Cypriot Journal of Educational Sciences

Yazarlar: Koksal Banoglu

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Anahtar Kelimeler:-

Özet: In many countries, university-based educational administration programs proceed to establish standardized curriculum contents for program approval in the international arena. An important influence on these efforts has been international benchmarking and quality assurance works. To a lesser extent, however, they have attached a special emphasis on personal preferences of providers and clients, i.e., academic members and students. In the current research, it was proposed to determine if there is a connection between course preferences of academic members in the field of Educational Administration, Supervision, Planning and Economics (EASPE) and the current course lists of EASPE master’s programs provided by Turkish universities and academic institutions. The methodology employed in this research was three-level embedded mixed research methodology that included respectively descriptive document analysis of course lists of 34 EASPE master’s programs, quantitative conjoint analysis of course preferences of 13 academics from 13 universities and qualitative interview analysis. The research showed that total quality management, educational law and statistics courses were under discussion in terms of their partial utility estimates and scholar reviews. Academic members drew attention to need for qualified scholars with knowledge of statistics. Besides, there occurred the most reversals on the subject of interdisciplinry course theme. As a conclusion, article discussed the consequence that some course themes and titles taught in Turkish EASPE programs were inconsistent with academics preferences.

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