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

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.

Anahtar Kelimeler:

Yükseköğretimde kalite, akreditasyon, iletişim eğitimi, iletişim bölümleri, İletişim Araştırmaları Derneği

Accreditation of communication education in Türkiye: Research on the views of administrator academicians in accredited programs

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.

Keywords:

Quality in higher education, accreditation, communication education, communication undergraduate programs, Communication Research Association,

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