How Do Undergraduates Conceptualize Campus? A Metaphor Analysis

Autor/inn/en	Hazar, Esin; Yildiz, Hatice; Bozpolat, Ebru
Titel	How Do Undergraduates Conceptualize Campus? A Metaphor Analysis
Quelle	In: International Journal of Progressive Education, 18 (2022) 3, S.57-70 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hazar, Esin) ORCID (Yildiz, Hatice) ORCID (Bozpolat, Ebru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Student Attitudes; College Environment; Campuses; Foreign Countries; Opinions; Figurative Language; Phenomenology; Student Experience; College Freshmen; College Seniors; Age Differences; Gender Differences; Student School Relationship; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Hochschulumwelt; Ausland; Lehrmeinung; Phenomenological psychology; Phänomenologie; Psychologie; Studienerfahrung; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Schüler-Lehrer-Beziehung; Türkei
Abstract	This research examines how Turkish undergraduates construct "campus" metaphors to represent their opinions about campus phenomenon in the context of a Turkish university. The present study adopted a phenomenological approach. The participants of this study were 92 students in the 2020-2021 academic year from different faculties and departments at a university in Turkey. For data collection, a short interview form was used to reveal the perspectives of undergraduates on the phenomenon they have created in their minds for the campus. The form contained a statement with blanks for students to produce a simile and justification. The metaphors generated by the undergraduates are gathered under sixteen conceptual categories after the analysis of metaphors. Among the sixteen conceptual categories, there was no prominent difference in conceptualizations of campus between the groups in terms of study years as regards campus as "Involving diversities", Provider", "Designing/manufacturing", "Source of experience", "Improver", "Socializing force", "Friendship", "Belonging", "Source of life", "Source of different emotions". On the other hand, differences in terms of study year were marked concerning campus as "Dynamic", "Undesired", "Trust", "Valuable", "Full of nature", and "Having borders". While Freshmen/Sophomores perceived campus as "Trust", "Full of nature" but "Having borders", Juniors/Seniors considered campus as "Dynamic", valuable but "Undesired". Among the sixteen conceptual categories, there was no difference in conceptualizations of campus between the two groups in terms of gender as regards campus as "Provider", "Designing/manufacturing", "Source of experience", "Improver", "Friendship", "Belonging", "Source of life", "Source of different emotions". Nevertheless, differences in terms of gender were marked concerning campus as "Socializing force", "Dynamic", "Undesired", "Trust", "Valuable", "Full of nature", and "Having borders". Female students perceived campus as a "Socializing force", "Dynamic", "Trust", "Valuable", and "Full of nature" whereas a male student considered it as "Having borders" like a country. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01