Yükseköğretimde Kalite

Bu makalenin ilk hali 20 Aralık 2024 tarihinde yayımlandı. https://dergipark.org.tr/tr/pub/uad/article/1538784

Düzeltme Notu

Üniversite Araştırmaları Dergisi’nde yayımlanan “Yükseköğretimde Kalite” (Yükseköğretimde Kalite, Yıl 2024, Cilt: 7 Sayı: 4, 498 - 509, Yayın Tarihi: 20.12.2024, Yasemin Yeşilbaş Özenç, https://doi.org/10.32329/uad.1538784) adlı makalede yükseköğretim kurumlarında akreditasyon sürecinin Yükseköğretim Kurulu (YÖK) tarafından gerçekleştirildiği ifadesi Yükseköğretim Kalite Kurulu (YÖKAK) olarak değiştirilmiştir. Düzeltilmiş metin aşağıda yer almaktadır. “Türkiye’de yükseköğretim kurumlarında akreditasyon süreci Yükseköğretim Kalite Kurulu (YÖKAK) tarafından gerçekleştirilmektedir. Yükseköğretim Kurulu Başkanlığı tarafından belirli bir alanda önceden belirlenmiş akademik ve alana özgü standartların bir yükseköğretim programı ve yükseköğretim kurumu tarafından karşılanıp karşılanmadığını ölçen değerlendirme ve dış kalite güvence süreci olarak tanımlanan akreditasyon, akademik kalite, saydamlık ve hesap verme sorumluluğunun bir aracıdır. Türkiye’de yükseköğretimde akreditasyon sisteminin iki temel amacı vardır. Bunlar, (1) yükseköğretim kurumlarının karşılıklı birbirlerini tanıma sürecini kolaylaştırmak ve hızlandırmak ve (2) diploma ve unvanların karşılaştırılabilmesine yardımcı olmaktır. Ayrıca diploma denklik süreçleri de bu kurum gerçekleştirilmektedir. Denklik; Yükseköğretim Kurulunca tanınan bir yurt dışı yükseköğretim kurumundan alınan ön lisans, lisans veya yüksek lisans diplomalarının, ilgili eğitim düzeyindeki kazanımlar bakımından Türkiye’deki yükseköğretim kurumlarınca verilen ön lisans, lisans ve yüksek lisans diplomalarına eşdeğerliğinin tespit edilmesi anlamına gelmektedir (Yükseköğretim Kurulu, 2024; Yükseköğretim Kalite Kurulu, 2024).”

Öz

Kalite, bir mal ya da hizmetin, bireylerin ya da örgütlerin ihtiyaçlarını ve beklentilerini karşılayabilecek düzeyde olması olarak tanımlanabilir. Yükseköğretimde kalite ise yükseköğretim kurumlarında görev yapan öğretim elemanlarının profesyonelliğini ve öğrencilerin öğrenme kabiliyetini artıran, çağın gerekliliklerini karşılamaya yönelik yerine getirilmesi gereken niteliklerdir. Bu çalışmada, yükseköğretimde kalitenin temel bileşenleri ve bu bileşenlerin kurumlar üzerindeki etkileri nitel araştırma yöntemlerinden doküman analizi yöntemiyle alanyazındaki çalışmalardan derlenerek sunulmuştur. Araştırma kapsamında, yükseköğretimde kalite, dört kavram çerçevesinde incelenmiştir. Bunlar; kalite güvencesi, toplam kalite yönetimi, hesap verebilirlik ve akreditasyondur. Araştırmada bu dört kavrama ilişkin literatürdeki en güncel ve nitelikli çalışmalar ele alınarak, yükseköğretimde kalite yönetimine dair kapsamlı bir çerçeve sunmak amaçlanmıştır. Kalite güvencesi, yükseköğretim kurumlarının sundukları eğitimin belirlenen standartları karşıladığını ve sürekli iyileştirildiğini güvence altına almak amacıyla uygulanan süreçlerdir. Toplam Kalite Yönetimi, bir örgütün tüm süreçlerinde kaliteyi sürekli iyileştirmeyi hedefleyen yönetim yaklaşımıdır. Hesap verebilirlik, yükseköğretim kurumlarının, sundukları eğitim hizmetleri ve kullandıkları kaynaklar konusunda paydaşlarına ve topluma karşı sorumluluk taşıyarak şeffaf ve denetlenebilir olmalarını ifade ederken; akreditasyon, bir yükseköğretim programının veya kurumunun, belirlenen kalite standartlarına uygun olduğunu resmi olarak doğrulayan dış değerlendirme süreci olarak tanımlanabilir. Yükseköğretimde kaliteye ilişkin kavramların ele alındığı bu çalışmanın, başta yükseköğretim yöneticileri olmak üzere, öğretim elemanlarına ve araştırmacılara katkı sağlaması beklenmektedir.

Anahtar Kelimeler

• Kalite
• kalite güvencesi
• Toplam Kalite Yönetimi
• akreditasyon
• yükseköğretim

Etik Beyan

Etik kurul izni gerekmemektedir.

Quality in Higher Education

Bu makalenin ilk hali 20 Aralık 2024 tarihinde yayımlandı. https://dergipark.org.tr/tr/pub/uad/article/1538784

Öz

Quality can be defined as the ability of a good or service to meet the needs and expectations of individuals or organizations. Quality in higher education, on the other hand, is the qualities that increase the professionalism of the teaching staff working in higher education institutions and the learning ability of the students and that must be fulfilled to meet the requirements of the age. In this study, the main components of quality in higher education and the effects of these components on institutions are presented through document analysis method, one of the qualitative research methods, compiled from the studies in the literature. Within the scope of the research, quality in higher education is analyzed within the framework of four concepts. These are quality assurance, total quality management, accountability and accreditation. The research aims to provide a comprehensive framework for quality management in higher education by analyzing the most recent and qualified studies in the literature on these four concepts. Quality assurance is the processes applied by higher education institutions to ensure that the education they offer meets the specified standards and is continuously improved. Total Quality Management is a management approach that aims to enhance quality of all processes of an organization continuously. Accountability means that higher education institutions are accountable to their stakeholders and society for the educational services they provide and the resources they use, and that they are transparent and auditable. At the same time, accreditation can be defined as the external evaluation process that formally verifies that a higher education program or institution conforms to established quality standards. This study, which deals with the concepts of quality in higher education, is expected to contribute to higher education administrators, faculty members and researchers.

Anahtar Kelimeler

• Quality
• quality assurance
• Total Quality Management
• accreditation
• higher education

Kaynakça

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