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ÖN SÖZ Eğitim; bireyin kendini tanımasını sağlayan, gelecekteki hayatını şekillendiren ve toplumla uyum içerisinde yaşamasını sağlayan bir planlama süreci olarak ifade edilmektedir. Yükseköğretim kurumları, kaliteli eğitim-öğretim programları çerçevesinde toplumun beklentilerine uygun bilgi, beceri ve yetkinliğe sahip nitelikli bireyleri yetiştirmeyi amaçlamaktadır. Ülkelerin kalkınmasını sağlamak için bir ülkenin geleceğine yön verecek bireyleri yetiştirecek yükseköğretim kurumlarının eğitim planlamasını yapmak, ulusal ve uluslararası geçerliği olan değerlendirme kriterleri kapsamında gerekli güncelleme ve iyileştirme faaliyetlerinin ele alınması önemlidir. Kalite kavramı, bir şeyin kendinden beklenen gereksinimlerin ne kadarını karşılayıp karşılayamadığının standart kriterler ve bazı ölçümler ile açıklanması olarak ifade edilmektedir. Ulusal ve uluslararası öncelikleri olan yükseköğretim kurumlarının bu yaklaşımdan etkilenmemesi mümkün değildir. Yükseköğretimde kalite güvencesinin çeşitli ülkelerde nasıl geliştiğini inceleyen bu çalışma; Kırıkkale Üniversitesi Sosyal Bilimler Enstitüsü’nde doktora tezi olarak kabul edilmiş ve değişen eğitim politikaları çerçevesinde yükseköğretimde kalite güvencesi süreçlerine fayda sağlayacağı düşüncesiyle kitaba dönüştürülmüştür. “Yükseköğretimde Değişen Eğitim Politikaları Bağlamında Kalite Güvencesi: İngiltere, Kore ve Türkiye Üzerine Bir Analiz” başlıklı tezde; toplum ve eğitim süreçleri, yükseköğretimde değişen eğitim politikaları, pragmatik eğitim politikaları kapsamında yükseköğretimde kalite güvencesinin gelişimi, çeşitli ülkelerdeki yükseköğretimin toplumsal gelişimi ve kalite güvencesi sürecindeki uygulamalar incelenmiştir. Literatürde yapılan çalışmalar incelendiğinde; eğitim, yükseköğretim ve kalite kavramlarının ayrı ayrı ele alındığı görülmektedir ancak çalışmaların sosyolojik kuramlar ve pragmatik eğitim politikaları çerçevesinde yeterince ele alınmadığı gözlemlenmiştir. Bu sebeple çalışmanın alana ve yeni araştırmalara katkı sağlayacağı düşünülmektedir. Bu çalışmanın hazırlanması aşamasında çok değerli katkıları olan tez danışmanım, değerli hocam Prof. Dr. İbrahim Mazman’a, destekleri ile yanımda olan öğretim üyelerine, arkadaşlarıma, dostlarıma ve aileme teşekkür ediyorum.
The book is very well-structured. . . [It] provides a timely contribution to a conversation with a long history, and debates over the nature and purpose of the university seem certain to figure prominently in educational discourse for many years to come. Peter Roberts, Journal of Educational Administrative and History Drawing from experience as a professor in innovation and entrepreneurship and as a consultant to universities, Wissema offers deep insights into management of the modern universities. The book is well-written and all those university administrators who wish to transform their universities into entrepreneurial universities would find the book very useful. Jandhyala B.G. Tilak, Journal of Educational Planning and Administration In Central and Eastern Europe, universities are struggling to adapt to the new economic and institutional situations. The concept of the Third Generation University is powerful in giving direction. In addition, the book offers much practical advice, taken from the author s experience as a consultant to universities. Marjan Bojadzhiev, University American College Skopje, Macedonia Although the quality of university management makes or breaks the effectiveness and efficiency of a university, most university managers come unprepared to the job while only few books and courses in the subject are available. This book offers, amongst other things, welcome insights into the issue of university management. In Wageningen, the concept of the Third Generation University has proven to be inspiring, challenging and operational. It enabled us to develop science for Impact for a variety of new stakeholders. M. Kropff, Wageningen University and Research Centre, the Netherlands This book demonstrates that universities are subject to fundamental change, evolving from science-based, monodisciplinary institutions into transfunctional, international know-how hubs named third generation universities or 3GUs. J.G. Wissema explores the combination of forces that propel this dramatic change, tracing the historic development of universities, and exploring the technology-based enterprises, technostarters and financiers for start-ups and young enterprises that are the main partners of these 3GUs. He goes on to illustrate that universities play a new role as incubators of new science- or technology-based enterprises and take an active role in the exploitation of the knowledge they create. The book concludes with suggestions regarding the way in which changes in the university s mission should be reflected in subsequent organisational changes. Offering practical advice on the route forward for universities, and elucidating the role of education in entrepreneurship, this unique book will prove invaluable to academics and practitioners who seek to implement and facilitate changes for 3GU status. It will also appeal to students and researchers with an interest in business and management, education, entrepreneurship and public policy on education.
This book is a product of the need of understanding the new debates from the perspective of business studies. First part includes the topics that define some of the contemporary issues in accounting, as well as demonstrate how accounting practices change to adapt necessities of time. Part II deals with contemporary marketing topics indicating the importance of consumer in today’s business and the necessity of understanding consumers. Finally, the last part of the book, includes writing related to new methods and approaches in operation management and production that gain importance parallel to development in industry.
This book is edited and authored by experts with extensive international experience in ODL, e-learning, and QA who give careful consideration to the possibilities and challenges involved.
This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.
Recently, rapid technological advances have been influencing the global business operations strategies at companies of all sizes like never before. At the same time, there has been a shift in business cultures due to the rising prevalence of matrix organizations and innovative thinking. This book investigates the role of these factors in shaping the business operations of tomorrow. To address the topic comprehensively, the editors have gathered expert contributions exploring the following dimensions: the business and organizational environment, strategic design, innovativeness and risk management. Discussing aspects ranging from customer selection to understanding regional, national and supranational market dynamics, the contributions will help readers understand both the complexity of and opportunities presented by designing operations.
The European Language Portfolio aims to foster the development of learner autonomy, intercultural awareness and plurilingualism. Teachers of particular languages working on their own can use the ELP to promote learner autonomy, but the goals of intercultural awareness and plurilingualism invite us to use the ELP in all foreign language classes at all levels in the school. The guide introduces the language education policy that underpins the ELP, explores the key concepts that it embodies, and explains how to plan, implement and evaluate whole-school ELP projects. The ten case studies published on the project website illustrate various dimensions of ELP use and include practical suggestions and activities for teachers and learners.