Determining quality standards and developing a model proposal for accreditation of School of Foreign Languages

The aim of this research is (i) to determine the quality standards that form the basis for the accreditation of the School of Foreign Languages (SFL) in universities, (ii) to determine the views of students and lecturers regarding the importance and implemantation level of these standards, and (iii) to develop a model proposal for the accreditation of SFL. In line with this purpose, this study consists of three main parts. In the first part of the study, Delphi technique was used. A questionnaire consisting of SFL quality standard proposals developed by the researcher was used as the data collection tool. Quantitative and qualitative data were obtained from 47 panelists in the first Delphi session and from 35 panelists in the second Delphi session regarding these standard proposals. In the analysis of the data, frequency distribution, median and quartiles were taken as consensus criteria. In the second part of the study, descriptive research method was used. Based on the stratified sampling method, universities in Turkey were divided into categories according to their URAP (University Ranking by Academic Performance) scores, and 638 students and 258 lecturers from SFL of universities in different categories participated in the research. Questionnaires consisting of simplified versions of SFL quality standards were used as data collection tools. Arithmetic mean, standard deviation, independent samples t-test and ANOVA were used for the analysis of data. In the third part of the study, Delphi technique was used. A questionnaire, consisting of accreditation model proposals for SFL, developed by the researcher was used as the data collection tool. Quantitative and qualitative data were obtained from 34 panelists in the first Delphi session and from 27 panelists in the second Delphi session regarding these items. In the analysis of the data, frequency distribution, median and quartiles were taken as consensus criteria. As a result of the first part of the research, 68 SFL national quality standards to be used in the accreditation of SFL were determined under 7 standard areas in line with the opinions, criticisms and suggestions of the panelists, taking into account national dynamics and based on very high consensus rates. It was seen that the national standards are largely compatible with international standards. As a result of the second part of the research, it was seen that all SFL quality standards were considered very important by students and instructors. It was seen that the instructors working in accredited institutions give more importance to SFL quality standards than the others. In addition, it was seen that the instructors found the standards of 'performance evaluation, continuous improvement and quality culture' to be relatively less important than other standards. Regarding the implementation level of quality standards in SFL, it was determined that out of 70 standard statements, only 6 were fully met, 51 were largely met, and 13 were partially met. Accordingly, it has been concluded that SFL have aspects open to improvement. In addition, according to the opinions of the instructors, it was observed that the level of implementation of the standards was higher in accredited SFL. As a result of the third part of the research, 73 items describing scheme and accreditation process guidelines of the national accreditation body that will accredit SFL were determined in line with the opinions, criticisms and suggestions of the panelists based on really high consensus rates. The suggestions developed within the scope of the research can be listed as follows; SFL quality standards determined in the first part of this research can be used in accreditation of SFL. It is also suggested that activities should be conducted to create culture of quality and continuous improvement among SFL instructors. Finally, the statements regarding the accreditation model determined in the third part of this research can be used for the establishment and organization of the national accreditation body.