Mapping acting education in Turkish universities and suggesting a model

The aim of this study is to identify the problems in the undergraduate acting education program in Turkey in line with the opinions of education stakeholders and to develop suggestions that can be a solution to these problems. In the study, which is based on mixed research method, qualitative and quantitative research methods were used together. In the first stage of the research, besides the historical development of academic acting education in Turkey, the current status of the programs was tried to be determined by comparing the undergraduate acting education programs that have been operating for 10 years. In the second stage of the research, it was tried to determine the problems and disruptions in the acting education programs by presenting the developed data collection tools to the determined study groups. The study group of the research consists of 108 students studying in the third and fourth year of undergraduate acting education programs that have been operating in the country for at least ten years, 22 lecturers working in these programs, 88 graduates from these programs and 34 sectoral stakeholders. Content analysis and descriptive analysis techniques were used in the analysis of data in this research, in which questionnaire and interview technique were used as data collection tools. To summarize the results obtained as a result of the evaluation of the findings, it was determined that an inter-program standard could not be determined in the first stage of the study and there were various problems in the information systems of the universities. In addition to these, it was seen that the support departments contributed positively to the program at this stage. In the second stage, it was determined that the physical facilities and the number of teaching staff in the acting undergraduate programs of the universities were insufficient. In addition to this inadequacy, problems were observed in terms of the priority/later relationship related to the courses in the program. In addition, the courses that contributed the most and least in terms of students were determined and opinions were received from education stakeholders on which courses should be added to the program. At this stage, it has been determined that the program does not contain sectoral needs. At the last stage of the study, suggestions were presented for the solution of problems and problems.