Evaluation of the institutional accreditation program learning and teaching criteria with fuzzy AHP

The Turkish higher education system is going through a period in which there is a requirement to update its policies and approaches that have been going on for centuries with the rapidly changing and developing agendas in the world, the increasing competitive environment, the paradigm shifts in education. In recent years, with the effect of globalization, many international organizations, attach importance to the studies of higher education in economy, trade, technical, cultural and social subjects. Within the framework of these developments, the concepts of quality and accreditation in higher education have been among the priority issues. These concepts are of great importance to stakeholders both inside and outside of higher education. In this regard, Turkey's higher education system also focuses on quality and accreditation and carries out studies in this field. The studies accelerated and the "Institutional Accreditation Program (KAP)" was initiated by the Higher Education Quality Board (YÖKAK) in 2018 With the "Higher Education Quality Assurance Regulation" published in 2015. The purpose of this study is to investigate whether the criteria and sub-criterion scores under the title of "Education-Training" in the "Assessment Programmes Guide" developed for YÖKAK evaluation processes will show relative variability by conducting structured interviews with expert KAP evaluators in the YÖKAK evaluator pool. The data collected from the interviews were analyzed with the "Fuzzy Analytical Hierarchy Process", one of the multi-criteria decision-making processes, and notable results were found. The "Findings", "Conclusion and Discussion" and "Suggestions" of this study are mentioned in the relevant headings. It is thought that the findings of this study will make a significant contribution to the management and practices of education processes of higher education institutions related to the title of Education from YÖKAK evaluation processes. In addition, it is thought that the relative importance approaches of expert evaluators can guide higher education institutions.