Yabancı Diller Yüksekokulu kalite standartlarının belirlenmesi ve akreditasyon model önerisi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, (i) üniversitelerdeki Yabancı Diller Yüksekokulu'nun (YDY) akreditasyonuna temel oluşturan kalite standartlarının belirlenmesi, (ii) bu standartların önem ve gerçekleşme düzeyine ilişkin öğrenci ve öğretim elemanı görüşlerinin belirlenmesi ve (iii) YDY'lerin akreditasyonu için bir model önerisinin geliştirilmesidir. Bu amaç doğrultusunda, bu çalışma üç ana bölümde ele alınmıştır. Araştırmanın birinci bölümünde Delphi tekniği kullanılmıştır. Veri toplama aracı olarak, araştırmacı tarafından geliştirilen ve 70 adet YDY kalite standardı önerisinden oluşan anket kullanılmıştır. Bu standart önerilerine ilişkin birinci Delphi oturumunda 47, ikinci Delphi oturumunda ise 35 panelistten nicel ve nitel veriler alınmıştır. Verilerin analizinde, uzlaşma ölçütü olarak frekans dağılımı, medyan ve çeyrekler açıklığı temel alınmıştır. Araştırmanın ikinci bölümünde betimsel tarama modeli kullanılmıştır. Tabakalı örnekleme yöntemi temel alınarak, Türkiye'deki üniversiteler URAP toplam puan değerlerine göre kategorilere ayrılmış ve farklı kategorilerdeki üniversitelerin YDY'lerindeki 638 öğrenci ve 258 öğretim elemanı araştırmaya katılmıştır. Veri toplama aracı olarak, araştırma kapsamında belirlenen YDY kalite standartlarının sadeleştirilmiş versiyonlarından oluşan "öğrenci ve öğretim elemanı anketleri" kullanılmıştır. Verilerin analizinde; aritmetik ortalama, standart sapma, bağımsız örneklem t-testi ve ANOVA kullanılmıştır. Araştırmanın üçüncü bölümünde Delphi tekniği kullanılmıştır. Veri toplama aracı olarak, araştırmacı tarafından geliştirilen ve YDY akreditasyon model önerisine ilişkin 67 adet ifadeden oluşan anket kullanılmıştır. Bu ifadelere ilişkin birinci Delphi oturumunda 34, ikinci Delphi oturumunda ise 27 panelistten nicel ve nitel veriler alınmıştır. Verilerin analizinde, uzlaşma ölçütü olarak frekans dağılımı, medyan ve çeyrekler açıklığı temel alınmıştır. Araştırmanın birinci bölümünün sonucunda, YDY'lerin akreditasyonu sürecinde temel alınabilecek ulusal kalite standartları Delphi panelistlerinin görüş, eleştiri ve önerileri doğrultusunda, ulusal dinamikler dikkate alınarak ve zengin görüş birliğine dayalı olarak belirlenmiştir. Belirlenen standartların, uluslararası standartlarla büyük oranda uyumlu olduğu, fakat bazı farklılıkların ortaya çıktığı görülmüştür. Araştırmanın ikinci bölümünün sonucunda, YDY kalite standartlarının tamamının öğrenciler ve öğretim elemanları tarafından oldukça önemli bulunduğu görülmüştür. Akreditasyonu olan kurumlarda görev yapan öğretim elemanlarının YDY kalite standartlarını daha önemli buldukları görülmüştür. Ayrıca, öğretim elemanlarının performans değerlendirme, sürekli iyileştirme ve kalite kültürüne ilişkin standartları, diğer standartlara göre nispeten biraz düşük düzeyde önemli bulduğu görülmüştür. Kalite standartlarının YDY'lerde gerçekleştirilme düzeyine ilişkin olarak, 70 adet standart ifadesinden yalnızca 6'sının YDY'lerde tamamen karşılandığı, 51'inin büyük oranda karşılandığı ve 13'ünün ise kısmen karşılandığı belirlenmiştir. Buna göre, YDY'lerin geliştirilmeye açık yönlerinin bulunduğu sonucuna ulaşılmıştır. Ayrıca, öğretim elemanı görüşlerine göre, akreditasyonu bulunan YDY'lerde standartların gerçekleşme düzeyinin daha yüksek olduğu görülmüştür. Araştırmanın üçüncü bölümünün sonucunda, YDY'leri akredite etmek üzere faaliyet gösterecek kuruluşun yapılanmasını, genel işleyişini ve akreditasyon sürecini betimleyen 7 alt-başlık altındaki 73 adet ifade, panelistlerin görüş, eleştiri ve önerileri doğrultusunda oldukça yüksek düzeyde görüş birliğine dayalı olarak belirlenmiştir. Araştırma kapsamında geliştirilen öneriler ise şu şekilde sıralanabilir; YDY'lerin akreditasyonu sürecinde bu araştırmanın birinci bölümünde belirlenen ulusal kalite standartları temel alınabilir. YDY öğretim elemanları arasında kalite ve sürekli iyileştirme kültürü oluşturmaya yönelik çalışmalar yapılabilir. Son olarak, Türkiye'de YDY'lerin akreditasyonu alanında faaliyet yürütecek ulusal bir akreditasyon kuruluşunun işleyişinde, bu araştırmanın üçüncü bölümünde belirlenen akreditasyon modeline ilişkin ifadeler temel alınabilir.
The aim of this research is (i) to determine the quality standards that form the basis for the accreditation of the School of Foreign Languages (SFL) in universities, (ii) to determine the views of students and lecturers regarding the importance and implemantation level of these standards, and (iii) to develop a model proposal for the accreditation of SFL. In line with this purpose, this study consists of three main parts. In the first part of the study, Delphi technique was used. A questionnaire consisting of SFL quality standard proposals developed by the researcher was used as the data collection tool. Quantitative and qualitative data were obtained from 47 panelists in the first Delphi session and from 35 panelists in the second Delphi session regarding these standard proposals. In the analysis of the data, frequency distribution, median and quartiles were taken as consensus criteria. In the second part of the study, descriptive research method was used. Based on the stratified sampling method, universities in Turkey were divided into categories according to their URAP (University Ranking by Academic Performance) scores, and 638 students and 258 lecturers from SFL of universities in different categories participated in the research. Questionnaires consisting of simplified versions of SFL quality standards were used as data collection tools. Arithmetic mean, standard deviation, independent samples t-test and ANOVA were used for the analysis of data. In the third part of the study, Delphi technique was used. A questionnaire, consisting of accreditation model proposals for SFL, developed by the researcher was used as the data collection tool. Quantitative and qualitative data were obtained from 34 panelists in the first Delphi session and from 27 panelists in the second Delphi session regarding these items. In the analysis of the data, frequency distribution, median and quartiles were taken as consensus criteria. As a result of the first part of the research, 68 SFL national quality standards to be used in the accreditation of SFL were determined under 7 standard areas in line with the opinions, criticisms and suggestions of the panelists, taking into account national dynamics and based on very high consensus rates. It was seen that the national standards are largely compatible with international standards. As a result of the second part of the research, it was seen that all SFL quality standards were considered very important by students and instructors. It was seen that the instructors working in accredited institutions give more importance to SFL quality standards than the others. In addition, it was seen that the instructors found the standards of 'performance evaluation, continuous improvement and quality culture' to be relatively less important than other standards. Regarding the implementation level of quality standards in SFL, it was determined that out of 70 standard statements, only 6 were fully met, 51 were largely met, and 13 were partially met. Accordingly, it has been concluded that SFL have aspects open to improvement. In addition, according to the opinions of the instructors, it was observed that the level of implementation of the standards was higher in accredited SFL. As a result of the third part of the research, 73 items describing scheme and accreditation process guidelines of the national accreditation body that will accredit SFL were determined in line with the opinions, criticisms and suggestions of the panelists based on really high consensus rates. The suggestions developed within the scope of the research can be listed as follows; SFL quality standards determined in the first part of this research can be used in accreditation of SFL. It is also suggested that activities should be conducted to create culture of quality and continuous improvement among SFL instructors. Finally, the statements regarding the accreditation model determined in the third part of this research can be used for the establishment and organization of the national accreditation body.
The aim of this research is (i) to determine the quality standards that form the basis for the accreditation of the School of Foreign Languages (SFL) in universities, (ii) to determine the views of students and lecturers regarding the importance and implemantation level of these standards, and (iii) to develop a model proposal for the accreditation of SFL. In line with this purpose, this study consists of three main parts. In the first part of the study, Delphi technique was used. A questionnaire consisting of SFL quality standard proposals developed by the researcher was used as the data collection tool. Quantitative and qualitative data were obtained from 47 panelists in the first Delphi session and from 35 panelists in the second Delphi session regarding these standard proposals. In the analysis of the data, frequency distribution, median and quartiles were taken as consensus criteria. In the second part of the study, descriptive research method was used. Based on the stratified sampling method, universities in Turkey were divided into categories according to their URAP (University Ranking by Academic Performance) scores, and 638 students and 258 lecturers from SFL of universities in different categories participated in the research. Questionnaires consisting of simplified versions of SFL quality standards were used as data collection tools. Arithmetic mean, standard deviation, independent samples t-test and ANOVA were used for the analysis of data. In the third part of the study, Delphi technique was used. A questionnaire, consisting of accreditation model proposals for SFL, developed by the researcher was used as the data collection tool. Quantitative and qualitative data were obtained from 34 panelists in the first Delphi session and from 27 panelists in the second Delphi session regarding these items. In the analysis of the data, frequency distribution, median and quartiles were taken as consensus criteria. As a result of the first part of the research, 68 SFL national quality standards to be used in the accreditation of SFL were determined under 7 standard areas in line with the opinions, criticisms and suggestions of the panelists, taking into account national dynamics and based on very high consensus rates. It was seen that the national standards are largely compatible with international standards. As a result of the second part of the research, it was seen that all SFL quality standards were considered very important by students and instructors. It was seen that the instructors working in accredited institutions give more importance to SFL quality standards than the others. In addition, it was seen that the instructors found the standards of 'performance evaluation, continuous improvement and quality culture' to be relatively less important than other standards. Regarding the implementation level of quality standards in SFL, it was determined that out of 70 standard statements, only 6 were fully met, 51 were largely met, and 13 were partially met. Accordingly, it has been concluded that SFL have aspects open to improvement. In addition, according to the opinions of the instructors, it was observed that the level of implementation of the standards was higher in accredited SFL. As a result of the third part of the research, 73 items describing scheme and accreditation process guidelines of the national accreditation body that will accredit SFL were determined in line with the opinions, criticisms and suggestions of the panelists based on really high consensus rates. The suggestions developed within the scope of the research can be listed as follows; SFL quality standards determined in the first part of this research can be used in accreditation of SFL. It is also suggested that activities should be conducted to create culture of quality and continuous improvement among SFL instructors. Finally, the statements regarding the accreditation model determined in the third part of this research can be used for the establishment and organization of the national accreditation body.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
