Yükseköğretimde Kalite Güvencesi: Lisans Programlarının Akreditasyonunda Deneyimler ve Gelişmeler

Öz

The aim of this study is to evaluate the quality assurance and accreditation systems of undergraduate teacher training programs in Türkiye within the framework of their legal basis, processes, practices and experiences. The research, structured with a case study design, is based on the methods and principles of the qualitative research approach. The data sources used in the research consist of laws and regulations containing legal regulations regarding quality assurance and accreditation in higher education institutions in Türkiye, documents related to the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), data obtained from academic staff, administrators, students and evaluators involved in the accreditation process. The data were collected using semi-structured interview forms and document review techniques and analysed with descriptive content analysis method. The research results reveal that there have been significant developments in quality assurance and accreditation with the regulations issued since 2002. It has been concluded that the standards in teacher education established by EPDAD consist of seven different standard areas and are located under three different groups: initial, process and product. Teacher training program stakeholders generally approach accreditation processes positively. In particular, accountability, quality education, quality, equality, standardization, continuous development and contributions to system operation were emphasized by the stakeholders. However, criticisms such as the intensity of documentation, the short duration of accreditation visits, the inadequacy of stakeholders in informing them about accreditation processes, and the lack of awareness regarding the purpose of accreditation were also voiced. In line with the findings obtained, it is recommended that stakeholders be informed comprehensively in accreditation processes, a continuous and effective communication mechanism be established between the programs to be accredited and the accreditation bodies, the EPDAD evaluator pool be developed in terms of both quality and quantity, and steps be taken to reduce the intensity of documentation.

Anahtar Kelimeler

• akreditasyon
• öğretmen eğitim programlarında akreditasyon
• kalite güvencesi

Quality Assurance in Initial Teacher Education: Experiences and Developments in Undergraduate Teacher Training Program Accreditation

Öz

The aim of this study is to evaluate the quality assurance and accreditation systems for undergraduate programs in higher education institutions and faculties of education in Turkey within the framework of their legal basis, processes, practices and experiences. The research structured with a case study design is based on the methods and principles of the qualitative research approach. The data sources used in the research consist of laws and regulations containing legal regulations regarding quality assurance and accreditation in higher education institutions in Turkey, documents related to the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), data obtained from academic staff, administrators, students and auditors involved in the accreditation process. The data were collected using semi-structured interview forms and document review techniques and analyzed with the content analysis method. The research results reveal there have been significant developments in quality assurance and accreditation with the regulations issued since 2002. It has been concluded that the standards in teacher education established by EPDAD consist of seven different standard areas and are located under three different groups: initial, process and product. Higher education stakeholders generally approach accreditation processes positively. In particular, accountability, quality education, quality, equality, standardization, continuous development and contributions to system operation were emphasized by the stakeholders. However, criticisms such as the intensity of documentation, the short duration of accreditation visits, the inadequacy of stakeholders in informing them about accreditation processes, and the lack of awareness regarding the purpose of accreditation were also voiced. In line with the findings obtained, it is recommended that stakeholders be informed comprehensively in accreditation processes, a continuous and effective communication mechanism be established between the programs to be accredited and the accreditation bodies, graduate programs be included in the accreditation process, the EPDAD evaluator pool be developed in terms of both quality and quantity, and steps be taken to reduce the intensity of documentation.

Anahtar Kelimeler

• accreditation
• accreditation in teacher education programs
• quality assurance

Kaynakça

1. Alpaydın, Y., & Topal, M. (2022). Eğitim fakültelerindeki akreditasyon deneyimleri üzerine nitel bir araştırma. İnsan ve Toplum, 12(2), 232-265. Retrieved May 25, 2023, from https://doi.org/10.12658/M0657
2. Bergh, A. (2011). Why quality in education and what quality? A linguistic analysis of the concept of quality in Swedish government texts. Education Inquiry, 2(4), 709- 723. Retrieved July 1, 2023, from https://doi.org/10.3402/edui.v2i4.22008
3. Billing, D., & Thomas, H. (2000). The international transferability of quality assessment systems for higher education: The Turkish experience. Quality in Higher Education, 6(1), 31-40. Retrieved July 11, 2023, from https://doi.org/10.1080/13538320050001054
4. Bleiklie, I. (2011). Excellence, quality and the diversity of higher education systems. In M. Rostan & M. Vaira (Eds.), Questioning excellence in higher education. Policies, experiences and challenges in national and comparative perspective (pp. 21-35). Rotterdam: Sense Publishers.
5. Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Boston: Allyn & Bacon.
6. Bologna Declaration (1999). The Bologna Declaration of 19 June 1999. Retrieved July 1, 2023, from https://www.ehea.info/media.ehea.info/file/Ministerial_conferences/02/8/1999_Bologna_Declaration_English_553028.pdf
7. Bologna Process Implementation Report (2020). Retrieved June 14, 2023, from https://eurydice.eacea.ec.europa.eu/sites/default/files/2022-06/ehea_bologna_2020_other_parts.pdf
8. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. Retrieved June 23, 2023, from https://doi.org/10.3316/QRJ0902027

9. Bradbury, A. (2013). Understanding early years inequality: Policy, assessment and young children's identities. London: Routledge.
10. Brittingham, B. (2008). An uneasy partnership: Accreditation and the federal government. Change: The Magazine of Higher Learning, 40(5), 32-39. Retrieved June 3, 2023, from https://doi.org/10.3200/CHNG.40.5.32-39
11. CHEA (2020). Regional accrediting organizations. Retrieved November 15, 2023, from https://www.chea.org/regionalaccrediting-organizations
12. Coffey, K. R., & Millsaps, E. M. (2004). A handbook to guide educational institutions through the accreditation process: The ABCs of accreditation. New York: Edwin. Mellen Press.
13. CoHE (1999). Türkiye’de öğretmen eğitiminde standartlar ve akreditasyon. YÖK/Dünya Bankası milli eğitimi geliştirme projesi, Ankara. Retrieved April 20, 2023, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/turkiyede_ogretmen_egitiminde_standartlar_ve_akreditasyon.pdf
14. CoHE (2006). Türkiye’nin yükseköğretim stratejisi (Taslak Rapor). Ankara: YÖK.
15. CoHE (2007). Türkiye’nin yükseköğretim stratejisi. Ankara: YÖK.
16. CoHE (2018). Yükseköğretim politikalarında yeni yök 2014’ten sonrası. Retrieved April 20, 2023, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Yuksekogretim_politika larinda_yeni_yok.pdf
17. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles: Sage.
18. Creswell, J. W. (2013). Qualitative inquiry and research design (3rd ed.). Thousand Oaks, California: Sage Publications.
19. Davenport, C. A. (2001). How frequently should accreditation standards change? New Directions for Higher Education, 113, 67-82. Retrieved November 12, 2023, from https://doi.org/10.1002/he.5
20. Demirhan-Yüksel, Y. (2011). Kalite ve kaliteli üniversite kavramlarına ilişkin üniversite öğrencilerinin algıları. (Publication No. 290723) [Unpublished master’s thesis]. Gazi University. YÖK National Thesis Center. Retrieved June 3, 2023, from https://tez.yok.gov.tr/UlusalTezMerkez
21. Denzin, N. K., & Lincoln, Y. S. (1994) Introduction: Entering the field of qualitative research, In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 1- 17). London: Sage.
22. Deveci, N. K. (2012). Türk yükseköğretiminde eğitim-öğretim hizmetlerinin kalite düzeyinin ve kalite yükseltme çalışmalarının incelenmesi: Türkiye’deki devlet ve vakıf üniversiteleri üzerinde bir saha çalışması. (Publication No. 319771.) [Unpublished master’s thesis]. Atatürk University, YÖK National Thesis Center. Retrieved June 3, 2023, from https://tez.yok.gov.tr/UlusalTezMerkez
23. Dicker, R., Garcia, M., Kelly, A., Modabber, P., O’Farrell, A., Pond, A., … Mulrooney, H.M. (2017). Student perceptions of quality in higher education: Effect of year of study, gender and ethnicity. New Directions in the Teaching of Physical Sciences, 12(1), 1-14. Retrieved December 4, 2023, from https://doi.org/10.29311/ndtps.v0i12.2332
24. Dill, D. D. (2000). Is there an academic audit in your future? Reforming quality assurance in US higher education. Change: The Magazine of Higher Learning, 32(4), 34-41. Retrieved July 1, 2023, from https://doi.org/10.1080/00091380009601746
25. Dill, D. (2010). Quality assurance in higher education- Practices and issues. International Encyclopedia of Education, 377–383. Retrieved October 21, 2023, from https://doi.org/10.1016/B978-0- 08-044894-7.00833-2
26. Dill, D. D., & Beerkens, M. (2013). Designing the framework conditions for assuring academic standards: Lessons learned about professional, market, and government regulation of academic quality. Higher Education, 65(3), 341-357. Retrieved July 1, 2023, from https://doi.org/10.1007/s10734-012-9548-x
27. Eaton, J. S. (2003). Is accreditation accountable? The continuing conversation between accreditation and the federal government. Washington DC: CHEA Monograph Series.
28. Eaton, J. S. (2011). US accreditation: meeting the challenges of accountability and student achievement. Evaluation in Higher Education, 5(1), 1-20. Retrieved August 19, 2023, from https://www.chea.org/us-accreditation-meeting-challenges-accountability-and-student-achievement
29. ENQA. (2005). Standards and guidelines for quality assurance in the European higher education area. Retrieved May 19, 2023, http://www.eqar.eu/ fileadmin/documents/ e4/050221 _ENQA_report.pdf
30. EPDAD (2016). EPDAD akreditasyon el kitabı. Retrieved April 24, 2023, from https://epdad.org.tr/icerik/epdad-ogretmen-egitiminde-program-degerlendirme-ve- akreditasyon-el-kitabi
31. EPDAD (2021). EPDAD tüzüğü. Retrieved April 20, 2023, from https://epdad.org.tr/data/genel/belgeler-tuzukler/EPDAD-Tuzuk.pdf
32. EPDAD (2024). Tarihçe. Retrieved January 20, 2024, from https://epdad.org.tr
33. Erkuş, L. (2009). Eğitim fakültelerinin akreditasyon sürecine hazır olma durumlarına ilişkin öğretim elemanlarının görüşlerinin değerlendirilmesi. (Publication No. 261336.) [Unpublished master’s thesis]. Kırıkkale University. YÖK National Thesis Center. Retrieved June 3, 2023, from https://tez.yok.gov.tr/UlusalTezMerkez
34. Erkuş, L. & Özdemir, S. M. (2010). Eğitim fakültelerinin akreditasyon sürecine hazır olma durumuna ilişkin öğretim elemanlarının görüşlerinin değerlendirilmesi. Çukurova University Faculty of Education Journal, 38(3), 118-133. Retrieved May 30, 2023, from http://www.ajindex.com/dosyalar/makale/acarindex-1423874871.pdf
35. Ewell, P. T. (2000). Continuous improvement in the accreditation arena. Assessment Update, 12(4), 3-13.
36. Ewell, P. T. (2008). US accreditation and the future of quality assurance: A tenth anniversary report from the Council for Higher Education Accreditation. Washington, DC: CHEA Institute for Research and Study of Accreditation and Quality Assurance.
37. Fidan, M., Bıyıklı, F. & Özkara, B. (2022). Akademisyenler için akreditasyon ne anlama geliyor? yükseköğretimde kalite üzerine nitel bir araştırma. Sosyal Mucit Academic Review, 3(2), 213-236. Retrieved May 30, 2023, from https://doi.org/10.54733/smar.1166028
38. First World Summit On Accreditation (WOSA), (2012). Achieving excellence through accreditation. Retrieved December 9, 2023, from http://iacqer.com/iacqer1/Document/WOSA2012.pdf
39. Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation: Alternative approaches and practical guidelines. USA: Pearson Education.
40. Fraenkel, J.R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
41. Frazer, M.J. (1992). Quality assurance in higher education. London: Falmer Press.
42. Goldie, J. (2006). AMEE education guide no. 29: Evaluating educational programmes. Medical Teacher, 28(3), 210-224. Retrieved December 23, 2023, from https://doi.org/10.1080/01421590500271282
43. Harvey, L. (2002). Evaluation for what? Teaching in Higher Education, 7(3), 245-263. Retrieved December 9, 2023, from https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%202002 %20Evaluation%20for%20What.pdf
44. Harvey, L. (2004). The power of accreditation: Views of academics. Journal of Higher Education Policy and Management, 26(2), 207-223. Retrieved December 11, 2023, from https://doi.org/10.1080/1360080042000218267
45. Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9-34. Retrieved December 9, 2023, from https://doi.org/10.1080/0260293930180102
46. Hou, A. Y. C. (2011). Quality assurance at a distance: International accreditation in Taiwan higher education. Higher Education, 61(2), 179-191. Retrieved October 26, 2023, from https://doi.org/10.1007/s10734-010-9331-9
47. Jackson, M. J., & Helms, M. M. (2008). Student perceptions of hybrid courses: Measuring and interpreting quality. Journal of Education for Business, 84(1), 6-13. Retrieved December 3, 2023, from https://doi.org/10.3200/JOEB.84.1.7-12
48. Jones, D. P. (2002). Different perspectives on information about educational quality: Implications for the role of accreditation. Washington: CHEA.
49. Kavak, Y. (1999). Öğretmen eğitiminde yeni bir yaklaşıma doğru: standartlar ve akreditasyon. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 19, 313–324. Retrieved May 23, 2023, from https://dergipark.org.tr/tr/download/article-file/108550
50. Kavak, Y. (2007, Mart). Öğretmen eğitiminde akreditasyon denemesi. Eğitim Bilimleri Bakış Açısıyla Eğitim Fakülteleri ve Akreditasyon Çalıştayı, Ankara.
51. Kavak, Y., Uysal, F., & Kısa, N (2019, Kasım-Aralık). Türkiye'deki yükseköğretim kurumlarında akreditasyon konusundaki güncel gelişmeler. Uluslararası Öğretmen Eğitimi ve Akreditasyon Kongresi: TED Üniversitesi Eğitim Fakültesi, Ankara:
52. Kis, V. (2005). Quality assurance in tertiary education: Current practices in OECD countries and a literature review on potential effects. Tertiary Review: A Contribution to the OECD Thematic Review of Tertiary Education, 14(9), 1-47. Retrieved November 1, 2023, from oecd.org/education/skills-beyond-school/38006910.pdf
53. Knight, J. (2007). Cross-border higher education: issues and implications for quality assurance and accreditation, in Global University Network for Innovation (Guni) Higher Education in the World. Accreditation for quality assurance – What is at stake? New York: Palgrave MacMillan.
54. Knight, J. (2008). Higher education in turmoil: The changing world of internationalization. Rotterdam: Sense Publisher.
55. Kohler, J. R. (2003). Quality assurance, accreditation, and recognition of qualifications as regulatory mechanisms in the European higher education area. Higher education in Europe, 28(3), 317-330. Retrieved April 19, 2023, from https://doi.org/10.1080/0379772032000119973
56. Kuh, G. D. (2009). The national survey of student engagement: conceptual and empirical foundations. New Directions for Institutional Research, 141, 5-20. Retrieved May 1, 2023, from https://doi.org/10.1002/ir.283
57. Kushnir, I., & Yazgan, N. (2024). Shifting geopolitics of the European higher education space. European Journal of Higher Education, 1-22. Retrieved September 3, 2024, from https://doi.org/10.1080/21568235.2024.2398742
58. Latchem, C. (2011). Quality matters for Turkish higher education. Anadolu Journal of Educational Sciences International, 1(1), 1-18. Retrieved September 27, 2023, from https://doi.org/10.18039/ajesi.18727
59. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications.
60. Lingenfelter, P. E. (2001). Focus on educational accountability. SHEEO Network News, 20(3), 1-7. Retrieved August 19, 2023, from https://www.immagic.com/eLibrary/ARCHIVES/GENERAL/SHEEO_US/S011100N.pdf
61. Lynch, B.K (1996) Language program evaluation: Theory and practice. United Kingdom: Cambridge University Press.
62. Marginson, S. (2007). The public/private divide in higher education: A global revision. Higher education, 53(3), 307-333. Retrieved May 17, 2023, from https://doi.org/10.1007/s10734-005-8230-y
63. Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
64. Maxwell, J. A. (2009). Designing a qualitative study. In L. Bickman & D., J. Rog (Eds.), The SAGE handbook of applied social research methods (pp.214-253). Thousand Oaks, CA: Sage.
65. Meek, V. L. (2000). Diversity and marketisation of higher education: Incompatible concepts? Higher Education Policy, 13(1), 23-39. Retrieved December 19, 2023, from https://link.springer.com/content/pdf/10.1016/S0952-8733%2899%2900030-6.pdf
66. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass.
67. Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass Publishers.
68. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. California: SAGE Publications.
69. Morgan, D. L. (1996). Focus groups as qualitative research. California: SAGE Publications.
70. Mızıkacı, F. (2003). Quality systems and accredition in higher education: An overview of Turkish higher education. Quality in Higher Education, 9(1), 95-106. Retrieved June 3, 2023, from https://doi.org/ 10.1080/13538320308160
71. OECD. (2009). Higher education to 2030, Volume 2, Globalisation. Retrieved July 1, 2023, from https://www.oecd.org/en/publications/higher-education-to-2030-volume-2-globalisation_9789264075375-en.html
72. Özer, M., Gür, B.S. & Küçükcan, T. (2011). Kalite temini: Türkiye yükseköğretimi için stratejik tercihler. Yükseköğretim ve Bilim Dergisi, 1(2), 59-65. Retrieved May 21, 2023, from https://doi.org/10.5961/jhes.2011.009
73. Patton, M. Q. (2014). Qualitative research & Evaluation methods:Integrating theory and practice. California: Sage publications.
74. Petersen, J. C. (1999). Internationalizing quality assurance in higher education. Washington, D.C.: Council for Higher Education Accreditation (CHEA).
75. Regulation on Academic Evaluation and Quality Assurance in Higher Education Institutions (2002, 22 October). Retrieved December 12, 2023, https://www.resmigazete.gov.tr/eskiler/2002/10/20021022.htm#7
76. Regulation on Academic Evaluation and Quality Improvement in Higher Education Institutions (2005, 20 September). Retrieved December 12, 2023, https://www.resmigazete.gov.tr/eskiler/2005/09/20050920-9.htm
77. Regulation on Quality Assurance in Higher Education (2015, 23 July). Retrieved December 12, 2023, https://www.resmigazete.gov.tr/eskiler/2015/07/20150723-3.htm
78. Regulation on Quality Assurance in Higher Education and the Higher Education Quality Council (2018, 23 November). Retrieved December 12, 2023, https://www.resmigazete.gov.tr/eskiler/2018/11/20181123-16.htm
79. Rippin, A., White, J., & Marsh, P. (1994). From quality assessment to quality enhancement: A framework. Quality Assurance in Education, 2(1), 13–20. Retrieved December 13, 2023, from https://doi.org/10.1108/09684889410054536
80. Romanowski, M.H. (2022). The idolatry of accreditation in higher education: enhancing our understanding. Quality in Higher Education, 28(2), 153-167. Retrieved June 3, 2023, from: https://doi.org/10.1080/13538322.2021.1948460
81. Rothstein, R., Jacobsen, R., & Wilder, T. (2009). From accreditation to accountability. Phi Delta Kappan, 90(9), 624-629.
82. Rozsnyai, C. (2004). Hungary: Accreditation models in higher education: experiences and perspectives. In P. Di Nauta, P. L. Omar, A. Schade & J. P. Scheele (Eds.), Accreditation models in higher education: Experiences and perspectives (pp. 46- 48). Helsinki: ENQA Workshop Report.
83. Sanyal, B. C., & Martin, M. (2007). Quality assurance and the role of accreditation: an overview. New York: Palgrave/MacMillan.
84. Sarrico, C. S., Rosa, M. J., Teixeira, P. N., & Cardoso, M. F. (2010). Assessing quality and evaluating performance in higher education: Worlds apart or complementary views? Minerva, 48, 35-54. Retrieved June 27, 2023, from https://doi.org/10.1007/s11024-010-9142-2
85. Saunders, V. M. (2007). Does the accreditation process affect program quality? A qualitative study of perceptions of the higher education accountability system in learning [Doctoral Thesis]. Temple University, Philadelphia, USA.
86. Schray, V. (2006). Assuring quality in higher education: Key issues and questions for changing accreditation in the United States. A national dialogue. Washington, DC: U.S. Department of Education.
87. Scott, P. (1995). The meanings of mass higher education. New York: McGraw-Hill Education.
88. Smidt, H. (2015). European quality assurance- A European higher education area success story. In A. Curaj, L. Matei, R. Pricopie, J. Salmi & P. Scott (Eds.), The European Higher Education Area: Between critical reflections and future policies (pp. 625–637). Cham: Springer International Publishing.
89. Sorbonne Declaration (1998). Sorbonne Joint Declaration. Retrieved July 1, 2023, from https://www.ehea.info/media.ehea.info/file/1998_Sorbonne/61/2/1998_Sorbonne_Declaration_English_552612.pdf
90. Stake, R. E. (1995). The art of case study research. California: Sage.
91. Stensaker, B., & Matear, S. (2024). Student involvement in quality assurance: Perspectives and practices towards persistent partnerships. Quality in Higher Education, 1-15. Retrieved July 1, 2024, from https://doi.org/10.1080/13538322.2024.2346358
92. Stewart, C. J., & Cash, W. B. (1985). Interviewing: Principles and practices, WC Dubuque. Iowa: Brown Publishers.
93. Talbot, D. (2016). Evidence for no-one: Standards, accreditation, and transformed teaching work. Teaching and Teacher Education, 58(1), 80–89. Retrieved April 20, 2023, from https://doi.org/10.1016/j.tate.2016.05.006
94. Tezsürücü, D., & Bursalıoğlu, S. A. (2013). Yükseköğretimde değişim: Kalite arayışları. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 10(2), 97-108.
95. THEQC (2020). 2019 yılı akreditasyon kuruluşları genel değerlendirme raporu. Retrieved April 20, 2023, from https://yokak.gov.tr/Common/Docs/AkreditasyonKilavuz1.0/2019GenelDegerlendi rme.pdf
96. Ülker, N. & Bakioglu, A. (2019). An international research on the influence of accreditation on academic quality. Studies in Higher Education, 44(9), 1507–18. Retrieved June 1, 2023, from https://doi.org/10.1080/03075079.2018.1445986
97. Volkwein, J. F. (2010). The assessment context: Accreditation, accountability, and performance. New Directions for Institutional Research, 2010(1), 3-12. Retrieved April 20, 2023, from https://doi.org/10.1002/ir.327
98. Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. IDS Practice Paper in Brief, 13, 1-11. Wolf, P., Evers, F., & Hill, A. (2006). Handbook for curriculum assessment. Ontario: University of Guelph.
99. Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık. Yin, R. K. (2014). Case study research: design and methods. Thousand Oaks: Sage.
100. Zineldin, M., Camgoz-Akdağ, H., & Vasicheva, V. (2011). Assessing quality in higher education: New criteria for evaluating students’ satisfaction. Quality in Higher Education, 17(2), 231-243. Retrieved December 19, 2023, from https://doi.org/10.1080/13538322.2011.582796
101. Zou, Y., Du, X., & Rasmussen, P. (2012). Quality of higher education: organisational or educational? A content analysis of Chinese university self-evaluation reports. Quality in Higher Education, 18(2), 169-184. Retrieved October 3, 2023, from https://doi.org/10.1080/13538322.2012.708247