Araştırma Makalesi
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Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma

Yıl 2023, , 123 - 153, 28.07.2023
https://doi.org/10.26650/CONNECTIST2023-1238362

Öz

Bu araştırmanın konusu Türkiye’de iletişim eğitimi alanındaki programların akreditasyonunu, akredite kurumlardaki idari görev yürüten akademisyenlerin (dekan, dekan yardımcısı ya da bölüm başkanı) görüşleri bağlamında incelemektir. Bu kapsamda ilgili akademisyenlerin görüşlerine ışık tutarak programlardaki akreditasyon ihtiyacının nedenlerini ve akreditasyonun kurumlar açısından hangi türden işlev gördüğünü ortaya çıkarmak amaçlanmıştır. Bunun için Türkiye’deki akredite iletişim programlarında ya da programların bağlı olduğu fakültelerde idari görevi bulunan 11 akademisyenle yarı yapılandırılmış derinlemesine görüşme yapılmıştır. Araştırmanın çalışma grubu çok aşamalı örnekleme yoluyla, seçkisiz olmayan yöntemlere göre çekilmiş ve araştırmada evrendeki grupların ağırlıkları oranında temsil edilmelerini sağlamak adına orantılı tabakalı amaçsal örnekleme kullanılmıştır. Araştırmada uygulamada yaşanan kimi sorunlara karşın akreditasyonun kurumları geliştirici işlev gördüğü sonucuna ulaşılmıştır. Buna göre akreditasyon kurumlara yenilenme, organizasyon şemasındaki aksaklıkları düzeltme, müfredatı güncelleme, öğretim elemanı kadrosunu güçlendirme, fiziksel ortamlar ile olanakları çoğaltma ve finansal kaynakları geliştirme konularında olanak sağlamaktadır. Bu açıdan Türkiye’de iletişim eğitiminde akreditasyon kurumsal itibar sağlayan bir etiketten ziyade kurumların kendilerini yenilemesine olanak veren somut çıktılar olarak görülmektedir. Bulgular iletişim eğitiminde akreditasyonun getirilerine odaklanan çalışmaları ve onların bulgularını desteklemektedir.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

Araştırmaya katılarak paylaştıkları görüşlerle çalışmanın oluşmasında belirleyici rol oynayan, fakat bilimsel yayın ve araştırma etiği çerçevesinde adlarını anamayacağım saygıdeğer akademisyenlere minnettarım.

Kaynakça

  • Altbach, P. G. (2012). Akademik mükemmeliyete giden yol: Dünya çapında araştırma üniversiteleri oluşturmak. google scholar
  • Altbach, P. G. & Salmi J. (Eds.), Araştırma üniversitelerinin geçmişi, bugünü ve geleceği (pp. 9-26), Kadri Yamaç (Trans.). Ankara: Efil Yayınevi. google scholar
  • Aziz, A. (2020) Türkiye’de yükseköğretimde kalite güvencesi ve iletişim eğitimi Akreditasyonu, Yeni Yüzyıl Üniversitesi İletişim Fakültesi Dergisi, 1(1), 13-29. google scholar
  • Aziz, A., Vural, S. & Yenğin, D. (2021, 12 Kasım). İLAD/İLEDAK kurum bilgilendirme sunumu [PowerPoint slaytları]. google scholar
  • İLEDAK. https://iledak.ilad.org.tr/img/pages/abc_13.11.2021_8289b3d.pdf google scholar
  • Banuelos, N. (2021). Quality and innovation in American higher education accreditation: the case of the University of Phoenix, HistoryofEducation, 50(3), 428-449. https://doi.org/10.1080/0046760X.2020.1858190 google scholar
  • Bell, D. (1976). The coming of the post-industrial society. The Educational Forum, 40(4), 574-579. https://doi. org/10.1080/00131727609336501 google scholar
  • Bendixen, C. & Jacobsen, J. C. (2020). Accreditation of higher education in Denmark and European Union: from system to substance?. Quality in Higher Education, 26(1), 66-79. https://doi.org/10.1080/13538322.2020.1729310 google scholar
  • Beşbudak, M., Özmelek Taş, N. & Nazlı, A. K. (2022). İletişim Araştırmaları Derneği’nin (İLAD) ve Avrupa İletişim Araştırmaları ve Eğitim Derneği’nin (ECREA) iletişim eğitimi temaları üzerine karşılaştırmalı bir analiz. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(2), 1101-1124. DOI: 10.48146/odusobiad.1121333 google scholar
  • Bingöl, B. (2012). Üniversite özerkliğinin değişen tanımı ve üniversitelerin yeniden yapılandırılması. Hacettepe Hukuk Fakültesi Dergisi, 2(2), 39-75. google scholar
  • Blanchard, R. O. (1988). Academic values are losing out to the narrow values of industry representatives in the accreditation process. Association for Communication Administration Bulletin, April, 50-53. google scholar
  • Blom, R., Bowe, B. J. & Davenport, L. D. (2018) Accrediting Council on Education in journalism and mass communications accreditation: Quality or compliance?. Journalism Studies, 20(10), 1458-1471. https://doi.or g/10.1080/1461670X.2018.1526641 google scholar
  • Blom, R., Davenport, L. D., & Bowe, B. J. (2012). Reputation cycles: The value of accreditation for undergraduate journalism programs. Journalism & Mass Communication Educator, 67(4), 392-406. https://doi. org/10.1177/1077695812462349 google scholar
  • Boratav, K. (1997). Yapısal uyum ve bölüşüm: Uluslararası bir bilanço, Türk-İş Yıllığı ‘97, 31-45. google scholar
  • Burrows, A. & Harvey, L. (1992, April 6-8). Defining quality in higher education: the stakeholder approach [Symposium]. AETT Conference on Quality in Education, University of York. google scholar
  • Canter, L. (2015). Chasing the accreditation dream: Do employers value accredited journalism courses. Journalism Education: The Journal of the Association of Journalism Education, 4 (1), 40-52. google scholar
  • Carroll, B. A. (1977). Accredited, non-accredited news curricula are similar. The Journalism Educator, 32(1), 42-43. https://doi.org/10.1177/107769587703200114 google scholar
  • Chrisman, J. J., Hynes, T. & Fraser, S. (1995). Faculty entrepreneurship and economic development: The case of the University of Calgary. Journal of Business Venturing, 10(4), 267-281. google scholar
  • Crawford, J. (2014). Leaders in journalism education: Administrators at ACEJMC accredited programs and non-accredited HBCU programs critique the standards. Journal of Research Initiatives, 1(2), 1-13 google scholar
  • Creswell, J. W. (2017). Araştırma deseni. (S. B. Demir, Trans. Ed.). Eğiten Kitap. google scholar
  • Cusatis, C., & Martin-Kratzer, R. (2009). Assessing the state of math education in ACEJMC-accredited and non-accredited undergraduate journalism programs. Journalism & Mass Communication Educator, 64(4), 355377. https://doi.org/10.1177/107769580906400402 google scholar
  • Çobanoğulları, A. (2015). Üniversitelerin neoliberal dönüşümü: Türkiye örneği [Yayımlanmamış yüksek lisans tezi]. Ankara Üniversitesi google scholar
  • De Paor, C. (2016). The contribution of professional accreditation to quality assurance in higher education. Quality in Higher Education, 22(3), 228-241. https://doi.org/10.1080/13538322.2016.1263925 google scholar
  • Delanty, G. (1998). The idea of the university in the global era: From knowledge as an end to the end of knowledge? Social Epistemology, 12(1), 3-25. https://doi.org/10.1080/02691729808578856 google scholar
  • Dickson, T. V., & Sellmeyer, R. L. (1992). Responses to proposals for curricular change. The Journalism Educator, 47(3), 27 36. https://doi.org/10.1177/107769589204700304 google scholar
  • Etzkowitz, H. (1983). Entrepreneurial scientists and entrepreneurial universities in American academic science. Minerva, 21(2), 198-233. google scholar
  • European Association for Quality Assurance in Higher Education (ENQA). (2015) Standards and Guidelines for Quality Assurance in the European Higher Education Area (Brussels, Belgium). google scholar
  • Gersamia, M., & Freedman, E. (2017). Challenges to creating vibrant media education in young democracies: Accreditation for media schools in Georgia. Journalism & Mass Communication Educator, 72(3), 322-333. https://doi.org/10.1177/1077695817710104 google scholar
  • Habermas, J. (1971) Toward a rational society. Heinemann. google scholar
  • Hannis, G. (2012). The value of accreditation of journalism programmes: A New Zealand perspective. Pacific Journalism Review: Te Koakoa, 18(1), 179-194. https://doi.org/10.24135/pjr.v18i1.295 google scholar
  • Harvey, L. & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9-34. https:// doi.org/10.1080/0260293930180102 google scholar
  • Irish Universities Quality Board (2008). Student handbook: your right to quality in higher education. www.ucd.ie/ t4cms/iuqbstudent_handbook.pdf google scholar
  • İLEDAK. (n.d.). Akredite kurumlar. İLEDAK. Retrieved October 9, 2022, from https://iledak.ilad.org.tr/akreditasyon/ akredite-kurumlar google scholar
  • İletişim Araştırmaları Derneği. (2019). Çalışma raporu (Rapor No: 1). https://iledak.ilad.org.tr/img/pages/yokak-icin-ilad-yillik-raporu-1_04.10.2019_f29e99d.pdf google scholar
  • Jacob, M., Lundqvist, M., & Hellsmark, H. (2003). Entrepreneurial transformations in the Swedish university system: The case of Chalmers University of Technology. Research Policy, 32(9), 1555-1569. google scholar
  • Kaygusuz, E. (2021). Sınıf ve iletişim: Türkiye’de sendikaların iletişim deneyimleri [Yayımlanmamış yüksek lisans tezi]. Ankara Üniversitesi. google scholar
  • Knight, J. (2007). Cross-border higher education: Issues and implications for quality assurance and accreditation. GUNI Series (Eds.), Social Commitment of Universities 2: Higher Education in the World (pp. 134-146). Palgrave/ MacMillan google scholar
  • Leef, G. C. (2003). Accreditation is no guarantee of academic quality. The Chronicle of Higher Education, 49(30), B17. google scholar
  • Masse, M. H., & Popovich, M. N. (2007). Accredited and nonaccredited media writing programs are stagnant, resistant to curricular reform, and similar. Journalism & Mass Communication Educator, 62(2), 141-160. https://doi.org/10.1177/107769580706200203 google scholar
  • McGuire, P. A. (2009). Accreditation’s benefits for individuals and institutions. New Directions for Higher Education, 145, 29-36. https://doi.org/10.1002/he.332 google scholar
  • Murray, F. B. (2009). An accreditation dilemma: The tension between program accountability and program improvement in programmatic accreditation. NewDirections for Higher Education, 145, 59-68. google scholar
  • Nguyen, H.C. & Ta, T.T.H. (2018). Exploring impact of accreditation on higher education in developing countries: a Vietnamese view. Tertiary Education and Management, 24, 154-167. https://doi.org/10.1080/13583883.201 7.1406001 google scholar
  • Nidia Banuelos (2021) Quality and innovation in American higher education accreditation: the case of the University of Phoenix. History of Education, 50(3), 428-449. https://doi.org/10.1080/0046760X.2020.1858190 google scholar
  • Ortaç, F. R., Kurt, A. & Kılınç, M. (2021). Öğretim elemanlarının kalite güvencesi algısının ölçümlenmesi, bir vakıf üniversitesi örneği, Anasay, 5(15), 73- 89. google scholar
  • Parsons, T. & Platt, G. (1973). The American university. Harvard University Press google scholar
  • Peker, Ö. (1996). Eğitimde kalite ve akreditasyon, Amme İdaresi Dergisi, 19-32. google scholar
  • Romenti, S., Invernizzi, E. & Biraghi, S. (2012). Engaging employers to develop quality in higher education: the case of communication studies in Italy. Quality in Higher Education, 18(2), 205-220. https://doi.org/10.1080/1 3538322.2012.691201 google scholar
  • Rosa, M. J., Cardoso, S. & Videira, P. (2020). Is accreditation ‘on the right track’? The views of Portuguese academics. Tertiary Education and Management, 26, 185-197. https://doi.org/10.1007/s11233-019-09048-7 google scholar
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Accreditation of communication education in Türkiye: Research on the views of administrator academicians in accredited programs

Yıl 2023, , 123 - 153, 28.07.2023
https://doi.org/10.26650/CONNECTIST2023-1238362

Öz

The subject of this study is an examination of how communication programs are accredited in Türkiye in the context of the views of administrator academicians. The research aims to explore the views of administrator academicians who are deans, vice deans, or heads of departments in their institutions regarding the accreditation of communication education in Türkiye. The study interviews 11 administrator academicians working in accredited undergraduate programs under communication faculties or the other faculties in which communication programs are included Türkiye, with the study sample being selected using multi-stage sampling. Proportional stratified and purposive sampling was also used to ensure that the groups in the universe are represented in proportion to their weights. Although minor problems exist in practice, accreditation has been concluded to play a developing role for institutions. Accordingly, accreditation allows institutions to renew, to correct the deficiencies in their organizational chart, to update the curriculum, to strengthen the teaching staff, to increase physical environments and opportunities, and to develop financial resources. In this respect, accreditation in communication education in Türkiye is seen as a concrete output rather than a corporate reputation provider. The findings support other studies that have focused on the benefits of accreditation.

Proje Numarası

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Kaynakça

  • Altbach, P. G. (2012). Akademik mükemmeliyete giden yol: Dünya çapında araştırma üniversiteleri oluşturmak. google scholar
  • Altbach, P. G. & Salmi J. (Eds.), Araştırma üniversitelerinin geçmişi, bugünü ve geleceği (pp. 9-26), Kadri Yamaç (Trans.). Ankara: Efil Yayınevi. google scholar
  • Aziz, A. (2020) Türkiye’de yükseköğretimde kalite güvencesi ve iletişim eğitimi Akreditasyonu, Yeni Yüzyıl Üniversitesi İletişim Fakültesi Dergisi, 1(1), 13-29. google scholar
  • Aziz, A., Vural, S. & Yenğin, D. (2021, 12 Kasım). İLAD/İLEDAK kurum bilgilendirme sunumu [PowerPoint slaytları]. google scholar
  • İLEDAK. https://iledak.ilad.org.tr/img/pages/abc_13.11.2021_8289b3d.pdf google scholar
  • Banuelos, N. (2021). Quality and innovation in American higher education accreditation: the case of the University of Phoenix, HistoryofEducation, 50(3), 428-449. https://doi.org/10.1080/0046760X.2020.1858190 google scholar
  • Bell, D. (1976). The coming of the post-industrial society. The Educational Forum, 40(4), 574-579. https://doi. org/10.1080/00131727609336501 google scholar
  • Bendixen, C. & Jacobsen, J. C. (2020). Accreditation of higher education in Denmark and European Union: from system to substance?. Quality in Higher Education, 26(1), 66-79. https://doi.org/10.1080/13538322.2020.1729310 google scholar
  • Beşbudak, M., Özmelek Taş, N. & Nazlı, A. K. (2022). İletişim Araştırmaları Derneği’nin (İLAD) ve Avrupa İletişim Araştırmaları ve Eğitim Derneği’nin (ECREA) iletişim eğitimi temaları üzerine karşılaştırmalı bir analiz. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(2), 1101-1124. DOI: 10.48146/odusobiad.1121333 google scholar
  • Bingöl, B. (2012). Üniversite özerkliğinin değişen tanımı ve üniversitelerin yeniden yapılandırılması. Hacettepe Hukuk Fakültesi Dergisi, 2(2), 39-75. google scholar
  • Blanchard, R. O. (1988). Academic values are losing out to the narrow values of industry representatives in the accreditation process. Association for Communication Administration Bulletin, April, 50-53. google scholar
  • Blom, R., Bowe, B. J. & Davenport, L. D. (2018) Accrediting Council on Education in journalism and mass communications accreditation: Quality or compliance?. Journalism Studies, 20(10), 1458-1471. https://doi.or g/10.1080/1461670X.2018.1526641 google scholar
  • Blom, R., Davenport, L. D., & Bowe, B. J. (2012). Reputation cycles: The value of accreditation for undergraduate journalism programs. Journalism & Mass Communication Educator, 67(4), 392-406. https://doi. org/10.1177/1077695812462349 google scholar
  • Boratav, K. (1997). Yapısal uyum ve bölüşüm: Uluslararası bir bilanço, Türk-İş Yıllığı ‘97, 31-45. google scholar
  • Burrows, A. & Harvey, L. (1992, April 6-8). Defining quality in higher education: the stakeholder approach [Symposium]. AETT Conference on Quality in Education, University of York. google scholar
  • Canter, L. (2015). Chasing the accreditation dream: Do employers value accredited journalism courses. Journalism Education: The Journal of the Association of Journalism Education, 4 (1), 40-52. google scholar
  • Carroll, B. A. (1977). Accredited, non-accredited news curricula are similar. The Journalism Educator, 32(1), 42-43. https://doi.org/10.1177/107769587703200114 google scholar
  • Chrisman, J. J., Hynes, T. & Fraser, S. (1995). Faculty entrepreneurship and economic development: The case of the University of Calgary. Journal of Business Venturing, 10(4), 267-281. google scholar
  • Crawford, J. (2014). Leaders in journalism education: Administrators at ACEJMC accredited programs and non-accredited HBCU programs critique the standards. Journal of Research Initiatives, 1(2), 1-13 google scholar
  • Creswell, J. W. (2017). Araştırma deseni. (S. B. Demir, Trans. Ed.). Eğiten Kitap. google scholar
  • Cusatis, C., & Martin-Kratzer, R. (2009). Assessing the state of math education in ACEJMC-accredited and non-accredited undergraduate journalism programs. Journalism & Mass Communication Educator, 64(4), 355377. https://doi.org/10.1177/107769580906400402 google scholar
  • Çobanoğulları, A. (2015). Üniversitelerin neoliberal dönüşümü: Türkiye örneği [Yayımlanmamış yüksek lisans tezi]. Ankara Üniversitesi google scholar
  • De Paor, C. (2016). The contribution of professional accreditation to quality assurance in higher education. Quality in Higher Education, 22(3), 228-241. https://doi.org/10.1080/13538322.2016.1263925 google scholar
  • Delanty, G. (1998). The idea of the university in the global era: From knowledge as an end to the end of knowledge? Social Epistemology, 12(1), 3-25. https://doi.org/10.1080/02691729808578856 google scholar
  • Dickson, T. V., & Sellmeyer, R. L. (1992). Responses to proposals for curricular change. The Journalism Educator, 47(3), 27 36. https://doi.org/10.1177/107769589204700304 google scholar
  • Etzkowitz, H. (1983). Entrepreneurial scientists and entrepreneurial universities in American academic science. Minerva, 21(2), 198-233. google scholar
  • European Association for Quality Assurance in Higher Education (ENQA). (2015) Standards and Guidelines for Quality Assurance in the European Higher Education Area (Brussels, Belgium). google scholar
  • Gersamia, M., & Freedman, E. (2017). Challenges to creating vibrant media education in young democracies: Accreditation for media schools in Georgia. Journalism & Mass Communication Educator, 72(3), 322-333. https://doi.org/10.1177/1077695817710104 google scholar
  • Habermas, J. (1971) Toward a rational society. Heinemann. google scholar
  • Hannis, G. (2012). The value of accreditation of journalism programmes: A New Zealand perspective. Pacific Journalism Review: Te Koakoa, 18(1), 179-194. https://doi.org/10.24135/pjr.v18i1.295 google scholar
  • Harvey, L. & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9-34. https:// doi.org/10.1080/0260293930180102 google scholar
  • Irish Universities Quality Board (2008). Student handbook: your right to quality in higher education. www.ucd.ie/ t4cms/iuqbstudent_handbook.pdf google scholar
  • İLEDAK. (n.d.). Akredite kurumlar. İLEDAK. Retrieved October 9, 2022, from https://iledak.ilad.org.tr/akreditasyon/ akredite-kurumlar google scholar
  • İletişim Araştırmaları Derneği. (2019). Çalışma raporu (Rapor No: 1). https://iledak.ilad.org.tr/img/pages/yokak-icin-ilad-yillik-raporu-1_04.10.2019_f29e99d.pdf google scholar
  • Jacob, M., Lundqvist, M., & Hellsmark, H. (2003). Entrepreneurial transformations in the Swedish university system: The case of Chalmers University of Technology. Research Policy, 32(9), 1555-1569. google scholar
  • Kaygusuz, E. (2021). Sınıf ve iletişim: Türkiye’de sendikaların iletişim deneyimleri [Yayımlanmamış yüksek lisans tezi]. Ankara Üniversitesi. google scholar
  • Knight, J. (2007). Cross-border higher education: Issues and implications for quality assurance and accreditation. GUNI Series (Eds.), Social Commitment of Universities 2: Higher Education in the World (pp. 134-146). Palgrave/ MacMillan google scholar
  • Leef, G. C. (2003). Accreditation is no guarantee of academic quality. The Chronicle of Higher Education, 49(30), B17. google scholar
  • Masse, M. H., & Popovich, M. N. (2007). Accredited and nonaccredited media writing programs are stagnant, resistant to curricular reform, and similar. Journalism & Mass Communication Educator, 62(2), 141-160. https://doi.org/10.1177/107769580706200203 google scholar
  • McGuire, P. A. (2009). Accreditation’s benefits for individuals and institutions. New Directions for Higher Education, 145, 29-36. https://doi.org/10.1002/he.332 google scholar
  • Murray, F. B. (2009). An accreditation dilemma: The tension between program accountability and program improvement in programmatic accreditation. NewDirections for Higher Education, 145, 59-68. google scholar
  • Nguyen, H.C. & Ta, T.T.H. (2018). Exploring impact of accreditation on higher education in developing countries: a Vietnamese view. Tertiary Education and Management, 24, 154-167. https://doi.org/10.1080/13583883.201 7.1406001 google scholar
  • Nidia Banuelos (2021) Quality and innovation in American higher education accreditation: the case of the University of Phoenix. History of Education, 50(3), 428-449. https://doi.org/10.1080/0046760X.2020.1858190 google scholar
  • Ortaç, F. R., Kurt, A. & Kılınç, M. (2021). Öğretim elemanlarının kalite güvencesi algısının ölçümlenmesi, bir vakıf üniversitesi örneği, Anasay, 5(15), 73- 89. google scholar
  • Parsons, T. & Platt, G. (1973). The American university. Harvard University Press google scholar
  • Peker, Ö. (1996). Eğitimde kalite ve akreditasyon, Amme İdaresi Dergisi, 19-32. google scholar
  • Romenti, S., Invernizzi, E. & Biraghi, S. (2012). Engaging employers to develop quality in higher education: the case of communication studies in Italy. Quality in Higher Education, 18(2), 205-220. https://doi.org/10.1080/1 3538322.2012.691201 google scholar
  • Rosa, M. J., Cardoso, S. & Videira, P. (2020). Is accreditation ‘on the right track’? The views of Portuguese academics. Tertiary Education and Management, 26, 185-197. https://doi.org/10.1007/s11233-019-09048-7 google scholar
  • Salto, D. J. (2022). Do academic disciplines matter? An analysis of organizational responses to the accreditation of graduate programs by field of study and sector. Higher Education, 84, 569-587. https://doi.org/10.1007/ s10734-021-00789-2 google scholar
  • Sayılan, F. (2006). Küresel aktörler (DB ve GATS) ve eğitimde neoliberal dönüşüm. JMO Haber Bülteni (2006/4), 44-51. google scholar
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  • Süngü, H. & Bayrakçı, M. (2010). Bolonya süreci sonrası yükseköğretimde akreditasyon çalışmaları. Türk Eğitim Bilimleri Dergisi, 8(4), 895-912. google scholar
  • The Bologna Declaration. (2019). Joint declaration of the European Ministers of Education: The Bologna Declaration of 19 June 1999. http://www.ehea.info/Upload/document/ministerial_declarations/1999_ Bologna_Declaration_English_553028.pdf google scholar
  • Ulker, N. & Bakioglu, A. (2019). An international research on the influence of accreditation on academic quality. Studies in Higher Education, 44(9), 1507-1518. https://doi.org/10.1080/03075079.2018.1445986 google scholar
  • Volkwein, J. F. (2010). The assessment context: Accreditation, accountability and performance. New Directions for Institutional Research, 2010 (S1), 3-12. https://doi.org/10.1002/ir.327 google scholar
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Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Grafikler, Artırılmış Gerçeklik ve Oyunlar (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Erdinç Kaygusuz 0000-0002-9581-4458

Proje Numarası -
Erken Görünüm Tarihi 28 Temmuz 2023
Yayımlanma Tarihi 28 Temmuz 2023
Gönderilme Tarihi 18 Ocak 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Kaygusuz, E. (2023). Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma. Connectist: Istanbul University Journal of Communication Sciences(64), 123-153. https://doi.org/10.26650/CONNECTIST2023-1238362
AMA Kaygusuz E. Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma. Connectist: Istanbul University Journal of Communication Sciences. Temmuz 2023;(64):123-153. doi:10.26650/CONNECTIST2023-1238362
Chicago Kaygusuz, Erdinç. “Türkiye’de iletişim eğitiminin Akreditasyonu: Akredite Programlardaki Idareci Akademisyenlerin görüşlerine yönelik Bir araştırma”. Connectist: Istanbul University Journal of Communication Sciences, sy. 64 (Temmuz 2023): 123-53. https://doi.org/10.26650/CONNECTIST2023-1238362.
EndNote Kaygusuz E (01 Temmuz 2023) Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma. Connectist: Istanbul University Journal of Communication Sciences 64 123–153.
IEEE E. Kaygusuz, “Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma”, Connectist: Istanbul University Journal of Communication Sciences, sy. 64, ss. 123–153, Temmuz 2023, doi: 10.26650/CONNECTIST2023-1238362.
ISNAD Kaygusuz, Erdinç. “Türkiye’de iletişim eğitiminin Akreditasyonu: Akredite Programlardaki Idareci Akademisyenlerin görüşlerine yönelik Bir araştırma”. Connectist: Istanbul University Journal of Communication Sciences 64 (Temmuz 2023), 123-153. https://doi.org/10.26650/CONNECTIST2023-1238362.
JAMA Kaygusuz E. Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma. Connectist: Istanbul University Journal of Communication Sciences. 2023;:123–153.
MLA Kaygusuz, Erdinç. “Türkiye’de iletişim eğitiminin Akreditasyonu: Akredite Programlardaki Idareci Akademisyenlerin görüşlerine yönelik Bir araştırma”. Connectist: Istanbul University Journal of Communication Sciences, sy. 64, 2023, ss. 123-5, doi:10.26650/CONNECTIST2023-1238362.
Vancouver Kaygusuz E. Türkiye’de iletişim eğitiminin akreditasyonu: Akredite programlardaki idareci akademisyenlerin görüşlerine yönelik bir araştırma. Connectist: Istanbul University Journal of Communication Sciences. 2023(64):123-5.