Examination of the Quality Teaching in Turkish Higher Education Based on the External Evaluation Reports from Multiple Perspectives

Abstract

External evaluation has a critical function to promote quality. In this study, the Turkish Higher Education System's teaching quality was examined through multiple perspectives. For this purpose, the institutional external evaluation reports prepared for 115 higher education institutions in Turkey were analyzed according to the International Quality Assurance Standards, National Institutional External Criteria, and the literature's quality indicators. The content analyses, which were conducted independently by the researchers, were compared to derive the findings. findings revealed findings revealed a lack of conceptual components, accountability, and detailed submission reports in terms of reporting. The analysis concluded that the input dimension was prioritized, whereas the process and output dimensions were neglected in the external evaluation criteria. Three different quality indicators revealed that the level of quality teaching in Turkish higher education was low. The implications were developed to promote quality teaching.