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This study aims to understand how midwifery students view ethical rights concerning the usage of reproductive technologies.

A series of focus groups were conducted with midwifery students who were asked to discuss four novel scenarios highlighting some of the most controversial issues on the ethics of assisted reproductive technologies. The sample consisted of third-year students studying at the Department of Midwifery of a university in the fall semester of the 2020–2021 academic year. In total, 60 students aged between 20 and 23 participated in the study (mean age 21.5 years).

Four scenarios that may be encountered in the use of assisted reproductive techniques were presented to the students. These scenarios were about IVF treatment, using the preimplantation gender identification technique, surrogate mother and using frozen zygotes. Four themes were identified from the analysis of the focus group data related to all four scenarios. These themes were: female reproduction, sex selection, surrogacy and reproductive cloning.

This study reveals what midwifery students consider essential components of assisted reproduction techniques, focusing on the professional attributes of shared decision-making. The results suggest that student midwives are sensitive to the range of ethical dilemmas associated with the increased use of technology in human reproduction, and construct distinct bound arise in relation to what is considered of benefit or good to the mother, parents, the child and to society. They also expressed their opposition to the excessive use of technological intervention, preferring instead to maintain a more naturalistic approach to reproduction.

Turkey has been an active member of the Bologna Process (BP) since 2001. This chapter focuses on the impact of the BP on higher education (HE) in Turkey by outlining the reforms that were carried out and the narratives surrounding the changes. The focus of the chapter will be on how the BP has been accommodated, negotiated debated or rejected in Turkey and the societal and political tensions surrounding the process. The chapter is based on the findings of semi-structured interviews conducted with the Bologna experts and the officials of universities in Turkey, who were responsible for the reforms between 2009 and 2016, as well as a review of updated data and the analysis of secondary literature and official texts, such as the National Reports of the BP and the relevant policy documents in Turkey. After a very intense reform process, the policy transfer in Turkey slowed down, and Turkey's discussions, specifically about the BP both at the policy and the university level, became close to non-existent. The chapter aims to analyse the reasons behind the loss of interest in the BP in Turkey by focusing on the critical voices and discussions surrounding the neoliberalisation of HE. The chapter will also refer to how Euroscepticism in Turkey impacted the reform process in HE.

This longitudinal study assesses whether higher education has the same impact on the entrepreneurial intentions of women and men with regard to their propensity to risk-taking in particular.

A self-administrated survey instrument was used to collect data from students studying business and engineering at five selected universities in Turkey. The survey was carried out in two intervals: first year and fourth year of studies. A total of 215 student participated in both waves.

The findings indicate that the impact of education is stronger for women than for men as the relationship between gender and entrepreneurial intention is moderated by education and risk-taking propensity in that the entrepreneurial intention of women with high or low risk-taking propensity increases when they acquire higher education. In particular, the boost is more noticeable for women with low risk-taking propensity. On the contrary, the effect of education is negative for men with both high risk-taking propensity and low risk-taking propensity.

This study has identified that the impact of education is different for women and men. Based on these findings, Turkey could offer gender-specific entrepreneurship education in higher education for individuals who could then exploit their entrepreneurial capacity and thus contribute to the social and economic well-being of the country.

This paper makes two distinct contributions. First, this is one of the few longitudinal studies in the literature which demonstrates the differences between females and males in terms of their entrepreneurial intention and shows how risk-taking and education influence entrepreneurial intention. Second, it offers new insights into entrepreneurship research from a developing-country but emerging-economy context.