Yükseköğretim kurumları, araştırma, inovasyon, sosyal bütünlük, ekonomik büyüme ve küresel rekabeti desteklemede önemli bir rol oynamakta olup, beceri ve yeterlilikler için artan taleplere yeni yollarla yanıt vermeyi gerektirmektedir. Kalite süreçleri ile yükseköğretim kurumları mevcut talepleri karşılamaya ve kurumların eğitim-öğretim faaliyetlerinde karşılaştıkları problemleri iyileştirmeye yönelik birtakım uygulamalar gerçekleştirmektedir. Araştırmada İnsani Gelişme Endeksi verilerine dayalı olarak eğitim alanında en üst sırada yer alan beş ülkenin yükseköğretimdeki kalite süreçlerini ülkemizle karşılaştırmalı olarak incelemek amaçlanmaktadır. Bu amaç doğrultusunda Norveç, İsviçre, Avustralya, İrlanda ve Almanya’nın yükseköğretimde kalite süreçlerini nasıl izlediğini ülkemiz ile karşılaştırarak; yükseköğretimde kalite süreçlerinde vurgulanan önemli noktalar ortaya konulmaktadır. Araştırmada çevrim içi olarak ulaşılan üniversitelerin resmi web sayfalarında yer alan akreditasyon ve kalite süreçleri ile ilgili birimler ve 1999–2018 yılları arasında “quality framework”, “quality assurance”, “national quality framework for universities”, “learning outcomes”, “European quality framework”, “quality management”, “quality guarantee”, “quality control” anahtar kelimelerinin kullanılması ile elde edilen çalışmalar tek tek incelenmiş ve karşılaştırmalı olarak epistemolojik doküman analizi yöntemi ile analiz edilmiştir. Elde edilen bulgular ülkelerin kalite süreçlerinde yer alma sebeplerinin yükseköğretimdeki eksikliklerini ortaya koymak, eğitim süreci ile program çıktıları arasındaki ilişkiyi açıklamak, sürekli iyileştirmeler sağlamak, şeffaf ve hesap verebilir olmak, ulusal tutarlık yakalamak, Avrupa Kredi Transfer Sistemi (AKTS) uyumu oluşturmak ve denklik sağlamak ile bütçe oluşturmak olduğunu göstermektedir. Bununla birlikte yükseköğretim kurumlarının kalite göstergeleri ile kalite süreçlerinin kurumlar açısından avantajlarına ilişkin bulgulara da yer verilmektedir. Elde edilen sonuçlar doğrultusunda, bu çalışma ülkemiz yükseköğretim kurumlarında kalite süreçlerinde gerçekleştirilen uygulamaların iyileştirilmesine yönelik öneriler sunmaktadır.
Higher education institutions play an important role in promoting research,_x000D_
innovation, social unity, economic growth and global competition, and seek_x000D_
new ways of responding to the increasing demands for skills and competences._x000D_
Through their quality processes, higher education institutions implement a_x000D_
number of practices to meet current demands, and to address the problems_x000D_
faced by various institutions in their education and training activities. This_x000D_
study aims to perform a comparative analysis of the quality processes of five_x000D_
different countries in the field of education, which are ranked as the top countries based on the Human Development Index data, by comparing and contrasting them with Turkey. For this purpose, comparing the quality processes implemented by Norway, Switzerland, Australia, Ireland and Germany,_x000D_
with those of Turkey, the key points in the quality processes of higher education are pinpointed and highlighted. The official web sites of the university_x000D_
units in charge of accreditation and quality of processes were individually analyzed, and a keyword search was conducted to identify the studies on the subject published between 1999 and 2018 by searching for the keywords “quality_x000D_
framework”, “quality assurance”, “national quality framework for universities”,_x000D_
“learning outcomes”, “European quality framework”, “quality management”, “quality guarantee”, and “quality control”, which were then comparatively analyzed by_x000D_
applying the epistemological document analysis method. The findings reveal_x000D_
the following reasons for these five countries’ implementation of the quality_x000D_
processes: identifying the shortcomings, accounting for the relationship_x000D_
between the instructional process and the program outcomes, ensuring continuous improvements, being transparent and accountable, achieving national_x000D_
consistency, ensuring European Credit Transfer and Accumulation System_x000D_
(ECTS) compliance and providing equivalence, and proper budgeting. In_x000D_
addition, our findings include the quality indicators of higher education institutions and the institutional advantages of such quality processes. Based on the_x000D_
findings, this study makes some suggestions towards improving the quality_x000D_
processes of the higher education institutions in Turkey.
Higher education institutions play an important role in promoting research, innovation, social unity, economic growth and global competition, and seek new ways of responding to the increasing demands for skills and competences. Through their quality processes, higher education institutions implement a number of practices to meet current demands, and to address the problems faced by various institutions in their education and training activities. This study aims to perform a comparative analysis of the quality processes of five different countries in the field of education, which are ranked as the top countries based on the Human Development Index data, by comparing and contrasting them with Turkey. For this purpose, comparing the quality processes implemented by Norway, Switzerland, Australia, Ireland and Germany, with those of Turkey, the key points in the quality processes of higher education are pinpointed and highlighted. The official web sites of the university units in charge of accreditation and quality of processes were individually analyzed, and a keyword search was conducted to identify the studies on the subject published between 1999 and 2018 by searching for the keywords “quality framework”, “quality assurance”, “national quality framework for universities”, “learning outcomes”, “European quality framework”, “quality management”, “quality guarantee”, and “quality control”, which were then comparatively analyzed by applying the epistemological document analysis method. The findings reveal the following reasons for these five countries’ implementation of the quality processes: identifying the shortcomings, accounting for the relationship between the instructional process and the program outcomes, ensuring continuous improvements, being transparent and accountable, achieving national consistency, ensuring European Credit Transfer and Accumulation System (ECTS) compliance and providing equivalence, and proper budgeting. In addition, our findings include the quality indicators of higher education institutions and the institutional advantages of such quality processes. Based on the findings, this study makes some suggestions towards improving the quality processes of the higher education institutions in Turkey.
