Mehmet SİNCAR, A. Elçin SUMMAK GÖREN, M. Semih SUMMAK

Data-Based Change for Departmental Effectiveness in the English Preparatory Unit: A Longitudinal Case Study

Problem Durumu: Arastırmanın temel problemi: “üç yıllık (1997-2000) veri temelli bir değisim programının, Gaziantep Üniversitesi İngilizce Hazırlık Biriminin sağlayacağı, uluslararası uyumlu İngilizce yeterlilik düzeyine etkisi nedir? Arastırmanın Amacı: Bu çalısmanın amacı, öğretim yöntemleri ve müfredatın ötesinde vizyon-misyon güdümlü yönetsel bir yaklasımla, İngilizce hazırlık programındaki eğitim hizmetinin ve çıktılarının, veri temelli bir değisim ve yansıtıcı yönetimi aracılığıyla, uluslararası esdeğerlik sağlamaya yönelik olarak etkinliklerinin gelistirilmesidir. Yöntem: Arastırma, gelistirilen vizyon-misyon doğrultusunda boylamsal (9 yılı kapsayan) örnek olay ve katılımcı eylem çalısması olarak tasarlanmıstır. Đngilizce Hazırlık Birimindeki değisime kılavuzluk eden veriler ve bunların, bağımsız örneklem t-testi, doğrusal regresyon ve korelasyon çözümlemeleri arastırma desenini olusturmaktadır. Çalısma ‘değisim’ve ‘izleme’ olmak kaydıyla iki asama seklinde kurgulanmıstır. Bulgular: Örnek olay olarak alınan İngilizce Hazırlık Biriminde uygulanmakta olan muafiyet ölçütünün ve kullanılan araçların bilimsel temel ve ölçme uygunluğu açısından yeterliliğinin olmadığı gözlenmistir. Baslangıç değerlendirmeleri, Đngilizce Hazırlık alt sınır geçme notunun yaklasık olarak 377 TOEFL (klasik/kağıt sınav) puanına karsılık geldiğini göstermistir. Bulgular, İngilizce öğretim yapılan birimlerdeki öğrencilerin büyük bir çoğunluğunun (% 61) lisans eğitimleri sonunda da kabul edilebilir uluslararası TOEFL puanına erisemediklerini göstermektedir. Sonuç ve Öneriler: Örnek olaydaki akademik birimin, uygulanan değisim programına rağmen ingilizce yeterlilik gelistirme açısından uluslararası denklikten oldukça uzak olduğu görülmektedir. Benzer sekilde uygulanan muafiyet ölçütlerinin ve çıktılarının, boylamsal süreç sonundaki uluslararası denkliği hâlâ tartısılabilir niteliktedir. İngilizce hazırlık eğitiminin, dısarıdan profesyonel hizmet alımı yoluyla gerçeklestirilmesi, maliyetlerin sistem dısına çıkarılması ve kalitenin arttırılması bakımından değer yaratan yönetsel bir yenilik (innovation) seçeneği olarak düsünülebilir.

İngilizce Hazırlık Biriminde Veri-Temelli Değişim ve Bölüm Etkililiği İçin Boylamsal Örnek Olay Araştırması

Problem: The major problem was: “What will be the impact of a three-year evidence-based and mission-driven change program (to be launched between 1997-2000) on the proficiency level of English Preparatory Program students (of Gaziantep University) longitudinally, in terms of international compatibility?” Purpose: The main purpose of this study was to inquire means and ways of assuring accountability as a tool for departmental effectiveness, through measurable performance indicators in the English Preparatory Department of Gaziantep University. Design and Methodology: This paper presents a longitudinal case study, embracing action research backed by a series of empirical analyses (timevariant and time-invariant) spanning a 9-year period. Statistical applications such as independent samples t-test, linear regression and correlation have constituted the backbone of the analyses. Findings: The proposed exemption criterion (500 PB-TOEFL) had no scientific base and was not justifiable in terms of minimum proficiency level required for the completion of the English Preparatory Program. Findings showed that the minimum English proficiency level was approximately equivalent to a score of 377 on the paper-based TOEFL, being far from the exemption criterion and international compatibility. Conclusions/Recommendations: It can be concluded that the average outputs of the English Preparatory Department (of Gaziantep University) were not found to be internationally compatible with refrence to TOEFL grades and, in great part, the exemption criterion and the English proficiency level attained at the EPD was/is still not accountable. Outsourcing can be an innovative alternative for improving efficiency at the English preparatory unit in question.

PDF

___

Allen, D. (1996) Oxford Placement test batteries (1), Oxford University Press, Oxford.
Avison, D., Lau, F., Myers, M., & Nielsen, P.A. (1999). Action research. Communications of the ACM, 42 (1), 94-97.
Bateson, G. (1988). Mind and nature a necessary unity. Bantam edition: New York.
Best, S. (1991). Chaos and entropy metaphors in postmodern science and social theory. Science as Culture, 2 (11), 188-226.
Black, J.A. (2000). Fermenting change: capitalizing on the inherent change found in dynamic non-linear (or complex) systems, Journal of Organizational Change Management, 13 (6),520-52
Brown, S.L., & Eisenhardt, K.M. (1997). The art of continuous change: linking comlexity theory and time-paced evolution in relentlesly shifting organizations. Administrative Science Quarterly, 42, 1-34.
Bryant, I. (1996). Action research and reflective practice. In S. David (Ed.) Understanding Educational Research (p. 160). Routledge Florence, KY USA.
Burnes, B. (1996) ‘No such thing as . . . a “one best way” to manage organizational change’, Management Decision, 34 (10),11–18.
Burt, G. (2003). Epigenetic change: new from the seeds of the old. Strategic Change, 12, 381-393.
Ceyhan, E., & Summak, M. S. (1999). Haslanmıs kurbağa ve değisim yönetimi [the boiled frog and change management] Kuram ve Uygulamada Eğitim Yönetimi, 20, 521-544.
Crandall, D & Andover, M.A. (1982). People, policies and practice: Examining the chain of school improvement, (Vols 1– 10), Andover, MA: The Network.
Chaudron, C. (2000). Progress in language classroom research: Evidence from the modern Language Journal, 1916-2000, The Modern Language Journal, 85 (1), 57-76.
Day, C. (2000). Effective leadership and reflective practice. Reflective Practice,1 (1),113-127.
Dawson, P. (2002). Understanding organizational change: The contemporary experience of people at work. London: Sage Publications.
Doğançay-Aktuna, S., & Kızıltepe, Z. (2005). English in Turkey. World Englishes, 24, (2), 253-265. EAQUALS, Retrieved September 26, 2006 from http://www.eaquals.org/news/archives.
Gazi, A., Z., Silman, F., & Birol, C. (2008). TQM implementation in distance education institute: A case of North Cyprus. Eğitim Arastırmaları- Eurasian Journal of Educational Research, 31, 35-54.
Göker, S.D. (2006). Leading for learning: reflective management in EFL schools. Theory into Practice, 45 (2), 187-196.
Hargreaves, D. H. (1984). Improving Secondary Schools, London: ILEA.
Harris, A. (2000). Effective leadership and departmental improvement. Westminister Studies in Education, 23, 81-90.
Hergüner, G., & Reeve, 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.
Kennedy, C. (1988). Evaluation of the management of change in ELT projects. Applied Linguistics. 9, 329-342.
Kippenberger, T. (1998). Planned change: Kurt Lewin’s legacy, The Anidote, 3 (4), 10-12.
Kreitner, R., & Kinicki, A. (1992) Organizational Behaviour. 2nd Edition Homewood: Irwin.
Lichtenstein, B.B. (2000). Self-organized transitions: A pattern amid the chaos of transformative change. Academy of Management Executive. 14 (4),128–141.
Marshak, R.J. (2002). Changing the language of change: how new contexts and concepts are challenging the ways we think and talk about organizational change. Strategic Change, 11, 279-286.
McClure, B.A. (2004). Putting a new spin on groups: The science of chaos. NJ, Lawrence Erlbaum Associates.
Miclea, M. (2003). Institutional-level reform and the Bologna process: The experience of nine universities in south east Europe. Higher Education in Europe, 28 (3), 259-272.
Morgan, G. (1997). Images of Organization. 2nd Edition, London: Sage Publications.
Nelson, L. (2003). A case study in organizational change: implications for theory, The Learning Organization, 10 (1), 18–30.
Osterman, F.K., & Kottkamp, B.R. (1993). Reflective practice for educators, improving schooling through professional development. Newbury Park, California: Corwin Press, Inc.
Reynolds, D., Charles, T., Hopkins D., & Stringfield, S. (1999). Linking school effectiveness and school improvement. In C.Teddlie (Ed.) International Handbook of School Effectiveness Research (pp. 206-231). Routledge Falmer, London.
Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge, MA: Cambridge University Press.
Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York: Longman.
Schein, E. H. (1996). Kurt Lewin’s change theory in the field and in the classroom: notes towards a model of management learning, Systems Practice, 9 (1), 27-47.
Schein, E.H. (1998). Organizational culture and leadership, 2nd edition. San Francisco: Jossey-Bass.
Senior, B. (2002). Organisational change, 2nd edition. London: Prentice Hall.
Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. London, Paul Chapman.
Stacey, R.D., Griffin, D., & Shaw, P. (2002). Complexity and management: Fad or radical challenge to systems thinking, Routledge London.
Stacey, R.D. (2003). Strategic management and organizational dynamics: The challenge of complexity. Prentice-Hall, Harlow.
Stake, R.E. (1998). Case studies. In N.K. Denzin & Y.S. Lincoln (Eds.) Strategies of qualitative inquiry (pp. 86-87). Sage Publications.
Stoll, L., & Fink, D. (1997). Changing our schools. Buckingham, Open University Press.
Simsek, H., & Aytemiz, D. (1998). Anomaly-based change in higher education: The case of a large Turkish public university. Higher Education, 36, 155-179.
Simsek, H.,& Seashore, K. (2008). Teacher unions, new unionism and shifting cultural metaphors. Eğitim Arastırmaları- Eurasian Journal of Educational Research, 31, 93-113.
Taggart, R. (1997). Guiding principles for participatory action research. In R. McTaggart (Ed.), Participatory action research; Intenational contexts and consequences (pp. 26-28). State University of New York Press.
Thietart, R.A., & Forgues, B. (1995). Chaos in the theory and organization. Organization Science, 6 (1), 19–31.
Tribble, C. (2000). Designing evaluation into educational change processes. ELT Journal, 54 (4), 319-327.
Vogel, T. (2001). Internationalization, interculturality, and the role of foreign languages in higher education. Higher Education in Europe, 26 (3), 381-389.
Waters, A., & Vilches, M.L.C. (2001). Implementing ELT innovations: a needs analysis framework, ELT Journal, 55(2), 133-141.
White, R.V. (1987). Managing innovation. ELT Journal, 41 (3), 211-218.
White, T.R., & Arzi, J.H. (2005). Longitudinal studies: designs, validity, practicality, and value, Research in Science Education. 35, 137-149.
Weick, K.E., & Quinn, R.E. (1999). Organizational change and development. Annual Review of Psychology, 50, 361-386.
Yıldırım, A., & Simsek, H. (2006). Sosyal bilimlerde nitel arastırma yöntemleri. [qualitative research in social sciences] 5. baskı (fifth edition) Seçkin Yayıncılık, Ankara.