Evaluating associate degree tourism curriculum according to the CIPP model

Because of its social and economical benefits for a country, employing well-qualified and academic staffs on tourism is getting more important day by day. By having the purpose of meeting sector's land reeve. Associate degree school curricula should provide staff with educational information in both practical and theorical ways. That is why, various curriculas have been developed during certain time periods. For this purpose, the main objective of this research, is to get benefit from students and academic staffs' views on educational curricula developed by Human Resources And Employing Programme (HREOP) and evaluate the curricula according to CIPP MODEL. In this research the descriptive model has been used. 1390 students and 37 academic staffs have participated in the research. In order to represent the stage of sample, at least 301 students were sufficient to reach. 552 students have participated in assessment. In this stage 37 academic staffs have taken place. They tried to reach to all the stage, but for some reason they were able to reach 27 academic staffs. The raw data for the research has been extracted from two forms designed and targeted to students and academic staffs. There were 58 statements in the data providing tool all of which were about context, input process and product. The data providing tool was also tested in terms of validity and reliability. The measuring tool's interior coefficient point is calculated as 0.974. The structural validity of the measurement tool has been tested by using corroborant factor analyze with the help of factor and structural equality models. In order to find answer to the sub-problems of the research, the views of both students and academic staffs having taken role in the research were tabled in terms of average and percentage and also for independent samples t-test and one way variance technique, Mann-Whitney U test and Kruskal Wallis test used for evaluation. According to the research results, in term of gender variable, there isn't any difference between male and female students point of views about curricula's context, process, input and product dimensions. In terms of class variable, no meaningful difference has been identified in terms of process and product dimensions. According to the context dimension, the average of first year students is higher than of second year students and there is a meaningful difference between them. According to the class variable, there is a meaningful difference between students points of views on input dimension. According to the curricula's variable of working in the sector or in-service training, the average of difference observed between students points in terms of context, input, process and product isn't important. According to the working branch variable in the sector, there isn't a meaningful difference between students points of views in terms of context, input, process and product dimensions. Although the view level of students at the pilot school is higher than of the students who aren't at the pilot school, there isn't a meaningful difference between them in terms of context, input, process and product dimensions. There is a difference between students and academic staffs' views on context dimension when the two statements; "the lesson subjects of the curricula contain enough theoretical information" and the time left for each lesson is enough in the curricula". The academic staffs have more positive views on the context subject. There is a meaningful difference between students and staffs' view on input dimension statements, "the materials used during application of the curricula are enough for me to get enough experience for the sector. There is a consistency between lessons and curricula goals. For input dimensions the academic staffs have more positive views. There is a difference between students and academic staffs' views for process dimension about statements, "When is needed, revision is done for the lesson subjects of the curricula.", academic staffs use differents medhods and techniques during their lessons." And academic staffs are successful at achieving disciplinary in the classroom." For process period, academic staffs have more positive views. There is a difference between students and staff points of views on the statements "In the future, students will get benefits from their school experiences in their job.", for process dimension. At product dimension, academic staffs have much more positive views. In the research,in three universities the same compulsory subjects have taken places, there were differences in vocational subjects, despite the same lessons have taken place in the programme. It was concluded that ther were differences between AKTS and lessons hours. It was determined that ther were differences in elective lessons. Key Words: Tourism curricula, programme development, programme evaluation, CIPP (context, input, process, product) model