XII. Int. Eurasian Educational Research Congress (2025)

Inside the Faculty Mind

Unraveling the complex interplay between concrete classroom factors and internal decision-making styles that shape how university professors choose their teaching methods.

Karataş, İ. H., Uçan, S., Bülbül, Y., Oldaç, B., & Başel Koçak, E. (2025). Inside the Faculty Mind: Factors and Decision-Making Styles Shaping Teaching Method Choices. XII. International Eurasian Educational Research Congress Abstracts Book, 653-654.

Faculty Mind Visualization
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Problem

Despite evidence supporting certain methods, faculty choices vary widely. Existing models fail to explain why similar conditions lead to different choices. This study explores the intersection of concrete factors and decision-making styles (rational, intuitive, limited rational).

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Methodology

A qualitative survey of 581 faculty members from diverse disciplines (Medicine, Arts, Engineering, etc.) at Istanbul Medeniyet University. Data was analyzed thematically following Braun & Clarke (2006) to identify patterns in pedagogical reasoning.

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Results

Four main themes emerged: Course, Student, Teaching Method, and Institutional Factors. Rational styles dominated content decisions, Intuitive styles drove student-centered choices, and Limited Rational styles appeared under structural constraints.

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Implications

Understanding the "why" behind teaching choices helps in designing better faculty development. It highlights that resource limitations force "good enough" decisions rather than ideal pedagogical ones.

Interactive Research Model

The Decision-Making Matrix

Explore how different teaching contexts trigger specific decision-making styles based on the qualitative analysis of 581 faculty members. Select a factor to see the dominant style.

Select a Context Factor

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Rational Style

Dominant Process

When faculty focus on concrete, measurable factors like course topics, theoretical requirements, and field specificity, they adopt an analytical approach.

Outcome Example

"Since law courses are theoretical, I think it is appropriate to use an explanatory method accompanied by presentations."

Four Core Themes

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Course Factors

46.3% of decisions are driven by content. Theoretical courses often trigger Rational choices, while practical fields require discipline-specific adaptation.

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Student Profile

51.1% consider student needs. Responding to student affect and readiness often activates Intuitive decision-making to personalize instruction.

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Interaction

Faculty valuing active engagement tend towards Intuitive styles, reading the room to maximize participation and "keep minds alive."

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Structural Limits

Workload, time, and physical resources act as barriers. These constraints force a Limited Rational style—choosing the "feasible" over the "ideal."