Journal of Higher Education and Science

10-15

Authors: Zekai ŞEN

In Turkey, while academic staff is assessed quantitively, assessment on quality takes place only about students.evaluations are always applied mechanically through western standards without considering our cultural qualities. In this process, the staff member quality standards of Western countries stay outside theTurkish boundarie. Therefore, with every attempt to increase the quality of higher education, students’ and research asisstants’ quality is improved but the aimed quality is never realised. In fact, the quality improvement in an institution should start from the top so that the reflections of this improvement should be seen in those under their and total quality augmentation Dynamics should arise. InTurkey, instead of total quality, the quality of the lower level workers is thought to be improved and not much is realised as a result of performing all the plans, projects and educational settings without considering the quality of higher ranking academicians. As a consequence of this mentioned situation masters and Ph. D.thesis done in Turkish universities can not provide reflections in international domain. Turkey thinks to compensate the gap by sending its youngsters in an unplanned manner to especially the USA. Even the M.Sc. and PH.D. thesis supervised by those who were educated in the USA and got academic titles there can not gain international quality. By the authorities, the sole reason for this is always clamied to be the inquality of the students. In this study it will be focused that the reson for this problem does not take it’s source from the quality of the students but the academic staff eventhough they were educated abroad. It will also be mentioned that the main reasons why the masters and Ph.D. thesis can not gain an international quality are the quality of the academicians is only linked to the academic promotion and eventhough in theory the promotions appear to be scientific , in practice they are usually out of scientific scale such as the philosophy of life of the academician, personal advantage and friendly relations. These sort of relations constitute obstacles in front of scientific developments.

27-37

Authors: Emel AKÖZER

The Council of Higher Education (CoHE) adopted the National Qualifications Framework for Higher Education in Turkey (NQF-HETR) in May 2009, as part of the Bologna reforms. In January 2010, the CoHE decided full implementation of the NQF-HETR at institutional and program levels and in this decision, it was foreseen that the process would be completed by the end of December 2012. The NQFHETR has been aligned both to the overarching Framework for Qualifications in the European Higher Education Area (QF-EHEA, 2005) and to the European Qualifications Framework for lifelong learning (EQF-LLL, 2008). The latter was introduced to facilitate the European cooperation in education and training, in line with the goals of the European Union's (EU) Lisbon Strategy. This paper focuses on some of the problems that have become apparent during the NQF-HETR's implementation at the levels of “narrow fields of education” and architecture programs, and the challenges ahead. Following a discussion of the significance of the two European frameworks in light of the goals of the EHEA, the Education and Training 2010 work programme (ET 2010) and the strategic framework for European cooperation in Education and Training (ET 2020), it covers two problem areas concerning qualifications in architecture: i) terminological and classificatory problems entailed by the NQF-HETR; ii) the lack of alignment between the European qualifications frameworks and the EU Directive on the Recognition of Professional Qualifications (Directive EC/2005/36) that covers seven “sectoral professions” including architecture. The paper also reviews the latest developments for the modernization of the EU Directive in order to provide progression in forming an integrated European Higher Education Area.

48-56

Authors: Filiz GÖLPEK

In many countries, a higher education system which is based on welfare state practices prevails. In this system, the services are substantially provided by the state free of charge or at quite low prices. Since the services are financed by taxes, additional sources cannot be provided; and because of the fact that it doesn’t entail a real cost benefit comparison by the users, it leads to inefficiency. From the early 80s on, there has been a tendency towards the marketing mechanisms in the provision of many public services such as education due to both strong theoretical and empirical reason, and the restrictions in public financing. Together with this tendency, the question of who benefits from education services is tried to be answered in order to discuss the stimulation of activities and additional resources on a reasonable base. The aim of this study is to determine whether it is the individual or the society who benefits from this public service at the higher education level by calculating private and social return rates through internal return rate technique which is one of the cost benefit analysis method. Findings from calculations have shown that the individual gains more than the society after a four-year university education.

65-69

Authors: Şule ERGÖL, Meltem KÜRTÜNCÜ

The study was made to determine violence experienced by nurse students in clinical settings. It was applied to the School of Health Nursing Student of a university during a week in June, 2010. There were 360 students, 53 of whom were senior, 60 of whom were thirdyear, 114 of whom were sophomore, 79 of whom were first-year and 102 of whom were prep-school students, at the school. Students in preparatory classes were not included in the scope of the study since they didn’t take applied courses. 70,58% of the students were reached. It was determined that the students were often exposed to verbal abuse and sexism in clinical setting and the abuse was performed by their colleagues.

80-84

Authors: Yelda FIRAT, Yılmaz KILIÇASLAN, Özlem UÇAR

From a general point of view, the defined reality models by using a formal language are called formal ontology. These general purposeful models can be also used in the special fields of application. Because ontologies are large-scale by their nature, they have the potential of hosting errors and deficiencies in case they are generated by human labor. Besides, an ontology formed such a way will be difficult to be adapted to a application specific. In this study, an application of a computerized formal ontology formation saved from probable problems which are likely to arise using human labor will be introduced. In the application, semantic analysis of Turkish has been targetted as a special application field using corpus-based marking method in the framework of formal concept analysis. Beside the applications of these kinds of natural language processing formal ontologies are used considerably in the field of education as they present the information in the way of semantic structures clearly and meaningfully. The most important reasons of this are the use of the information technologies such as expansion of constructivist approach and the concept maps used for educational reasons.