Monitoring of educational performance indicators in higher education: a comparison of perceptions
| dc.contributor.author | Şencan, Hüner | |
| dc.contributor.author | Karabulut, Ahu Tuğba | |
| dc.date.accessioned | 2019-07-29T09:27:25Z | |
| dc.date.available | 2019-07-29T09:27:25Z | |
| dc.date.issued | 2015 | en_US |
| dc.department | Fakülteler, İşletme Fakültesi, İngilizce İşletme Bölümü | en_US |
| dc.description.abstract | The purpose of this study is to explore whether there is a statistically significant difference between the ideas of university administrators and faculty members regarding how strictly Educational Performance Indicators for Educators (EPIE) should be monitored in the educational process. The responses of university directors were compared with those of faculty members, and the responses of public universities were compared to those of private universities. Improving the quality of education depends on the performance of teachers. Determining the objective indicators that measure the performance levels of teachers is necessary for maintaining quality assurance. In order for a university to maintain high standards, administrators and faculty members must cooperate with each other. The twelve point EPIE Index used in this study contains three components and nine indicators. No statistically significant relationship was found between the average component scores of university administrators and faculty members, and no statistically significant relationship was found between the average component scores of public and private universities. However, a statistically significant relationship was found between two factors from EPIE’s self-appraisal scores. The model and data do not match the conceptual structure of the three components in the EPIE. Thus, further studies and analyses should be conducted. It was found that most faculty members think like academicians from private universities, and most university directors think like academicians from public universities. | en_US |
| dc.identifier.endpage | 376 | en_US |
| dc.identifier.issue | 2 | en_US |
| dc.identifier.scopus | 2-s2.0-84929890611 | en_US |
| dc.identifier.scopusquality | N/A | en_US |
| dc.identifier.startpage | 359 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11467/2819 | |
| dc.identifier.volume | 15 | en_US |
| dc.indekslendigikaynak | Web of Science | en_US |
| dc.indekslendigikaynak | Scopus | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Edam | en_US |
| dc.relation.ispartof | Educational Sciences: Theory & Practice | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Faculty Educational Performance Indicators | en_US |
| dc.subject | Performance Indicators In Higher Education | en_US |
| dc.subject | Teaching Appraisals | en_US |
| dc.subject | Educational Performance Indicators For Educators | en_US |
| dc.title | Monitoring of educational performance indicators in higher education: a comparison of perceptions | en_US |
| dc.type | Article | en_US |
