Uyum ve Uygulama Arasında: Türk Yükseköğretiminde Öğretim Kalitesini Anlamak

Abstract

Öğretim kalitesi, yükseköğretimde kalite güvencesi sistemlerinin temel bir bileşeni hâline gelmiştir; ancak hâlâ karmaşık ve bağlama duyarlı bir kavram olma özelliğini korumaktadır. Bu çalışma, öğretim kalitesinin Türk yükseköğretim sisteminde kurumsal aktörler tarafından nasıl yorumlandığını ve inşa edildiğini incelemektedir. Nitel araştırma desenine dayanan çalışmada, beş yıllık kurumsal akreditasyona sahip üniversitelerde görev yapan 12 kalite koordinatörüyle yarı yapılandırılmış görüşmeler yapılmıştır. Veriler, tematik analiz yoluyla çözümlenmiştir. Bulgular, öğretim kalitesinin resmî prosedürlere uyum, ölçülebilir performans göstergeleri ve pedagojik uygulama gibi birbiriyle zaman zaman yarışan farklı bakış açılarıyla anlaşıldığını göstermektedir. Sonuçlar ayrıca kurumsal baskıların etkisini ve kaliteye ilişkin resmî temsiller ile gündelik öğretim gerçeklikleri arasındaki süreklilik gösteren boşluğu ortaya koymaktadır. Bu bulgular, öğretim kalitesinin yalnızca standartlaştırılmış mekanizmalarla değerlendirilen bir olgu olmadığını; aynı zamanda kurumsal bağlamlar içinde yorumlanan, müzakere edilen ve hayata geçirilen bir süreç olduğunu göstermektedir. Bu çalışma, Türk yükseköğretimi bağlamından ampirik bir katkı sunmakta ve öğretimin pedagojik ve ilişkisel boyutlarını daha iyi yansıtan, daha kapsamlı ve bağlama duyarlı kalite güvencesi yaklaşımlarına duyulan ihtiyaca işaret etmektedir.

Keywords

• Türk Yükseköğretimi
• Kalite Güvencesi
• Öğretim Kalitesi
• Yeni Kurumsalcılık Teorisi
• Anlamlandırma

Supporting Institution

TÜBİTAK

Project Number

1059B192200979

Ethical Statement

Bu çalışma için etik kurul izni Boğaziçi Üniversitesi Sosyal ve Beşeri Bilimler İnsan Araştırmaları Etik Kurulu'nun 18/04/2024 tarihli ve 2024-22 numaralı kararı ile alınmıştır.

Thanks

Yazar, doktora sonrası araştırma sürecindeki değerli desteği, rehberliği ve teşviki için Profesör Paul Ashwin’e içten teşekkürlerini sunmaktadır.

Between Compliance and Practice: Understanding Teaching Quality in Turkish Higher Education

Abstract

Teaching quality has become a central concern of quality assurance systems in higher education, yet it remains a complex and context-dependent concept. This study explores how teaching quality is interpreted and constructed by institutional actors within the Turkish higher education system. Adopting a qualitative design, the study draws on semi-structured interviews with 12 quality coordinators working at universities holding five-year institutional accreditation. Data were analyzed using reflexive thematic analysis. The findings show that teaching quality is understood through multiple and sometimes competing lenses, including compliance with formal procedures, measurable performance indicators, and pedagogical practice. They also reveal the influence of institutional pressures and a recurring gap between formal representations of quality and everyday teaching realities. These results suggest that teaching quality is not only assessed through standardized mechanisms but also interpreted, negotiated, and enacted within institutional contexts. The study contributes to the literature by offering empirical insight from the Turkish higher education context and by showing how teaching quality is shaped both by formal quality assurance structures and by local meaning-making processes. It also points to the need for more comprehensive and context-sensitive approaches to quality assurance that better capture the pedagogical and relational dimensions of teaching.

Keywords

• Turkish Higher Education
• Quality Assurance
• Teaching Quality
• New Institutional Theory
• Sensemaking

Supporting Institution

TÜBİTAK

Project Number

1059B192200979

Ethical Statement

Ethical approval for this study was obtained from the Boğaziçi University Social and Human Sciences Human Research Ethics Committee, with the decision dated 18/04/2024 and numbered 2024-22.

Thanks

The author would like to express sincere gratitude to Professor Paul Ashwin for his invaluable support, guidance, and encouragement during the postdoctoral research period.

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