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Academic freedom is of central importance in all kinds of activities of academics and students. Considering this, many reforms were made to secure and improve academic freedom in Turkey. The most important reforms and changes were made in 1933, 1946, 1960, 1973 and 1981, and they all coincided with significant social and political periods. But, the history of Turkey’s academic freedom is not bright. The past university policies pertaining to academic freedom had occasionally positive, but often restrictive, results in expanding academic freedom. Despite policies and reforms, illegal dismissals of faculty members, disciplinary inspections and penalties were experienced. Moreover, the restrictions also affected freedom of expression in the forms of censorship and self-censorship; freedom to learn, teach and conduct researches had limitations. On the other hand, the removal of headscarf ban and the abolishment of coefficient policy which disadvantaged some students in the university entrance examinations can be given as examples of improvement in academic freedom of students, both of which improved students’ access to higher education. When compared with other Organisation for Economic Co-operation and Development countries, the rankings and various indicators present Turkey at lower end in terms of academic freedom. This shows that further steps are to be taken to improve academic freedom in Turkey.

Scientific research and delivering education at undergraduate and graduate levels are the main responsibilities of higher education institutions. Considering these points, we aimed to provide insights into an array of topics pertaining to scientific research and tertiary education in Turkey and the future of Turkish higher education. We focused on research-based education, lifelong learning, research and higher education institutions, research grants and funding in Turkey, performance management in higher education, international collaborations, future of hands-on approaches, and lastly the issue of brain drain in Turkey. In the endeavor to present these issues in detail, we employed sector analysis method. Throughout the chapter, we aimed to provide detailed and comparative evaluations making use of both national and international literature.

The issue of training and appointment of school administrators has consumed substantial attention from educational scholars for several decades. The literature has witnessed a growing amount of research effort in investigating and identifying the effective ways of training and appointing school principals. However, there are also political, social and cultural aspects to this endeavour, which potentially influences the practices pertaining to training and appointment of school principals. This chapter represents scholarly efforts to discuss issues on the training and appointment of school administrators in Turkey within its historical and political background. Thus, first, it focuses on the historical journey of the field of educational administration in Turkey. This journey has been categorised under three phases: The Ottoman Era, Early Years of Turkish Republic and the 1950s Onwards. Second, this chapter discusses school principalship in Turkey with a specific focus on political and legal dimensions. Finally, the chapter ends with an overall evaluation of the practices and policies pertaining to school administration curriculum in Turkey.

Our perception and analysis gradually grow and mature from subjectivity to objectivity as we investigate different periods of society and widen the temporal and spatial framework. The egocentric viewpoint is responsible for some of humanity's greatest mistakes and social crises throughout history. Without perceiving the ‘other’ and considering individuals who are different from them, societies will not be able to create permanent solutions. Although the answers offered are appropriate for one's own civilisation, when looking at the problem from a global perspective, it is extremely likely that there will be a significant incompatibility with other nations and societies. In this context, while our study advises a method of approaching social arrangements regardless of location, particularly time period, it also provides analysis. So much so that today's analysis differs from yesterday's, and tomorrow's will differ even more from today's. Today, more than 80% of the population lives in cities, and this trend is expected to continue. We find that the perceptions of the demands of generations x, y, z and alpha, living today in the same time period, for public goods and/or services, and the value they place on them, are considerably different in the demographic segment, which continues to develop and grow.

Our study intends to explain, on a worldwide scale, how the value ascribed to events, objects and phenomena differentiate these perceptions through social observations and bilateral interviews with these people living simultaneously in an urban environment. Despite the fact that our research will define a geographical area as an urban area in terms of scope, it will also present examples of these urban areas from other countries throughout the world, putting the problem in a global context. Our sample comprises the major cities of the countries with the most people on each continent, whereas our study universe spans the entire globe. It is about observing the values given to these generations' perceptions of urban services in these capitals, ensuring that generations better understand each other based on these findings and reforming the production and presentation of urban goods and/or services based on these findings. Developed and emerging countries are the focus of our judgements and observations.

Along with accounting scandals in the past, academics, researchers, and legislators have focused on fraud. The purpose of this study is to examine postgraduate and doctoral studies, articles, and books about forensic accounting and fraud audit published between the years 2008 and 2018 in Turkey. For this purpose, a total of 96 studies have been examined and 35 of these are master’s theses, 10 of them are PhD theses, 45 of them are articles, and six of them are books. These studies were presented in tables as classified. The studies examined in our research are summarized as year they were published, the author, and the scope of the topic and in terms of results. The conclusions of this study can be summarized as follows: (a) the majority of thesis published about forensic accounting and fraud audit are in 2011 and following years. In addition, most of the theses are focused on forensic accounting review rather than fraud audit. (b) Results in the articles reviewed are in the same direction with theses. (c) There are very few books about fraud audit and forensic accounting. One of them is related to fraud audit, while the rest of them are related to forensic accounting and forensic accounting profession. We suggest extending the scope of the study and making to other countries.