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Yıl 2013, Cilt: 4 Sayı: 2, 55 - 69, 01.08.2013

Figen Arkın

Öz

This paper explores the rising importance of QA in HE contexts, and briefly examines the factors driving its development and relationship to the context of globalised HE. This paper draws attention to some of the rhetoric of QA in HE in global contexts, analysing the assumptions behind QA as well as the reasons behind the urgent introduction of QA into the HE context. Furthermore, it also examines the policy context and the policy drivers behind the development of QA in HE contexts. Moreover, this paper analyses the massification and globalisation of HE, and explores the impact of the Bologna Process on QA. This paper explores the introduction and influences of the QA process in Turkish HE, which provides a good example of policy transfer and highlights the challenges of transferring a UK-specific QA framework to a Turkish national context. In addition to the influences of the Bologna Process, this paper also highlights the effects of QA implementation in Turkish HE. This paper concludes the experience as; harmonization and standardization of educational activities via QA has presumably led to more diversity and heterogeneity across nations.

Anahtar Kelimeler

Quality assurance Bologna Process Transfer of QA QA experience of Turkish HE.

Kaynakça

  • Ala‐Vähälä T. & Sarinneen, T. (2009), “Building European level quality assurance structures: Views from within ENQA”, Quality in Higher Education. 15(2): 89-103.
  • Altbach, P.G. & Teichler, U. (2001), “Internationalization and exchanges in a globalize university”, Journal of Studies in International Education, 5(1): 5-25. Amaral, A. (2007), “Higher education and quality assessment. The many rationales for quality”, Associationfor Quality Assurancein Higher Education, Helsinki, EUA – European University Association, www.ktu.lt/lt/mokslas/ zurnalai/ekovad/14/1822-6515-2009-1069.pdf , ( accessed 20.10.2013).
  • Billing, D. (2004), “International comparisons and trends in external quality assurance of higher education: Commonality or diversity”, Higher Education, 47: 113-137.
  • Billing, D. & Thomas, H. (2000a), “The international transferability of quality assessment systems for higher education: The Turkish experience”, Quality in
  • Higher Education, 6(1): 31-40. Billing, D. & Thomas, H. (2000b), “Evaluating a Transnational University
  • Quality Assessment Project in Turkey”, Journal of Studies in International Education, 4(2): 55-68. Bologna (1999), The Bologna Declaration on the European space for higher education: an explanation, http://ec.europa.eu/education/policies/educ/ bologna/bologna.pdf, (accessed 23.12.2012).
  • Borahan, N. G. & Ziarati, R. (2002), “Developing quality criteria for application in the higher education sector in Turkey”, Total Quality Management, 13(7): 20-38.
  • Brennan, J. and Shah, T. (2000), Managing quality in higher education: An international perspective on institutional assessment and change, Buckingham, Open University Press, UK:OECD.
  • Brown, R. (2000), “The new UK quality framework”, Higher Education Quarterly, 54(4): 323-342.
  • Campbell, C. & van der Wende (2000), “International Initiatives and Trends in
  • Quality Assurance for European Higher Education”, Exploratory Trend report The European Network for Quality Assurance in Higher Education, HelsinkiFinland. Dale, R. D. (1999), “Specifying globalisation effects on national policy: A focus on the mechanisms”, Journal of Educational Policy, 14(1): 1-17.
  • Dale, R. D. (2005), “Globalisation, knowledge economy and comparative education”, Comparative Education, 41(2): 117–149.
  • Green, A. (1999), “Education and globalization in Europe and East Asia: Convergent and divergent trends”, Journal of Education Policy, 14(1): 55-71.
  • Harvey, L. (2004), “War of the worlds: Who wins in the battle for quality supremacy?”, Quality in Higher Education, 10(1): 65-71.
  • Harvey, L. (2010), “Deconstructing Quality Culture”, http://www.qualityresearchinternational.com, (accessed 2.7.2010).
  • Harvey, L. & Newton, J. (2004), “Transforming quality evaluation”, Quality in Higher Education, 10(2): 149-165.
  • HEFCE (2006), “Review of the quality assurance framework: Phase two outcomes”, Journal of Further and Higher Education, 27(14), http://www.hefce.ac.uk/media/hefce/content/about/staffandstructure/board/200 6/ 108/B78a.PDF, (accessed 5.10.2013)
  • Henkel, M. (2007), “Can academic autonomy survive in the knowledge society? A perspective from Britain”, Higher Education & Development, 12(1): 87-99.
  • Hergüner, G. & Reeves, N. B. R. (2000), “Going against the national cultural grain: A longitudinal case study of organizational culture change in Turkish higher education”, Total Quality Management, 11(1): 45-56.
  • Hobday, G. (2000), “Assessing quality in higher education”, Report on Twelfth International Conference on Assessing Quality in Higher Education, Melbourne, 28-30 June.
  • Knight, J. (2001), “Monitoring the quality and progress of internationalization” Journal of Studies in International Education, 5(3): 228-243.
  • Knight, J. (2002), “GATS – Higher Education Implications, Opinions and Questions”, First Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education: “Globalization and Higher Education”, http://www.unesco.org/education/ studyingabroad/index.shtml (accessed 1.2.2008).
  • Knight, P. T. & Trowler, P. R. (2000), “Department-level cultures and the improvement of learning and teaching”, Studies in Higher Education, 25(1): 69Kohler, J. (2009), “Quality in European Higher Education” Paper prepared at the UNESCO Forum on Higher Education in the Europe Region: “Access, Values, Quality and Competitiveness”, 21-24 May 2009, Bucharest, Romania.
  • Lemaitre, M. J. (2002), “Quality as politics”, Quality in Higher Education, 8(1): 29- 37.
  • Lim, D. (2001), Quality Assurance in Higher Education: A study of developing countries, Aldershot: Ashgate.
  • McInnis, C. (2000), “Changing academic work roles: The everyday realities challenging quality in teaching”, Quality in Higher Education, 6(2): 143-185.
  • Mızıkacı, F. (2003), “Quality systems and accreditation in higher education: An overview of Turkish higher education”, Quality in Higher Education, 9(1): 95Mızıkacı, F. (2005), “Prospects of European integration: Turkish higher education”, Higher Education in Europe, 30(1): 67-79.
  • Morley, L. (2001), “Producing new workers: Quality, equality and employability in higher education”, Quality in Higher Education, 7(2): 1311
  • Morley, L. (2003), Quality and Power in Higher Education, Maidenhead: The Society for Research into Higher Education & Open University Press.
  • Morley, L. and Rassool, N. (2000), “School effectiveness: New managerialism, quality and the Japanization of education”, Journal of Educational Policy, 15(2): 169-183.
  • Morse, J. A. (2006), “The INQAAHE guidelines of Good Practice for External
  • Quality Assurance Agencies: Assessment and next steps”, Quality in Higher Education, 12(3): 243-253. Newton, J. (2000), “Feeding the beast or improving quality? Academics’ perceptions of quality assurance and quality monitoring”, Quality in Higher Education, 6(2): 153-163.
  • Newton, J. (2002), “Views from below: Academics coping with quality”, Quality in Higher Education, 8(1): 39-61.
  • Ozga, J. (2000), Policy Research in Educational Settings: Contested terrain, Open University Press, Buckingham.
  • Robertson, S. L. (2005), “Re-imagining and rescripting the future of education: Global knowledge economy discourses and the challenge to education systems”, Comparative Education, 41(2): 151-170.
  • Sadler, D. R. (2009a), “Indeterminacy in the use of preset criteria for assessment grading”, Assessment and Evaluation in Higher Education, 34(2): 159-1
  • Sadler, D. R. (2009b), “Moderation, grading and calibration”, Paper presented at Good Practice in Assessment Symposium, 24 November, Griffith University. Seto, M. & Wells, P. J. (Ed.) (2007), Quality Assurance and Accreditation: A glossary of basic terms and definitions, http://unesdoc.unesco.org/ images/0013/001346/134621e.pdf, (accessed 1.2.2011).
  • Sorbonne (1998), Sorbonne Ortak Bildirgesi, https://bologna.yok.gov.tr/ ?page=yazi&i=5, (accessed 6.10.2013).
  • Teichler, M. (2004), “The changing debate on internationalisation of higher education”, Higher Education, 48: 5-26.
  • Temple, B. & Billing, D. (2003), “Higher education quality assurance organisations in Central and Eastern Europe”, Quality in Higher Education, 9(3): 243-258.
  • UNESCO (1998), World Declaration on Higher Education for the Twenty-first Century: Vision and Action, http://www.unesco.org/education/educprog/ wche/decleration_eng.htm, (accessed 28.10.2006).
  • Van der Wende, M. C. & Weterheijden, D. F. (2001), “International aspects of quality assurance with a special focus on European higher education”, Quality in Higher Education, 7(3): 233-245.
  • Vidovich, L. & Porter, P. (1999), “Quality policy in Australian higher education of the 1990s: University perspectives”, Journal of Education Policy, 14(6): 567-586.
  • Yorke, M. (2000), “Developing a quality culture in higher education”, Tertiary Education and Management, 6(1): 19-36.
  • Dr. Figen Arkın received her MA in Teaching English as a Foreign Language at European University of Lefke and her PhD in Education Sciences at University of Sussex. She is currently Director of English Preparatory School at the European University of Lefke. Dr. Figen Arkın Yüksek Lisans eğitimini İngilizce Öğretmenliği alanında Lefke Avrupa Üniversitesinde tamamlamıştır. Doktora derecesini Sussex Üniversitesi Eğitim Bilimleri alanında tamamlamıştır. Dr. Figen Arkın halen Lefke Avrupa Üniversitesinde Hazırlık Okulu Müdürü olarak görev yapmaktadır.

Quality Assurance or Assuring Quality: The Experience of Turkish Higher Education on Bologna Process and QA

Yıl 2013, Cilt: 4 Sayı: 2, 55 - 69, 01.08.2013

Figen Arkın

Öz

Bu çalışma yükseköğretimde günden güne daha da önem kazanan kalite denetleme konusunu ele almakta ve küresel yükseköğretim bağlamında kalite denetleme olgusunun gelişimini etkileyen faktörleri incelemektedir. Bu makale aynı zamanda kalite denetlemenin altında yatan varsayımlar ve kalite denetleme olgusunun yükseköğretim alanına acil olarak yerleştirilmesi gerekliliğinin sebeplerini analiz ederek küresel bağlamda yükseköğretimde kalite denetlemesi ile ilgili retoriklere dikkat çekmektedir. Bunların yanı sıra, yükseköğretimde kalite denetlemenin gelişimi arkasında yer alan politikalar ve bu politikaları yürütenlerle ilgili konular da ele alınmıştır. Aynı, zamanda, yükseköğretimin küreselleşmesi ve kitleselleşmesi de çalışmanın kapsamı içerisinde olup Bolonya Sürecinin kalite denetleme üzerindeki etkileri de incelenmektedir. Çalışma ayrıca ilgili politikaların aktarımına ve İngiltere’ye has bir kalite denetleme sisteminin Türk sistemine aktarılması sürecinde karşılaşılan zorluklara iyi bir örnek teşkil eden kalite denetleme sürecinin Türk yükseköğretimine girmesi ve sistem üzerindeki etkilerini de incelemektedir. Çalışma, Bolonya sürecinin etkilerinin yanı sıra kalite denetleme sisteminin Türk yükseköğretiminde uygulanmasının etkilerine de değinmektedir. Çalışma, bu süreçten edinilen tecrübeyi şu şekilde özetler: kalite denetleme yoluyla eğitsel aktivitelerin uyumlulaştırılması ve standardizasyonu tüm Türk eğitim sistemine daha fazla çeşitlilik ve heterojenlik sağlamıştır.

Anahtar Kelimeler

Kalite Denetleme Bologna Süreci Kalite denetleme transferi Türk Yüksek Öğretim Sistemi

Kaynakça

  • Ala‐Vähälä T. & Sarinneen, T. (2009), “Building European level quality assurance structures: Views from within ENQA”, Quality in Higher Education. 15(2): 89-103.
  • Altbach, P.G. & Teichler, U. (2001), “Internationalization and exchanges in a globalize university”, Journal of Studies in International Education, 5(1): 5-25. Amaral, A. (2007), “Higher education and quality assessment. The many rationales for quality”, Associationfor Quality Assurancein Higher Education, Helsinki, EUA – European University Association, www.ktu.lt/lt/mokslas/ zurnalai/ekovad/14/1822-6515-2009-1069.pdf , ( accessed 20.10.2013).
  • Billing, D. (2004), “International comparisons and trends in external quality assurance of higher education: Commonality or diversity”, Higher Education, 47: 113-137.
  • Billing, D. & Thomas, H. (2000a), “The international transferability of quality assessment systems for higher education: The Turkish experience”, Quality in
  • Higher Education, 6(1): 31-40. Billing, D. & Thomas, H. (2000b), “Evaluating a Transnational University
  • Quality Assessment Project in Turkey”, Journal of Studies in International Education, 4(2): 55-68. Bologna (1999), The Bologna Declaration on the European space for higher education: an explanation, http://ec.europa.eu/education/policies/educ/ bologna/bologna.pdf, (accessed 23.12.2012).
  • Borahan, N. G. & Ziarati, R. (2002), “Developing quality criteria for application in the higher education sector in Turkey”, Total Quality Management, 13(7): 20-38.
  • Brennan, J. and Shah, T. (2000), Managing quality in higher education: An international perspective on institutional assessment and change, Buckingham, Open University Press, UK:OECD.
  • Brown, R. (2000), “The new UK quality framework”, Higher Education Quarterly, 54(4): 323-342.
  • Campbell, C. & van der Wende (2000), “International Initiatives and Trends in
  • Quality Assurance for European Higher Education”, Exploratory Trend report The European Network for Quality Assurance in Higher Education, HelsinkiFinland. Dale, R. D. (1999), “Specifying globalisation effects on national policy: A focus on the mechanisms”, Journal of Educational Policy, 14(1): 1-17.
  • Dale, R. D. (2005), “Globalisation, knowledge economy and comparative education”, Comparative Education, 41(2): 117–149.
  • Green, A. (1999), “Education and globalization in Europe and East Asia: Convergent and divergent trends”, Journal of Education Policy, 14(1): 55-71.
  • Harvey, L. (2004), “War of the worlds: Who wins in the battle for quality supremacy?”, Quality in Higher Education, 10(1): 65-71.
  • Harvey, L. (2010), “Deconstructing Quality Culture”, http://www.qualityresearchinternational.com, (accessed 2.7.2010).
  • Harvey, L. & Newton, J. (2004), “Transforming quality evaluation”, Quality in Higher Education, 10(2): 149-165.
  • HEFCE (2006), “Review of the quality assurance framework: Phase two outcomes”, Journal of Further and Higher Education, 27(14), http://www.hefce.ac.uk/media/hefce/content/about/staffandstructure/board/200 6/ 108/B78a.PDF, (accessed 5.10.2013)
  • Henkel, M. (2007), “Can academic autonomy survive in the knowledge society? A perspective from Britain”, Higher Education & Development, 12(1): 87-99.
  • Hergüner, G. & Reeves, N. B. R. (2000), “Going against the national cultural grain: A longitudinal case study of organizational culture change in Turkish higher education”, Total Quality Management, 11(1): 45-56.
  • Hobday, G. (2000), “Assessing quality in higher education”, Report on Twelfth International Conference on Assessing Quality in Higher Education, Melbourne, 28-30 June.
  • Knight, J. (2001), “Monitoring the quality and progress of internationalization” Journal of Studies in International Education, 5(3): 228-243.
  • Knight, J. (2002), “GATS – Higher Education Implications, Opinions and Questions”, First Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education: “Globalization and Higher Education”, http://www.unesco.org/education/ studyingabroad/index.shtml (accessed 1.2.2008).
  • Knight, P. T. & Trowler, P. R. (2000), “Department-level cultures and the improvement of learning and teaching”, Studies in Higher Education, 25(1): 69Kohler, J. (2009), “Quality in European Higher Education” Paper prepared at the UNESCO Forum on Higher Education in the Europe Region: “Access, Values, Quality and Competitiveness”, 21-24 May 2009, Bucharest, Romania.
  • Lemaitre, M. J. (2002), “Quality as politics”, Quality in Higher Education, 8(1): 29- 37.
  • Lim, D. (2001), Quality Assurance in Higher Education: A study of developing countries, Aldershot: Ashgate.
  • McInnis, C. (2000), “Changing academic work roles: The everyday realities challenging quality in teaching”, Quality in Higher Education, 6(2): 143-185.
  • Mızıkacı, F. (2003), “Quality systems and accreditation in higher education: An overview of Turkish higher education”, Quality in Higher Education, 9(1): 95Mızıkacı, F. (2005), “Prospects of European integration: Turkish higher education”, Higher Education in Europe, 30(1): 67-79.
  • Morley, L. (2001), “Producing new workers: Quality, equality and employability in higher education”, Quality in Higher Education, 7(2): 1311
  • Morley, L. (2003), Quality and Power in Higher Education, Maidenhead: The Society for Research into Higher Education & Open University Press.
  • Morley, L. and Rassool, N. (2000), “School effectiveness: New managerialism, quality and the Japanization of education”, Journal of Educational Policy, 15(2): 169-183.
  • Morse, J. A. (2006), “The INQAAHE guidelines of Good Practice for External
  • Quality Assurance Agencies: Assessment and next steps”, Quality in Higher Education, 12(3): 243-253. Newton, J. (2000), “Feeding the beast or improving quality? Academics’ perceptions of quality assurance and quality monitoring”, Quality in Higher Education, 6(2): 153-163.
  • Newton, J. (2002), “Views from below: Academics coping with quality”, Quality in Higher Education, 8(1): 39-61.
  • Ozga, J. (2000), Policy Research in Educational Settings: Contested terrain, Open University Press, Buckingham.
  • Robertson, S. L. (2005), “Re-imagining and rescripting the future of education: Global knowledge economy discourses and the challenge to education systems”, Comparative Education, 41(2): 151-170.
  • Sadler, D. R. (2009a), “Indeterminacy in the use of preset criteria for assessment grading”, Assessment and Evaluation in Higher Education, 34(2): 159-1
  • Sadler, D. R. (2009b), “Moderation, grading and calibration”, Paper presented at Good Practice in Assessment Symposium, 24 November, Griffith University. Seto, M. & Wells, P. J. (Ed.) (2007), Quality Assurance and Accreditation: A glossary of basic terms and definitions, http://unesdoc.unesco.org/ images/0013/001346/134621e.pdf, (accessed 1.2.2011).
  • Sorbonne (1998), Sorbonne Ortak Bildirgesi, https://bologna.yok.gov.tr/ ?page=yazi&i=5, (accessed 6.10.2013).
  • Teichler, M. (2004), “The changing debate on internationalisation of higher education”, Higher Education, 48: 5-26.
  • Temple, B. & Billing, D. (2003), “Higher education quality assurance organisations in Central and Eastern Europe”, Quality in Higher Education, 9(3): 243-258.
  • UNESCO (1998), World Declaration on Higher Education for the Twenty-first Century: Vision and Action, http://www.unesco.org/education/educprog/ wche/decleration_eng.htm, (accessed 28.10.2006).
  • Van der Wende, M. C. & Weterheijden, D. F. (2001), “International aspects of quality assurance with a special focus on European higher education”, Quality in Higher Education, 7(3): 233-245.
  • Vidovich, L. & Porter, P. (1999), “Quality policy in Australian higher education of the 1990s: University perspectives”, Journal of Education Policy, 14(6): 567-586.
  • Yorke, M. (2000), “Developing a quality culture in higher education”, Tertiary Education and Management, 6(1): 19-36.
  • Dr. Figen Arkın received her MA in Teaching English as a Foreign Language at European University of Lefke and her PhD in Education Sciences at University of Sussex. She is currently Director of English Preparatory School at the European University of Lefke. Dr. Figen Arkın Yüksek Lisans eğitimini İngilizce Öğretmenliği alanında Lefke Avrupa Üniversitesinde tamamlamıştır. Doktora derecesini Sussex Üniversitesi Eğitim Bilimleri alanında tamamlamıştır. Dr. Figen Arkın halen Lefke Avrupa Üniversitesinde Hazırlık Okulu Müdürü olarak görev yapmaktadır.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma
Yazarlar

Figen Arkın Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 4 Sayı: 2

Kaynak Göster

APA Arkın, F. . (2013). Quality Assurance or Assuring Quality: The Experience of Turkish Higher Education on Bologna Process and QA. LAÜ Sosyal Bilimler Dergisi, 4(2), 55-69.

Lefke Avrupa Üniversitesi (LAÜ) Sosyal Bilimler Dergisi haziran ve aralık aylarında olmak üzere yılda iki defa yayınlanan iki hakemli bir dergidir. Derginin yelpazesi toplum bilimlerinin tüm disiplinlerini ve dallarını kapsamaktadır. LAÜ Sosyal Bilimler Dergisi yalnızca Türkçe ve İngilizce makaleleri kabul etmektedir.  http://euljss.eul.edu.tr/euljss/