基于计划行为理论的高等教育学生参与质量保证过程的调查:以土耳其为例

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2021-07-12 DOI:10.1080/13538322.2021.1946273

Gonca Uludağ, Salih Bardakci, M. D. Avşaroğlu, Funda Çankaya, Sena Çatal, F. Ayvat, Ayhan Koçer, S. Yildirim, M. Elmas

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引用次数: 1

摘要

本研究旨在调查土耳其高等教育学生在质量保证体系中的参与行为。数据是通过一份基于计划行为理论的半结构化定性问卷从113名学生中收集的。这些数据是根据三个主题进行分析的:感觉、主观规范和感知行为控制。结果显示，学生对质量保证体系的感受普遍持积极态度，主观规范也较为积极。然而，这两个方面的结果表明基于实施的被动参与而不是基于决策的主动参与。观察了行为控制方面的挑战和应对这些挑战的方法。总体结果揭示了学生参与质量保证过程的行为基础。此外，研究结果还有助于高等教育系统的政策改进过程和高等教育机构的质量保证活动。

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Investigation of the higher education students’ participation in quality assurance processes based on the theory of planned behaviour: a case of Turkey

ABSTRACT This study aims to investigate Turkish higher education students’ participation behaviours in quality assurance systems. The data were collected from 113 students through a semi-structured qualitative questionnaire developed based on the theory of planned behaviour. The data were analysed under three main themes: feelings, subjective norms and perceived behavioural control. According to the results, students generally had positive opinions concerning their feelings about the quality assurance system and had positive subjective norms. However, the results for these two aspects indicated implementation-based passive participation rather than decision-based active participation. Challenges in behavioural control and ways of coping with these challenges were observed. The overall results has revealed the behavioural basis of student participation in quality assurance processes. In addition, the results can contribute to policy improvement processes in the higher education system and quality assurance activities for higher education institutions.

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.