversiteler ise sloganlara başvurmaktadır. Sloganlar farklı disiplinlerde çalışılmış olsa da yükseköğretim bağlamında daha yakından ilgiyi hak etmektedir. Bu nedenle, bu çalışma Webometrics'te yer alan ilk 500 üniversitenin sloganlarını analiz etmeyi ve Asya üniversiteleri ile diğer kıta üniversitelerinin sloganlarında ortaya çıkan temaları karşılaştırmayı amaçlamıştır. Üniversitelerin kıtalara göre dağılımında en yüksek payı Avrupa'ya ait olurken, en düşük pay ise Afrika'ya aittir. Asya üniversiteleri özelinde, listede 78 üniversitenin yer aldığı tespit edilmiştir. Asya üniversitelerinin sloganlarında 224 sıklıkta yedi tema yer almıştır: bilim (n=57, %25.4), aktivizm (n=48, %21.4), kapsamlılık (n=41, %18.3), inanç (n=36, %16.1), idealizm (n=22, %9.8), karşılaştırma (n=14, %6.3), iş birliği (n=6, %2.7). Diğer kıtalarda ise 949 sıklıkta yedi tema yer almıştır: bilim (n=213, %22.4), aktivizm (n=211, %22.2), inanç (n=165, %17.4), karşılaştırma (n=162, %17.2), kapsamlılık (n=128, %13.5), idealizm (n=50, %5.2), iş birliği (n=20, %2.1). Bulgular, Asya ve diğer kıta üniversiteleri arasında üniversite sloganlarının ortaya çıkan temalarında bazı benzerlikler ve farklılıklar sunmuştur. Sonuç olarak bu çalışma, yükseköğretim bakış açısıyla slogan çalışmalarına yeni bir boyut kazandırmış ve bir konumlandırma stratejisi olarak yükseköğretim kurumları için sloganların önemini ortaya koymuştur. Son olarak, bu çalışmanın bulgularının, yükseköğretim kurumlarının ulusal/uluslararası arenada tanınmak için sloganlara daha fazla başvurmaları için yeni yollar sunacağı, birlikteliği sağlayacağı ve paydaşlar yararına ayırt edici özellikleri ön plana çıkaracağı düşünülmektedir.

Destekleyen Kurum

BULUNMUYOR

Proje Numarası

BULUNMUYOR

Teşekkür

BULUNMUYOR

Kaynakça

  • Al-Sowaidi, B., Banda, F., & Mansour, A. (2015). Doing politics in the recent Arab uprisings: Towards a political discourse analysis of the Arab spring slogans. Journal of Asian and African Studies, 50, 1–25. doi: 10.1177/0021909615600462.
  • Altbach, P. G. (2004). The past and the future of Asian universities. In: Philip G. Altbach, & Toru Umakoshi (Eds.), Asian universities: Historical perspectives and contemporary challenges (pp. 13-32). London: The Johns Hopkins University Press.
  • Aycan, N., & Aycan, Ş. (2014). Sürücülerin kollektif bilinç analizi: “kamyon yazıları “ 5. Karayolu Trafik Güvenliği Sempozyumu, 21-23 Mayıs 2014, Türkiye.
  • Bailey, J., Price, R., Esders, L., & McDonald, P. (2010). Daggy shirts, daggy slogans? Marketing unions to young people. Journal of Industrial Relations, 52(1), 43–60. doi: 10.1177/0022185609353984.
  • Baker, V. (2016). T-shirted turmoil. Index on Censorship, 45(01), 122-124. doi:10.1177/0306422016643039.
  • Barton, E. L. (1999). Informational and interactional functions of slogans and sayings in the discourse of a support group. Discourse and Society, 10(4), 461–486.
  • Bauerly, R. J., & Tripp, C. (1997). Developing slogans for marketing of higher education. Journal of Marketing for Higher Education, 8(1), 1-14. doi: 10.1300/ J050v08n01_01.
  • Clarke, V. (2016). Wearing a gay slogan T-shirt in the higher education classroom: A cautionary tale. Feminism and Psychology, 26(1), 3–10. doi: 10.1177/0959353515613812.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
  • Consejo Superior de Investigaciones Científicas-CSIC. The ranking web of world repositories. Retrieved on 15.05.2020 from http://www.webometrics.info/en/About_Us.
  • Conte, J. R. (1991). Believe the client slogans as miscommunication. Journal of Interpersonal Violence, June, 243-245.
  • Çatı, K., Kethüda, Ö., & Bilgin, Y. (2016). Positioning strategies of universities: An investigation on universities in Istanbul. Education and Science, 41(185), 219-234. doi: 10.15390/EB.2016.2723.
  • Denton, R. (1980). The rhetorical functions of slogans: Classifications and characteristics. Communication Quarterly, 28, 10–18.
  • Dini, R. (2018). ‘The house was a garbage dump’: Waste, mess and aesthetic reclamation in 1960s and 70s ‘mad housewife’ fiction. Textual Practice, 32, 1-27.
  • Doucette, J. (2015). Debating economic democracy in South Korea: The costs of commensurability. Critical Asian Studies, 47(3), 388-413.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Ghanem, S., & Selber, K. (2009). An analysis of slogans used to 'sell the news'. Newspaper Research Journal, 30(2), 16-29.
  • Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. New York: Routledge.
  • Gonzales, L. D., & Pacheco, A. (2012). Leading change with slogans: Border University in transition. Journal of Cases in Educational Leadership, 15(1), 51–65. doi: 10.1177/1555458912440739.
  • Grosso, M. (2016). Sound and advanced municipal waste management: Moving from slogans and politics to practice and technique. Waste Management and Research, 34(10), 977–979. doi: 10.1177/0734242X16671100.
  • Hahn, C. (2008). Doing qualitative research using your computer: A practical guide. London: SAGE Publications Ltd.
  • Heidingsfelder, L. (2014). The slogan of the century: “Music for every child; every child for music”. Music Educators Journal, June, 47-51. doi: 10.1177/0027432114528716.
  • Hornikx, J., van Meurs. F., & de Boer, A. (2010). English or a local language in advertising? The appreciation of easy and difficult English slogans in the Netherlands. Journal of Business Communication, 47(2), 169-188. doi: 10.1177/0021943610364524.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Jalal, S. K. (2013). A comparative weblink analysis among top Indian, Asian and world Universities. DESIDOC Journal of Library and Information Technology, 33(2), 131-140.
  • King, J. E. (2017). Who will make America great again? ‘Black people, of course…International Journal of Qualitative Studies in Education, 30(10), 946–956. https://doi.org/10.1080/09518398.2017.1312605.
  • Kohli, C., Leuthesser, L., & Suri, R. (2007). Got slogan? Guidelines for creating effective slogans. Business Horizons, 50, 415–422.
  • Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research, strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(1), 83-86.
  • Lee, C. S., & Park, J. H. (2012). ‘We need a committee for men's rights’: Reactions of male and female viewers to reverse gender discrimination in Korean comedy. Asian Journal of Communication, 22(4), 353-371.
  • Lee, F. (2020). Solidarity in the anti-extradition bill movement in Hong Kong. Critical Asian Studies, 52(1), 18 -32.
  • Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design. Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks: SAGE Publications.
  • Lehmberg, D., & Tangpong, C. (2016). Employee primacy and corporate slogans in Japanese and American firms’ communication in times of crisis. International Journal of Business Communication, 57(1), 86-112. doi: 10.1177/2329488416675840.
  • Lindsey, M. (1973). Performance-based teacher education: Examination of a slogan. The Journal of Teacher Education, 3, 180-186.
  • McKnight, O. T., & Paugh, R. (1999). Advertising slogans and university marketing: An exploratory study of brand fit and cognition in higher education. Marketing Management Association Proceedings. Retrieved on 10.02.2017 from http://works.bepress.com/oscar_mcknight/2/.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
  • Mwamwenda, T. S. (1994). Academics' stance on the slogan “Publish or Perish”. Assessment and Evaluation in Higher Education, 19(2), 99-08. doi: 10.1080/0260293940190203.
  • Nianxi, X. (2009). Political slogans and logic. Diogenes, 221, 109–116.
  • Reboul, O. (1974). Slogans and education. Retrieved on 13.02.2017 from http://journals.sagepub.com/doi/pdf/10.1177/039219217402208604.
  • Simon-Vandenbergen, A. M. (2008). “Those are only slogans”. A linguistic analysis of argumentation in debates with extremist political speakers. Journal of Language and Social Psychology, 27(4), 345-358. doi: 10.1177/0261927X08322476.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research, techniques and procedures for developing grounded theory (2nd ed.). London, CA: Sage Publications.
  • Ulum, Ö. G., & Bada, E. (2016). Cultural discourse embedded in truck scripts. Journal of Human Sciences, 13(3), 4199-4220. doi:10.14687/jhs.v13i3.4050.
  • Uysal, B., & Atmaca, Ç. (2016). Üniversite sloganlarının bağdaşıklık açısından incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 607-624. doi: 10.16916/aded.99641.
  • Verboven, H. (2011). Communicating CSR and business identity in the chemical industry through mission slogans. Business Communication Quarterly, 74(4), 415-431. doi: 10.1177/1080569911424485.
  • Zeegers, M., Russell, R., & Smith, P. G. (2004). From slogan to pedagogy: Teacher education and reflection at the university of Ballarat. International Journal of Learning: Proceedings of the LERN conference, 10, 3357-3371.
  • Zhang, H., Gursoy, D., & Xu, H. (2017). The effects of associative slogans on tourists’ attitudes and travel intention: The moderating effects of need for cognition and familiarity. Journal of Travel Research, 56(2), 206–220. doi: 10.1177/0047287515627029.

An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities

Yıl 2022, Cilt: 12 Sayı: 1, 148 - 157, 30.04.2022

Öz

Universities employ various positioning strategies to attract prospective students and academic staff. While some universities publicize their distinctive features via introductory videos, showing facilities and prioritizing academic success, some universities refer to slogans. Although slogans have been studied in different disciplines, they deserve closer attention in the context of higher education. Thus, this study aimed to analyze the slogans of the top 500 universities included in the Webometrics and compare the emerging themes in the slogans of Asian universities and the other continental universities. In the distribution of universities by continents, the highest distribution share belongs to Europe while the lowest distribution share belongs to Africa. As for the Asian universities, it was found out that 78 universities were on the list. There were seven themes with 224 occurrences in the Asian universities’ slogans with science (n=57, %25.4), activism (n=48, %21.4), comprehensiveness (n=41, %18.3), faith (n=36, %16.1), idealism (n=22, %9.8), comparison (n=14, %6.3), collaboration (n=6, %2.7). As for the other continents, there were seven themes with 949 occurrences with science (n=213, %22.4), activism (n=211, %22.2), faith (n=165, %17.4), comparison (n=162, %17.2), comprehensiveness (n=128, %13.5), idealism (n=50, %5.2), collaboration (n=20, %2.1). The results offered some similarities and differences in the emerging themes of the university slogans among the Asian and the other continent universities. In conclusion, this study added a new dimension to the study of slogans from higher education perspective and demonstrated the importance of slogans for higher education institutions as a positioning strategy. Finally, the findings of this study are thought to offer new paths for higher education institutions to refer to slogans more in order to be recognized at national/international arena, ensure togetherness and foreground distinctive features for the benefit of stakeholders.

Proje Numarası

BULUNMUYOR

Kaynakça

  • Al-Sowaidi, B., Banda, F., & Mansour, A. (2015). Doing politics in the recent Arab uprisings: Towards a political discourse analysis of the Arab spring slogans. Journal of Asian and African Studies, 50, 1–25. doi: 10.1177/0021909615600462.
  • Altbach, P. G. (2004). The past and the future of Asian universities. In: Philip G. Altbach, & Toru Umakoshi (Eds.), Asian universities: Historical perspectives and contemporary challenges (pp. 13-32). London: The Johns Hopkins University Press.
  • Aycan, N., & Aycan, Ş. (2014). Sürücülerin kollektif bilinç analizi: “kamyon yazıları “ 5. Karayolu Trafik Güvenliği Sempozyumu, 21-23 Mayıs 2014, Türkiye.
  • Bailey, J., Price, R., Esders, L., & McDonald, P. (2010). Daggy shirts, daggy slogans? Marketing unions to young people. Journal of Industrial Relations, 52(1), 43–60. doi: 10.1177/0022185609353984.
  • Baker, V. (2016). T-shirted turmoil. Index on Censorship, 45(01), 122-124. doi:10.1177/0306422016643039.
  • Barton, E. L. (1999). Informational and interactional functions of slogans and sayings in the discourse of a support group. Discourse and Society, 10(4), 461–486.
  • Bauerly, R. J., & Tripp, C. (1997). Developing slogans for marketing of higher education. Journal of Marketing for Higher Education, 8(1), 1-14. doi: 10.1300/ J050v08n01_01.
  • Clarke, V. (2016). Wearing a gay slogan T-shirt in the higher education classroom: A cautionary tale. Feminism and Psychology, 26(1), 3–10. doi: 10.1177/0959353515613812.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
  • Consejo Superior de Investigaciones Científicas-CSIC. The ranking web of world repositories. Retrieved on 15.05.2020 from http://www.webometrics.info/en/About_Us.
  • Conte, J. R. (1991). Believe the client slogans as miscommunication. Journal of Interpersonal Violence, June, 243-245.
  • Çatı, K., Kethüda, Ö., & Bilgin, Y. (2016). Positioning strategies of universities: An investigation on universities in Istanbul. Education and Science, 41(185), 219-234. doi: 10.15390/EB.2016.2723.
  • Denton, R. (1980). The rhetorical functions of slogans: Classifications and characteristics. Communication Quarterly, 28, 10–18.
  • Dini, R. (2018). ‘The house was a garbage dump’: Waste, mess and aesthetic reclamation in 1960s and 70s ‘mad housewife’ fiction. Textual Practice, 32, 1-27.
  • Doucette, J. (2015). Debating economic democracy in South Korea: The costs of commensurability. Critical Asian Studies, 47(3), 388-413.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Ghanem, S., & Selber, K. (2009). An analysis of slogans used to 'sell the news'. Newspaper Research Journal, 30(2), 16-29.
  • Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. New York: Routledge.
  • Gonzales, L. D., & Pacheco, A. (2012). Leading change with slogans: Border University in transition. Journal of Cases in Educational Leadership, 15(1), 51–65. doi: 10.1177/1555458912440739.
  • Grosso, M. (2016). Sound and advanced municipal waste management: Moving from slogans and politics to practice and technique. Waste Management and Research, 34(10), 977–979. doi: 10.1177/0734242X16671100.
  • Hahn, C. (2008). Doing qualitative research using your computer: A practical guide. London: SAGE Publications Ltd.
  • Heidingsfelder, L. (2014). The slogan of the century: “Music for every child; every child for music”. Music Educators Journal, June, 47-51. doi: 10.1177/0027432114528716.
  • Hornikx, J., van Meurs. F., & de Boer, A. (2010). English or a local language in advertising? The appreciation of easy and difficult English slogans in the Netherlands. Journal of Business Communication, 47(2), 169-188. doi: 10.1177/0021943610364524.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Jalal, S. K. (2013). A comparative weblink analysis among top Indian, Asian and world Universities. DESIDOC Journal of Library and Information Technology, 33(2), 131-140.
  • King, J. E. (2017). Who will make America great again? ‘Black people, of course…International Journal of Qualitative Studies in Education, 30(10), 946–956. https://doi.org/10.1080/09518398.2017.1312605.
  • Kohli, C., Leuthesser, L., & Suri, R. (2007). Got slogan? Guidelines for creating effective slogans. Business Horizons, 50, 415–422.
  • Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research, strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(1), 83-86.
  • Lee, C. S., & Park, J. H. (2012). ‘We need a committee for men's rights’: Reactions of male and female viewers to reverse gender discrimination in Korean comedy. Asian Journal of Communication, 22(4), 353-371.
  • Lee, F. (2020). Solidarity in the anti-extradition bill movement in Hong Kong. Critical Asian Studies, 52(1), 18 -32.
  • Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design. Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks: SAGE Publications.
  • Lehmberg, D., & Tangpong, C. (2016). Employee primacy and corporate slogans in Japanese and American firms’ communication in times of crisis. International Journal of Business Communication, 57(1), 86-112. doi: 10.1177/2329488416675840.
  • Lindsey, M. (1973). Performance-based teacher education: Examination of a slogan. The Journal of Teacher Education, 3, 180-186.
  • McKnight, O. T., & Paugh, R. (1999). Advertising slogans and university marketing: An exploratory study of brand fit and cognition in higher education. Marketing Management Association Proceedings. Retrieved on 10.02.2017 from http://works.bepress.com/oscar_mcknight/2/.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
  • Mwamwenda, T. S. (1994). Academics' stance on the slogan “Publish or Perish”. Assessment and Evaluation in Higher Education, 19(2), 99-08. doi: 10.1080/0260293940190203.
  • Nianxi, X. (2009). Political slogans and logic. Diogenes, 221, 109–116.
  • Reboul, O. (1974). Slogans and education. Retrieved on 13.02.2017 from http://journals.sagepub.com/doi/pdf/10.1177/039219217402208604.
  • Simon-Vandenbergen, A. M. (2008). “Those are only slogans”. A linguistic analysis of argumentation in debates with extremist political speakers. Journal of Language and Social Psychology, 27(4), 345-358. doi: 10.1177/0261927X08322476.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research, techniques and procedures for developing grounded theory (2nd ed.). London, CA: Sage Publications.
  • Ulum, Ö. G., & Bada, E. (2016). Cultural discourse embedded in truck scripts. Journal of Human Sciences, 13(3), 4199-4220. doi:10.14687/jhs.v13i3.4050.
  • Uysal, B., & Atmaca, Ç. (2016). Üniversite sloganlarının bağdaşıklık açısından incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 607-624. doi: 10.16916/aded.99641.
  • Verboven, H. (2011). Communicating CSR and business identity in the chemical industry through mission slogans. Business Communication Quarterly, 74(4), 415-431. doi: 10.1177/1080569911424485.
  • Zeegers, M., Russell, R., & Smith, P. G. (2004). From slogan to pedagogy: Teacher education and reflection at the university of Ballarat. International Journal of Learning: Proceedings of the LERN conference, 10, 3357-3371.
  • Zhang, H., Gursoy, D., & Xu, H. (2017). The effects of associative slogans on tourists’ attitudes and travel intention: The moderating effects of need for cognition and familiarity. Journal of Travel Research, 56(2), 206–220. doi: 10.1177/0047287515627029.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Çağla Atmaca 0000-0002-7745-3839

Basak Uysal 0000-0002-5803-9878

Proje Numarası BULUNMUYOR
Yayımlanma Tarihi 30 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 1

Kaynak Göster

APA Atmaca, Ç., & Uysal, B. (2022). An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities. Yükseköğretim Ve Bilim Dergisi, 12(1), 148-157. https://doi.org/10.5961/higheredusci.993894
AMA Atmaca Ç, Uysal B. An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities. J Higher Edu Sci. Nisan 2022;12(1):148-157. doi:10.5961/higheredusci.993894
Chicago Atmaca, Çağla, ve Basak Uysal. “An Analysis of Top 500 Webometrics Universities’ Slogans With a Specific Focus on Asian Universities”. Yükseköğretim Ve Bilim Dergisi 12, sy. 1 (Nisan 2022): 148-57. https://doi.org/10.5961/higheredusci.993894.
EndNote Atmaca Ç, Uysal B (01 Nisan 2022) An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities. Yükseköğretim ve Bilim Dergisi 12 1 148–157.
IEEE Ç. Atmaca ve B. Uysal, “An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities”, J Higher Edu Sci, c. 12, sy. 1, ss. 148–157, 2022, doi: 10.5961/higheredusci.993894.
ISNAD Atmaca, Çağla - Uysal, Basak. “An Analysis of Top 500 Webometrics Universities’ Slogans With a Specific Focus on Asian Universities”. Yükseköğretim ve Bilim Dergisi 12/1 (Nisan 2022), 148-157. https://doi.org/10.5961/higheredusci.993894.
JAMA Atmaca Ç, Uysal B. An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities. J Higher Edu Sci. 2022;12:148–157.
MLA Atmaca, Çağla ve Basak Uysal. “An Analysis of Top 500 Webometrics Universities’ Slogans With a Specific Focus on Asian Universities”. Yükseköğretim Ve Bilim Dergisi, c. 12, sy. 1, 2022, ss. 148-57, doi:10.5961/higheredusci.993894.
Vancouver Atmaca Ç, Uysal B. An Analysis of Top 500 Webometrics Universities’ Slogans with a Specific Focus on Asian Universities. J Higher Edu Sci. 2022;12(1):148-57.