This article examines the causes and outcomes of two university reforms during the single-party era in Turkey (1923–1946), focusing on the implications of the reforms in terms of higher education governance models—the state-control and academic self-governance—that are ultimately characterized by the balance between the type and degree of central control and university autonomy. The paper argues that the degree of ideational controversy and institutional strength in the given policy field considerably affected the reform processes and outcomes, reconciling historical institutionalist assumptions with ideational institutional approaches. The process-tracing analysis shows that the university reform of 1933 was mainly triggered by the ideological and political dissidence between some of the academic staff and the ruling and intellectual elite who wanted to heavily control the university and ended up with the transition to a heavy state-control regime. The principal driving force behind the 1946 reform was to adapt the country to the changing external political conditions after the end of WWII, aiming to lend a democratic face to the regime, which, in combination with other factors such as the growing opposition from academic circles, led to the institutionalization of academic self-governance model.

本文考察了土耳其一党制时期（1923-1946 年）两次大学改革的原因和结果，重点关注改革对高等教育治理模式——国家控制和学术自治——的影响。其最终特点是中央控制的类型和程度与大学自治之间的平衡。本文认为，特定政策领域中观念争议的程度和制度力量极大地影响了改革过程和结果，使历史制度主义假设与观念制度方法相协调。过程溯源分析表明，1933年的大学改革主要是由部分学术人员与想要重控大学的统治和知识精英之间的思想政治分歧引发的，最终导致了向重国家的过渡。 - 控制制度。1946 年改革的主要推动力是使国家适应二战结束后不断变化的外部政治条件，旨在为政权赋予民主的面貌，再加上学术界日益增长的反对等其他因素。 ，导致了学术自治模式的制度化。