Exploration of alternative models and their justifications for the structure of computer education and instructional technology departments in higher education institutions

The aim of this study is to reveal alternative models and their justifications for the structure of Computer Education and Instructional Technology Departments in Turkish higher education institutions. In this study, phenomenology study design, one of qualitative research methods, was used. The study group consists of 32 participants selected with the criterion sampling method from specialists who completed their postgraduate training in the field of CEIT. In the research process, a semi-structured interview schedule was developed based upon literature and expert views. Interview schedule was applied with face to face interview with participants. In addition, various documents have been identified in the direction of the participants' suggestions. These documents were examined by the researcher according to the document review criteria prepared by two field experts. The data obtained from semi-structured interviews and document analyzes were analyzed by the content analysis method. According to the findings obtained during the study, eight alternative models have emerged for the structuring of the CEIT department in Turkish higher education institutions. The structures of the models are explained in two different levels as undergraduate and graduate and according to the hierarchy of the Faculty / Department / Major Field of Study. When generated models are analyzed in terms of structure and reason, models according to their structures can be gathered under three titles: models which suggesting re-structuring, suggesting an alteration by separation in structuring and suggesting regulations in existing structure. When the reasons for the alternative structuring of CEIT department in higher education institutions are analyzed, reasons such as not being able to specialize and department addresses too many fields are in the forefront. In addition, since the department is an interdisciplinary field of study, the lack of specific field knowledge and the problems of identity or perception in the field are other reasons for structuring.