Developing a tool for quality and accreditation of a new generation university in the digitalized society: The case of a thematic-technical university

dc.authorscopusid6603896828
dc.authorscopusid57221204085
dc.authorscopusid55683173900
dc.authorscopusid57918848600
dc.authorscopusid57919041600
dc.contributor.authorToprak, Metin
dc.contributor.authorBayraktar, Yüksel
dc.contributor.authorErdoğan, Armağan
dc.contributor.authorKolat, Deniz
dc.contributor.authorŞengül, Mehmet
dc.date.accessioned2024-09-19T15:47:03Z
dc.date.available2024-09-19T15:47:03Z
dc.date.issued2019
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractIn Turkey, digitalization of curricula, teachers, course materials, and educational technologies is relatively slower when compared with the ones in economic sectors and state services in general. In this study, we proposed a model for a new generation university in a digitalized society. The Council of Higher Education classifies universities in three categories (mission) to respond to technological and economic developments in the societal life: research, regional-development oriented and thematic universities. At national level, a digital transformation office acts as a coordination and orchestration body among governmental institutions in order to carry and transform public services into digital environment. The private sector naturally has to be digitalized by national and international severe competition. The tool developed in this study based on the model developed by Toprak et al. (2019). That model aims to compensate for coordination gaps in the traditional university hierarchical structure, which is designed as department, faculty board, university board and senate, from administration to governance. Five innovations can be mentioned in terms of organizational and functional configuration of a university model proposed there: (i) profile of graduate and mission of the new generation university in the fields of education, research and community services, (ii) policy development and implementation offices, (iii) university ecosystem consultation and steering committee and other committees and boards, (iv) concept courses and branded courses, (v) coop education and solution partnerships. The Rector’s Office acts as an executive committee to prevent coordination gap in the proposed model. A checklist has been developed for the processing of that model and hence it is made possible to measure the performance of an applied university and degree of compatibility with the model. Thus, the framework and content of the mechanism and tools traditionally used in quality assurance and accreditation will need to be updated in line with this model. © 2019 Kiel Institute for the World Economy. All rights reserved.en_US
dc.identifier.doi10.2478/eoik-2019-0017
dc.identifier.endpage89en_US
dc.identifier.issn2303-5005
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85119369870en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage69en_US
dc.identifier.urihttps://doi.org/10.2478/eoik-2019-0017
dc.identifier.urihttps://hdl.handle.net/20.500.12483/14937
dc.identifier.volume7en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSciendoen_US
dc.relation.ispartofECONOMICS - Innovative and Economics Research Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDigital societyen_US
dc.subjectMission universityen_US
dc.subjectNew generation universityen_US
dc.subjectUniversity 4.0en_US
dc.subjectUniversity governanceen_US
dc.titleDeveloping a tool for quality and accreditation of a new generation university in the digitalized society: The case of a thematic-technical universityen_US
dc.typeArticleen_US

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