A Comparative Analysis of the Institutional Quality Evaluation Processes in Turkish, European, and American Higher Education Systems

Abstract

Changing economic, cultural, political, and social conditions worldwide have a big impact on higher education. Under the influence of changing conditions, the functional scope of higher education institutions has expanded and new functions have been added. In addition to these changes, the demand for higher education institutions is increasing day by day in terms of education, research, and service to society. The expanding functions of higher education and its deepening impact on society call for quality activities of higher education institutions. Therefore, institutional quality evaluation processes are carried out in higher education institutions. This study aims to analyze and compare institutional quality evaluation processes applied in Turkish, European, and American higher education systems. The findings obtained are important as they will contribute to the Higher Education Quality Council of Türkiye, quality commissions in higher education institutions, and other researchers who will conduct scientific studies on this subject. It is a descriptive and qualitative study whose sample consists of institutional quality evaluation agencies from Türkiye, England, Norway, Finland, and the United States of America. The data in the study were collected and analyzed by applying the document analysis method. The findings indicate that institutional external evaluation or audit models are used in Türkiye, England, Norway, and Finland while an institutional accreditation system is used in the USA. Although the quality evaluation processes applied are generally similar in terms of basic objectives, assessed dimensions, assessment approach, people involved in the implementation of the assessment, and assessment type, there are differences in aspects such as the management, coordination, and recognition practices of the countries’ higher education systems. Taking into account national circumstances, the institutional quality evaluation processes in the Turkish higher education system should be organized and implemented in a systematic way to ensure quality higher educational practice.