70 10 3494 https://omeka.ibu.edu.ba/files/original/c9bc9bd08a41c2f0cb7e46da3d40d643.pdf 47435c76c4af54c3edf7994c716d1fbe PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Frequency of Sustainable Consumption Behavior of People: A Research on Class Teachers Rıdvan KARALAR Yasar University, Izmir, Turkey ridvan.karalar@yasar.edu.tr Hakan KĠRACI Dumlupinar University, Kutahya, Turkey hkiraci@dumlupinar.edu.tr Abstract: The world‘s sources about to running out have been realised as a result of that population increase and economic development to be lived in the twentieth century have caused the transformation from the notion of unlimited economic development to sustainable development notion. Sustainable development is a model that predicts existing generation satisfies their needs without that next generation‘s satisfy their need. The target of sustainable development notion in regard of consumption is to be accepted sustainable consumption behavior. It requires inquiring the frequency of sustainable consumption behavior in question because sustainable consumption pattern to be accepted and spread to the world. This paper gives place to various definition about sustainable consumption behavior and then presents the findings of a research. In the study examined that frequency of sustainable consumption behavior of class teacher who work at elementary schools in Kutahya, Turkey. At the end of this study, it was found that there was a difference between frequency of sustainable consumption behaviors. Also, it was found that means of frequency of all sustainable consumption behavior is mid-level. The results of this research have significant implications for stakeholders of sustainable consumption and future research. Introduction The idea of sustainable development, which has been recorded in Brundtland Report of 1987 and entered into literature, asserts the necessity of satisfying the today‘s needs without having danger the necessities of the next generations. In this context, in order to leave a livable world for the next generations, it is frequently stated to make necessary reforms for the next generations. The concept of sustainable consumption has been developed in accordance with the paradigm of sustainable development. The concept and phenomenon of sustainable consumption has been emerged with the awareness of non-disregarding the needs of the next generations, having risk of excessive consumption and lessening the possible choices and alternatives. Sustainable consumption is the act of consuming by regarding the needs and alternatives of next generations. Definition of Sustainable Consumption Concept The environmental impact of humans in a modern society is relied on the behavior of consumers. Consumers in industrial countries damage the natural resources and cause environmentally pollution by consuming products and services. Natural resources is consumed during their composition, production, transportation, consumption, disposing and recycle. If natural resources is consumed in sustainable limits, this situation is named as ―sustainable consumption behavior‖. As Peattie (2001, p.131) explained it: ―A sustainable approach to consumption and production involves enjoying a material standard of living today, which is not at the expense of the standard of living of future generations. It therefore involves using natural resources at a rate at which environmental systems or human activity can replenish them (or in the case of nonrenewable resources, at a rate at which renewable alternatives can be substituted in)‖. When it has been analysed the literature, it has been seen that there are a lot of definitions about sustainable consumption (SC). Here, some of them has been taking place some of them. Sustainable consumption behaviors (SCB) are behaviors by individuals or groups that contribute to three sustainability objectives which reducing resource consumption, waste and pollution (Williams and Dair, 2007). 406 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo SC is phenomenon that depends on persuasion, both of individual consumers and policy makers (Veenhoven, 2004). SC is a discourse that try to find a solution to the ecological problems associated with industrial economic production (Dolan, 2002). SC, is a consumption pattern about meeting our needs without destroying the environment or overexploiting natural resources, thereby not jeopardising the potential of future generation to meet their needs (Mortensen, 2006). At the household level is considered, SC means buying less and changing lifestyle in the short run. (Kong et al., 2002). But, someone may not willing to change their buying behavior and lifestyle. SC, at least, means that reduce natural resources using in terms of industrialised countries (Cooper, 2002). Less natural resources using have been helped turn to cyclic economic system from linear system. SC is a consumption style that based on limiting using of world‘s resources and that look for the best ways which not damaged or fewest damaged natural living. In this sense, SCB is approach based on finding radical solutions. For example, SCB is to be found a solution which not using water and detergent instead of using detergent which damaged less natural environment. It is required to advert which ways SCB must goes as it accomplishs. There are two fundemantal solution for exhibiting SCB (Mont and Pleyps, 2008; Schaefer and Crane, 2005): - Transforming behavior to more sustianable consumption behavior, - Reducing material consumption. The first solution is exhibiting consumption behavior more environmetally sensibly and the second solution is reducing total consumption level. Method The main aim of the study is to reveal the frequency of sustainable consumption behaviors of individuals. To these ends, it was determined class teachers who had been working in Kutahya city as both a population and sample of the study. Then, a questionnaire form was formed including sustainable consumption scale which was composed by searching various studies (Kaiser et al., 2003; Barr and Gilg, 2003; Thogersen, 2002; Karalar et al., 2008). There are 36 items in sustainable consumption scale. Frequency of behaviors in that scale were measured by using a five-point Likert type scale ranging from 1 (never) to 5 (always). The study was conducted on 614 class teachers but only 343 usable questionnaires were returned. Descriptive research model was used in the study. It was exposed that demographic characteristics and frequency of sustainable consumption behaviors of participants of study by utilised descriptive statistical analysis. Cronbach‘s alpha coefficient was used to determine the internal consistency reliability of the sustainable consumption scale was used in this study. Considering the result (α=0,86) of the reliability analysis, it can be seen that reliability of the scale is in high level. In other words, this scale is can be easily used in order to utilize statistical analysis. Results Respondents in the study were asked several demographic questions, including gender, school type, place where he/she grown up, age, marital status, educational level of him/his, his/her father and mother‘ and income level. Demographic characteristics of sample are shown in table 1. It was found that nearly half of participants were female teachers and other half of participants were male teachers. On the other hand, results indicated that large majority of participants (% 93,9) were not member of any environment institute. % 6,1 of participants were member a unique enviromental institution (TEMA). Most of teachers are in 26-45 age group, whereas % 20 are over 46 and % 5,5 under 25. Nearly half of those who responded (% 47,2) are in 1251-1500 TL income group, whereas only % 3,8 of respondent in 2001 TL and upper income. Only % 6,1 of respondent are member of any environmental institution and they are member of unique institution called ―TEMA‖. This finding explains that TEMA is widespread among class teachers. 407 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Gender Bay Bayan Total F 169 174 343 % 49,3 50,7 100 Marital Status F % Single 45 13,1 Married 293 85,4 Other Total 5 343 1,5 100 Educational Level of Father F % Primary school 224 65,3 High school University Postgraduate Other 63 24 2 30 18,4 7,0 0,6 8,7 Educational Level of Mother Primary school High school University Postgraduate Other Total 343 100 Total Working Year 0-10 11-20 21-30 31-40 Total F 124 132 69 18 343 % 36,2 38,5 20,1 5,2 100 School Type Government Private Total Educational Level College Bachelor's level Postgraduate Total Membership Yes No Total F 331 12 343 % 96,5 3,5 100 Place Urban Rural Total F 288 55 343 % 84,0 16,0 100 F % Age F % 15 313 4,4 91,3 0-25 26-35 19 123 5,5 35,9 15 343 4,4 100 36-45 46-55 56+ Total 129 68 4 343 37,6 19,8 1,2 100 F % Income Level (TL) F % 259 75,5 11 3,2 20 7 0 57 343 5,8 2,0 0,0 16,6 100 28 162 110 19 13 8,2 47,2 32,1 5,5 3,8 343 100 F 21 322 343 0-1000 1001-1250 1251-1500 1501-1750 1751-2000 2001 ve Üzeri Total % 6,1 93,9 100 Table 1: Sample Characteristics As mentioned before, 36 sustainable consumption behaviors measured according to frequency items (neveralways) and findings was presented in table 2. These behaviors are presented in table 2, along with the mean scores. The findings in this table indicate that means of behaviors vary from 1,27 to 4,40. ―Buying energy saving white goods‖ has the highest mean. Besides, ―buying high efficiency bulbs‖, ―donating old household items to charity or friends‖ and ―keep off tap when cleaning teeth or soaping up‖ behaviors have high mean score. As for the behavior which has the least mean score, it can be seen that the behavior which stated as ―when I need a car, I rent one‖ exhibited less than others. 408 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Behavior I buy energy saving white goods (B, A, A+ energy label). I buy high efficiency light bulbs to save energy. I donate old household items to charity or friends, instead of putting them warehouse or garbage can them. I keep off tap when cleaning teeth or soaping up. At home, I keep computer on even if I do not it. (-) I reuse scrap paper (e.g. for writing notes) I wait until I have a full load before putting on the washing machine I control all taps, if there were any problem I would repair or have someone to repair them. When electrical appliance like iron, vacuum cleaner, blowdryer, toaster breakdown, I prefer to have someone repair them rather than buy a new ones. I keep TV on if I‘m at home even I don‘t watch it (-) Some of my doors, walls, loft and windows are insulated I buy organic products I buy local produce whenever possible In winter, I turn down the heat when I leave my apartment for more than 4hours. I drive on freeways at speeds under 100 kph. I buy recycled writing paper or toilet paper. I leave electronic apparatus in the position ―stand-by‖ (-) I use rechargable batteries instead of disposable batteries. I do not demand receipt when I transact by ATM. I put dead batteries, used paper and bottles in recyling bin. I want they to send to me the receipts of credit card, telephone, internet vb. only by e-mail. Dirty dishes is cleaned in dishwasher In the winter, I leave the windows open for long periods of time to let in fresh air. (-) I avoid products in aerosol containers. I go to work by public transportation I reduce the heating in rooms that aren‘t being used I drive my car in or into the city (-) At home, vegetables and fruits is cleaned in a pots and pans. For long journey, I drive the car instead of bus or train. In winter I keep the heat on so that I do not have to wear a sweater I bike or walk to work I share some household appliances (with effects of ecological concern) I use my own bag when going shopping, rather than one provided by the shop. I use solar panels to produce energy I buy second-hand (used) products When I need a car, I rent one Mean 4,40 4,37 4,32 S.D. 0,95 1,15 1,01 4,30 4,28 4,23 4,20 4,17 1,08 1,15 0,98 1,17 1,17 4,14 1,20 4,04 3,97 3,94 3,83 3,81 1,24 1,22 1,19 1,22 1,42 3,66 3,62 3,45 3,42 3,42 3,33 3,32 1,31 1,41 1,48 1,42 1,43 1,31 1,53 3,31 3,20 1,51 1,11 3,10 3,08 3,02 2,90 2,81 2,80 2,69 2,54 2,31 1,44 1,66 1,56 1,50 1,34 1,57 1,27 1,63 1,31 1,83 1,19 1,65 1,63 1,27 1,31 0,95 0,71 Table 2: Means of Sustainable Consumption Behaviors Considering the whole sustainable consumption behaviors, means of those were mid-level with 3,34 mean score. On the other hand, means of some behaviors by the respondents was very high. Table 3 shows that the behaviors which were exhibit frequently with over 4 mean score. 409 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo No 1 2 3 4 5 6 7 8 9 10 Behavior I buy energy saving white goods (B, A, A+ energy label). I buy high efficiency light bulbs to save energy. I donate old household items to charity or friends, instead of putting them warehouse or garbage can them. I keep off tap when cleaning teeth or soaping up. At home, I keep computer on even if I do not it. (-) I reuse scrap paper (e.g. for writing notes) I wait until I have a full load before putting on the washing machine I control all taps, if there were any problem I would repair or have someone to repair them. When electrical appliance like iron, vacuum cleaner, blowdryer, toaster breakdown, I prefer to have someone repair them rather than buy a new ones. I keep TV on if I‘m at home even I don‘t watch it (-) Mean 4,40 4,37 4,32 S.D. 0,95 1,15 1,01 4,30 4,28 4,23 4,20 4,17 1,08 1,15 0,98 1,17 1,17 4,14 1,20 4,04 1,24 Table 3: Behaviors Which Have High Means - Finally, it require that mention the behavior which exhibit fewer than others. Aforesaid behaviors are: Car renting instead of buying it Product sharing instead of buying it Second-hand product buying instead of buying a new one Using his/her bag instead of bag provided by the shop Sharing household appliances instead of buying them Biking or walking instead of driving a car Conclusion As mentioned before, it is possible to pose the sustainable consumption behavior by transforming the behavior of the individual much more sustainable and using fewer amounts of resources. Thus, the problem of excessive consumption has been emerged. Many studies prove that the level of consumption has been rapidly increased within last 50 years. However, it has been predicted that people will consume twofold of the amount which they can produce until 2050. All of these data shows the importance of sustainable consumption behavior for future of the world. If we want our child to live in a livable world, we realize the real which sustainable consumption behavior is necessary not a choice. This paper gaves place to various definition about sustainable consumption behavior and then presented the findings of a research. In the study, only a part of the research findings was mentioned and frequency of sustainable consumption behavior of class teacher was presented in brief. According the results, it can be stated that very few of class teachers in Kutahya city is member of an environmental institution. At the end of this study, it was found that there were differences between frequency of sustainable consumption behaviors.. Behaviors which stated as ―when I need a car, I rent one‖, ―I buy second-hand (used) products‖, ―I use solar panels to produce energy‖, ―I use my own bag when going shopping, rather than one provided by the shop‖, ―I share some household appliances (with effects of ecological concern)‖ and ―I bike or walk to work‖ exhibited less than others whereas behaviors which stated as ―I buy energy saving white goods (B, A, A+ energy label)‖, ―I buy high efficiency light bulbs to save energy‖, ―I donate old household items to charity or friends, instead of putting them warehouse or garbage can them‖, ―I keep off tap when cleaning teeth or soaping up‖, ―At home, I keep computer off if I do not it‖, ―I reuse scrap paper (e.g. for writing notes)‖ and ―I wait until I have a full load before putting on the washing machine‖ were exhibit more frequently. The results of this research exposed that it required to be strive to increase the frequency of some of sustainable consumption behaviors like ―product sharing‖, ―biking‖, ―walking‖ and ―second-hand buying‖. After has mentioned the findings of research about the first way which transforming behavior to more sustianable consumption behavior, it is useful to touching on the second way which reducing material consumption of people.The global financial crisis which has been suffered within the last period of time has influenced directly consumption behaviors of Turkish people like the others. The rapid decrease has been observed in consuming the group of product and it has been determined that people lessen their expenditure. By regarding the sustainable consumption behavior, it can be welcomed but actually this shift towards the sustainable consumption behavior may be compulsory. Because the idea of the sustainable consumption behavior desires that the individuals should 410 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo decrease their levels of consumption by focusing the ecological concern and changing voluntarily their behaviors towards the sustainable consumption behavior. Ġn this study, frequency of sustainable consumption behavior was examined. The best impartant limitation is that this research was carried out on class teacher instead of determining a sample including huge and different segments of society. References Barr, S., & Gilg, A. (2006). Sustainable Lifestyles: Framing Environmental Action in and Around the Home, Geoforum, No.37, 906-920. Cooper, T. (2002). Durable Consumption: Reflections on Product Life Cycles and The Throwaway Society, LifeCycle Approaches to Sustainable Consumption Workshop Proceedings Interim Report, International Institute for Applied Systems Analysis, Laxenburg, Austria. Dolan, P. (2002). The Sustainability of Sustainable Consumption, Journal of Macromarketing, Vol.22, No.2, 170-181. Kaiser, F.G. & Doka, G., Et Al. (2003). Ecological Behavior and Its Environmental Consequences: A Life Cycle Assessment of A Self-Report Measure, Journal of Environmental Psychology, No.23, 11-20. Karalar, R. & Erdoğan, B.Z. & Kiraci, H. (2008). Çevreye ĠliĢkin Bilgi Düzeyi ve Sürdürülebilir Tüketim DavranıĢı ĠliĢkisi: Üniversite Öğrencileri Üzerinde Bir Uygulama, 13. Ulusal Pazarlama Kongresi, Adana, Turkey, 368-375. Kong, N. & Salzmann, O. Et Al. (2002). Moving Business/Industry Towards Sustainable Consumption: The Role of NGOs, European Management Journal, Vol.20, No.2, 109-127. Mont, O. & Pleyps, A. (2008). Sustainable Consumption Progress: Should We Be Proud or Alarmed?, Journal of Cleaner Production, Vol.16, No.4, 531-537. Mortensen, L.F. (2006). Sustainable Household Consumption in Europe?, Consumer Policy Review, Vol.16, No.4, 141-147. Peattie, K. (2001). Towards Sustainability: The Third Age of Green Marketing, The Marketing Review, No.2, 129-146. Schaefer, A. & Crane, A. (2005). Addressing Sustainability and Consumption, Journal of Macromarketing, Vol.25, No.1, 76-92. Thogersen, J. & Ölander, F. (2002). Human Values and the Emergence of a Sustainable Consumption Pattern: A Panel Study, Journal of Economic Psyhology, Vol.23, No.5, 605-630. Veenhoven, R. (2004). Sustainable Consumption and Happiness, Driving Forces and Barriers to Sustainable Consumption, International Workshop, University of Leeds. Williams, K. & Dair, C. (2007). A Framework of Sustainable Behaviours that Can Be Enabled Through the Design of Neighbourhood-Scale Developments, Sustainable Development, No.15, 160-173. 411 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 219 Title A name given to the resource Frequency of Sustainable Consumption Behavior of People: A Research on Class Teachers Author Author KARALAR, Rıdvan KİRACI, Hakan Abstract A summary of the resource. The world‘s sources about to running out have been realised as a result of that population increase and economic development to be lived in the twentieth century have caused the transformation from the notion of unlimited economic development to sustainable development notion. Sustainable development is a model that predicts existing generation satisfies their needs without that next generation‘s satisfy their need. The target of sustainable development notion in regard of consumption is to be accepted sustainable consumption behavior. It requires inquiring the frequency of sustainable consumption behavior in question because sustainable consumption pattern to be accepted and spread to the world. This paper gives place to various definition about sustainable consumption behavior and then presents the findings of a research. In the study examined that frequency of sustainable consumption behavior of class teacher who work at elementary schools in Kutahya, Turkey. At the end of this study, it was found that there was a difference between frequency of sustainable consumption behaviors. Also, it was found that means of frequency of all sustainable consumption behavior is mid-level. The results of this research have significant implications for stakeholders of sustainable consumption and future research. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/cbd3f5c4e2118e691139ee9286f18262.pdf 2b06a2f3b5edea62fd0f2892e36b9e9e PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo EU Projects And Project Sample In Sustainable Development Of Lifelong Education Instructor Ahmet Gümüştekin Dumlupinar University Lifelong Training Center Director agumustekin62@hotmail.com Abstract: The countries allocate a high wealth from their budget to provide sustainable development in the field of lifelong education. However the budgets of the institutions are limited because of some reasons it is difficult to allocate institutional budget. Whereas all institutions can draw benefit from EU Education and Youth Programs. The thing to do is to perform a project. Thereby they can provide donation. But many institutions do not have information about such a program. To cover the knowledge shortcoming and to enlighten the projects it is approached the feasibility of the project as a study subject. The lifelong learning program (LLP) which is included in EU Education and Youth Program donates these kinds of projects. Especially Leonardo Da Vinci (LDV) program, inside this program mobility and inside mobility program VET and Education Experts Oriented (VETPRO) project sample “Consultancy applications and application examples in real estate sector”. The sections listed below will try to form the project. -The aim of the project -The connection of the project with participants’ education, vocational and individual development and relation of intercultural language skills -The project’s program aims in relation with the European priorities in call offer -The work plan and the timetable of the project -The abroad information for the participants pedagogical, cultural and language preparation. -The content of education for participants -Budget Keywords: Lifelong Learning, EU, Project, Application Introduction In our country it’s real that there is a lot of qualified personnel shortcoming in many fields. To cover this shortcoming all the institutions can provide donation from EU Education and Youth Programmes. However many institutions don’t have information about such a program yet. To cover the information shortcoming and enlighten the projects it is approached the feasibility of the project as a study subject. Education Programmes Prime Ministry State Planning Organization Center for EU Education and Youth Programmes especially donates in 4 basic titles within the context of Lifelong Learning Programme (LLP). These are Comenius, Erasmus, Leonardo and Gruntvig programmes. Chiefly by the programme Leonardo (LDV) it donates providing extremely high contribution to vocational education. Here, it is drawn attention to the project type providing donation to Mobility Programme and the Vocational Education and Training Experts Programme which takes place in Mobility Programme. Leonardo Programme: Being an EU Vocational Education Programme, Leonardo da Vinci is carried out to sustain and develop the VET policies of EU member countries and candidate member countries. This programme aims to improve quality in vocational education systems and applications using cooperation among countries, to prompt innovation and promote European dimension. Leonardo Programme Mobility Projects: The ones concerned with vocational education, using the donation provided from EU donation programmes, are educated in related institutions or firms of EU countries in a period of time. In the programme there are 3 types of projects. These are the types of projects providing donation for: -The ones who are receiving Basic Vocational Education (IVT) -The ones in Business Market (PLM) -Vocational Education and Training Experts (VETPRO) 160 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo -Basic Vocational Education Receivers (ITV) projects; It contains the mobility of the students receiving vocational education and these trainings can go on 2-39 weeks. -The ones in Business Market (PLM) Projects; ĐT contains the training of the ones newly graduated from high school or university, looking for a work or newly finding a job and these trainings can go on 2-26 weeks. -The Projects that Vocational Education and Training Experts (VETPRO) Benefits; It includes the trainings of the managers responsible for vocational education, trainers, Programme preparers and vocational guidance experts and these trainings can go on 1-6 weeks. The Institutions That Can Make An Application • Vocational Education Institutions , • Public Institutions • Local authorities • Managements, KOBI s • Profession Organizations ( Chambers, Commodity Exchanges) • Civil Society Foundations ( Syndicates, Charitable Funds, Associations) Can make an application and can provide donation within this context. The Reasons Of Making Projects After these information given this question can be asked. Why to make a mobility (VETPRO) project? The answers are; 1- To improve the people’s knowledge and ability about the vocational education, 2- To see the technology and innovation in its place and transfer them to our country, 3- Analyzing the applications and the systems to our institution, then to reach EU standards, 4- To improve our individual and institutional vision, 5- To have the advantages of the certificate “EUROPASS” which is known in whole Europe Project Sample For example, a project sample can be formed towards Vocational Education and Training experts (VETPRO) ( It will be worked up very important parts in the application form because it is impossible to take place in here) It is known that consultant shortcoming in real estate sector is very high. If it is thought that a project is prepared and domestic, foreign partners are found to cover this shortcoming. The thing to do is to determine the problem and write the solutions to a paper. Suppose that the project title is “CONSULTANCY APPLICATIONS AND APPLICATION EXAMPLES IN REAL ESTATE SECTOR” The Aim of The Project “In the world and in our country, there are rapid developments in house, building, buildings shopping center investment financing; vacant lot house and duty buildings as well as buying and selling in the real estate sector. Because of these developments the necessity to well educated marketing, management, real estate evaluation experts and consultants has been increased. Nonetheless in organizing the real estate evolution reports and in real estate consultancy service, it is evaluated that our country has urgency to accord international standards. In our country there is no consultancy policy about real estate sector up until now. It is aimed to make consultancy policies not only in the sector but also in sector’s future working people. It will be focused on searching the system applied in European Union for reaching the target. By observing the consultancy applications in real estate sector in EU in order to form the consultancy services in the sector and strategies to be used in the organizations that provide the relevant education, the project aims; 1- To search consultancy applications in real estate sector and related education applications, 2- To learn the policies applied in real estate sector in European Union countries, 3- To analyze the consultancy applications in real estate sector, 161 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 4- To analyze working systems of real estate firms, 5- To analyze lawful rules about real estate sector in European Union countries, 6- To see dealership and franchising applications in its place, 7- To compare the public and civil society’s collectively actions with our country. In the project to see the good examples in their places, there will be studies to plan strategically for the future of our country to transfer good examples. The mobility will be in the month of November and will be performed with 10 people in Italy.” The Project’s Connection to; education of the participants, vocational and individual developments and its relation to intercultural and language ability: “With this project the participants: -They will be able to generate policies for real estate sector consultancy. -They will be able to understand what to do while developing consultancy services. -They will be able to have foreign language knowledge to communicate sufficiently. -They will be able to learn to compare social responsibility and ethical values about real estate sector subjects. -They will be able to see the actual developments in their places and they will realize necessary judicial statutes and innovations in real estate sector. -They will be able to form a sensitive crowd towards consultancy problems in their institutions. -They will be able to increase social sensitivity by press conferences. -They will be able to gain the application methods and technics from Europe to our society. -They will provide to increase awareness of the society about this subject. -They will be able to transfer their acquisitions to their institutions. Furthermore the participants will be able to improve their foreign languages, to have dialogues with foreigners, to satisfy their needs and they will be able to sustain their life on their own in other foreign countries which they will visit in the future. As a result of the project they will have their personal Europass document so that they will have certificate about the subject.” The Relation of the Project with the Aims of the Programme and The European Priorities Which are stated as Offer Call; In this project; It is aimed to increase the real estate service standards in our country and it is planned to transfer the experiences. Furthermore relating with the aims below it will be possible to reach general aims beside private aims. In this respect; -By the end of LLP programme with the aim to increase mobility at least 80000 per year. The project attendants will be able to sustain their specialties owing to mobility. Thus they will increase the number of beneficiary while they are contributing the mobility as qualification and quantity. -Partners from public and private sector attended to the project. So that the cooperation between institutions and foundations will be increased at the same time owing to the information sharing this is made by common European policies. And it will be provided that these policies to be healthy, to be feasible and it will be provided to introduce these policies to the societies. -Establishing the innovative applications in vocational education and training, this knowledge will be transferred to our country. -Hence the mobility will be in Italy. In addition to English, Italian will be encouraged. So it is also encouraged to learn modern languages. -It is supported to add informatics technology to education and business life so that the services will be more qualified. As a result, the services in education and business will become varied and widespread. In this respect our project: -Hence we don’t have a completed mobility project before. -Hence the male –female proportion of the participants are equal. -Because of applying from Kütahya city, it satisfies national priorities too. The work plan and time table of the project; “Activities can be; -Making the project activity detailing studies with all partners.01-09-2010 / 01-10-2010 162 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo -Choosing the participants (the election criteria will be published in the webpage 3 weeks before mobility if the project was accepted)02-10-2010 / 03-10-2010 -Signing the contract with participants and partners (Participants’ agreeing the financial contribution and attendance to activities, host partners’ paying fees in reply to their providing facilities etc. The contract which is containing these subjects will be signed.)04-10-2010 / 15-10-2010 -The participants’ training seminar. 16-10-2010 / 31-10-2010 -Sharing the activities with the participants and making distribution of duty. 01-11-2010 / 04-11-2010 -Passport, visa, ticket preparation for going abroad.05-11-2010 / 15-11-2010 -Carrying out the mobility in Italy.17-11-2010 / 23-11-2010 -Preparation of reports about the mobility. 25-11-2010 / 10-12-2010 -Preparation of mobility results relying on the reports. 11-12-2010 / 11-01-2011 -Starting the activities for making the results widespread (seminars, press conferences, education of disadvantaged people’s families and all the activities to make widespread.)12-01-2011 / 11-02-2011 -Preparing the final reports and presenting them to national agency12-02-2011 / 28-02-2011 ” The information of the participants’ preparation about staying abroad, taking pedagogical, cultural and linguistic education; “1-Information meetings will be held to the participants for cultural preparation about the host countries’ culture. 2-Professional preparation about real estate consultancy education policies will be made. 3-LDV programme introductory information will be given to the participants. 4-Some words in Italian language will be taught to the mobility participants. The host countries will not participate to these activities. These activities will be carried out in the dates 16-102010 31-10-2010 The content of the participants’ education; In this section there will be given information about the education of the participants in the foreign country. “The education programme below is prepared to satisfy the needs of the participants. For this reason it is included education places, institutes, people, public and civil organizations to this study programme. After the interview with our partner it is declared that these trainings will be provided. Also by signing an agreement it is guaranteed that these trainings will be given. Italy Study Programme 1st Day – Introducing to institution officials and general informing. - Giving information about study programme - Introducing the institution which will give the service and residential accommodation. - Today’s programme aims to recognize our partner, the institutions and residential accommodation. 2nd Day – Searching real estate consultancy services and education applications. Today’s programme aims to learn consultancy services and education applications and transfer our applications to them 3rd Day - Searching the real estate consultancy policies. Today’s programme aims to search service policies and compare with our policies to determine similarities and differences. 4th Day – To learn European policies in real estate consultancy service. Today’s programme it will be searched EU policies and it is provided to compare among Turkey, Italy and EU. In this respect all the participant groups will be provided. 5th Day – Analyzing the education methods about real estate consultancy service. Today’s programme: It is especially for Vocational High School. It is aimed to learn these methods and share information mutually. 6th Day – Searching the thoughts of public and civil organizations about the subject. Today’s programme: It is taken to programme for our participants to give information to public and civil organizations. 7th Day – To have social and cultural trips It is included to the programme to have cultural exchanges.” Budget 163 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo One of the most important sections of the project is to prepare the budget. The heading of the things to pay attention are; the sustenance price per a week changing from country to country, standard transportation costs, standard managing and organization costs. If disadvantaged people participate in the mobility they will need a companion. There will be an other budget item for these people. The budget of the project is calculated like this: -The one week sustenance price for one person 665 Euro, -Maximum transportation cost for one person 600 Euro, -Management and organization donation for VETPRO project type; 1 person 100 Euro and 10 people will attend to the mobility of the project. Budget Items: -Sustenance prices 10x665=6650 Euro -Transportation costs 10x600=6000 Euro -Management and organization donation 10x100=1000 Euro. Total budget of the project will be 13650 Euro. Conclusion When a project like this was prepared, a group of 10 people analyzed the real estate sector’s consultancy services and realized the educative aims of the project to gain experience. As a result of these acquisitions; a-They will be able to generate policies for real estate sector consultancy. b-They will be able to understand what to do while developing consultancy services. c-They will be able to have foreign language knowledge to communicate sufficiently. d-They will be able to learn to compare social responsibility and ethical values about real estate sector subjects. e-They will be able to see the actual developments in their places and they will realize necessary judicial statutes and innovations in real estate sector. f-They will be able to form a sensitive crowd towards consultancy problems in their institutions. g-They will be able to increase social sensitivity by press conferences. h-They will be able to gain the application methods and technics from Europe to our society. i-They will provide to increase awareness of the society about this subject. j-They will be able to transfer their acquisitions to their institutions. References http://www.ua.gov.tr, T.C. Başbakanlık Devlet Planlama Teşkilatı, Avrupa Birliği Eğitim ve Gençlik Programları Merkezi Başkanlığı, Türk Ulusal Ajansı, Hayat Boyu Öğrenme Programı http://www.ua.gov.tr/index.cfm?action=detay&bid=10 T.C. Başbakanlık Devlet Planlama Teşkilatı, Avrupa Birliği Eğitim ve Gençlik Programları Merkezi Başkanlığı, Türk Ulusal Ajansı, Leonardo da Vinci programı. http://www.ua.gov.tr/uploads/leonardodavinci/2010%20Hareketlilik%20Basvuru%20Formu%20Rehberi.pdf.. T.C. Başbakanlık Devlet Planlama Teşkilatı, Avrupa Birliği Eğitim ve Gençlik Programları Merkezi Başkanlığı, Türk Ulusal Ajansı, Hareketlilik Projeleri Başvuru Rehberi. 164 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 421 Title A name given to the resource EU Projects And Project Sample In Sustainable Development Of Lifelong Education Author Author Gümüstekin, Ahmet Abstract A summary of the resource. The countries allocate a high wealth from their budget to provide sustainable development in the field of lifelong education. However the budgets of the institutions are limited because of some reasons it is difficult to allocate institutional budget. Whereas all institutions can draw benefit from EU Education and Youth Programs. The thing to do is to perform a project. Thereby they can provide donation. But many institutions do not have information about such a program. To cover the knowledge shortcoming and to enlighten the projects it is approached the feasibility of the project as a study subject. The lifelong learning program (LLP) which is included in EU Education and Youth Program donates these kinds of projects. Especially Leonardo Da Vinci (LDV) program, inside this program mobility and inside mobility program VET and Education Experts Oriented (VETPRO) project sample “Consultancy applications and application examples in real estate sector”. The sections listed below will try to form the project. -The aim of the project -The connection of the project with participants’ education, vocational and individual development and relation of intercultural language skills -The project’s program aims in relation with the European priorities in call offer -The work plan and the timetable of the project -The abroad information for the participants pedagogical, cultural and language preparation. -The content of education for participants -Budget Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/21bb5e3d8b9b47519f01cd470dc509dd.pdf 4a8144d89031cea100ec34b8f60b05e9 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The Strategic Role of Universities in Local and Regional Development: Case of Cankiri Karatekin University-Turkey Köksal BÜYÜK Cankiri Karatekin University Faculty of Economics and Administrative Sciences Department of Business, Cankiri/Turkey koksal@karatekin.edu.tr Mahmut YAVAġI Cankiri Karatekin University Faculty of Economics and Administrative Sciences Department of Business, Cankiri/Turkey yavasi@karatekin.edu.tr Abstract: It is expected that socio-economic development should be started at local level and extended to regional level and then contributed positively to sustainable national development. New established universities are among strategic actors of local development as well contribute to university education and scientific in Turkey. Therefore, there is a compulsory for universities to work in corporation with local actors in the subject of development in addition to its leader role in national development. After establishment of regional development agencies, development process extending from local to national has gained more importance. Having a take-off and strategic role of universities in local development accelerate this process. In this study cankiri karatekin university choosen as case study will show us that how universities have communicated and coorperated with local dynamics in the field of local and regional development. In this study, activities, projects, formal communications and meeting documents between university and local actors will be investigated via using secondary data. Introduction Most people, traditionally, regard universities as higher education and fundamental research centers. However, in the contemporary period, universities have managed to get beyond this perception. Universities, in a wide spectrum, provide the society, economy, the welfare level and life quality with additional economic, social, cultural contributions. Their activities enter into all aspects of daily life (Rosan, 2006). The different dimensions of the role of universities in regional development have been studied by a variety of scholars. Harvey (2004) for instance, Harvey (2004) have focused on the relationship between regional social participation and universities, Jeffrey (2001) focused on university and the phenomena of new regionalism, Newlands (2003) focused on learning regional universities, Clayman and Holbrook (2003) have studied the relationship between universities and industrial clusters, Seongoh (2000) analyzed the connection between universities and regional renform systems, Chakrabartı and Lester (2004); Bansevicius and Tolocka (1999); Vitaskova (2005); Shadbolt and Kay (2005) have focused on the University-Industry relationship, Cooke and Leydesdorff (2004); Peters (2004); Karlsen (2005) have focused on University and information based regional development relations. All the above mentioned studies regard universities as one of the most important dynamics of regional development (Çetin, 2007). Universities are especially the transporters of working capitals for novel research. In this respect, they are crucial factors in terms of accelerating novelties, and developing new products and services. Universities, since they are the major consumers of local products and services, are catalysts that provide the emergence and development of a chain of added-value to most local small business (Rosan, 2006). Universities, which did only perform education and training functions previously, have become more important institutions and are located in a central position within the socio-economic life of the society in the contemporary information century. Consultancy, widespread education, applied studies, publication activities, health services, the production of technology (…etc.) are the primary functions of the contemporary higher education institutions. In Turkey, in face of the level of development that has been acquired by 363 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo the cities that have universities, other newly developing cities also demanded for Universities. For these reasons, the functions of higher education institutions that have been established in developing regions, in regional development have gained strategic importance. Changing and developing role of Universities in local development in Turkey When we analyze the important studies that were conducted on the university-local cooperation, ―The First Council Workshops on University-Industry Cooperation in Turkey‖ that was organized by Istanbul Technical University in 4-5 November 1994 is one of the important studies. The final report of the council on ―the Development, Strategic Design and Application Model of University-Industry Cooperation‖, was published and sent to over 1000 people and institutions at different official ranks by TUBITAK (The Scientific and Technological Research Council of Turkey) (ITU, 1994). TUBITAK initiated a support program to encourage the establishment of ―University- Industry Common Research Centers‖ in 1996. In line with this program, the financial burdens of these centers are shared by TUBITAK and the industrialists. TUBITAK can support these centers for 5 years. With the condition that TUBITAK‘s financial contribution will not be more than that of the industrialists the financial support is a disposal. According to The Scientific and Technological Research Council of Turkey (TUBITAK) Commission Report in first university-industry congress in 1994, technological developments in market economy countries surely produce new conditions on competitiveness. It is clear that countries and their firms, which use generic technologies effectively and develop it day by day, will get the competitive superiority in the world markets. Technology is the main field to realize this superiority. Competence in technology is sina qu non condition of the industries to keep up with ongoing developments and maintain their competitive power. The other competencies that the market economies require will be built up on this competency base (TUBITAK, 1994). The most important step taken in the 1990s was the Research and Development (R&D) Support Annunciation on November 4th, 1998 (Tebliğ No: 98/10). With this annunciation, the R&D activities of the private sector became widely supported. With the aim of encouraging the industry for R&D, this Annunciation is of crucial importance for University- industry relationship. The industry that improves its R&D and innovation activities will, by nature, engage in cooperation with universities. In this annunciation, in order to encourage university-industry cooperation, article d of the 11th clause tells that ―If the industrial enterprise, procured an R&D service from one of the universities and/or TUBITAK affiliated institutions in terms of a specific project or the enterprise at point performs its R&D activities in one of the aforementioned institutions, then the support percentage will be increased by %30 for these type of service procurement or costs of R&D activities performed in techno-parks.‖ Article c of the 12th clause of the same annunciation, by telling that ―All the project-related expenditures of the universities or research institutions that enter into a project together with an industrial enterprise, with the condition that these expenditures do not exceed $100 000 for each project in the time period of the project, will be provided with the R&D support.‖ One of the most important improvements in University-Industry cooperation over local development in Turkey is the enactment ―Technology-Developing Regions Law‖, which is also known as Technokent (Techno-city) law, in 2001 (Law code: 4691). The law facilitates the employment of academic personal in those regions where technology development is initiated and the contribution of the personnel to production of technology. As it is stated in the first clause, the law aims to provide the grounds through which cooperation can be sustained among the universities, research organizations and institutions. Taking into account the fact that the added value of the industrial sector is relatively higher than other sectors, the establishment of university industry cooperation is of utmost strategic importance for the development of regional industry. The primary task of the industrial sector is to prioritize research-development activities which will be carried out through cooperation with the universities. Especially with the expression that‖the personnel of public institutions/organizations and universities, whose services are required in the activities in the region, can work, either full-time or part-time, with the permission of their institutions. Part-time working Faculty members‘, lecturers‘, research assistants‘ and experts‘ income from their services are exempt from the revolving funds of the universities‖ in the 7th clause, academic personnel are encouraged to participate in this cooperation. Particularly, within the scope of Technology-Developing Regions Law numbered 4691 that was implemented in 2001, since December 2009, in total 37 technology development regions are established: 6 in Ankara, 5 in Istanbul, 3 in Kocaeli, and 1 in Ġzmir, Konya, Antalya, Kayseri, Trabzon, Adana, Erzurum, Mersin, Isparta, Gaziantep, EskiĢehir, Bursa, Denizli, Edirne, Elazığ, Sivas, Diyarbakır, Tokat, Sakarya, Bolu, Kütahya, Samsun, and Malatya (basbakanlik.gov.tr). In technology developing regions; including reformist firms established first on areas like softwareinformatics, electronics, and advanced material technologies and then on designing, Nano-technology, biotechnology, automotive, medicine Technologies and renewable energy the number of R&D projects that are 364 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo conducted in the region have increased up to 3.475 by December 2009. According the results taken at December 2009, in 22 regions:  Firm numbers reached up to 1235  Employed personnel number reached up to 10.806 (8.622 in R&D and 2.184 as supportive personnel)  The number of concluded Projects reached up to 5,775  The number of ongoing projects have reached to 3.475  Exports have reached up to 540 million US Dollars  Number of Foreign companies have reached up to 53 and the total investment by these companies have reached up to 450million US Dollars  The licence applications conducted/approved have reached up to 296. ( basbakanlik.gov.tr). Benefits of Collaboration between University-Industry A collaboration between university and industry has many major and minor benefits to universities, industry and so to society. It is argued that main reason and benefit behind university-industry collaboration is to improve reseacrh and development capability and innovative potential of companies that will help the countries to increase their competitive power. Also By placing a higher priority and being more reponsible to the needs of their local and regional comminities universities could be perceived as useful to society and so ensure to receive a public support that will make public resources more available for higher education. So, entrepreneurial activities are undertaken by universities will not just improve local economic performance but will also provide a financial adavantage for universities (Shattock 1997). First of all these collaborations has critical benefits to society.It is commonly accepted that the development of knowledge economy in cities is based on close cooperation between the world of education, science, research and business. Because of this, in the knowledge economy universities become key actors for the development of the city. Ever more interests of cities and universities are converging in new ways that brings changes to both and creates new alliances between them. Under these circumstances, one of the main focus of urban policy for local development appears to be the adaptation to challenges of network society (Castells, 1996). Cleary (2002) The HEFCE/Universities UK report (2001), The Regional Mission, highlighted a range of contributions universities make to their region:  Regional competitiveness  Urban and rural regeneration  Lifelong learning and employability  Cultural activities  Social well-being and health  A sustainable environment As stated before activities between university and industry not just help regional development but has many benefits to the parts of this collaboration.Yücel argues that interaction between universities and industry has some benefits for each side that motivate them to collaborate. It help universities as  Self development of academic personel,  Developing the studies of fundamental and applied sciences,  To publish the results in order to contribute to science and disciplinary knowledge And for the industries some of the benefits are:  Developing new technologies for the market,  Finding solutions for production,  Developing the product quality,  Increasing the market share (Yücel, 1997). There are also some other reasons that benefits both university and industry. According to Carayannies these benefits are:  Sharing of risk and cost for long term research,  Access to complementary capabilities,  Access to specialized skills,  Access to new suppliers and markets,  Access to state-of-the-art facilities (Carayannis, et al., 2000) On the other hand, there are many benefits that is harder to anticipate because of they are not included neither private benefits of individuals nor direct research outcomes. Some of these benefits are: 365 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo  Increased learning of graduates provides increased learning for non-graduates in the form of knowledge disseminated  Cultural and social standards set by universities improve the social infrastructure which underpin the harmonious working of society and the economy  Valuable means of interaction with individuals and groups from other countries with attendant trade, social and cultural opportunities;  The Promotion of inquiry and dispassionate debate on public policy issues leads to improved public decision making; and  A training ground for staff members who may leave university to take up positions in industry, the public service, governance or the community (Borland, et al.,. 2000). It is important to note that besides the benefits of university-industy collaboration there are also some strong criticisms to this relationship. Especially it is supported that engagement in these types of entrepreneurial activities could destroy academic independence and so they do not conform with the nature of academic activity. But still it is clear that universites has an important role in the context of knowledge economy so it is necessary to form a balance that will ensure universities undertake these type of activities while protecting independence and nature of academic activity (Çelik, 2007) Methodology and Data Sources The case study method was used in our research. One of the several ways of doing social science research is case study research, besides other ways, which include experiments, surveys, histories, and analysis of archival information (Yin, 2003). According to Flyvbjerg, case study methods involve an in-depth, longitudinal examination of a single instance or event. They examine a limited number of variables rather than using large samples and following a disciplined procedure. Case study methods involve systematic way of looking at events, collecting data, analyzing information, and reporting the results. (Flyvbjerg, 2006). Çankırı Karatekin University was established by Law No. 5662 published on Official Gazette with No. 26 536 came into force on May 29, 2007. According to the units of the university, academic staff are given in Table 1. Professor Units Faculty of Science and Literature 4 Faculty of Economics and Adminisrative Sciences 1 Associate Professor Assistant Professor University Instructor Lecturer Expert Research Assistant Total 3 43 1 0 0 21 72 1 19 0 0 0 18 39 Faculty of Forestry 4 2 7 1 1 0 16 31 Faculty of Arts 0 0 5 8 0 0 3 16 Health Vocational School 0 0 0 7 0 0 1 8 Vocational high school 0 Kızılırmak vocational high school 0 The Graduate School of Natural and Applied Sciences 0 1 4 47 2 6 0 60 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Institute of Social Sciences 0 0 0 0 0 0 0 0 Institute of Arts 0 0 0 0 0 0 0 0 Rectorate 0 0 0 0 15 3 0 18 Total 9 7 78 64 18 9 59 244 Table 1: Number of academic staff in the units Çankırı Karatekin University‘s total number of students is 4878 people in academic year 2009-2010. Distribution of educational level is given Figure 1. 366 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Figure 1: The number of students in Çankırı Karatekin University The official correspondences between the University and Local Actors were analysed in terms of content in order to determine cooperation areas since January 1, 2009. In addition, secondary data (questionnaries directed to stakeholders during the strategic planning studies of the University) were used. Assessment of NGOs in Çankırı about the University is given in Table 2. Thoughts about Çankırı Karatekin University Agree (%) Disagre e (%) Undecided % Çankırı Karatekin University provides qualified education to youngs living in Çankırı without going to another city. 61,5 24,5 13,9 The University enhances quality of life in Çankırı (economy, health, education, etc.) 89,5 6,6 4,0 I would like my children or relatives to study at Çankırı Karatekin University 58,9 19,2 19,9 The University will enhance art and culture quality of life in Çankırı (Cinema, theater, cafe, etc.). 89,4 5,3 4,6 Çankırı Karatekin University raises level of the city‘s culture. 81,5 7,3 10,6 I believe that the University forms libertarian and tolerant atmosphere in Çankırı. 68,2 15,9 14,6 I believe that the University was integrated with the people living in Çankırı at sufficient level. 40,4 29,2 29,8 I believe that attitudes and behaviors of students enrolled to Çankırı Karatekin University are good example for youngs in Çankırı. 29,8 43,1 25,8 I would like to rent my home to university students and be neighbor with them. 60,3 16,5 23,2 I believe that Çankırı Karatekin University contributes to vitality of city‘s economic life. 90,8 7,3 1,3 I‘m pleasure due to establishment of the University in Çankırı 96,1 3,3 2,6 Table 2: Assessment of the University by Non-governmental Organisations Whereas %24,5 of the participants to the survey, who are involved in civil society organizations, disagreed with the idea that Çankırı Karatekin University ―provides young people with a good education that they would not need to go to the other cities‖, %61,5 agreed with the idea. Whereas %89.5 of those people expressed their belief that 367 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Çankırı University will improve the life quality, %6,6 expressed the opposite. Additionally, whereas %19,2 mentioned that they would not like to see their child or relative attending Çankırı University, %58,9 mentioned that they would. Whereas %5,3 of the participants disagree with the idea that the university improves the quality of arts and cultural life in Çankırı, %89,4 think that the university improves the quality of arts and cultural life. Whereas %7,3 of these people, who are involved in civil society organizations, disagree with the idea that the university improves the cultural level of Çankırı, %81,5 think that the university improves the cultural level. %15,9 of the participants mentioned that they do not agree with the idea that the university provides a more liberal and indulgent atmosphere to Çankırı. %68,2 of the participants mentioned that they agree with the idea that the university provides a more liberal and indulgent atmosphere to Çankırı. Whereas %29,2 of these people expressed their disagreement with the idea that the university has sufficiently integrated with the people in Çankırı, %40.4 expressed the opposite. %43,1 of these people disagree with the idea that university students‘ behaviors and attitudes represents a good example for the young people in Çankırı but %29,8 expressed that they agree. %16,5 of these people, who are members of civil society organizations, do not want to rent their apartments to or become neighbors with University students but %60,3 expressed that they do not agree with such an idea. Again, whereas %7,3 of these people expressed their disagreement with the idea that the university provides a lively economic life %90,8 expressed their that the university provides a lively economic life. Finally, %3,3 of these people emphasized that they do not appreciate the establishment of a university in Çankırı but %96,1 emphasized that they appreciate it. Çankırı Karatekin University, although it is a newly established university, attracts the attention with its projects that provide contributions to the local development. In table 3, it can be seen that the ongoing projects are valued at 2,401,708 Euro‘s. These projects will play a crucial role in the local development of Çankırı. Supporting Institutions Project Name The assessment of the economic potential of the chickpea agriculture in the North-Passage region and the collection of TUBITAK their weed forms and the identification of their resistance to Antracnoza. The detection of new Micronas on opium puppies and thier TUBITAK Characterization The adaptation of the Continuous Education Approach for the return of Women living in the aggricultural areas to the EU labour market (The Beypazarı Model) En Vogue a tailor-made educational programme to provide EU an attractive stage for young female learners The Start and end Project Dates of the Budget Project 15/09/2007 15/09/2010 € 64.000 01/01/2010 € 106.800 November 2009 December 2011 € 205.659 01/11/2009 31/10/2011 2008 December 2009 August 2010 € 25.249 University Child Arts Workshops (ÜÇSA) Others The University and Change perception in Çankırı Others Cancer Research Project State Planning 2010-2012 Organization € 2 million Table 3: Ongoing Projects at Çankırı Karatekin University As for table 4, there are projects which are concluded and by the conduct of which Çankırı Karatekin University have provided positive contributions to the local development. As it can also be seen in the table, the university has provided positive contributions to the social and economic life with its projects that have a total budget of 147.500 Euro‘s. 368 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The start and end Budget of dates of the the project project Supporting Institution Project Name and Number The application of Jeo-statistics on the relationship between Different land usage types and some certain specialties of TUBITAK Agricultural land and the detailed study and mapping of those lands in Çankırı Yapraklı-Yukarıöz area. Number:104146 05/01/05 05/01/08 € 27.700 The Cultivation and ―In Vitro‖ accelerated reproduction of endemic and endangered types of Muscari Azerum and Muscari Aucheri. TUBITAK Number: 106034 06/01/06 06/01/09 € 72.500 EU ―Eylem 1-2: Today‘s youth, Tomorrows Elder‖ Group Life Talisman EU Uptronic 01/02/09 € 8.000 01/07/09 01/12/200 € 39.314 30/11/2009 EU Table 4: Concluded Projects at Çankırı Karatekin University From the content analysis of the official correspondence regarding the activities that exist in the official communication channels of the university and conducted to improve cooperation with local dynamics, the results that are seen in Table 5 are obtained. Cooperation issues Municipality Governorship Allocations of places temporarily - 2 Provincial Directorate of the Ministries 4 Training (conferences, seminars, panels, etc.) 1 4 15 Expert support of the University 3 - 2 Arrival 1 - - Allocation of bildings constantly 1 3 2 Allocation of vehicles temporarily Reconstruction / Settlement 1 1 2 - - Requesting members to Commission / Concil 2 4 10 Social projects and aid - 4 7 Construction of buildings - - 2 Security - 1 1 Table 5: Analysis of Official Correspondence between Çankırı Karatekin University and Local Organisations (January 2009-April 2010) The point that attracts attention from table 5 is the density of cooperation with the provincial directorates that are affiliated to the ministries. The University, as an institution of education and training, has been in close ties with local units. But the rareness of cooperation with the municipality in educational issues attracts attention. Although the municipality reserves seats for University members in the city council and asks for experts from the university, which reflects a positive picture, the relationship with the municipality is still not in a sufficient level. Another point is the University‘s appointment of the academicians to some commissions and councils by the request of the provincial directorates that are affiliated to the ministries. This situation will improve the grounds for cooperation. Whereas some activities are conducted with the provincial governorship and the directorates that are affiliated to the ministries on social projects and benefactions, it can be seen that there are no such cooperative activities with the municipality. We can see that there is a local solidarity in the solution of physical and location 369 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo inadequacies that are faced by Cankırı Karatekin University because of the reason that it is a newly established university. This situation is a clear indicator that the official institutions and organizations in Çankırı have supported the development of the university. Be it the provision of temporary auditoriums and locations for the conduct of cultural and social activities or be it the allocation of long term locations for the realization of education and training in more healthy conditions, it can be seen that there is an atmosphere of cooperation and solidarity. It can be seen that the relationship with the Chamber of Commerce is at minimal level. Especially, it is clear that there is a need for improvement in relations with civil society organizations. Conclusion Despite the fact that Çankırı Karatekin University is a newly established university the projects that it conducted in a short term indicates that it has a strategic role in local development. The fact that civil society organizations view the university positively shows that a platform of cooperation can be created within the city. The level of cooperation that is achieved with Public organizations can be become more effective with the participation of civil society organizations. Beside education and social projects there is also a need for the realization of projects that might improve the economic life. On this issue, especially the relations with the Chamber of Commerce and trade corporations should be improved. It is seen as a hard task, especially by small-business companies, to furnish an R&D center with machinery- equipment and research personnel. In this regard, with the establishment of a techno-park in the region, it may become possible to fill the technological information need of the industry by using the research infrastructure and space of the university. The legal regulations in Turkey encourage cooperation on this issue. The policies on the intensification of the Industry-University association, the development of information technology, the enhancement of licenses and discoveries, and the improvement of the frequency of solution-finding scientific projects on the regional and urban problems, should become policies with high-scale priority. Çankırı Karatekin University should create a strategic cooperation platform wth the active participation of local actors in order to acquire knowledge about, direct and establish scientific ground for local developments. This platform, which will take a strategic role in local development, should be led by the secretary general of the development agency that is going to be established in the region and starting primarily from the provincial governorship, the general secretary of the special provincial administration, the chair of the provincial assembly, the mayor, the chair of the city council, the provincial directorates of national education, agriculture and health, there should be participants from the provincial directorates that are affiliated with ministries, Chamber of commerce, representatives of different occupation chambers, public opinion leaders and the representatives of different social groups. The working groups that are formed by the members of the platform, in accordance with their profession, should conduct projects and activities regarding local development. The executive board, that coordinates the working groups, should be elected out of the members of the platform and should follow the developments through regular meetings. Since the strategic cooperation platform will play a leading role in regional development, it will create a synergic environment so that it will ensure the fertility and efficiency of the resources that are important for the development of the region. References Bansevıcıus, R. ve Tolocka, T. K. (1999). Development of Co-operation between Lithuanian Technical Universities and Industry in the Period of Economic Restructuring and Privatisation, Global J. of Engng. Educ., 3(2):159-168. basbakanlik.gov.tr/Handlers/FileHandler.ashx?FileId=3790 ―Teknoloji GeliĢtirme Bölgeleri Kanununda DeğiĢiklik Yapılmasına Dair Kanun Tasarısı‖ Borland J., Dawkins P., Johnson D. and Williams R. (2000). Returns to Investment in Higher Education The Melbourne Economics of Higher Education Research Program Report No. 1 Report to the Vice Chancellor, The University of Melbourne, http://www.melbourneinstitute.com/research/micro/rihe.pdf Carayannis, E. G., Alexander, J., Ioannidis, A. (2000). Leverage Knowledge, Learning and Innovation in Forming Strategic Government University-Industry R&D Partnerships in the US, Germany and France, Technovation, Vol. 20, pp. 477-488. Castells, M (1996). The Information Age: Economy, Society and Culture, The Rise of Network Society Blackwell, Volume 1, Oxford. 370 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Chakrabartı, A. K. ve Lester, R. K. (2004). Regional Development: Comparative Case Studies in the US and Finland, Massachusetts Institute of Technology Industrial Performance Center, Working Papers Series on Local Innovation Systems, No:2,1-14. Charles, D. (2001). Universities and Regional Development, Project funded by the European Community under the Targeted Socio-Economic Research (TSER), Final Report, July. Clayman, B. P. ve Holbrook, J. A. (2003). The Survival of University Spinoffs and Their Relevance to Regional Development, Centre for Policy Research on Science and Technology (CPROST), Simon Fraser University, Canada. Cleary, J. (2002). The Entrepreneurial University and http://www.aair.org.au/jir/2002Papers/ Cleary.pdf, (02.04.2010). The Learning Economy in A Regional Context, Cooke, P. ve Leydesdorff, L. (2004). Regional Development in the Knowledge-Based Economy: The Construction of Advantage, http://users.fmg.uva.nl/lleydesdorff/constructed_advantage/jtt2004.pdf. Çelik, G. (2007). In Partial Fulfillment Of The Requirements For The Degree Of Master Of Science In Urban Policy Planning And Local Governments, A Thesis Submitted To The Graduate School Of Social Sciences Of Middle East Technical University. Çetin, M. (2007). Regional Development and Entrepreneurial Unıveriıties, Ege Academic Review 7(1): 217–238. Flyvbjerg B. (2006). Five Misunderstandings about Case Study Research, Qualitative Inquiry, vol. 12, no. 2, pp. 219-245. Harvey, J. (2004). Rural Universities and Rural Development: Making a Difference. A Case Study from Rural Australia, A paper presented to the Europe at the Margins: EU Regional Policy, Peripherality and Rurality Conference. Angers, France, (15-16 April), 1-6. Jeffery, C. (2001). The Resurgence of Regional Governments, Universities and the ‗New Regionalism‘, ACU Conference of Executive Heads, Cyprus, (22-26 April), 1-6. Karlsen, J. (2005). The Knowledge Concept and Universities Third Role, Paper to be presented at Seminar in Kingston, 1-13. Law code: 4691. Teknoloji GeliĢtirme Bölgeleri Kanunu, R.Gazete Tarih: 06.07.2001, Sayı: 24454. Newlands, D. (2003). The Role of Universities in Learning Regions, Paper presented for ERSA 2003 Congress, University of Jyvaskyla, Finland, (27-30 August), 1-20. Peters, M. A. (2004). Universities, Regional Policy and the Knowledge Economy, Policy Futures in Education, 2(2):263-277. Rosan, R.M. (2006). The Role of Universities Today: Critical Partners in Economic Development and Global Competitiveness, http://www.icfconsulting.com/Markets/Community_Development/docfiles/roleuniversities.pdf, (01.04.2010). Seongoh, D. (2000). The Role Of Universities and Research Institutes for The Technopolis Development: The Case of of Taedok Science Town, http://in3.dem.ist.utl.pt/ downloads/cur2000/ papers/S10P06.pdf, Shadbolt, P. ve Kay, J. (2005). Industry Engagement: Transforming http://www.auqa.edu.au/auqf/2005/program /papers/session_f3_paper.pdf. Good Intentions into Good Practice, Shattock, M, (1997). The Managerial Implications of the New Priorities, Higher Education Management, v.9, n.2, p27-34. Tebliğ No: 98/10, 4.11.1998 tarih ve 23513 sayılı Resmi Gazete AraĢtırma-GeliĢtirme (Ar-Ge) Yardımına ĠliĢkin Tebliğ. TUBITAK (1994), Türkiye Üniversite-Sanayi ĠĢbirliği Birinci ġurası: Üniversite-Sanayi ĠĢbirliğinin GeliĢtirilmesi, Strateji Tasarımı ve Uygulama Modelinin Ortaya Konulması Alt Komisyonu Raporu, BTP 94/02. Vıtaskova, A. (2005). Cooperation between Universities and Private Enterprises: The Real (Im)Possibility, Systems Integration, 454–459. Yin, R., K., (2003). Case Study Research. Design and Methods. Third Edition. Applied social research method series Volume 5. Sage Publications. California. Yücel, Ġ. H., (1997). Bilim-teknoloji Politikaları ve 21. Yüzyılın Toplumu. http://ekutup.dpt.gov.tr/bilim (02.04.2010). 371 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 205 Title A name given to the resource The Strategic Role of Universities in Local and Regional Development: Case of Cankiri Karatekin University-Turkey Author Author BÜYÜK, Köksal YAVAŞI, Mahmut Abstract A summary of the resource. It is expected that socio-economic development should be started at local level and extended to regional level and then contributed positively to sustainable national development. New established universities are among strategic actors of local development as well contribute to university education and scientific in Turkey. Therefore, there is a compulsory for universities to work in corporation with local actors in the subject of development in addition to its leader role in national development. After establishment of regional development agencies, development process extending from local to national has gained more importance. Having a take-off and strategic role of universities in local development accelerate this process. In this study cankiri karatekin university choosen as case study will show us that how universities have communicated and coorperated with local dynamics in the field of local and regional development. In this study, activities, projects, formal communications and meeting documents between university and local actors will be investigated via using secondary data. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/40bd2223c081080c3793589bd44a752c.pdf 73d1a020a70938186b3b32adc500ea7a PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Effects of Internal Entrepreneurshıp as an Innovative Activity: a Field Research on Manufacturing Industry Öznur BOZKURT Düzce University Akçakoca Tourism Management High School oznurbozkurt54@yahoo.com Serkan BAYRAKTAROĞLU Sakarya University Faculty of Economics and Administrative Sciences serkanb@sakarya.edu.tr Abstract: Intraperneurship is an entepreneurship activity in existence foundation. Intrareneurship is an innovative activity which is very important for competition. In this study, intrapreneurship is considered within the scope of innovativeness, it is discussed what the efficient causes are on the formation of internal entrepreneurship structures and what sort of effect internal entrepreneurship has on company achievement. In this study, in which internal entrepreneurship is considered as an innovative activity was used and questionnaire method was used for the purpose of data acquisition. According to the results of research, there are significant relationships between innovation and intrapreneurship. In addition corporate entrepreneurship and innovation were higher tendency in research organizations. Introduction The word ―entrepreneur‖ comes from the French word "Entreprendre" which means to take on. Entrepreneur who is undertakes to organize and risk. In recent years, entrepreneurs have been doing many different jobs that they require to expand the definition. Today, an entrepreneur as an innovatory or developer to find and capture opportunities; converts these opportunities into marketable ideas; in time, adds value this ideas with money or skills; to apply these ideas to bear the risks of the competitive market place and these efforts can translate into money (Kuratko and Hoggets, 1995: 4). Intrapreneurship, in recent years prominent in the literature and stated that entrepreneurship in an existing organizations and it is an integral part of the innovation concept, previously considered only features of the largescale organization. Later on this concept to be regarded as tools to provide development and growth. Employees to act as entrepreneurs and have the right to autonomy become a key element for strategic development in organization. The need to have entrepreneurial thinking to respond to environmental changes has brought a different view in entrepreneurship. Entrepreneurship is not limited or start a new business to establish production. It includes changes in the organization. Today, entrepreneurship means starting a new job and looking for opportunities in existing organizations for creating and innovative acts. When evaluated from this point of view,this process includes entrepreneurial behavior. Intrapreneurship Concept On the basis of intrapreneurship, entrepreneurial thinking is spreading into the organization. In general, intrapreneurship is demonstrating total entrepreneurship and innovation effectiveness within an existing organization and directed staff to act as entrepreneurs (Koçel, 1998: 17). Within an existing institution by one or more employees out of a importent innovation for the company and implementation (Carrier1996,p.7). intrapreneurship, besides innovation to create or maintain a competitive advantage to organizations, markets and sectors is redefined. (Covin and Miles, 1999,p.50). Intrapreneurship emerges in an existing organization and is separated from conventional behavior. Regardless of size of organization, beyond create a few new business opportunities, is an innovative activity (Antoncic and Hisrich, 2003). 648 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Dimensions of Intrapreneurship Many studies are regarding intrapreneurship with six intrapreneurship dimension. These dimensions are typically include new products, services, market technology and management techniques to develop a strategic change, autonomy, and proactiveness elements. These dimensions in relation to each other (Rule and Irvin, 1988). New Business Opportunities: In short it can be defined, as regardless of the size of organization, demonstrating on innovationof the existing products or markets and creating new jobs (Antoncic, 2007). The company's bringing new products or innovation in existing products for the future. In other words, it is about making improvements to meet the needs of the market (Jarna and Kaisu 2005). According to another definition the company's market and their products by redefining and mobilizing the company's internal dynamics is to turn the company‘s staff into entrepreneurs. This application helps through competitively regulation of the company's vision and business arrangement (Fitzsimmons, 2005: 18). Innovation: Innovation is a particular function of entrepreneurship. Innovation means creating wealth with new sources or wealth creation by increasing the use of existing resources as a potential (Drucker,1998). For firms creating and maintaining competitive advantage in the market dynamism is necessary pushing innovation. Corporate entrepreneurship or intrapreneurship in terms of innovation is an important factor. Development of new technologies related to the products, services and administrative practices (Antoncic and Hisrich, 2001). New Venture Initiation: Companies to produce new products or market improvements is existing products for future market needs (Fitzsimmons, 2005). Regardless of the size of organization new processes are put in market or products (Antoncic, 2007). Proaktiveness: This term expresses to gain a competitive advantage for companies and predict events, risk taking and to be first in the market. In other words, for the firm's competitive ability is achieved new products, services, technology and management techniques in the market (Jarna and Kaisu, 2005). Strategic Renewal: The basic idea is toensure the organizational change and rebuild (Antoncic, 2007). Strategic and organizational changes oriented as innovation, market, customer and competitor (Fitzsimmons, 2005). Manifesto, called B-type of strategic renewal, reconstruction of existing missions and change in creative direction, changed the system and refers to organization structure focused on innovation. Usually this kind of change as revealed for the organization's basic values (Jarna and Kaisu, 2005). Autonomy: The development of independent entrepreneurship in society, open-minded and free-willed person to act as brave decisions have an important role. Likewise, intrapreneurship as an considered organizational level which implementation and development of the necessary conditions, creative and new ideas to individuals or teams within the company. Therefore, it is necessary to have an important motivating factor in the market leader is to find an independent entrepreneurial spirit (Ağca, 2005). Internal Environmental Factors Affecting Intrapreneurship There are many factors which influence intrapreneurship Intrapreneurship in the literature mainly talks about two environment: Internal environment and external environment. In place of intrapreneurship in a company and success seen as determining the organizational features includes elements such as, communication, formal control, environmental monitoring intensity, organizational and administrative support, and organizational values. The effect on intrapreneurship of the external environment characteristics include dynamism, technological opportunities, industry growth, demand for new products and intense competition. Organizational characteristics, individual characteristics and environmental interactions create entrepreneurial behavior. Zahra (1991) refers to the emergence of corporate entrepreneurship with many factors that affecting intrapreneurship. Threats / hostile (threatens on the company's mission competition / competitors) dynamism are important factors. Heterogeneity of the developments creating demand for company's products in the market and in addition to administrative structures and values among these factors are considered. Greenberger and Sexton (1988) mentioned in some special situations that trigger the emergence of entrepreneurial behavior. These are changes in 649 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo corporate governance, merger or take over their competitors' moves to increase market share, and new technology development, economic changes, changes in customer expectations and changes in the process (Hornsby et al, 1993). Relationship Between Entrepreneurship And Innovation Innovation is an entrepreneurship activity. Innovation means ―creating new sources of entrepreneurship for wealth creation or with use of existing resources to create prosperity‖ (Drucker,1998). The relationship between entrepreneurship and innovation has been one of the subjects of several investigations for many years. R & D is seen as a technological innovation for more than half a century ( Zahao, 2005). Moreover, inventions used as the narrow definition of innovation. Innovation is a multidimensional concept and has technical characteristics. Innovation takes place in a radical way and change in products, services as well as the change in management even may be in technology change so is a multidimensional process that is beyond the technical aspects (Zahao, 2005). The relationship between entrepreneurship and innovation and entrepreneurs be seen as innovator which was first introduced by Schumpeter in 1930. According to him, entrepreneurs may impact providers through economic development by making innovations. According to this entrepreneurial paradigm, entrepreneurs hasve assumed a dynamic process for starting-up business by innovativeness activity. As a result of an entrepreneur's innovation process some tools such as Product and service differentiation, successfully meet market needs were created These are the process of entrepreneurial innovation. Innovation is an continuity activity. Therefore, evaluation of new ideas must be used for profit (www.focusinnovation.net, 2010). Intrapreneurial innovation can be carried out by employees. The employees may be holding a special effort to innovate and so it is an important element for the firm to support this request. On the other hand, employees' support is a potential source for the company. Human capital is an important element for the company's innovation potential. Support of intrapreneurship affect lowering the cost by preventing supplied outside innovation (Subramanian, 2004). Importance and Purpose of Research Intrapreneurship is briefly defined as an entrepreneurship in the existing organization and in this respect, intrapreneurship positively affects the staff and institutions. Intrapreneurship isconsiderd within innovation context in this study, investigating environmental factors which affect the intrapreneurship formation and the impact of intrapreneurship in the success of companies have been discussed. Also it is investigated in this study that there exists a significant relationship between innovation and intrapreneurship. Research Method This study employed a standard questionnaire for data collection. Reviewed the relevant literature and questionnaire was created. There are total 76 questions in the first part of questionnaire for measuring the environmental factors which affect intrapreneurship, relation between innovation and entrepreneurship. In the second part of the questionnaire has total 9 questions to determine demographic characteristics. Whilst choosing the sample of research some certain criteria has been considered, such as companies having at least 50 employees and that have been passed 5 years of activity operating in the manufacturing industry as well as with companies having more than 250 employees and registered in Chamber of Commerce and Industry of Sakarya. Randomly selected 340 white collar employees in 33 companies answered the questionnaire. Data collected were then analyzed using SPSS 16.0 program. Research Questions 1. 2. 3. 4. 5. 6. How perception of innovation in studied corporate? How is the perception of intrapreneurship is seen in sample organizations? Is intrapreneurship differentiated according to gender? According to the company's activities while in innovation and entrepreneurial orientation tend to vary? According to the company's age, do companies differently tend to apply innovation and intrapreneurship? Are there any relationship between intrapreneurship and innovations? 650 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Findings Variable Age of Firm Less than 5 5-9 10-14 15-19 20+ No Export Revenue Less than % 20 %20-%40 %41-%60 %61 + Work in Less than 1 year 1-5 year 6-10 year 11-20 year 21 and + Woman Sex Man Frequency % 15 4,6 84 61 79 25,5 18,5 24,0 90 27,4 103 32,9 76 24,3 60 19,2 49 Variable Frequency % 43 12,9 87 115 85 161 173 19 26,1 34,5 25,5 48.2 51.8 6,5 75 25,8 114 39,2 15,7 %6- %10 %11 -%20 60 20,6 25 8,0 %21 + 23 7,9 43 13,0 10 3,0 176 91 21 1 53,0 27,4 6,3 0,3 166 34.9 21-30 31-40 41-50 51 + Married 144 142 32 8 210 42,9 42,3 9,5 2,4 63 215 64.8 Single 124 37 50-100 Number Employees of 101-250 251-500 500+ Manager Employee %0- Status Increase Number Employees in of %0 -%5 21 - Age Marital Status Table 1: Frequency Distribution of Demographic Characteristics Research examined the demographic characteristics of the companies 27% and over 20 years of operating, 34% of the cases has more than 250 employees, approximately 70% of its have an export income, The increase in the number of employees by a ratio of 40% from 6% to be between 10%, and approximately 80% of questionnaire respondents between 20 and 40 age are shown. also 63% of survey respondents were married and 65% are male and 48% of managers. Disagree Frequency % Unstable Frequency % Agree Frequency % Mean Increase the resources to R & D activities. 91 26.8 70 20.6 179 52.7 3,38 R & D expenditure is above the industry average. 101 30 114 33.8 122 36.2 3,12 Innovation is important factor for the institution. Total 51 15.2 59 17.6 225 67.2 3,69 81 24 81 24 175.3 52.03 3,39 Variable Table 2: Dimensions of Innovation As shown in the table above 52% of research participants with 3.38 average stated that increasing the resources allocated to developing new products. Moreover, 67% stated that innovation is an important element for the institution but the resources allocated to R & D according to industry averages is not fully clear. The average size is 52% innovation. This ratio is quite high. 651 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Dimensions of Intrapreneurship Innovation Arithmetic Average 3,39 Standard Deviation 0,730 Starting New Business Venture Self-Renewal Risk Taking Proactive Behavior Competitive Assertiveness Autonomy Intrapreneurship 3,47 3,40 3,35 3,56 3,28 3,40 3,38 0,729 0,690 0,708 0,749 0,654 0,713 0,592 Table 3: Descriptive Statistics of Intrapreneurship Dimensions There are descriptive statistics whit related to entrepreneurship to researches companies in table 3. Between those dimensions that have the highest average proaktivite dimension. This dimension has 3.56 average. The lowest average is the competitive initiative. Moreover, intrapreneurship seems the range of 3.38. within a 5-level scale. Variable Internal Communication Factor Formal Control Environmental Scanning Organizational and Administrative Support Organisational Values Disagree f (x) % 68.7 20.3 82 24.5 45.6 13.5 68.8 20.4 70.5 20.7 Unstable f (x) % 70.7 20.9 56.5 16.7 60.3 17.8 62.4 18.5 76.7 22.5 Agree f (x) 173.5 198.7 232.6 200.4 192 % 58.8 58.8 68.6 60.8 56.6 Mean 3.44 3.44 3.75 3.54 3.48 Technological Opportunities 45.5 13.45 46 13.35 246.5 73.2 3.78 Dynamic Environment Intense Competition Sectoral Growth and The Demand For New Products 81.75 93.6 46.6 24.27 28.02 13.86 57.25 68.8 60.33 17 20.82 17.93 200.25 171.4 229.66 58.7 51.3 68.2 3.44 3.30 3.74 Table 4: Environmental Factors Affecting Intrapreneurship Internal and external environmental factors affect intrapreneurship. Accordingly, having the the largest effect elements on intrapreneurship are as follows; environmental scan (3.75), technological opportunities (3.78), industry growth and demand for new products (3.74). Innovation Intrapreneurship Low Medium High Total Significance : 0.000 df: 4 R²: 0.56 Low 14 38 0 52 Medium 6 91 26 123 High 0 46 116 162 Total 20 175 142 337 Table 5: Relationship Between Intrapreneurship and Innovations As shown in the table, there is a high level relationship between intrapreneurship and innovation. The rate of this relationship is examined, intrapreneurial activity is effective innovation in a ratio of 56%. Firm Innovation Mean A g e Starting New Business Venture Mean SelfRenewal Mean Risk Taking Mean Proactive Behavior Mean 652 Competitive Autonomy Intrapreneurship Assertiveness Mean Mean Mean �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Less than 5 5-9 year 10-14 year 15-19 year 20+ 3.27 3,31 3.16 3.20 3.20 3.48 3.30 3,27 3.18 3.42 3.23 3.21 3.62 3.23 3.37 3.30 3.79 3.63 3.74 3.63 3.70 3.59 3.79 3.67 3.43 3.57 3.55 3.34 3.57 3.33 3.33 3.41 3,32 3.35 3.23 3.34 3.43 3.08 3,28 3.29 Table 6: According to Firm Age Corporate Entrepreneurship As shown in table 6, firm age matters in having intrapreneurship characteristics for companies. In literature intrapreneurship has a history of at least five years for establishment of intrapreneurship in company. The companies with less than 5 years age have lower intrapreneurship means (3.27) . As the company of the firms increases they tend to be more intrapreneur. But after 10-14 years (for 15-19 and +20) this increase stops and begins to decline. Conclusions In recent years, intrapreneurship has been a major field of study for utilization of opportunities. Internal entrepreneurship include, risk taking, innovation, proaktiveness, strategic innovation, autonomy and tend to intense competition. These are expressed as organizational trends. Main goal of intrapreneurship, against the fast-changing market demands in the environment can turn into opportunities and create business behavior to new areas of competition, dynamism, flexibility and innovation. In this study, intrapreneurship, has been evaluated under the organizational and environmental determinants. Internal factors are considered as, open communications, environmental monitoring, event successful for the administrative support and formal control administrative support elements of these factors the highest level relationship with the corporate entrepreneurial than others. Environmental factors which affect corporate entrepreneurship was considered, intense competition, dynamic environment, technological opportunities, industry growth and demand for new products. technological opportunities the most of of relations with intrapreneurship. In this study the relationships were examined within the framework of intrapreneurial innovation. Innovative applications created internal entrepreneurs and this study concluded that there is an impact of intrapreneurship practices on innovation (%56). References Agca, V. (2005). Intrapreneurship Structures and Firm Performance Effects: Research Company in the Textile Sector in Denizli ,PhD Thesis, Afyon Kocatepe University Institute of Social Sciences, Afyon Antoncic, B. (2007). Intrapreneurship: a Comparative Structural Equation Modeling Study, Industrial Management and Data System s(vol.107, No.3, pp.309-325). Slovenia Antoncic, B., & Hisrich, R.D. (2003). Clarifying The Intrapreneurship Concept, Journal of Small Business and Enterprise Development (10 (1) s.7-24.) Antoncic, B. & Hisrich, R.D., (2001). Intrapreneurship: Construct Refinement and Cross-Cultural Validation, Journal of Business Venturing (16 (5), s. 495-527). Carrier, C. (1996). Intrapreneurship in Small Businesses: an Exploratory Study, Entrepreneurship Theory and Practice (21 (1), s. 5-20). Covin, J.G., & Miles, M.P. (1999). Corporate Entrepreneurship and Pursuit of Competitive Advantage, Entrepreneurship Theory and Practice, 23 (3), 47-64. Drucker, P. (1998), The Discipline of Innonation, Harward Business Review, Nowember-December 653 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Fitzsimmons, J.R., Douglas, E.J., Hisrich, R.D. & Antoncic, B. (2005). Intrapreneurship in Australian Firms, Journal of The Australia and New Zealand Academy of Management (11 (1): 17-27). Hornsby, J.S., Kuratko, D.F. and Zahra, S.A., (2002). Middle Managers‘ Perception of The Internal Environment For Corporate Entrepreneurship: Assessing A Measurement Scale, Journal of Business Venturing, (17 (3), s.253-273). Jarna, H. & Kaisu, K. (2005). How About Measurıng Intrapreneurshıp?, Small Business Institute, Turku School of Economics and Business Administration, Finlan Kuratko, D. & Hoggetts, R. M. (1995). Entrepreneurship, Third Edition, The Dryeden Pres, Orlanda Koçel, T. (1998). Entrepreneurship but Which One, Executive Excellence (s:10). Rule, E.G. & Irwin, D.W. (1988). Fostering Intrapreneurship: The New Competitive Edge, The Journal of Business Strategy (9 (3), s. 44-47). Subramanian, N. (2004). The Economics of Intrapreneurial Innovation, Working Paper Series, Jel Classifications (D21, G32, L22, L23) Zahao, F. (2005). Exploring the synergy Between Entrepreneurship and Innovation, Internetional Journal of Entrepreneurial Behaviour and Research (Vol.11, no.1, pp.25-41) Zahra, S. A. (1991). Predictors and Financial Outcomes of Corporate Entrepreneurship: An Exploratory Study, Journal of Business Venturuing (6 (4), s.259-285). http://www.focusinnovation.net/techtransfer.html(05.02.2006) 654 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 304 Title A name given to the resource Effects of Internal Entrepreneurshıp as an Innovative Activity: a Field Research on Manufacturing Industry Author Author BOZKURT, Öznur BAYRAKTAROĞLU, Serkan Abstract A summary of the resource. Intraperneurship is an entepreneurship activity in existence foundation. Intrareneurship is an innovative activity which is very important for competition. In this study, intrapreneurship is considered within the scope of innovativeness, it is discussed what the efficient causes are on the formation of internal entrepreneurship structures and what sort of effect internal entrepreneurship has on company achievement. In this study, in which internal entrepreneurship is considered as an innovative activity was used and questionnaire method was used for the purpose of data acquisition. According to the results of research, there are significant relationships between innovation and intrapreneurship. In addition corporate entrepreneurship and innovation were higher tendency in research organizations. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/99a99d901044cbf225748456c317163f.pdf 0a4f5df5dce467ff54885c5f8ac6a47c PDF Text Text Effect Of Trichoderma Harzianum And An Arbuscular Mycorrhizal Fungus Glomus Mosseae On Fusarium Crown Rot (Fusarium Culmorum) In Wheat (Cv Altay 2000) Ş.Evrim Arıcı University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY evrima@ziraat.sdu.edu.tr Đlknur Eser University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY evrima@ziraat.sdu.edu.tr Hulya Özgönen University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY hozgonen@ziraat.sdu.edu.tr Abstract: The necrotrophic fungal pathogen Fusarium culmorum causes crown rot disease (CR) in wheat. The experiments were designed to compare the effectiveness of Trichoderma harzianum and Arbuscular Mycorrhizal Fungus Glomus mossea on reduction of F. culmorum in wheat (cv Altay 2000) in pots tests in this research. Three weeks after sowing, percentage of diseased emerging seedlings were evaluated. In pot trials, Trichoderma harzianum, Glomus mosseae were initially evaluated for reducing disease on wheat cultivars Altay 2000 planted in sterilized soil artificially infested with the pathogen. Wheat plants growing from T. harzianum, and G. mosseae showed the average disease severity of 82.68% for 30-40% while plants from untreated soil had the disease severity of 75% and 98%, respectively Both of them gave also a good control in wheat cultivars. The ability of these isolates to affect the infection of wheat seedlings by F. culmorum may be of potential value in field trials Introduction Fusarium culmorum (W.G.Smith ) is important soilborne pathogens that cause seedling, foot and root rot and head blight of wheat. There are no chemical means to control effectively both of fungi and resistant cultivars are not avaliable. Therefore, the use of microorganisms as a biological control for these diseases is of interest. However, there are few reports of a biocontrol agents against F. culmorum. Many studies have proved the potential of Trichoderma spp.and Arbuscular Mycorrhizal Fungus as biological agents antagonistic to several soil borne plant pathogens (Grondona et al. 1997; De Meyer et al. 1998; Altomare et al. 1999; Jacobs et al. 2000; Ahonen-Jonnart et al. 2000; Rosling et al. 2004; Kucuk & Kıvanc, 2005; Ozgonen & Erkilic, 2007; Askar & Rashad, 2010). Strains of Trichoderma can produce antifungal metabolites. They may also be competitors with fungal pathogens, which promotes plant growth. In addition, a number of Trichoderma strains are able to secrete lytic enzymes such as chitinases and β-(1,3)glucanases when grown in liquid media supplemented with either polymers such as laminarin or chitin or with fungal cell walls. The beneficial effects of arbuscular mycorrhizal fungion plant growth depend in part on the members of the symbiosis and their interactions with other organisms present in the rhizosphere (Ocampo, 1993). 10 �The purpose of this study was to evaluate the interaction between the pathogen and the fungal antagonist and the possibility of mycoparasitism under the biological control of F. culmorum by T. harzianum and Glomus mosseae. Material and Methods T. harzianum was isolated from soil surrounding wheat roots infected by Fusarium culmorum. The isolated culture was kept on Potato Dextrose Agar (PDA). F. culmorum and T .harzianum was grown at 7 days on potato dextrose agar (PDA), Growing medium (115 gr sand, 35 g corn meal) were autoclaved twice on subsequent days at 121 0C for 60 min, and then were inoculated with one 6-mm-diameter PDA plug excised from an actively growing each F. culmorum and T. harzianum culture (Sneh et al. 1998). Flasks were then placed in a growth chamber at 24 0C for 21 days. Glomus moseae was bulked up on maize and used as mycorrhizal fungal inoculum. Mycorrhizal inoculation were performed by incorporating the inoculum including soil infested with spores mixed with root fragments, 2-3 cm below the seeds (Miles & Wilcoxson, 1984). Inoculum amount was determined as 1000 spores 10 g -1 for each plant as seed treatment. Wheat seed cv cv Altay 2000 were sterilized (%5 sodium hypocloride) and sown in pots. 1 seeds/cultivar in five pots was sown for each soil sample After 11 days 2% growing medium was added in steril soil in pot Prothioconazole +Tebuconazole was used as fungucide (Table 1). Treatment Control (-) Control (+) Glomuss mosseae +F.culmorum+T.harzianum F.culmorum+T.harzianum Glomuss mosseae +F.culmorum F.culmorum+Prothioconazole +Tebuconazole Table 1:Treatments on wheat plants. After sowing each pot received 100 ml of tap water. Pots were maintained in a greenhouse at 21 C and watered daily for 21 days. After plants had been harvested and the roots were washed free of soil, disease was assessed on roots and subcrown internodes. Severity of disease was evaluated on a scale of 0–5 in which 0: no lesion evident, 1: <25% roots and subcrowns with necrosis, 2 :26–50% roots and subcrowns with necrosis, 3: 51–75% roots and subcrowns with necrosis, 4: 76–100% roots and subcrowns with necrosis, and 5: no plant emergence. Obtained data from bioassays were analyzed by SPSS version 16.0.1. Data were analyzed by ANOVA and treatment means separated by TUKEY test (P <0:05) to select isolates for a new assay with several cultivars 0 Results and Discussion In greenhouse experiments, of T. harzianum, Glomus mosseae and Lamardor initially screened for ability to suppress damping-off of wheat when applied to wheat seeds in sterilized soils. The results obtained for the pot/soil experiment are given in Table 2. Lamardor caused a decrease in the percentage of diseased plants. Lamardor provided 60% inhibition rate for F.culmorum. Treatments with T. harzianum and Glomuss mosseae significantly reduced severity of symptoms of F. culmorum damping-off as compared with the non-treated controls. Among the antagonists were significantly better than the control, but it was not statistically different from each other. The results shown that T. harzianum was found to have a wide range of inhibitory effects against Fusarium culmorum. T. harzianum provided 65-70% inhibition rate for F.culmorum. T. harzianum gave also a good behaviour and growth in soil. It was observed colonization of Trichoderma harzianum (data not shown). T. harzianum is a potential agent for the biocontrol of plant pathogens. 11 �Treatment Control (-) Control (+) Glomuss mosseae +F.culmorum+T.harzianum F.culmorum+T.harzianum Glomuss mosseae +F.culmorum F.culmorum+Prothioconazole +Tebuconazole Scala Value 0±0,0 a 4,7±0,3 c Diseases severity % 0 95 1,3±0,3 b 30 1,6±0,5 b 35 1,6±0,3 b 2±0,3 b 35 40 Table 2 Cultivar reaction to the inhibition of F.culmorum after treatment with Glomuss mosseae , T.harzianum, Prothioconazole +Tebuconazole. Means with different letters are significantly different at p<0,05 using TUKEY test. Mycorrhizal fungi reduced the percentage of diseases severity in infected wheat plants. These result is in agreement with Askar & Rashid (2010). We found that Glomuss mosseae decreased root rot by 65-70%. Many researchers have reported that colonization of mycorrhizal fungi can reduce root diseases caused several soil born pathogens (Wehner et al. 2009; Hozgonen et al. 2010). Mycorrizal colonization was observed in the root of wheat and in soil (data not shown). Wheat with Mycorrizal fungi was observed to receive protect from F.culmorum relative to control plants in our experiment. Biological control is becoming an important component of plant disease management. It was reported that Trichoderma harzianum and Glomuss mosseae are the most effective agent for the biocontrol of fungal pathogens (Kucuk & Kıvanc, 2005; Ozgonen & Erkilic, 2007). Dunlop et al. (1989) showed that an isolate of T. koningii inhibited the saprophytic growth of G. graminis (Sacc.) Arx and Oliver var. tritici Walker (Ggt). In conclusion, our study showed that T. harzianum and Glomus mosseae were superior in suppressing the disease. Fron the obtained results that both of biological agents showed an antagonistic effect on plant pathogenic fungi and Glomus mosse colonization increased plant resistance against infection with F. culmorum as well as on their biochemical and physiological features. Thus they could be used in certain biological control studies References Ahonen-Jonnart U., Van Hees, P.A.W., Lundstrom, U.S., & Finlay, R.D. (2000). Organic acids produced by mycorrhizal Pinus sylvestris exposed to elevated aluminium and heavy metal concentrations. New Phytol. 146: 557– 567. Altomare, C., Norvell, W.A., Bjorkman, G., & Harman G. (1999). Solubilization of phosphates and micronutrients by the plantgrowth- promoting and biocontrol fungus T. harzianum Rifai 1295-22. Applied and Environmental Microbiology, Vol. 65, No. 7, 2926-2933. De Meyer, G., Bigirimana, J., Elad, Y. & Hofte, M. (1998). Induced system resistance in Trichoderma harzianum T39 biocontrol of Botrytis cinerea. Eur. J. Plant Pathol. 104: 279–286 Dunlop, R.W., Simon, A., & Sivasithamparam, K. (1989) An Antibiotic from Trichoderma koningii Active Against Soilborne Plant Pathogens. Journal of Natural Products 52: 67-74. Grondona, I., Hermosa, R., Tejada, M., Gomis, M.D., Mateos, P.F., BrIdge, P.D., Monte, E. & Garcia-Acha I. (1997). Physiological and biochemical characterization of Trichoderma harzianum, a biological control agent against soilborne fungal plant pathogens. Appl. Environ. Microbiol. 63: 3189–3198. Jacobs, H., Boswell, G.P., Ritz, K., Davidson, F.A. & Gadd, G.M. (2002). Solubilization of calcium phosphate as a consequence of carbon translocation by Rhizoctonia solani. FEMS Microbiol. Ecol. 40: 65–71. 12 �Kücük, K., & Kıvanc, M., (2003). Isolation of Trichoderma Spp. and Determination of Their Antifungal, Biochemical and Physiological Features .Turk J Biol 27, 247-253 Rosling, A., Lindahl, B.D., Taylor, A.F.S. & Finlay R.D. (2004). Mycelial growth and substrate acidification of ectomycorrhizal fungi in response to different minerals. FEMS Microbiol. Ecol. 47: 31–37. Sneh, B., Burpee, L., & Ogoshi, A. (1998). Identification of Rhizoctonia species. American Phytopathological Society Press. St Paul, 133 pp. 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 321 Title A name given to the resource Effect Of Trichoderma Harzianum And An Arbuscular Mycorrhizal Fungus Glomus Mosseae On Fusarium Crown Rot (Fusarium Culmorum) In Wheat (Cv Altay 2000) Author Author Arıcı, S.Evrim Eser, İlknur Özgönen, Hulya Abstract A summary of the resource. The necrotrophic fungal pathogen Fusarium culmorum causes crown rot disease (CR) in wheat. The experiments were designed to compare the effectiveness of Trichoderma harzianum and Arbuscular Mycorrhizal Fungus Glomus mossea on reduction of F. culmorum in wheat (cv Altay 2000) in pots tests in this research. Three weeks after sowing, percentage of diseased emerging seedlings were evaluated. In pot trials, Trichoderma harzianum, Glomus mosseae were initially evaluated for reducing disease on wheat cultivars Altay 2000 planted in sterilized soil artificially infested with the pathogen. Wheat plants growing from T. harzianum, and G. mosseae showed the average disease severity of 82.68% for 30-40% while plants from untreated soil had the disease severity of 75% and 98%, respectively Both of them gave also a good control in wheat cultivars. The ability of these isolates to affect the infection of wheat seedlings by F. culmorum may be of potential value in field trials Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/f5402090f096a3805e63c018d62dbbd5.pdf 34bbc28543f6eca4e5f745f0b3d3d91c PDF Text Text Architecture Constructions Which Were Established Taraklı In Sakarya, Turkey Ahmet C. APAY Department of Construction, Sakarya University, Adapazari, Turkey, aapay@sakarya.edu.tr Tahir AKGUL Department of Construction, Sakarya University, Adapazari, Turkey, takgul@sakarya.edu.tr Emine AYDIN Department of Construction, Sakarya University, Adapazari, Turkey, emineb@sakarya.edu.tr Abstract: Taraklı, although its history goes very back, is an Ottoman settlement place in which the Ottoman civilian architecture samples are abundant when its pattern that should be protected was taken into account. It is a fact that the mentioned architectural asset was unnoticed until the recently and the required studies should be carried out in order to reveal this our valuable heritage. It is an expected process for this 200-300-year architectural pattern to fray and extinct. It is only possible with the academic studies to stop or slow down this process. The value of the studies on this issue was stated in traditional architectural heritage regulation as follows. “Traditional architecture has a special place for the whole society and it is a reasonable source of proud. It is accepted as an attractive product that reflects the characteristics and differences of the society. It is utilitarian, attractive and pretty. It is both the focus of contemporary life and a document for the past of a society. It is an inappropriate behavior not to make an effort to maintain these traditional harmonies which create the core of the human being’s existence on the world.” There are approximately 400 historical structures, 90 of which are documented, in Taraklı that still protects its traditional pattern and features and has a rooted history. These structures are composed of inns, baths, schools, mosques and houses in great numbers with public buildings in a few numbers. In this study, the general architectural pattern and the features of this pattern of the current structures in Taraklı that witnessed to our architectural history with its architectural aesthetic and eyeful beauty was examined. Moreover, the studies to be carried out to protect our historical heritage were determined analyzing the current structures Keywords: Taraklı, historical wooden structures, architectural pattern. 1. Introduction Taraklı, a district located in the Marmara Region and in the borders of Sakarya city, is surrounded by Bolu city Göynük district in its east, Geyve district in its west, Bilecik city Gölpazarı district in its south and Akyazı district in its north. Taraklı is 70 km’s far away from Sakarya that it is situated in, 250 km’s from Ankara and 200 km’s from Istanbul (Figure 1). 328 �Figure 1: Location of Taraklı (Google Earth, 2008) Taraklı which is located in a place that Sakarya interacts with the districts of Bolu and Bilecik was established in a woody area in a valley between the mountains and hills (Figure 2). The area of this district with an altitude sea level of 485 meters is 334 km2. According to the general census of population in 2008, the population is 7.693 The economy of the district is based on agriculture, animal husbandry and tourism. Within the borders of Taraklı, there are 4 quarters and 22 villages (Table 1). Figure 2: A General View From Taraklı District Years Municipality Quarters Villages 1990 1 4 24 1997 1 4 22 2000 1 4 22 2008* 1 4 22 * According to TUIK (Turkish Statistical Institute) Total 10.906 10.436 9.220 7.693 Table 1: The Population in Taraklı between the Years 1990-2008 As mentioned in Travelbook of Evliye Çelebi, it was stated that it is named as Yenice Tarakçı as people in the district are busy with box wooden spoon and comb. This name changed as Taraklı in colloquial language. In Evliye Çelebi’s Travelbook, he summarized the architectural pattern of Taraklı stating that “Its castle is still ruined. However, it is a pretty town with vineyards and orchards in a streamed river and 500 thriving houses örtülü with wooden sticks and tiles. It includes 11 niches and 7 quarters. As all people are busy with spoon and comb making, they call the city as Taraklı…” The facts that the settlement in this region is not located on a much used trade route, the development and the population increase rates are slow and people in this region migrate helped the architectural pattern in the region maintain up to now protecting its characteristics. In the region that has an intense architectural pattern, among the structures that remain up to now are castle ruins on the hill of Hisar, reservoirs, Taraklı houses that form the Ottoman city pattern, the Ottoman streets, inns, baths, mosques, schools, handcraft workshops and the town square. 329 �2. The Place of Taraklı in the Ottoman-Turkish Architecture There are many factors in the shaping of housing architecture and these can be ordered as the family structure, geographical situation and climate, the material that can be accessed, traditions and customs, environmental conditions, cultural and social life. There are three factors that are influential in the architecture of Taraklı houses. These are the family structure, climate and cultural richness. Although the functionality seems more important than the decorative and shaping elements in the setting design tradition coming from the Ottoman culture, there a perfect harmony of functionality and aesthetic. The household, especially women, in Turkish family structure spend the most of their time (the whole time in villages and towns) at home; therefore, houses are designed as working, entertainment and relaxation places. For example, in order a woman busy with handcraft to accomplish her job at home, the weaving looms are placed in the house. On the other hand, the entertainment groups of the woman come together in these houses as well. Moreover, as the families are patriarchal, all settings are connected to the hall. Despite all this functionality, in the architecture and design of Turkish houses, the purity, respectfulness, family unity and solidarity of the Turkish people is reflected on the housing architecture clearly. The dominant house type in Taraklı is wide beginning from the west of Anatolia to Bosnia Herzegovina, Yugoslavia in the Balkans and to Crimean that is rooted in this area. Sakarya Taraklı basin houses in this wide setting are reflecting the characteristics of the Ottoman house architecture. The architectural aesthetic and eyeful beauty of Taraklı which is a pretty district of Anatolia that emerged in a historical period with its current characteristics and the architectural structures of houses that witnessed to our history and most of which are still being used were investigated by the researchers and it was managed to document this historical heritage. 3.The Characteristics of Taraklı Traditional Settlement Pattern In Taraklı, as in all towns of the Ottomans, in general, the settlement that is integrated with the nature and in accordance with the naturalness of the area was taken as the basis. Dominantly, the structures seem like as if they were climbing up the hills and the areas in the middle of the towns are straight and straight settlement appears here. In Taraklı, which has a structure that the structuring and the transportation is hardly accomplished due to their topography, the elements that form the town pattern have also the function of managing required works as in other Anatolian towns. When the distribution of functions within the town is taken into account, it can be seen that religious, trade, administrative, educational and accommodation structures are found in the town center and the houses are established around Ulu Mosque and on the hills. The center that determine the social life is placed nearly in the middle and on the straightest area and Yunus Paşa Mosque, Old Bath and traditional bazaar pattern which are among the old structures are in this area. In investigations of the district center of Taraklı, it was determined how the area in the center had been used. Occupancy and emptiness analyses indicated that the areas beyond the settlement structures had been used ad greenery zone. This greenery is both the gardens that belong to the structures and the landscape arrangements in general. When taken from the structuring perspective, an abundant structuring can be seen in the “downtown” area and in the axle of Atatürk Avenue which is the main artery of Taraklı. The density of structuring in other areas can be said to be homogeneous. Almost each house has a big or small garden. Again, the functionality analysis carried out in the district center of Taraklı indicated that a great part of the structures had been used as a house. The settlement of houses and trade areas showed that these two areas had been strictly separated from each other. All trade functions were groups around the “downtown”. In addition to this, the axle of Bolu that was within the main route was the axle that most public structures were placed. Again some several public buildings (hospital, school, etc.) were placed around the upward quarter. 4. The General Architectural Characteristics of Taraklı 330 �4.1 Current Situation Analysis in Taraklı Traditional Architecture In studies aimed at determining the Taraklı architectural pattern and presenting solutions for the determined problems, the structures in Hacı Murat Quarter, Ulu Mosque Quarter and Yusuf Bey Quarter were investigated. In these investigations; • It was seen that in terms of construction system, 74% of the structures were constructed in wooden skeleton system with mud-brick and brick, 25% of them were armored concrete and 1% of them were stone structures. All of the stone structures were religious and monumental structures (Figure 4). • In terms of the number of floors, 10% of the structures were one-floored, 72% of them were twofloored, 16% of them were three-floored and 2% of them were four-floored or more than four. • When they were categorized according to the purpose of using, it was seen that 74% of them were houses, 14% of them were trading houses, 5% of them were home offices, 2% of them were public buildings, 1% of them were monumental and religious structures and 4% of them were the others (storage, etc.). Although the houses were available in all part of the district, trading houses were mostly found in Ulu Mosque Quarter (Figure 5). • When they were categorized according to their original forms, it was determined that out of 400 houses that had the characteristics of traditional structure 60% of them were in their original forms, 30% of them lost their originality on its front insignificantly, 10% of them lost their originality in terms of their body, plan and front significantly. These rates are the indicators of the fact that Taraklı architecture has preserved its originality up to now. The structures which were preserved in their original forms were gathered around Ulu Mosque, on Hisar hills, in the north of Hacı Murat Quarter and Yusuf Bey Quarter. • When it was examined according to the newly-built structures, it was seen that 17% of them were in accordance with their environment with their bodies and fronts, 60% of them were in accordance with their environment with their bodies but not in accordance with their fronts and 20% of them were not in accordance with their environment. When these rates were taken into consideration, it was determined that people behaved unconsciously and sloppy to preserve the architectural pattern. Figure 3: Construction Materials/Systems of Buildings in Taraklı Town Center 331 �Figure 4: Current Building Category of Taraklı Town Center When they are investigated in terms of their structures, it was seen that 75% of the traditional houses did not have any structural problems, 12% of them needs structural repair, 12% of them were restored and 1% of them were dangerous. 4.2 Front Appearances and Building Typologies At the end of the typological research, the traditional architectural plan type was determined. At the end of this study, it was found that the buildings in Taraklı were with overhanging in the middle, overhanging in lateral, double overhanging, a rooftop terrace with an extensive view, one-saw overhanging, saw-overhanging, wholefloor overhanging and without overhanging. There are many buildings in Taraklı with the aforementioned typological characteristics and with different appearances. The structures below are examples of these typological characteristics. These examples are presented figuratively and visually below (Figure 5) Overhanging in the middle 332 �Overhanging in lateral Double overhanging A rooftop terrace with an extensive view One-saw overhanging Saw-overhanging 333 �Whole-floor overhanging Tüm cephe çıkmalı Without overhanging Figure 5: Front Views and Building Typologies 4.3. Plan Styles In this part, the traditional architectural plan styles were determined at the end of the investigations on the houses. At the end of these investigations, it is possible to categorize the houses in general as with internal halls, with external halls, with halls in the middle. 4.3.1. Plan Style with External Halls This plan style is composed of a sequence of rooms and a hall in front of them. Hall and Iwans are the elements that enrich this simple plan. Halls and iwans were built with a closed design. There is a stair at the one corner of the hall (Figure 6). The houses with external halls were built as two-floored. It is composed of rooms sequenced towards the hall. It is the simplest and original type of the plan style with external halls. The rooms were oriented to the street while the hall was oriented to the yard. The size of the hall changes according to the number of rooms. The stair is designed at the one corner of the hall with one railing parallel to the wall. To the one edge of the hall, drum stove and two windows are placed. This part of the hall was changed into a kitchen separating with a wall or a wooden screen afterwards. 334 �Figure 6: A Sample for the Plan Style with External Halls 4.3.2. Plan Style with Internal Halls The hall is between the sequences of rooms placed in both sides of it ( Figure 7). The hall is enriched with the elements like iwan, stair hall and overhanging. In some samples, hall is reflected on the front with different types of windows according to the rooms. Figure 7: A Sample for Plan Style with Internal Halls 4.3.3. Plan Style with Halls in the Middle In the light of the principles of the plan style with halls in the middle schema, a plan type that is composed of a hall in the middle and rooms in both sides and known also as split aubergine model can be seen (Figure 8). Although the external hall is unprotected against the harsh climate, the hall in this type of plan is protected due to the rooms. The middle hall that organizes this schema is service settings like rooms, kitchen and toilet that opened into the hall. The basement floor is connected through the entrance door and it is composed of barn, haybarn and storage places that are opened to it. Figure 8: A Sample for the Plan Style with Halls in the Middle The hall is an organizer in both floors. With a bay-windohbyuwed room attached to the hall upstairs, it enables the social interaction with the environment and the integration with the nature being oriented to the garden and yard. In the samples in Taraklı, the ceiling of the hall is higher compared to the room and big iwan’s and the 335 �embroidery is done to the horizontal strip occurred as a result of the rise. In the four-iwanned styles, the entrance of the rooms is made as chamfered and this gives an octagon appearance to the hall which is not ordered. The hall is reflected on the front with different types of windows and overhanging. 5. Conclusion and Recommendations At the end of the investigation, if we are to divide the houses into three groups according their architectures and built dates which affect the architectural pattern significantly and to determine the follow-up studies according to these groups separately; a) The armored concrete structures which is against the traditional town architecture; since the beginning of 80s, armored concrete structures which are not associated with the architectural pattern of the town has started to be built in municipally protected areas as a result of both negligence of historical heritage and aesthetic and economical developments. In addition to the fact that this structuring is threatening the historical pattern of the town, it is quite far away from the traditional structure. An immediate municipally recycling project should be developed that includes these structures and these structures that threaten the historical patterns should be removed. b) The structures built between the Independence War years and 1970s; these structures were built in accordance with the traditional pattern in terms of system and architecture; however, front handworks and door and window forms were changed. As they are the structures that include original pattern on the basis, it is possible for these mentioned structures to be made a part of historical pattern by making delicate workmanship. The domestic administration should prepare a study including the cooperation with the house owners for this purpose. c) Structures that were built in the later 18th and 19th centuries and in the scope of the “Traditional Ottoman House”; these structures are the 200-year old houses that managed to maintain up to now and that create the original architectural pattern of Taraklı. These houses are composed of approximately 400 houses, 90 of which were documented by now. The precautions that should be taken in order to preserve these houses in the scope of the cultural heritage can be listed as below: • Taraklı, which looks like a miniature Ottoman town, should preserve its original form both with its civilian architecture and other works and the city development situation should be reorganized if it is required. • When the current city development plan is examined, religious, administrative, trade, accommodation, educational structures are in the town center. The houses are found mostly on the hills. Therefore, the structures to be built should be built taking this feature of the town into account. • The structures frayed in a natural process should be repaired preserving their architectural situations that are in accordance with their original and real forms. Before starting the repair, the required projects should be prepared according to their original forms and the application should be accomplished according to this project. • There are still many historical houses still being used. However, some houses are abandoned. The precautions should be taken to prevent the extinction of these abandoned houses. In this concept, life in traditional houses should be encouraged and supported by means of aids and helps; thus both these wasted structures will be reappraised and the deforming of the historical and municipal pattern will be prevented. Taraklı has a housing pattern that should be preserved; therefore, the structures that have been built recently and deforming the historical pattern of the town should be arranged according to the historical pattern if possible, if not, radical precautions should be taken by the people in charge to make this structures rebuilt. Moreover, the newly-built houses should be designed taking the plan typologies of the historical houses into consideration and the building should be appropriate to the plans. Recently, Taraklı, a topic for different urban restoration projects and scientific studies, developed dramatically in terms of preservation and restoration. However, the physical structures found in Taraklı, which is an important settlement place in which our cultural heritage is available with samples from the Ottoman architecture and has remained up to now, should be examined with their historical architectural values and appropriateness to the environment and the restoration should be accomplished taking these features into consideration. It should not be forgotten that Taraklı could become a lively Ottoman town only after these attentive studies. 336 �References [1]Akgul T., Apay A. 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Sosyal Bilimler Dergisi, Cilt VII, Sayı 2, Afyon, s.165-200, 2005 [9]Özköse, A. “Ahşap Kültürü-Anadolu’nun Ahşap Evleri” T.C. Kültür Bakanlığı, ISBN 975-17-2616-6 Ankara, Turkey, 1998 [10]Günay, R. “Safran Bolu Evleri” Yapı Yayın, ISBN 975-8599-33-X, Đstanbul, Turkey, 2003 [11]Günay, R., “Geleneksel Ahşap Yapılar-Sorunları ve Çözüm Yolları” Birsen Yayınları, ISBN – 9755112863, Mart 2007 [12]ARI, A., Irmak Dergisi, Taraklı Evleri–1,2, Sayı 26-27-28, 2003 [13]Taraklı Kaymakamlığı, Tarihin Doğayla Buluştuğu Yer TARAKLI, Çizgi Ofset, Ağustos 2003 [14]Evliya Çelebi Seyahatnamesi, Cilt 3, Üçdal Neşriyat, Đstanbul 2005 [15]http://www.kenthaber.com/marmara/sakarya/Taraklı/Rehber/genel-bilgi/Taraklı-genel-bilgi, Website [16]Turan, M., “Tarihi Taraklı Evlerinin Taşıyıcı Sistemi Ve Yapım Tekniklerinin Belirlenmesi”, Sakarya University, Sakarya/Turkey, 2004 [17]ICOMOS Traditional Architectural Heritage Regulation, p 1, 1999. 337 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 449 Title A name given to the resource Architecture Constructions Which Were Established Taraklı In Sakarya, Turkey Author Author APAY, Ahmet C. AKGUL, Tahir AYDIN, Emine Abstract A summary of the resource. Taraklı, although its history goes very back, is an Ottoman settlement place in which the Ottoman civilian architecture samples are abundant when its pattern that should be protected was taken into account. It is a fact that the mentioned architectural asset was unnoticed until the recently and the required studies should be carried out in order to reveal this our valuable heritage. It is an expected process for this 200-300-year architectural pattern to fray and extinct. It is only possible with the academic studies to stop or slow down this process. The value of the studies on this issue was stated in traditional architectural heritage regulation as follows. “Traditional architecture has a special place for the whole society and it is a reasonable source of proud. It is accepted as an attractive product that reflects the characteristics and differences of the society. It is utilitarian, attractive and pretty. It is both the focus of contemporary life and a document for the past of a society. It is an inappropriate behavior not to make an effort to maintain these traditional harmonies which create the core of the human being’s existence on the world.” There are approximately 400 historical structures, 90 of which are documented, in Taraklı that still protects its traditional pattern and features and has a rooted history. These structures are composed of inns, baths, schools, mosques and houses in great numbers with public buildings in a few numbers. In this study, the general architectural pattern and the features of this pattern of the current structures in Taraklı that witnessed to our architectural history with its architectural aesthetic and eyeful beauty was examined. Moreover, the studies to be carried out to protect our historical heritage were determined analyzing the current structures Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 360 Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 745 Date A point or period of time associated with an event in the lifecycle of the resource 2010-12-01 Keywords Keywords. Thesis NonPeerReviewed PR English literature,PZ Childrens literature https://omeka.ibu.edu.ba/files/original/7595716c529b085d0b42506e0fe4270f.pdf 7f579d78a1203bbc02aa2a390924a923 PDF Text Text INTERNATIONAL BURCH UNIVERSITY FACULTY OF EDUCATION DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE PERCEPTIONS AND EFFECTIVENESS OF BEING A NON-NATIVE ENGLISH SPEAKER TEACHER (NNEST) AS A FOREIGNER IN BOSNIA AND HERZEGOVINA GRADUATE PROJECT by Harun BAŞTUĞ Project Supervisor Assist. Prof. Dr. Azamat AKBAROV SARAJEVO December, 2010 �PERCEPTIONS AND EFFECTIVENESS OF BEING A NON-NATIVE ENGLISH SPEAKER TEACHER (NNEST) AS A FOREIGNER IN BOSNIA AND HERZEGOVINA Harun BAŞTUĞ MA, ELT, 2010 Submitted to the Graduate Study Unit in partial fulfillment of the requirements for the degree of Master of Arts in ELT INTERNATIONAL BURCH UNIVERSITY 2010 �1 APPROVAL PAGE Student : Harun BAŞTUĞ Faculty : Faculty of Education Department : English Language and Literature Thesis Subject : Perceptions and effectiveness of being a non-native English speaker teacher (NNEST) as a foreigner in Bosnia and Herzegovina Date of Defense : 15.12.2010 I certify that this final work satisfies all the requirements as a graduate project for the degree of Master of Arts. Asst.Prof.Dr. Azamat AKBAROV Head of Department This is to certify that I have read this final work and that in my opinion it is fully adequate, in scope and quality, as a graduate project for the degree of Master of Arts. Asst.Prof.Dr. Azamat AKBAROV Supervisor Examining Committee Members Asst.Prof.Dr. Azamat AKBAROVInternational Burch University …………... …………... Prof. Dr. Srebren DIZDAR Sarajevo University Asst.Prof.Dr. Melih Karakuzu International Burch University …………... It is approved that this final work has been written in compliance with the formatting rules laid down by the Graduate Study Unit. Asst.Prof.Dr. Azamat AKBAROV Head of Graduate Study Unit �PERCEPTIONS AND EFFECTIVENESS OF BEING A NON-NATIVE ENGLISH SPEAKER TEACHER (NNEST) AS A FOREIGNER IN BOSNIA AND HERZEGOVINA 1 Abstract In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local non-native English speaking teacher. Key words: English language teaching, NNEST �Acknowledgements There are many people who helped to make my years at the graduate school most valuable. First, I thank Mr. Assist. Prof. Dr. Azamat AKBAROV, my major professor and dissertation supervisor. Having the opportunity to work with him over the years was intellectually rewarding and fulfilling. I also thank Mr. Assist. Prof. Dr. Melih KARAKUZU contributing much to the development of this research starting from the early stages of my dissertation work. Many thanks to Computer Department Staff, who patiently answered my questions and problems on word processing. I would also like to thank to my graduate student colleagues who helped me all through the years full of class work and exams. The last words of thanks go to my lovely wife, Mine BAŞTUĞ who is also an English teacher for her patience, encouragement and her endless support through this long journey. �To my lovely wife, Mine BAŞTUĞ �Table of Contents 1. ....................................................................................................................... Abstrac t..................................................................................................................................... ii 2. ....................................................................................................................... Table of Contents ................................................................................................................ iii 3. ....................................................................................................................... 1. Inroduction ........................................................................................................... 1 2. Status Of The Non-Native English Teachers .................................................... 3 3. Perceptions of being a Non-native Teacher (NNT) ........................................... 5 3.1 NNS Teachers‟ Self-perceptions ................................................................... 6 3.2 NNS Teachers in The Classroom .................................................................... 6 3.3 Students‟ Perceptions of NNS Teachers ......................................................... 7 4. Effectiveness of being a Non-native Teacher (NNT) ......................................... 8 5. Conclusion ........................................................................................................... 10 References ................................................................................................................. 11 Curriculum Vitae ..................................................................................................... 13 4. ....................................................................................................................... �1 2 3 4 5 6 Chapter 1 Introduction Initially, we should mention the difference between Native Speaker and Non-Native Speaker in terms of Language Pedagogy. In an article on the differences between NTs and NNTs, Nayar (1994) states that non native speakers are often regarded as language deprived, unreliable speakers in terms of language competence when compared to native speakers, who have phonological, linguistic, and communicative competence as well as linguistic identity. On the other hand, it is considered that non-native speaking teachers have a „bright‟ side. It could be also pointed out that, even if non-native-speakers normally use bookish language and speak in a less confident way, they are more empathetic, attend to the students` real needs, show more commitment, have realistic expectations of the students and are more insightful. According to Medgyes (1994), we should analyze the different areas of difficulty. Vocabulary: There are some problems with the English lexicon as well as with any other language: many words have different meanings according to the context, idioms, synonyms, etc. In short, vocabulary resists mastery. Fluency: Oral fluency requires many qualities, such as readiness to speak, speech rate, etc, in which non-native-speakers are in a disadvantage. Non-native-speakers' speech tends to be redundant due to the difficulty in finding the right structures at the right time. �Pronunciation: It is obvious that non-native-speakers are marked by a foreign accent that in the worst cases interferes with other people's understanding. Grammar: Grammar is the favorite field for non-native-speakers It is said to be more concrete and more learnable than vocabulary. The increasing demand for English all over the world and the ever-increasing number of NNTs in the field -about eighty percent of English teachers worldwide- (Samimy & BruttGriffler, 1999) has led to debates regarding to whether English should be taught by native (NT) or by non-native teachers (NNT) and whether NTs or NNTs are better in terms of teaching the language. If you ask anyone to be taught by whether native teacher (NT) or nonnative teachers (NNT), most of the learners would say that by native teacher (NT) due to the fact that NTs have the advantage of having the cultural, phonetic and lexical knowledge of the target language. According to the one study aiming to present the attitudes of EFL learners towards NTs and NNTs, interview results were not surprising (Gorsev, 2008). That is, the majority of the students (13/18) in the English prep school of a private university in Istanbul in 2007-08 academic years chose natives as better English teachers when asked whether they preferred to have NTs or NNTs. The rest thought it would be more “suitable to have NNTs during the early stages of L2 learning process” as they “benefit from Turkish explanations a lot. We assume that that result would be nearly same in other countries in the same conditions. There is no doubt that there is inevitable difference between native teacher (NT) and nonnative teacher (NNT) as mentioned above. However, I will try to show the differences �between the non-native English speaking teachers who are local teachers and foreign teachers. We will also try to mention foreign teachers` effectiveness as non-native teachers. 7 8 9 10 11 Chapter 2 Status of the non-native English teachers 12 There is no doubt that native speakers of a language have a feel for its nuances, are comfortable using its idiomatic expressions, and speak it fluently. Unfortunately, native English speakers without teaching qualifications are more likely to be hired as ESL teachers than qualified and experienced NNESTs, especially outside the United States (Amin, 2000; Braine, 1999). But many in the profession argue that teaching qualifications should be required of all English teachers, regardless of their native language (Nayar, 1994; Phillipson, 1996). Phillipson also considers NNESTs to be potentially the ideal ESL teachers because they have gone through the process of acquiring English as an additional language. They have first-hand experience in learning and using a second language, and their personal experience has sensitized them to the linguistic and cultural needs of their students. The native speaker fallacy has created a number of challenges with which NNTs must contend in the workplace and in their daily lives. Although the majority of English teachers in the world are not native speakers of English (Matsuda & Matsuda, 2001), NNTs struggle for equal treatment in the ELT profession. They face a number of challenges, including those related to accent and credibility in the workplace. According to one research, it is shown that considering NS teachers ideal teachers and trying to prove themselves all the time affect the self-confidence of NNS teachers negatively as well. For example, in a study with 78 NS and 18 NNS teachers working at different universities in the United States, Moussu (2006) found that NS teachers were more confident than NNS �teachers about the strengths of their teaching and language skills. NNS teachers, on the other hand, were found to have low self esteem because of their limited knowledge of American culture and foreign accents. Although NNS teachers constitute 80% of the total ELT workforce worldwide, they are “typically treated as second class citizens in the world of language teaching”. Rajagopalan (2006) believes this is due to the fact that native speakers are usually regarded as the only reliable source of “authentic “ language and that the target language is considered to be “whatever the native speakers speak”. In the meantime NS teachers are often hired with little or no teacher education because of an “automatic extrapolation from competent speaker to competent teacher-based on linguist grounds alone” (Seidlhofer, 1999). Studies carried out in the US (Mahboob et al., 2004), UK (Clark and Paran, 2007), and Turkey (Celik, 2006) have all shown that being a native speaker is important for employers of English teachers, especially in private language schools and universities. It might be true that non-native teacher can teach better English than the native speakers. That is because they have struggled themselves to learn that language. They know exactly where learners lack and where they make mistakes often. They are also aware of many more techniques of learning to speak which is not the case with the native speakers. Most nonnative speakers have degrees in language teaching and many years of experience, whereas many native speakers either have little language teaching qualifications or little experience. According to Ulku and Derin (2010), the analyses in general revealed a similar picture regarding Turkish teachers‟ opinions on NS/NNS dichotomy when they start teaching. At first they feel hostile towards the system of admission, but they accept the superiority of NS teachers. They also realize that as English language teachers they can be as successful as NS teachers and this awareness seems to increase their self-esteem. They feel annoyed by the situation they are in, while accepting is as it is and even feel “lucky” as they are given a chance to work with NS teachers in the same institution. �13 14 15 16 17 18 Chapter 3 Perceptions of being a Non-native Teacher (NNT) Language acquisition is influenced by the complex interactions of a number of variables including materials, activities, and evaluative feedback. That is why all language teachers believe that a central characteristic of good language teaching and good language teachers is the fact that they place a great importance on students‟ needs, interests, likes and dislikes. Teachers‟ knowledge about the subject matter and pedagogy plays an important role in responding those needs, and is one of the sources of motivation for further development. Willingness and a desire for continuous improvement have been considered as some of the characteristics of autonomous teachers (McGrath, 2000). Language teachers should have a desire to learn more about their profession. They may look for ways to further develop professionally, and will be open to new ideas on how to do so on their own or with colleagues. Teacher may feel that they have to stick to the curriculum and follow the syllabus more closely. But they should find extra activities that are appropriate for students. It is better to keep in mind the aims while trying to motivate the students. Supplementing the course book by looking for materials and activities may help to respond students‟ problems and needs. Activities that activate students‟ previous knowledge enhance their learning and motivate them, and that foster the real use of the language through communication. �19 3.1 NNS Teachers’ Self-perceptions It can be claimed that due to their lower language proficiency and different teaching behavior in comparison with their NS counterparts; research on students‟ perceptions indicates that they tend to be more supportive of NNS teachers the longer they are taught by them (Enric, 2005). According to one the study done by Ulku and Atay (2010), it was mentioned that “I‟m-not-anative speaker” syndrome is common among NNS teachers and this has negative consequences on their confidence as they feel inferior and inadequate when they compare themselves to their L1 colleagues Institutions offering English language programs often promote themselves as employing NS teachers and advertisements for teaching positions often require that applicants are native speakers implying that NS teachers are preferable in some way. The reason for the commercial preference for NS teachers appears to be that despite the academic arguments and evidence there is still a broad social acceptance of the native speaker model (Pacek, 2005; Thornburry, 2006). Such institutions advertise that all of their teachers are native speakers in order to attract attention from students and parents, and increase their enrollment rates. Native speaker teachers are generally paid much more than their non-native speaker counterparts and get extra benefits, like lodging. 20 3.2 NNS Teachers in The Classroom Having the knowledge of two or more languages in one mind and using another language for any purpose have implications for language teaching. There might be pros and cons of native and NNS teachers from the students‟ perspective. NNs teachers may have some problems in lexical and phonological way. But at the first steps, learners may prefer their local teachers. Thus they should explain some grammar structures and some words may be translated into native language. �The role of the mother tongue in the second language classroom is very important. Ernesto Macaro (2005) provides answers to questions related to the reasons that make code-switching (by definition only available to the bilingual teacher) a contentious issue in the L2 classroom and the purposes and frequency of code switching. He finally advances a pedagogical proposal based on an interaction between functionally based code switching (the use of the L1 is beneficial because it facilitates classroom interaction or improves the learning of the L2 or both. 21 3.3 Students’ Perceptions of NNS Teachers Most schools do not have good facilities for second language learning. In many cases, teachers use the most convenient textbooks available on the market, without a prior and proper assessment of their suitability in terms of the very specific needs of the learners. In addition, the learners themselves are not often aware of the fact that many professions require particular linguistic skills that they must learn. In terms of language acquisition, students must be competent in order to learn second language. Because of the syllabi students have two or three English classes a week. It is not easy for both NS and NNS teachers to make students be interested in second language. As a foreigner NNS teacher may lead them use the target language before, during and after the classes. That is why Bosnian students feel themselves have to talk in English as if they were talking to NS teachers. �22 23 24 Chapter 4 Effectiveness of being a Non-native Teacher (NNT) I am a Turkish who was taught English as a foreign language by local Turkish teachers from middle to high school. Then, I graduated from one of the Turkish universities. Maybe I should confess something. While studying in university, we had no chance to use our target language out of the lessons. We were all Turkish students and we had mostly Turkish professors. Late 90s, we had no opportunity to access the Internet, as well. Thanks to the technology, there are now a lot of opportunities to reach the sources of English in order to improve your language. You can keep in touch your friends in worldwide through the Internet. I have been teaching English for ten years, and I have had the opportunity of living in a foreign country for three years. As a non-native speaking English teacher, I can clearly say that being in Bosnia as a Turkish man makes me happy in my classes and satisfies me that I am teaching English to my students. I have been working in a private school where the wealthier parents send their children to. It is similar to public schools, but since parents pay �more for their child's education, classes are smaller, more teaching resources are available, and expectations are higher. However, as a foreign teacher you must meet higher requirements to land a job here. Furthermore, in the classes the only meeting point between you and your students is the target language - English. I am not going to compare here effectiveness of native and non-native English teachers. But I can assume that there is difference between me who is a foreigner and local teacher who is from the same country, as well. As it can be seen in the study (Gorsev, 2008) that learners tend to use their mother language in order to communicate with the teacher during the lesson. It may seem unnatural to talk to a Turkish man in English. The local teachers, inevitably, response them in native language. During the class there is no way for me to use only the target language, English. In recess time, lunch time or in after school activities and field trips students feel like talking or using English to communicate with me. Thanks to the Internet I can keep in touch with them through the chat rooms, msn or facebook. There are also a lot of advantages being in this country. Learning a new language, a new culture and new customs of people in this country makes me understand how the learners feel when they are learning English. For example, in Bosnian language -učiti- means both to teach and to learn. In order to understand what kind of difficulty a Bosnian learner has while learning those words it is good to experience of learning Bosnian language. As I am foreigner, the challenges that an English teacher may face may not be so important for me, especially pronunciation and vocabulary. Somehow I figured out that cultural differences are very important to teach American or English culture to Bosnian students. For instance, the word uncle means brother of your mother or your father. On the other hand, both in Bosnian and Turkish there two different words to address them each amica and dayica, amca and dayı, respectively. �Conclusion As a foreigner, I should consider the advantages of being in this country and I should learn one more language, so that I can see the difficulties that learners may face to while learning English. When I started learning Bosnian, I figured out that learning a language wasn‟t easy. Long time ago I learned English and I had never considered that learners could have had problems. No matter I am native or non-native teacher, as long as I have interest, responsibility and willingness to help students I am a suitable teacher of a foreign language. Finally, it can be claimed that both native and non-native teachers should go through the process of learning at least one more language. �References Amin, N. (2000). Negotiating nativism: Minority immigrant women ESL teachers and the native speaker construct (Doctoral dissertation, University of Toronto, Canada, 2001). Dissertation Abstracts International, 61, A 4579. Braine, G. (Ed.) (1999). Non-native educators in English language teaching. Mahwah, NJ: Erlbaum. Celik, S. (2006). A concise examination of the artificial battle between native and nonnative speaker teachers of English in Turkey J. Kastamonu Educ. Fac. 14:371-376. Clark, E, Paran, A. (2007). The employability of non native speaker teachers of EFL: A UK survey. Syst. 35 pp.407-430. Enric, L. (2005). Non-Native Language Teachers. Perceptions, Challenges and Contributions to the Profession. New York: Springer. xii + 314 p. Gorsev, I. (2008). EFL Learners’ Interaction with Native and Non-native EFL Teachers. Macaro, E. (2005) Codeswitching in the L2 classroom A communication and learning strategy. In E. Llurda (ed.) Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession Boston, MA: Springer. pp. 63-84 McGrath, I. (2000). Teacher Autonomy. InSinclair, B., McGrath, I., and T. Lamb (Eds.)Learner Autonomy, Teacher Autonomy: FutureDirections. Harlow, UK: Longman pp.100-110. Mahboob, A, Uhrig K, Newman, KL, Harford, BS. (2004). Children of lesser English: Status of non-native English speakers as college level English a second language teachers in the United States. In L. Kamhi-Stein (Ed.) Ann Arbor: University of Michigan Press pp. 110120. Matsuda, A. & Matsuda, P. K. (2001). Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teacher. The CATESOL Journal, 13(1), pp. 109-121. �Matsuda, P. (1999). Teacher development through NS/NNS collaboration. TESOL Matters, 9(6), pp. 1-10. Moussu, L. (2006). Native and non-native English speaking English as a second language teachers. Doctoral Thesis, Purdue University, West Lafayette. Medgyes, P. (1994) The Non-Native Teacher London: MacMillan Publishers, Ltd. Nayar, P.B. (1994). Whose English is it? TESL-EJ, vol.1, April. Pacek, D. (2005). Personality not nationality: Foreign students’ perceptions of a non-native speaker lecturer of English at a British University. In E Lurda (ed.), pp. 243-262. Phillipson, R. (1996). ELT: the native speaker’s burden? ELT Journal, 46(1), pp. 12-18. Rajagopalan, K. (2006). Nonnative speaker teachers of English and their anxieties. Ingredients for an experiment in action research. In E Llurda (ed.), (pp. 283-303). New York: Springer. Samimy, K, & Brutt-Griffer, J. (1999). To Be a Native or Non-Native Speaker: Perceptions of “Non-Native” Students in a Graduate TESOL Program. In Non-Native Educators in English Language Teaching, pp. 127-144. Seidlhofer, B. (1999). It is and undulating feeling. The importance of being a non-native teacher of English, VIEWS, 5, pp. 63-80. Thornburry, S. (2006). An A-Z of ELT. Macmillan: Oxford. Ulku, O. and Derin, A. (2010). Challenges of being a non-native English teacher. Educational Research Vol. 1(5), pp. 135-139. �Curriculum Vitae Harun BAŞTUĞ was born on 21 December 1977, in Kirikkale. He received his BA degree in English Language Teaching in 2000 from Marmara University. He worked as an English teacher in Language Schools from 2000 to 2006, in International School from 2007 to 2008, and in a Private School from 2008 to 2010. Since September 2010, he has been a research assistant at a private university. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 747 Title A name given to the resource PERCEPTIONS AND EFFECTIVENESS OF BEING A NON-NATIVE ENGLISH SPEAKER TEACHER (NNEST) AS A FOREIGNER IN BOSNIA AND HERZEGOVINA Author Author BASTUG, Harun Abstract A summary of the resource. In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local non-native English speaking teacher. Key words: English language teaching, NNEST Date A point or period of time associated with an event in the lifecycle of the resource 2010-12-15 Keywords Keywords. Thesis NonPeerReviewed PE English https://omeka.ibu.edu.ba/files/original/03e8eb8c5922e186d7f91b61bc2d9063.pdf babdcaf19e0c7d3d79cd7314832944d3 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Culture-focused learning in the EFL classroom: Materials and approaches Janet M.D. Higgins Okinawa University, Japan jmdth@yahoo.com Abstract: In this presentation, I introduce approaches and materials that I have developed with university students studying English as a foreign language in Okinawa Prefecture, Japan, to focus on cultural diversity and regional identity. Okinawa is the southernmost Prefecture in Japan. It has a rich cultural tradition that was at its height in the ‗Golden Age‘ of the 15th century. One of my teaching goals is to help students identify the special features of this living heritage and to be able to talk about and explain them to visitors in English. Since we clearly learn about our own culture through contrasting it with others, my materials are also multicultural. Several sets of materials are introduced: Using the vehicle of The Guided Walk to identify, research, and make presentations about local cultural artifacts. This includes students assuming the role of tour guide. Looking at what artifacts we can find on the streets in cities outside Japan. Examples from a government funded CALL project in which our team is compiling regional-focused lexical materials in a visual dictionary. Key words: culture-focused learning materials, Okinawa, visual multilingual dictionary 1. Background In this presentation, I introduce approaches and materials that I have developed with university students studying English as a foreign language in Okinawa Prefecture, Japan, to focus on cultural diversity and regional identity. Okinawa is the southernmost prefecture in Japan. It has a rich cultural tradition that was at its height in the ‗Golden Age‘ of the 15th century. It was incorporated into Japan from the 17th century. Although sharing many aspects of mainstream Japanese culture, it still retains many treasures from its earlier identity. It also has a local language/dialect, but this is disappearing. One of my teaching goals is to help students identify the special features of this living heritage and to be able to talk about and explain them to visitors in English, or to introduce them to people they meet when travelling abroad. The language level of course participants is mixed. They range from 2 - 4th year students with a variety of language experience. Some have spent one year studying abroad in an English speaking country, some are overseas students, and some have limited knowledge. The activities and materials I have chosen to introduce are two closely related practical projects which involve fieldwork and student presentations, and a multilingual, multimodal CALL dictionary project being developed at Okinawa University by our 3-person team and funded by the Japanese Ministry of Education. For the first two, I will explain the activities, and give examples of students‘ work. For the third, I will give several examples of the materials. 2. Activities Of the two activities I will introduce, the second, The Guided Walk, is the most complex and was developed first. The first, Street Life, was the result of my interest in photography and travel, and specifically developed as a result of a conference trip I made in 2010. I wanted to share my impressions of the city of Granada in Spain with my students, and searched for a vehicle that would also be a teaching and learning opportunity. I subsequently found that what I had developed complemented The Guided Walk in a very useful way. 2.1 Street life Born then out of working with the photos I brought back from Granada, the Street Life activity can be conceptualized as a simple but effective way of reflecting on what cultural artifacts are, and recognizing the distinctiveness of one‘s own cultural artifacts through comparisons with those of other cultures. We grow up seeing the world around us as the way the world ‗is‘. Exposure through media to other cultures does not necessarily change our view that ‗our cultural world‘ is ‗the norm‘, and that the others are ‗strange‘, or at least not the norm. We take for granted the cultural artifacts we live among and with which we operate. By artifacts, I refer to objects, living and non-living, with which we cohabit, as well as ways of acting. It can often be difficult to recognize what these artifacts are because we are so familiar with them. It may also be 664 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo the case that interpretations of them are imposed on us by authority figures, political and social institutions, and so forth. One way of stepping back and discerning the artifacts with which we are so familiar and which create our cultural world, is to look at those of other cultures. I chose Granada because of its place in the history of Christian and Muslim interactions in Spain. My students have little familiarity with European life and institutions and even less with those of the Muslim world. I chose photos of things that were unfamiliar and things that were familiar but different. While focusing on artifacts and what we can find in the streets, we might think that we are dealing with superficialities. However, what may appear superficial may have a much deeper significance, and it such a level that I hope to reach. Let me introduce examples from the PowerPoint presentation I created for this activity. It begins with photos of the narrow streets of the old Moorish town and the wide streets of the new European town developed by the Christian monarchs. We then look at what we can find on the streets, (Figures 1 and 2), and students try to work out what each photo shows. Figure 1 What is the purpose of this? ….. And this? Students recognized the function of the doorknocker in Figure 1, but several of them found the hand eerie and they were very uncomfortable with the idea of using it. Figure 2 What are these? And this? I was particularly interested in the right hand photo of the street light in Figure 2. Its shape reflects the mocarabes decorating the niches and arches of many of the rooms in the Alhambra. But what do mocarabes represent? We talked about this in class. The next stage of the activity is for the students to choose one of the photos, explain the artifact, and find an Okinawan equivalent or related example. Figure 3 shows the work of one student. He explained the significance of the design of the light, found an interesting street light in Okinawa and told us the significance of the design. Although we needed to expand this further by explaining why this traditional hat is shaped in this way and with these specific colours, this piece of work shows the type of thought, research, and skills that I am hoping to encourage and foster. 665 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Figure 3 Street Light by E-san The street light in Granada has an interesting shape. It has a long story. Mohammed, who wrote down in the Koran the message he received from God, hid in a cave to escape his enemies. When he was hiding, a spider‘s web covered the entrance to the cave and saved him. That street light‘s motif is taken from the stalactite shapes in the interior of the cave. I found interesting street lights in Shin-toshin in Naha. The shape is the Hana-gasa which is Okinawa‘s traditional hat. In describing the objects in the photos, students have to grapple with the language used for describing physical attributes, functions, and significance. This is good training for The Guided Walk activity. 2.2 The Guided Walk The Guided Walk is a well respected and popular leisure activity. It is not only attractive to tourists, but is a regular event in many local communities. My version of the Walk consists of a progression of tasks which focus on the language used to lead a Guided Walk, and involves learning and practising how to describe and explain cultural artifacts. 2.2.1 Descriptive Language Since the language level of the course participants is often low, I provide content prompts, example expressions, and model descriptions for items such as buildings, local flora, local food, local restaurants, a local activity or job. We intersperse work on descriptive language with the other activities. Figure 4 An example of content prompts Describing a building  its name in Japanese and /or Uchinaguchi; the meaning/translation of this in English  its purpose  its age  what it is built of  other * Uchinaguchi is local Okinawan dialect 2.2.2 Fieldwork 1 Figure 5 is an excerpt from one the worksheets we use. The map delimits the area we investigate. In this case it is a small community close to the university. The students are divided into groups and asked to walk around the area searching out things that they feel are typical of Okinawa or the area, or that they think visitors will be interested in. They are asked to take photos of them, both close up and in their natural surroundings. 666 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Figure 5 2.2.3 Post-field work 1 Each group works on descriptions of their artifacts and designs a Guided Walk round the area. 2.2.4 Guiding language We study expressions we can use for different stages of the Guided Walk. These include: explaining our tour goal, beginning the tour and getting visitors attention; pointing out features as we walk; asking questions of the group; answering questions of the group; ending the tour. 2.2.5 Field work 2 The members of each group take turns using the guiding language and escorting us round the area. Other group members are encouraged to answer questions. Figure 6 provides some examples of what the students said on one Walk. Figure 6 Scripts of the guides in action (revised) 1. This is an old house in the Okinawan style. If you look at the roof, you will see two things like lions. They are called "shisa" in the Okinawan local language. If you look carefully at the ―shisa" you will find they are different. The mouth is open for the male on the left, and the mouth is closed for the female on the right. Q: Does anyone know why they are different? A: The mouth of the male is open so that he can make evil spirits leave. The mouth of the female is closed so that she can keep the good things of the family. [X-san] 2. If you look on the right, you‘ll see an old Okinawa style roof. It is called "Akagawara" which means "red roof". Next, on the left, you'll see a big tree. It's a "Gajimaru"or banyan. It is a very famous tree in Okinawa because a fairy called "Kjimunaa" lives in this tree according to Okinawan legend. 667 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo [K-san] 3. Ladies and Gentleman, please look over here. This is ―utaki‖ in the local Okinawan language. People believe that the god of the area lives here. They come here to pray for their safety. [S-san] 2.2.6 Presentations Each group works together to create a PowerPoint presentation of their Guided Walk. It contains the photos they took during fieldwork and their descriptions. This activity simulates the actual Walks. Sometimes the weather or time does not permit us to complete field work 2. As they show their PowerPoints, group members point the route out on the area map and use guiding language. Figure 7 shows students working together on their presentations, and Figure 8 shows a moment during a presentation. Figure 7 Figure 8 668 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 3. A multilingual, multimodal culture-focused dictionary project For the last 5 years, two colleagues and I have been working on a Japanese Ministry of Education funded project to create multilingual and multicultural lexical resources for our students. The need was felt by the English, Chinese and Japanese language teachers at the university for lexical materials that would focus on Okinawan cultural artifacts. Our textbooks and dictionaries are sadly lacking in such materials. For instance, the English language textbooks and dictionaries available are British and American English based. They do not provide help to students who want to talk about and explain their Okinawan life experiences. Our goal was to create a series of units in which we could introduce locally appropriate lexical items. Each item is presented in English, Chinese and Japanese, in written and spoken form, and is illustrated by a photograph or short video. We have tried to use videos for actions (verbs) and photos for objects (nouns). Figure 9 is of a screen showing a dictionary entry. On the right are the languages in which students can choose to see or listen to the item. On the left is the menu for the unit. They can click to move between subsections Figure 9 In addition to an item itself, we have created a number of short example sentences that show the use of the item in a natural content. This allows us, for example in English, to show a noun being used in the indefinite, definite or plural forms, with the appropriate articles. Verbs are used in various tenses and forms. We also have a cultural note section for many items in which we explain cultural points that are specific to the different language users. These sections are therefore different for the three language versions. The organization of the units varies according to the topic. Our units on Arriving at and Departing from Naha Airport, contain both object focused sections (souvenirs, airport amenities) and process focused sections (checking in, going through immigration). Learning activities include recognizing and using the items in short conversations, and using the items in sequences. Figure 9 shows a dictation exercise. Figure 10 669 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Our unit on the Tsuboya Pottery district of Naha is more complex. The items are first introduced in related topic sets and collected in photo galleries. They are then used in various activities. One for example is learning about the pottery making process. Another is interviewing a local potter and a local architect. Another is acting as a tour guide to the district. We intend the materials to be used for self-study and in the classroom. We would like the items to be used in extended conversations, in the preparation of speeches, interviews, and guided tours. More details about this project can be found in my poster presentation at this conference. 4. Final comments The three sets of materials I have introduced in this presentation are all aimed at encouraging and enabling students to observe, explain, share, and value their local culture and identities as they challenge themselves to communicate in English In their various ways, the materials and the methodology are designed to stimulate students by providing interesting authentic and semi-authentic learning opportunities. 5. References Higgins, J.M.D. (2009) Sharing our culture with visitors: English for Tour Guides. In Eds. Dantas-Whitney, M. & Rilling, S., Authenticity in the Adult Classroom. TESOL Classroom Practice Series. p.19-27. Virginia: TESOL. Higgins, J.M.D. (2007) Developing regional culture-oriented lexical resources for language learners. In, Department of Applied English, Ming Chuan University (Ed.), The Proceedings of 2007 International Conference and Workshop on TEFL and Applied Linguistics, p. 165-173. Taiwan: Crane Publishing. 6. Acknowledgements The dictionary project is supported by MEXT research awards 18520471 and 70235802 (2006-08, 2008-11). 670 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 100 Title A name given to the resource Culture-focused learning in the EFL classroom: Materials and approaches Author Author Higgins, Janet M.D. Abstract A summary of the resource. In this presentation, I introduce approaches and materials that I have developed with university students studying English as a foreign language in Okinawa Prefecture, Japan, to focus on cultural diversity and regional identity. Okinawa is the southernmost Prefecture in Japan. It has a rich cultural tradition that was at its height in the ‗Golden Age‘ of the 15th century. One of my teaching goals is to help students identify the special features of this living heritage and to be able to talk about and explain them to visitors in English. Since we clearly learn about our own culture through contrasting it with others, my materials are also multicultural. Several sets of materials are introduced: Using the vehicle of The Guided Walk to identify, research, and make presentations about local cultural artifacts. This includes students assuming the role of tour guide. Looking at what artifacts we can find on the streets in cities outside Japan. Examples from a government funded CALL project in which our team is compiling regional-focused lexical materials in a visual dictionary. Date A point or period of time associated with an event in the lifecycle of the resource 2011 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics