Dr BANOGLU, Koksal
博士
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Post-doctoral Fellow |
Department of Education Policy and Leadership |
Contact
ORCiD
0000-0002-3314-1032
Phone
(852) 2948 6449
Email
kbanoglu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57203543319
SDGs
3 - Good Health and Well-Being
4 - Quality Education
5 - Gender Equality
16 - Peace, Justice and Strong Institutions
4 - Quality Education
5 - Gender Equality
16 - Peace, Justice and Strong Institutions
ResearcherID
A-7238-2021
Personal Profile
Postdoctoral researcher (2024-2026), exploring the intersections of technology leadership, inferential social network analysis, and AI-informed student action, with a focus on how these areas, through their interconnections, strengthen school leadership, organizational learning, and student agency. Recent work has appeared in top-tier (Q1) journals such as, Journal of Educational Administration (2025), Educational Management Administration & Leadership (2025), Leadership and Policy in Schools (2025), Leading & Managing (2025), Journal of Professional Capital & Community (2025), School Leadership & Management (2024), Journal of School Leadership (2023), Professional Development in Education (2023).
Editor of Research in Educational Administration & Leadership (REAL), WoS & Scopus-indexed, open-access, non-commercial international journal. Also contributing as Interim AE for the International Journal of Leadership in Education, and serving on the editorial boards of Review of Education, Methodological Innovations, International Studies in Sociology of Education. Advisory board member of the Bloomsbury School Leadership Book Series.
Earned double PhD from Ghent University and Marmara University with distinction. Awardee of the 2021 Outstanding Doctoral Dissertation by the EARDA-EERA. Awardee of the 2025 BELMAS Best Blog Runner-up.
Hold methodological expertise in programming for social network analysis and advanced quantitative modelling (RSiena, PNET, XPNET, StOCNET, Mplus, AMOS, LatentGold, Stata, SPSS, UCINET/NetDraw), with basic working knowledge of computer programming in C++, ASP.NET, and Python. Personally engaged with critical sociological perspectives, drawing on Marxist theory, Foucauldian discourse analysis, semantic network analysis, Bourdieusian sociology.
Lectured undergraduate and postgraduate courses on Leadership Theories, Philosophy of Education, Research Methods, Applied Statistics, Project Management across several universities. Recently supervised a Master's thesis (2023) on the links between instructional and technology leadership practices.
Long served as K-12 ICT teacher (10 years, still tenured) and Chief Project Executive (9 years) at the Maltepe District Governorship in Istanbul. In this role, led several education-focused social equity and inclusion projects as PI, securing over US$370,000 in grants from organisations such as UNHCR, Save the Children Istanbul, the Ministry of Development, and the European Union. Recognised as the PI of the Best State Project by the Turkish Ministry of Interior (see the project: https://doi.org/10.1016/j.ejtd.2021.100241)
Research Outputs
| Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Ayyildiz, P., & Banoglu, K. (2023). A proposal to enhance retention of school principals in Turkey. In C. Rabinowitz, R. Michael & J. Glanz (Eds.), Principal recruitment and retention. Best practices for meeting the challenges of today (pp. 125-137). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781475866483/Principal-Recruitment-and-Retention-Best-Practices-for-Meeting-the-Challenges-Today Banoglu, K., & Gumus, S. (2022). Supporting technology integration in schools: In pursuit of new skills for school managers in the post-pandemic era. In J. Glanz (Ed.), Managing today’s schools: New skills for school leaders in the 21st century (pp. 37-49). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781475862508/Managing-Today's-Schools-New-Skills-for-School-Leaders-in-the-21st-Century |
| Journal Publications Publication in refereed journal Banoğlu, K., Gümüş, S., Karatas, I., & Lu, J. (2025). Transitivity between school principals’ instructional and administrative advice-seeking relations in a rural district: Friendship matters. Journal of Professional Capital & Community. Advance online publication. https://doi.org/10.1108/JPCC-09-2024-0154 Banoglu, K., Patrick, J. & Hacifazlioglu, O. (2025). Promises of Artificial Intelligence (AI) in Reframing Student Agency and Democratic Participation in K–12 Schools: Perspectives from Student Leaders. Leading & Managing: Journal of The Australian Council for Educational Leaders, 31(1), 90-111. https://journals.flvc.org/leading-and-managing/issue/view/6509/403 Duran, N., & Banoglu, K. (2025). An Investigation of the Relationship between School Principals' Instructional and Technology Leadership Practices by Canonical Correlation Analysis. Anadolu Journal of Educational Sciences International, 15(1), 1-24. https://doi.org/10.18039/ajesi.1337982 Banoglu, K., Karatas, I.H., & Gumus, S. (2025). School principals’ networking preferences for instructional and administrative advice-seeking relations: Insights from inferential social network analysis. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241303673 Hallinger, P., Banoglu, K., & Gumus, S. (2025). Scoping review of research on digital simulations and serious games in educational leadership and management. Leadership and Policy in Schools, 24(1), 178-199. https://doi.org/10.1080/15700763.2024.2447315 Hallinger, P., Banoglu, K., & Gümüş, S. (2025). Scoping review of research on digital simulations and serious games in educational leadership and management. Leadership and Policy in Schools, 24(1), 178-199. https://doi.org/10.1080/15700763.2024.2447315 Ayyildiz, P., & Banoglu, K. (2024). The leaky pipeline: Where exactly are these leakages for women leaders in higher education?. School Leadership & Management, 44(2), 120-139. https://doi.org/10.1080/13632434.2024.2323731 Banoglu, K., Vanderlinde, R., Cetin, M. (2023). Who chooses whom for professional interaction? A sociometric inquiry into teacher leadership. Professional Development in Education, 49(6), 1053-1071. https://doi.org/10.1080/19415257.2023.2229337 Banoglu, K., Vanderlinde, R., Cetin, M., Aesaert, K. (2023). Role of school principals’ technology leadership practices in building a learning organization culture in public K-12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010 Banoglu, K., & Korkmazlar, U. (2022). Efficacy of the eye movement desensitization and reprocessing group protocol with children in reducing posttraumatic stress disorder in refugee children. European Journal of Trauma & Dissociation, 6(1), Article 100241. https://doi.org/10.1016/j.ejtd.2021.100241 |
| Conference Papers Refereed conference paper Banoglu, K., Gumus, S., Karatas, I., Lu, J. (2025, April). Transitivity between School Principals’ Instructional and Administrative Advice-Seeking Relations in a Rural District: Friendship Matters. Presented at The American Educational Research Association (AERA) 2025 Annual Meeting, Denver, Colorado. The United States. https://www.eduhk.hk/fehd/en/highlights.php?s=news_event&id=9348 Banoglu, K., Karatas, I., & Gumus, S. (2024, November). Principals' Networking Preferences for Advice Seeking Relations: Insights from Inferential Social Network Analysis. Presented at University Council for Educational Administration (UCEA) 2024 Convention, November 23 2024, Los Angeles, California. The United States. |
| All Other Outputs Journal editor ('editorial membership' should be excluded) Banoglu, K. (2024). [Editor in Chief] Research in Educational Administration and Leadership. Turkiye: Educational Administration Research and Development Association. https://dergipark.org.tr/en/pub/real Interim Assistant Editor (2023). International Journal of Leadership in Education. —Web of Science (Q1) and Scopus (Q1) indexed, published by Taylor & Francis.. https://www.tandfonline.com/journals/tedl20/about-this-journal#editorial-board Editor-in-Chief (2021). Research in Educational Administration & Leadership. —Web of Science (Q4) and Scopus (Q3) indexed, quarterly published, non-commercial, open-access, international journal—founded by late Dr. Kadir Beycioglu (RIP). https://dergipark.org.tr/en/pub/real Postgraduate research theses Duran, N. (2023). Investigation of the relationship between school principals' technology leadership and instructional leadership competencies as perceived by teachers in private K-12 schools. Istanbul: Istanbul Sabahattin Zaim University. |
Projects
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Reframing Technology Leadership and Social Justice Through the Promises and Pitfalls of Artificial Intelligence In this teaching and research project, Dr. Deniz Orucu (University of Nottingham) and I (EdUHK) are collaborating on a multifold exploratory study to design a sample course module. I was invited to deliver a keynote for the Leading Learning module of the Educational Leadership Master’s Programme at the University of Nottingham, and the development process and potential outcomes of this work will be presented at the British Educational Leadership, Management & Administration Society (BELMAS) 2026 Conference on 3 July 2026. Research outputs: AI-informed "Digital Leadership" course content and a paper presentation at BELMAS 2026 Project Start Year: 2025, Principal Investigator(s): ORUCU, Deniz (BANOGLU, Koksal as Co-Principal Investigator) SDGs Information: 4 - Quality Education |
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Improving your college courses: A guide for engaging in digital learning For this edited book project, Prof. Carol A. Mullen (Virginia Polytechnic Institute and State University, Virginia Tech), Dr. Daniel Eadens (University of Central Florida), and I (EdUHK) collaborated on a paper exploring how the growing interest in AI technologies is giving rise to new pedagogical possibilities in higher education. Our work critiques the dominant technology discourse and instead highlights how AI can be leveraged to advance student agency and democratic participation within educational settings. Research output: Mullen, C. A., Eadens, D. W., & Banoğlu, K. (2026, in press). Guidebook in a snap. In C. A. Mullen & D. W. Eadens (Eds.), Improving your college courses: A guide for engaging in digital learning. Myers Education Press. Project Start Year: 2025, Principal Investigator(s): MULLEN, Carol A. (BANOGLU, Koksal as Collaborator) SDGs Information: 4 - Quality Education |
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AI-Informed Student Activism and Civic Engagement in K–12 School Communities In this project, I (EdUHK) and Prof. Carol A. Mullen (Virginia Polytechnic Institute and State University) collaborate on research examining how K–12 schools can use generative AI not merely to enhance learning, but to strengthen students’ civic agency, voice, and participation in community life. The project challenges dominant narratives that frame artificial intelligence as a tool for efficiency, instead arguing that AI offers powerful opportunities to support student rights, contributions, and collective action. At the same time, the research acknowledges that AI may reproduce inequities, strain relationships, and create new risks, which must be addressed carefully. The project will produce two research outputs: Research output 1: Banoğlu, K., & Mullen, C. A. (Under review). AI-Informed Student Activism and Civic Engagement in K–12 School Communities. In N. Okilwa, A. D. Danzig, W. R. Black, & I. Potter (Eds.), Leadership Partnerships in Educational Settings: Who Participates, How Do They Work, What Are the Benefits? Emerald. Research output 2: Banoğlu, K., & Mullen, C. A. (Under review). AI-Informed Student Activism and Civic Engagement in K–12 School Communities. Paper submitted for presentation at the 22nd Roundtable of the International Network (INET) to be held by Johns Hopkins University at AERA 2026. Project Start Year: 2025, Principal Investigator(s): BANOGLU, Koksal SDGs Information: 4 - Quality Education |
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Calling for AI-informed student activism in K-12 schools beyond learnification Prof. Carol A. Mullen (Virginia Polytechnic Institute and State University, Virginia Tech) and I (EdUHK) collaborated on a European Educational Research Association (EERA) blog, proposing a new conceptualisation grounded in a previously conducted field study with former K–12 school leaders from the United States, Japan, and Türkiye. As a result, we introduced the concept of “AI-informed student activism,” which critically examines the prevailing AI-driven “learninification” discourse and offers an alternative perspective. This conceptualisation redirects AI debates towards exploring how group-based AI applications can foster student agency and democratic participation in K–12 schools. Research output: Banoğlu, K. & Mullen, C. A. (2025). Calling for AI-informed student activism in K-12 schools beyond learnification. EERA Blog. https://blog.eera-ecer.de/ai-informed-student-activism Project Start Year: 2025, Principal Investigator(s): BANOGLU, Koksal SDGs Information: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions |
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AERA Symposium: Constructing New Visions of Educational Leadership through Political Literacy This American Educational Research Association (AERA) Symposium project was initiated by Dr. Charles Lower (Virginia Polytechnic Institute and State University, Virginia Tech) and I made a contribution to this project as a collaborator with a paper, entitled "AI Technologies and Political Literacy in K–12 Democratic Schooling". This paper investigates how artificial intelligence (AI) technologies can be thoughtfully integrated into K–12 schooling to advance democratic participation and political literacy. It critically examines the role of school leaders—especially principals—in leveraging AI to facilitate student voice, shared governance, and justice-oriented decision-making. The paper is informed by three intersecting theoretical frameworks: democratic education, critical educational technology studies, and political literacy in educational leadership. It draws from these literatures to argue that equity-oriented schooling requires participatory governance, and that AI tools, when ethically designed and democratically deployed, can enable new forms of civic agency, both for students and school leaders. As a theoretical and design-based conceptual paper, the researcher uses critical inquiry and scenario analysis. It synthesizes research and practice-based illustrations to examine the promise and peril of AI in educational contexts, focusing on its use for leadership development, student civic engagement, and collaborative school governance. The analysis concludes that when AI technologies are implemented with attention to autonomy, transparency, and democratic process, they can help transform hierarchical leadership structures and elevate student agency. Research output: Banoğlu, K. & Lowery, C. (2026, April). AI Technologies and Political Literacy in K–12 Democratic Schooling. Paper presentation at AERA Symposium: Constructing New Visions of Educational Leadership through Political Literacy. Project Start Year: 2025, Principal Investigator(s): LOWERY, Charles (BANOGLU, Koksal as Collaborator) SDGs Information: 4 - Quality Education |
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Harnessing the power of artificial intelligence (AI) in empowering student agency and democratic participation in K-12 schools In this international research collaboration, Dr Alexander McTaggart (University of Nottingham Ningbo), Dr Justin Patrick (Wenzhou-Kean University), and I (EdUHK) co-authored a paper that will be published as a chapter in an edited book by Bloomsbury Publishing in the United States. Our research proposes a non-traditional use of generative AI tools to support advocacy for children’s democratic rights and to enhance student agency in addressing peer and adult aggression, bullying, and other school-based conflicts. This project offers an alternative perspective on AI by positioning it as a means to empower school leaders in fostering informed civic and social engagement. Research output: Banoğlu, K., Patrick, J. & Gardner-McTaggart, A. (2026, in press). Harnessing the power of artificial intelligence (AI) in empowering student agency and democratic participation in K–12 schools. In C. Lowery, C. Gautam & P. M. Jenlink (Eds.), Educational leadership and political literacy: Empowering school leaders for informed civic and social engagement. Bloomsbury Publishing. Project Start Year: 2024, Principal Investigator(s): BANOGLU, Koksal SDGs Information: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions |
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Organisational Politics as Predictors of Teachers’ Job Crafting Profiles in K-12 Schools In this research project, Dr. Evrim Erol (Kutahya Dumlupinar University) and I collaborated on a cross-sectional research, identifying organisational politics and job crafting as two self-directed strategies through which teachers actively shape their work experiences, professional roles and social relations. This study examines the extent to which organisational political behaviours are associated with teachers’ job-crafting profiles in Turkish K–12 schools. Using survey data from 306 Turkish teachers, latent profile analysis identified three distinct patterns of job crafting: proactive profile, active profile, reactive profile. Among the five organizational political behaviors, the "exchange of favours" significantly predicted the active job crafting profile, highlighting social exchanges as a key facilitator of the increasing resource-seeking and moderate demand-avoidance tendency. Results also showed that Turkish female teachers are more likely to engage in the proactive job crafting. These findings underscore the importance of social reciprocity in shaping teachers’ job crafting within the K-12 school context. Practically, our results suggest that fostering structured opportunities for reciprocal support, such as peer mentoring or collaborative resource-sharing routines between teachers, may help schools channel socially grounded organizational politics into more productive and proactive teacher behaviours. Research output: Banoğlu, K., & Erol, E. (Under review). Organisational Politics as Predictors of Teachers’ Job Crafting Profiles in K-12 Schools. Teachers and Teaching: Theory and Practice. Project Start Year: 2024, Principal Investigator(s): EROL, Evrim (BANOGLU, Koksal as Co-Investigator) SDGs Information: 4 - Quality Education |
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Promises of artificial intelligence (AI) in reframing student agency and democratic participation in K-12 schools. Perspectives from student leaders. For this research project, Prof. Ozge Hacifazlioglu (University of California, Berkeley), Dr. Justin Patrick (University of Toronto), and I (EduHK) collaborated on an international field study involving participants from the U.S., Japan, and Turkiye. The purpose of this study was to examine AI's potential role in enhancing student agency and facilitating democratic participation within K-12 school settings. Specifically, this research sought to explore the experiences and perspectives of three former K-12 student leaders. Employing a case study design, semi-structured interviews were conducted with these former student leaders to gain insights into their viewpoints within distinct local contexts and conditions. The participants, all of whom are currently undergraduate students in the U.S. and have previously held leadership positions in K-12 settings across diverse cultural contexts (the U.S., Japan, and Türkiye), shared their perspectives. Through a thematic analysis of the interview data, several key themes emerged, such as addressing barriers to access to information, ethical considerations surrounding AI utilisation, cultural sensitivity in the integration of AI, the practical applications of AI in leadership, and the critical importance of feedback and collaboration. The findings suggest that AI has the potential to empower students by facilitating informed dialogue and decision-making processes. This, in turn, can enhance student agency and foster greater participation in governance structures within educational settings. Ultimately, we implicated that AI can support student leadership by fostering autonomy, collaboration, and informed decision-making processes. Banoğlu, K., Patrick, J., & Hacıfazlıoğlu, O. (2025). Promises of artificial ıntelligence (AI) in reframing student agency and democratic participation in K-12 schools: Perspectives from student leaders. Leading & Managing: Journal of Australian Council for Educational Leadership, 31(1), 90-111. Project Start Year: 2024, Principal Investigator(s): BANOGLU, Koksal SDGs Information: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions |
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United Nations Of Maltepe: Cultural Integration of the 22 Nations in Maltepe through Music, Dance, Literature and Gastronomy Oriented Activities This project was developed and coordinated by Dr. Köksal Banoğlu, former Director-General of the Maltepe District Governorship, supported by the UNHCR with US$112,070 (HK$875,266), in partnership with Maltepe University, Yeditepe University, Maltepe District Directorate of National Education, and the Artists and Art Lovers Foundation. Titled “United Nations Of Maltepe: Cultural Integration of the 22 Nations in Maltepe through Music, Dance, Literature and Gastronomy Oriented Activities”. It aims to strengthen intercultural communication among 345 foreign children aged 8-17 from 22 different nations through music, dance, literature, and gastronomy, promoting awareness of migration and cultural integration while fostering communication between Turkish and refugee/migrant families in Maltepe. We established an International Children’s Choir with 100 Syrian refugee/migrant and 100 Turkish children in October 2018, performing songs in five languages. We developed a new repertoire of childhood songs, lullabies, and oral play rituals from elderly refugees and migrants, translating them into five languages and incorporating them into the choir's performances. We created the International Folk Dance Group, including 50 Syrian refugee/migrant and 50 Turkish children from 10 secondary schools, forming Istanbul’s first “Multi-national Student Folk Dance Group.” This group was trained by the Artists and Art Lovers Association (SASAV). We organized Multinational Literature Days for 20 Syrian refugee/migrant families and their children in 5 primary schools. Parents read stories in their native languages and Turkish to highlight common values across cultures and raise language awareness. Regarding gastronomy activities, 40 people from 22 nationalities participated in 28 “Multinational Culinary Workshops,” introducing Turkish cuisine with support from Yeditepe University’s Faculty of Fine Arts.The project concluded in December 2019 with a final show featuring the “Multinational Children’s Choir” and “Multinational Folk Dance Ensemble,” along with an exhibition of international delicacies at Maltepe Square. UNHCR News: https://m.facebook.com/TURKIYEUNHCR/posts/2036049126476756 https://web.archive.org/web/20220705203609/https://projemaltepe.gov.tr/united-nations-of-maltepe-cultural-integration-of-the-22-nations-in-maltepe-through-music-dance-literature-and-gastronomy-oriented-activities-launched/ Project Start Year: 2019, Principal Investigator(s): BANOGLU, Koksal SDGs Information: 3 - Good Health and Well-Being, 10 - Reduced Inequality, 16 - Peace, Justice and Strong Institutions |
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Development and Execution of a Psychosocial Development Model for Disadvantaged Youngsters Through Sports in Fighting Adistion The project was developed and managed by Dr. Köksal Banoğlu, former Director-General of Maltepe District Governorship, specifically for disadvantaged youth whose families are incarcerated. Coordinated by the Maltepe District Governorship, it was implemented in partnership with Maltepe University's Center for Practice and Research on Children Living and Working on the Streets (SOYAÇ), Maltepe District Directorate of National Education, Maltepe District Directorate of Youth and Sports, and Istanbul Metropolitan Municipality Sports Inc. Maltepe Facilities. Financially, the project received a grant of 40,000 TL ($9,300 HKD) in 2017 from the Istanbul Children’s Foundation and was primarily funded by the Maltepe District Governorship with 96,000 TL (HK$22,324). The primary objective was to develop and implement a preventive intervention program that integrates sports with psychosocial support to mitigate the risk of substance addiction among 14-15-year-olds from disadvantaged backgrounds. The project allocated significant resources to encourage youth participation in sports and created a distinctive preventive model for combating addiction. It involved 40 children from 10 middle schools in the Maltepe District, who received training in swimming, archery, wrestling, and tennis according to their interests and talents. Psychology students from Maltepe University provided psychosocial support, with faculty members offering supervision and ensuring effective coordination among institutions. The impact of the project was assessed using mixed research methods, including action research and experimental approaches, with the evaluation completed in the 2018-2019 academic year. Project info from the past project website: https://web.archive.org/web/20220705204652/https://projemaltepe.gov.tr/en/bagimlilikla-mucadelede-spor-ile-psikososyal-gelisim-projesi-2/ Project Start Year: 2018, Principal Investigator(s): BANOGLU, Koksal |
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The War is Over, Now is Time to Recover: Diagnosis and Treatment of School-age Syrian Refugee Children’s Post-traumatic Stress Disorders (PTSD) The project, developed and managed by Köksal Banoğlu (Principal Investigator), secured a grant of US$47,340 (HK$369,843) from the United Nations High Commissioner for Refugees (UNHCR). In recognition of its impactful outcomes, the project was awarded the Best Public Project by the Republic of Türkiye Ministry of Interior in 2019. The initiative was premised on the understanding that educational interventions for refugee children are unlikely to succeed unless their traumatic experiences and psychological resilience are first addressed. "Eye Movement Desensitization and Reprocessing" (EMDR) therapy, recommended by the World Health Organization for its effectiveness in treating post-traumatic stress disorder (PTSD), was selected as the primary therapeutic approach. The project was structured around two main objectives: Objective 1: Diagnose PTSD. Objective 2: Enhance psychological resilience through EMDR. Results: The project identified a high prevalence of PTSD among Syrian refugee children, often accompanied by depression and reduced life satisfaction. Despite EMDR therapy’s proven efficacy in clinical settings, its application in mass casualty situations presents challenges in terms of cost and time efficiency. To address these issues, a group treatment protocol (EMDR-GP/C) was tested in a randomized controlled trial involving 61 Syrian refugee children aged 6-15. Results showed that the EMDR group had significantly lower trauma scores compared to the waiting list (F(1,58) = 4.72, p = .03). Depression scores were significantly reduced (F(1,17) = 8.67, p = .01), and well-being levels improved (F(1,58) = 6.58, p = .01). Significant effects were observed for time on PTSD symptoms (F(1,59) = 29.91, p < .001) and time-by-group interaction (F(1,59) = 4.61, p = .04). These findings indicate that EMDR-GP/C effectively reduces PTSD and depression symptoms while improving overall well-being, helping children integrate their traumatic experiences.Research output (Report): https://doi.org/10.1016/j.ejtd.2021.100241 Project Start Year: 2018, Principal Investigator(s): BANOGLU, Koksal |
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Maltepe District Prepares for Disasters Through Volunteer Organization The project titled "Maltepe District Prepares for Disasters Through Volunteer Organization" has been funded US$206,238 (HK$1,598,744) by the Istanbul Development Agency of Republic of Türkiye Ministry of Develeopment. This initiative was developed under the leadership of the Maltepe District Governorship (Director-General: Köksal Banoğlu), in partnership with the Maltepe Municipality, the Istanbul Disaster and Emergency Management Directorate, and the Maltepe Neighborhood Disaster Volunteers Association (MAGDER). The primary objective of the project, developed by the Maltepe District Governorship’s International Relations and Public Projects Office, was to enhance the effectiveness of the Disaster Management System in the Maltepe district of Istanbul through volunteer efforts and increase institutional capacity. The project achieved the following specific goals: - Established a disaster training center in Maltepe. - Organized a campaign to raise awareness about earthquakes among the Maltepe population. - Secured certified search and rescue trainings for existing volunteer organizations in the district. - Strengthened local capacity for disaster preparedness and emergency response through volunteer organization. - Educated primary and secondary school students in the district about the importance of being disaster volunteers. As a result of this project, the Ministry of Development has allocated 507,485 TL (HK$1,598,744) from its 2013-2014 budget to the district, thereby enhancing both the preparedness of the community and the overall capacity of the district in the event of a disaster. Project Start Year: 2014, Principal Investigator(s): BANOGLU, Koksal SDGs Information: 11 - Sustainable Cities and Communities |
Prizes and awards
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2025 Best BELMAS Blog Runner-up Awarded the 2025 Best BELMAS Blog Runner-up by the BELMAS Awards, Bursaries and Grants Committee for the blog post “The Importance of Collaborative Networks in Educational Leadership: When Lone Wolves Turn into Networking Buddies”, recognising its contribution to leadership thought and practice. https://www.belmas.org.uk/blog/the-importance-of-collaborative-networks-in-educational-leadership/ Date of receipt: 5/7/2025, Conferred by: The British Educational Leadership, Management and Administration Society (BELMAS) |
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Outstanding Doctoral Dissertation Award of 2019-2021 The doctoral dissertation, entitled "Multivariate Analysis of School Principals' Technology Leadership Competencies, Learning School Environment, and Schools' Social Network Structures," was awarded the Outstanding Doctoral Dissertation Award for 2019-2021. This honor, named after the late Dr. Kadir Beycioğlu (RIP), was issued by the Educational Administration Research and Development Association (EARDA-EERA). Date of receipt: 5/11/2021, Conferred by: Educational Administration Research and Development Association (EARDE-EERA) |
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Best Public Project of 2019 As the Principal Investigator (PI) for the research and development project entitled "The War is Over, Now is Time to Recover: Diagnosis and Treatment of School-age Syrian Refugee Children’s Post-traumatic Stress Disorders (PTSD)," I secured a grant of $47,340 from the United Nations High Commissioner for Refugees (UNHCR). This project was awarded the Best Public Project by the Republic of Türkiye Ministry of Interior in 2019. The research findings are published and can be accessed at https://doi.org/10.1016/j.ejtd.2021.100241 Date of receipt: 12/4/2019, Conferred by: Republic Of Türkiye Ministry of Interior |