Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities

Öztürk, İnci

doi:10.4995/head20.2020.11173

Cited by 2 publications

(2 citation statements)

References 7 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another KPI may relate to students' satisfaction levels, which reflect their experiences and perceptions of the quality of the education they received. The lecturer-student ratio is another relevant KPI, measuring the level of lecturer involvement in supporting student learning (Ozturk, 2020). Apart from academic aspects, KPIs can also include administrative aspects, such as efficiency in the new student registration process or university financial management.…”

Section: Relevant Performance Modelsmentioning

confidence: 99%

Quality Governance Design Good University Governance In The Education Sector: a Literature Review of Concepts Performance Models and Audit Practices From a Risk Management Perspective

Rusdi,

Sartika,

Putra

et al. 2023

IJHESS

View full text Add to dashboard Cite

This research outlines the research methodology used in a literature review on the Quality Governance Design of Good University Governance (GUG) in the education sector, with a focus on the GUG concept, performance models, and audit practices from a risk management perspective. The GUG concept is a vital framework for enhancing the quality and effectiveness of higher education institutions such as universities, with principles of transparency, accountability, participation, and ethics as its core components. This concept also emphasizes the importance of innovative ideas and the leadership capabilities of university leaders in facing global changes. Furthermore, this research discusses relevant performance models, including the Balanced Scorecard (BSC) and Key Performance Indicators (KPIs), which assist universities in measuring their performance through financial, customer, internal process, and growth and learning perspectives. These models help universities become more focused, transparent, and accountable in their governance. Audit practices, both internal and external, are also essential elements in higher education risk management. Internal audits help identify operational, financial, and reputational risks, while external audits ensure compliance with accreditation standards. Audit practices help universities manage risks efficiently and strengthen transparency and accountability in educational governance. This research also illustrates the integration of the GUG concept in higher education, including internal and external quality assurance, program accreditation, and sustainable quality improvement. Previous research indicates that many factors influence the quality of university governance, including government influence, leadership, and quality assurance priorities.

show abstract

Section: Relevant Performance Modelsmentioning

confidence: 99%

Quality Governance Design Good University Governance In The Education Sector: a Literature Review of Concepts Performance Models and Audit Practices From a Risk Management Perspective

Rusdi,

Sartika,

Putra

et al. 2023

IJHESS

View full text Add to dashboard Cite

show abstract

“…Örneğin, diğer köklü kurumların en iyi uygulamalarını taklit etmek (Peksatici ve Ergun, 2019, s. 2), yavru kurumlar için bir örgütsel eşbiçimliliği oluşturma yoludur. Ayrıca bir kurum, lisans programlarının uygulanmasını planlamak için başka bir kurumdan gelen bir davetin ardından (Gounko ve Smale, 2007, s. 534) uygulamalarını değiştirme zorunluluğu hissedebilmektedir (Ozturk, 2020a). Bu, hem odak hem de yavru kurumlar için örgütsel eşbiçimliliğin kanıtıdır (Bradford, Guzmán ve Trujillo, 2017, s. 442).…”

Section: Ethical Declarationunclassified

Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities

Öztürk

2021

MANAS Sosyal Araştırmalar Dergisi

View full text Add to dashboard Cite

The aim of this study is to explain the institutionalization mechanisms of a focal institution of higher education and two spawning institutions. In this context, views of faculty members on institutional similarity of universities have been presented. Case study was employed in the research. This research design is also a comparative design as focal institution and spawning institutions were compared in terms of institutionalization in the research. The participants of this research is comprised of 27 faculty members who have been working in focal institution called Gazi University Faculty of Education, and spawning institutions called Ahi Evran University Faculty of Education and Kastamonu University Faculty of Education in Turkey. Focal and spawning institutions differ from other faculties within their universities due to the fact that their goal is to train individual with typical faculty of education culture. Faculties are under the pressure adhering to policies and standards established by the Council of Higher Education such as establishing which courses will be given and restructuring of departments. Spawning faculties are allowed to consult with Gazi University when they are facing uncertainties. In the case of uncertainty, unethical behaviors that the spawning institutions copy or take as a model from the focal institutions must be prevented.

show abstract

Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities

Cited by 2 publications

References 7 publications

Quality Governance Design Good University Governance In The Education Sector: a Literature Review of Concepts Performance Models and Audit Practices From a Risk Management Perspective

Quality Governance Design Good University Governance In The Education Sector: a Literature Review of Concepts Performance Models and Audit Practices From a Risk Management Perspective

Institutionalization Mechanisms at the Universities: Case Study of the Turkish Universities

Contact Info

Product

Resources

About