The needs for professional development of academic staff at vocational education faculties in turkey

Designing and evaluating a faculty development program on english language needs: a mixed methods approach

“…Translation from Turkish to English is an additional need. These results are consistent with some studies (e.g., Erişen et al, 2009;Gündeğer et al, 2012;Karakaş, 2012;Koç et al, 2015;TEPAV, 2015;Yavuzer & Göver, 2012). The findings of this research update the available knowledge regarding current English language needs of Turkish academics, and highlight the necessity for improving language proficiency levels in order for Turkish academics to remain competitive with their international counterparts.…”

“…In the needs analysis step in this current study, none of 105 academics reported that they had obtained an international exam score, such as TOEFL or IELTS. Although Turkish academics are aware of the necessity for English conversation skills (e.g., Erişen et al, 2009;Koç et al, 2015), they choose the easiest way of overcoming barriers for promotion in their field. As found by Karakaş (2012), taking the preset scores from the internationally recognized exams such as IELTS, TOEFL for the academics is more difficult than the national exams such as YDS, UDS, and work-related reasons play a significant role in the desire to learn English.…”

“…Henry Ford be improved using different methods. Though the problem has been diagnosed in literature, and the necessity for Turkish academics to use English for communication purposes was stated in many studies (e.g., Atila, Özken, & Sözbilir, 2015;Erişen et al, 2009;Güven & Brewster, 2013;Koç et al, 2015;Tuzgöl Dost & Cenkseven, 2007;Yavuzer & Göver, 2012;Yeşilyurt, 2016), there seems to be very little effort to address the English needs of academics in Turkish higher education institutions. Even the Faculty Development Program (Turkish acronym, ÖYP) for beginning researchers, in place to increase the numbers of academics in certain universities and managed by the Council of Turkish Higher Education (Turkish acronym, YÖK), fails to support the real needs of the academics (Gündeğer, Soysal, & Yağcı, 2012;Yalçınkaya, Koşar, & Altunay, 2014).…”

ACADEMICS’ NEEDS AND EXPECTATIONS TOWARD ACADEMIC MANAGEMENT & LEADERSHIP PROGRAMS

“…In some other studies on Turkish academicians' PD needs, those topics are revealed as the highly emphasised ones: training & development programs on teaching skills and the use of technology (Odabaşı, 2003;Latchem et al, 2006); change in education, assessment and evaluation, effective teaching, learning steps and material development (Soran et al, 2006); globalisation, EU adaptation process, quality in education and accreditation, preparing international projects, writing international articles, doing research, foreign languages and the use of technology (Erişen et al, 2009); national & international project management and grants, and research techniques (Koç et al, 2015).…”

AHP and multichoice goal programming integration for course planning

“…Erişen et al. () determined the professional development needs of the academic staff working on the process of educating teachers for vocational education in Turkey. Gül et al.…”