The Adaptation of the European Foundation for Quality management excellence model to education faculties

ABSTRACT THE ADAPTATION OF THE EUROPEAN FOUNDATION FOR QUALITY MANAGEMENT EXCELLENCE MODEL TO EDUCATION FACULTIES Bahadır ERİŞTİ Department of Educational Sciences (Curriculum Development and Instruction) Anadolu University Institute of Educational Sciences, March 2004 Supervisor: ProfDr. Mustafa SA?LAM One of the most important responsibilities of educational faculties is to train qualified teachers in accordance with the need of the country. Basically, the quality of the teachers being trained in the educational faculties depends on the quality of the institution itself, which at the same time functions as a system. One of the ways to account for institutional quality is to set up a quality system and follow a model for institutional self-evaluation. The aim of this study is to foster the quality in educational faculties, and by the help of a model, to develop a unique self-evaluation model consisting of a set of criteria which will enable them to carry out institutional self-evaluation. With this study, it is aimed at adapting the European Foundation for Quality Management (EFQM) Excellence Model to education faculties. This study was carried out in the 2003/2004 Academic Year with experts on Quality Management. The sample group consists of university teachers from different fields working in 16 different Turkish universities. The data for this study was collected from the university teachers via a questionnaire on "A Research Questionnaire on Quality Management in Education Faculties", which was developed by the researcher himself.In the analysis of the data, frequency and percentage were also calculated/For the statistical analysis, "WebSurveyor" PC Program and "SPSS 7.0 for Windows" software were used. The questionnaire designed to adapt the European Foundation for Quality Management to educational faculties was prepared by the researcher and consisted of 519 items developed based on the 9 criteria, 30 subcriteria and 173 parameters in the model. The results reveal that 483 out of 519 items were accepted by the subject group. 36 items which were rejected by the instructors were taken out from the model. Based on the results, an excellence model for education faculties was developed consisting of the items accepted by the instructors. Finally, the Excellence Model for Education Faculties was designed by adding symbols used in the model and their meanings. VI