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2019, Cilt 9, Sayı 3, Sayfa(lar) 542-554
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DOI: 10.5961/jhes.2019.353
Academicians’ Views on Academic Performance Evaluation in Higher Education Institutions
1Bartın University, Faculty of Education, Department of Educational Sciences, Bartın, Turkey
2Bolu Abant Izzet Baysal University, Faculty of Education, Department of Educational Sciences, Bolu, Turkey
Keywords: Higher education, Academic staff, Performance evaluation

The aim of the study is to investigate and evaluate the academic staff’s views on academic performance evaluation. The design of the study is phenomenological design among qualitative research models. In data collection, an interview form was formed by the researchers in order to reveal academic staff’s views about academic performance evaluation and there are five qualitative questions related to academic performance evaluation. The participants of the study consist of 21 academicians –determined with convenient sampling among purposeful sampling methods- working in a state university in the Black Sea Region of Turkey. The data were analysed by content analysis method. According to the findings; while the quality of the question and the question created by questionable publications in the academy were emphasized, the contribution of the academic performance evaluation systems to the quality was expressed. In terms of the quantity, it was concluded that more measurable performance is prioritized in evaluating academic performance and that this situation encourages more publications. It was determined that scientific activities, teaching activities and other activities are prioritized in terms of the elements included in the academic performance evaluation criteria in higher education institutions. In the academic performance evaluation systems, the teaching dimension and the student dimension are emphasized in the evaluation of teaching activities. It is seen that quality is at the forefront of the evaluation process of academic publications. It was determined that academic performance evaluation motivated the instructors in terms of financial gain as an external motivation and encouraging qualified publications. Furthermore, it was emphasized that area-specific differences were not taken into consideration and not enough motivation.

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