Communicating AI Governance: an Institutional Communication Analysis of University AI Policy Documents In Türki̇ye

Akdeniz University. (2025). Generative AI usage policy.

An, Y., Yu, J. H., & James, S. (2025). Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration. International Journal of Educational Technology in Higher Education, 22, Article 10. https://doi.org/10.1186/s41239-025-00507-3

Atılım University. (2025). Artificial intelligence usage policy.

Bacchi, C. (2009). Analysing policy: What’s the problem represented to be? Pearson.

Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500

Bozkurt, A., et al. (2024). The manifesto for teaching and learning in a time of generative AI: A critical collective stance to better navigate the future. Open Praxis, 16(4), 487–513.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.

Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE Publications.

Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20, Article 38. https://doi.org/10.1186/s41239-023-00408-3

Christensen, L. T., Morsing, M., & Cheney, G. (2021). Corporate communications: Convention, complexity and critique (2nd ed.). SAGE.

Cooren, F. (2004). Textual agency: How texts do things in organizational settings. Organization, 11(3), 373–393. https://doi.org/10.1177/1350508404041998

Cooren, F. (2010). Action and agency in dialogue: Passion, incarnation and ventriloquism. John Benjamins Publishing Company. https://doi.org/10.1075/ds.6

Cornelissen, J. (2020). Corporate communication: A guide to theory and practice (6th ed.). SAGE.

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, Article 22. https://doi.org/10.1186/s41239-023-00392-8

Çankaya University. (2025). Guide to the use of generative AI in teaching and learning processes.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications.

Dicle University. (2025). Generative AI usage policy.

Dignum, V. (2019). Responsible artificial intelligence: How to develop and use AI in a responsible way. Springer. https://doi.org/10.1007/978-3-030-30371-6

Doğuş University. (2026). Artificial intelligence usage principles and guidelines.

Eskişehir Osmangazi University. (2024). Ethical guidance on the generative use of artificial intelligence.

European Union. (2024). Regulation (EU) 2024/1689 of the European Parliament and of the Council laying down harmonised rules on artificial intelligence (Artificial Intelligence Act). Official Journal of the European Union.

Farrelly, T., & Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109

Fairclough, N. (2013). Critical discourse analysis: The critical study of language (2nd ed.). Routledge.

Floridi, L., & Cowls, J. (2019). A unified framework of five principles for AI in society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1

Hacettepe University. (2025). Policy on the use of generative artificial intelligence in education and training processes.

İnönü University. (2025). Artificial intelligence policy.

İstanbul Beykent University. (2025).

Artificial intelligence usage policy.

Kapadokya University. (2025).

Institutional policy based on the artificial intelligence in education policy document.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeiffer, F., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.

Luo, J. (2024). A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment & Evaluation in Higher Education, 49(5), 651–664. https://doi.org/10.1080/02602938.2024.2309963

Maltepe University. (2025). Artificial intelligence policy document.

McPhee, R. D., & Zaug, P. (2000). The communicative constitution of organizations: A framework for explanation. Electronic Journal of Communication, 10(1–2).

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

MEF University. (2024). Artificial intelligence policy.

Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535

Muğla Sıtkı Koçman University. (2025). Policy and guiding principles for the use of artificial intelligence in education, research, and administrative processes.

O’Leary, Z. (2021). The essential guide to doing your research project (4th ed.). SAGE Publications.

OECD. (2024). OECD framework for the classification of AI systems. OECD Publishing.

Özyeğin University. (2025). Artificial intelligence usage guide.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y

Parker, L., Loper, A. J., Hayes, J., Karakas, A., White, S., et al. (2025). Comparative analysis of artificial intelligence policies in universities across five countries. Discover Computing, 28, Article 267. https://doi.org/10.1007/s10791-025-09745-5

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.

Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07

Prior, L. (2003). Using documents in social research. SAGE Publications.

Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887

Schoeneborn, D., Kuhn, T. R., & Kärreman, D. (2019). The communicative constitution of organization, organizing, and organizationality. Organization Studies, 40(4), 475–496. https://doi.org/10.1177/0170840618782284

Sinop University. (2025). Artificial intelligence policy document.

TED University. (2025). Policy on the ethical and responsible use of generative AI.

Taylor, J. R., & Van Every, E. J. (2000). The emergent organization: Communication as its site and surface. Lawrence Erlbaum Associates.

Telli, S. G., & Aydın, S. (2025). Üniversitelerde yapay zekânın kullanımı: Dönüşümler, getiriler ve geleceğe hazırlık. Journal of University Research, 8(1), 139–148. https://doi.org/10.32329/uad.1609305

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.

UNESCO. (2023). Guidance for generative AI in education and research. UNESCO.

Yaşar University. (2025). Artificial intelligence policy.

Yıldız Teknik University. (2026). Artificial intelligence usage guide.

Yin, R. K. (2018). Case study research and applications (6th ed.). SAGE.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16, 39.

Wang, H., Dang, A., Wu, Z., & Mac, S. (2024). Generative AI in higher education: Seeing ChatGPT through universities’ policies, resources, and guidelines. Computers and Education: Artificial Intelligence, 7, 100326. https://doi.org/10.1016/j.caeai.2024.100326

Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995