Evaluation on the Impact of Islamic Sciences Accreditation Agency (IAA) Criteria on the Process of Acquiring the 21st Century Competencies

Rifat Türkel

Makale detayları

Evaluation on the Impact of Islamic Sciences Accreditation Agency (IAA) Criteria on the Process of Acquiring the 21st Century Competencies

Yazarlar:

Rifat Türkel

Yayıncı:

Hitit University

Ana Başlıklar:

Din | Toplum ve Kültür Araştırmaları

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 1, pp.335-368

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001294549

pISSN:

2757-6949

Anahtar kelimeler:

Özet:

 Industrial revolutions have been shaped within the framework of certain driving factors such as mechanization, the use of steam and electricity in machines, and the invention of electronic machines. In the 21st century, which is expressed as industry 4.0, new developments and innovations have emerged in many fields such as industry, technology and education. In parallel to these developments, there have been successive changes in other related issues. In this context, the knowledge, skills and competencies that employer institutions and organizations expect from their employees have also changed, and these are named as 21st century competencies. Many academic and non-academic studies have been conducted on the quality and quantity of these qualifications. In addition, nowadays activities have been carried out for the tools and mechanisms that will ensure the acquisition of these qualifications. One of the activities that come to the fore in this context is quality and accreditation studies in the field of education. One of the organizations operating in the field of accreditation of theology and Islamic sciences programs in Turkey and internationally is the Islamic Sciences Accreditation Agency IAA. IAA expects the outputs of the programs applying to enter the accreditation process to include the outputs of the IAA, so it expects the program graduates in the process to have the outputs of the IAA, and offers the acquisition of program-specific criteria as a recommendation. At this point, the issue of IAA outputs and program-specific criteria come to the fore whether the assurance of 21st century qualifications for graduates of theology and Islamic sciences program or not. For this reason, in this study, the role of Islamic Sciences Accreditation Agency IAA criteria is discussed in the process of gaining the knowledge, skills and competencies expected from individuals in the 21st century to the students of theology and Islamic sciences program. Therefore, in this article, it is aimed to reveal the place and importance of the IAA accreditation process and its criteria in the theology and Islamic sciences program undergraduate students who are in the process of IAA accreditation, in order to have 21st century qualifications. 21st century qualifications and IAA outputs as well as its program-specific criteria constitute the scope of this study since the role of IAA outputs and program-specific criteria in the acquisition of 21st century qualifications is discussed in the study. However, in this process limitations have been made at the point of specifying the 21st century competencies. In this context, the competencies expressed in 9 of 19 studies on competencies were taken as basis. All of the IAA outputs and program-specific criteria are included in the scope. This study is important in terms of showing the value of IAA accreditation at the point of gaining the 21st century qualifications to the graduates of the program who are in the IAA accreditation process, and revealing the assurance dimension of the accreditation process in gaining these qualifications. In the research, qualitative research method was used as a method and case study was used as a tool. Due to the uniqueness of the case, the single case model was preferred. For data collection, open-public documents were used. For this reason, it is seen unnecessary to obtain an ethics committee approval. In this process, initially the scientific study documents dealing with the 21st century competencies and the IAA criteria were examined, and then the obtained data were evaluated. Descriptive method was used in data analysis. Both internal validity elements, such as getting expert opinion; and external ones such as classification, categorization and coding of data were fulfilled. In the study, it has been noted that IAA outputs support most of the 21st century competencies; on the other hand it has been found that IAA program-specific criteria support a significant part of these qualifications. Therefore, it has been concluded that the IAA accreditation process can be a guarantee for the students of theology and Islamic sciences programs to gain these qualifications. It has not yet been determined whether the graduates of the accredited programs have gained these qualifications due to the fact that the IAA accreditation practices have just started and the impact process on the students has spread over the years. In accordance with this purpose, it is recommended to carry out different studies, including the opinions of students, graduates and stakeholders, after a while.

 Sanayi devrimleri makineleşme, buharın, elektriğin makinelerde kullanımı, elektronik makinaların icadı gibi belirli itici unsurların çerçevesinde şekillenmiştir. Sanayi 4.0 olarak ifade edilen 21. yüzyılda ise sanayi, teknoloji, eğitim gibi birçok alanda yeni gelişmeler meydan gelmiş, yenilikler ortaya çıkmıştır. Bu gelişmelerle doğru orantılı bir şekilde, ilişkili diğer konularda da zincirleme bir şekilde değişimler gerçekleşmiştir. Bu çerçevede işveren kurum ve kuruluşların bünyelerindeki çalışanlarından beklediği bilgi, beceri ve yetkinlikler de değişikliğe uğramış, bunlar 21. yüzyıl yeterlilikleri olarak isimlendirilmiştir. Bu yeterliliklerin niteliği ve niceliğine dair birçok akademik ve akademik olmayan çalışma yapılmıştır. Ayrıca günümüzde bu yeterliliklerin kazandırılmasını güvence altına alacak araç ve mekanizmalara yönelik faaliyetler yapılmıştır. Bu kapsamda ön plana çıkan faaliyetlerden birisi de eğitim alanındaki kalite ve akreditasyon çalışmalarıdır. Türkiyede ve uluslararası boyutta ilahiyat ve İslami ilimler programlarının akreditasyonu alanında faaliyet gösteren kuruluşlardan birisi ise İlahiyat Akreditasyon Ajansı İAAdır. İAA, akreditasyon sürecine girmek için başvuru yapan programların çıktılarının İAA çıktılarını içermesini beklemekte, böylece süreçteki program mezunlarının İAA çıktılarına sahip olmalarını beklemektedir. İAA programa özgü ölçütlerin kazanımını ise öneri olarak sunmaktadır. Bu noktada İAA çıktıları ile programa özgü ölçütlerin, ilahiyat ve İslami ilimler programı mezunlarına 21. yüzyıl yeterliliklerinin kazandırılmasının güvencesi olup olmadığı konusu gündeme gelmektedir. Bu sebeple bu çalışmada 21. yüzyılda bireylerden sahip olması beklenen bilgi, beceri ve yetkinliklerin ilahiyat ve İslami ilimler programı öğrencilerine kazandırılma sürecinde İlahiyat Akreditasyon Ajansı İAA ölçütlerinin rolü ele alınmaktadır. Dolayısıyla bu makalede İAA akreditasyonu sürecinde bulunan ilahiyat ve İslami ilimler programı öğrencilerinin, 21. yüzyıl yeterliliklerine de sahip olacak şekilde mezun olmalarında İAA akreditasyon süreci ile İAA ölçütlerinin yeri ve öneminin ortaya konulması amaçlanmıştır. Çalışmada İAA çıktıları ile programa özgü ölçütlerin 21. yüzyıl yeterliliklerin kazandırılmasındaki rolü ele alındığı için 21. yüzyıl yeterlilikleri ile İAA çıktıları ve programa özgü ölçütler çalışmanın kapsamını oluşturmaktadır. Ancak bu süreçte 21. yüzyıl yeterliliklerini belirme noktasında sınırlama yapılmıştır. Bu kapsamda yeterlilikler konusunda yapılmış olan 19 çalışmanın 9unda ifade edilen yeterlilikler esas alınmıştır. İAA çıktıları ile programa özgü ölçütlerin tamamı ise kapsama dâhil edilmiştir. Bu çalışma, İAA akreditasyon sürecinde bulunan program mezunlarına 21. yüzyıl yeterliliklerinin kazandırılması noktasında İAA akreditasyonunun değerini göstermesi ve akreditasyon sürecinin bu yeterliliklerin kazandırılmasındaki güvence boyutunu ortaya koyması açısından önemlidir. Araştırmada yöntem olarak nitel araştırma yöntemi, desen olarak ise durum çalışması kullanılmıştır. Durumun tek olması sebebiyle tekli durum modeli tercih edilmiştir. Veri toplama aracı olarak ise kamuoyuna açık dokümanlar kullanılmıştır. Bu sebeple etik kurul izni alınmasına gerek görülmemiştir. Bu süreçte ilk önce 21. yüzyıl yeterliliklerini ele alan bilimsel çalışma dokümanları, ardından İAA ölçütleri incelenmiş, daha sonra elde edilen verilerin değerlendirmesi yapılmıştır. Veri analizinde betimsel analizden yararlanılmıştır. Uzman görüşünü almak gibi iç geçerlilik; verilerin sınıflandırılması, kategorilere ayrılması ve kodlanması gibi dış geçerlilik unsurları yerine getirilmiştir. Çalışmada İAA çıktılarının, belirlenmiş olan 21. yüzyıl yeterliliklerinin büyük çoğunluğunu; İAA programa özgü ölçütlerin ise bu yeterliliklerin önemli bir kısmını desteklediği görülmüştür. Dolayısıyla İAA akreditasyon sürecinin ilahiyat ve İslami ilimler programı öğrencilerine bu yeterliliklerin kazandırılmasının güvencesi olabileceği sonucuna ulaşılmıştır. İAA akreditasyon uygulamalarının yeni başlamış olması, öğrencilere etki sürecinin yıllara yayılması sebebiyle akredite olan programlardan mezun öğrencilerin bu yeterlilikleri kazanıp kazanamadığı henüz tespit edilememiştir. Bu amaca uygun olarak bir süre sonra öğrenci, mezun ve paydaşların görüşlerini de içeren farklı çalışmaların yapılması önerilmektedir.

 Industrial revolutions have been shaped within the framework of certain driving factors such as mechanization, the use of steam and electricity in machines, and the invention of electronic machines. In the 21st century, which is expressed as industry 4.0, new developments and innovations have emerged in many fields such as industry, technology and education. In parallel to these developments, there have been successive changes in other related issues. In this context, the knowledge, skills and competencies that employer institutions and organizations expect from their employees have also changed, and these are named as 21st century competencies. Many academic and non-academic studies have been conducted on the quality and quantity of these qualifications. In addition, nowadays activities have been carried out for the tools and mechanisms that will ensure the acquisition of these qualifications. One of the activities that come to the fore in this context is quality and accreditation studies in the field of education. One of the organizations operating in the field of accreditation of theology and Islamic sciences programs in Turkey and internationally is the Islamic Sciences Accreditation Agency IAA. IAA expects the outputs of the programs applying to enter the accreditation process to include the outputs of the IAA, so it expects the program graduates in the process to have the outputs of the IAA, and offers the acquisition of program-specific criteria as a recommendation. At this point, the issue of IAA outputs and program-specific criteria come to the fore whether the assurance of 21st century qualifications for graduates of theology and Islamic sciences program or not. For this reason, in this study, the role of Islamic Sciences Accreditation Agency IAA criteria is discussed in the process of gaining the knowledge, skills and competencies expected from individuals in the 21st century to the students of theology and Islamic sciences program. Therefore, in this article, it is aimed to reveal the place and importance of the IAA accreditation process and its criteria in the theology and Islamic sciences program undergraduate students who are in the process of IAA accreditation, in order to have 21st century qualifications. 21st century qualifications and IAA outputs as well as its program-specific criteria constitute the scope of this study since the role of IAA outputs and program-specific criteria in the acquisition of 21st century qualifications is discussed in the study. However, in this process limitations have been made at the point of specifying the 21st century competencies. In this context, the competencies expressed in 9 of 19 studies on competencies were taken as basis. All of the IAA outputs and program-specific criteria are included in the scope. This study is important in terms of showing the value of IAA accreditation at the point of gaining the 21st century qualifications to the graduates of the program who are in the IAA accreditation process, and revealing the assurance dimension of the accreditation process in gaining these qualifications. In the research, qualitative research method was used as a method and case study was used as a tool. Due to the uniqueness of the case, the single case model was preferred. For data collection, open-public documents were used. For this reason, it is seen unnecessary to obtain an ethics committee approval. In this process, initially the scientific study documents dealing with the 21st century competencies and the IAA criteria were examined, and then the obtained data were evaluated. Descriptive method was used in data analysis. Both internal validity elements, such as getting expert opinion; and external ones such as classification, categorization and coding of data were fulfilled. In the study, it has been noted that IAA outputs support most of the 21st century competencies; on the other hand it has been found that IAA program-specific criteria support a significant part of these qualifications. Therefore, it has been concluded that the IAA accreditation process can be a guarantee for the students of theology and Islamic sciences programs to gain these qualifications. It has not yet been determined whether the graduates of the accredited programs have gained these qualifications due to the fact that the IAA accreditation practices have just started and the impact process on the students has spread over the years. In accordance with this purpose, it is recommended to carry out different studies, including the opinions of students, graduates and stakeholders, after a while.

 Industrial revolutions have been shaped within the framework of certain driving factors such as mechanization, the use of steam and electricity in machines, and the invention of electronic machines. In the 21st century, which is expressed as industry 4.0, new developments and innovations have emerged in many fields such as industry, technology and education. In parallel to these developments, there have been successive changes in other related issues. In this context, the knowledge, skills and competencies that employer institutions and organizations expect from their employees have also changed, and these are named as 21st century competencies. Many academic and non-academic studies have been conducted on the quality and quantity of these qualifications. In addition, nowadays activities have been carried out for the tools and mechanisms that will ensure the acquisition of these qualifications. One of the activities that come to the fore in this context is quality and accreditation studies in the field of education. One of the organizations operating in the field of accreditation of theology and Islamic sciences programs in Turkey and internationally is the Islamic Sciences Accreditation Agency IAA. IAA expects the outputs of the programs applying to enter the accreditation process to include the outputs of the IAA, so it expects the program graduates in the process to have the outputs of the IAA, and offers the acquisition of program-specific criteria as a recommendation. At this point, the issue of IAA outputs and program-specific criteria come to the fore whether the assurance of 21st century qualifications for graduates of theology and Islamic sciences program or not. For this reason, in this study, the role of Islamic Sciences Accreditation Agency IAA criteria is discussed in the process of gaining the knowledge, skills and competencies expected from individuals in the 21st century to the students of theology and Islamic sciences program. Therefore, in this article, it is aimed to reveal the place and importance of the IAA accreditation process and its criteria in the theology and Islamic sciences program undergraduate students who are in the process of IAA accreditation, in order to have 21st century qualifications. 21st century qualifications and IAA outputs as well as its program-specific criteria constitute the scope of this study since the role of IAA outputs and program-specific criteria in the acquisition of 21st century qualifications is discussed in the study. However, in this process limitations have been made at the point of specifying the 21st century competencies. In this context, the competencies expressed in 9 of 19 studies on competencies were taken as basis. All of the IAA outputs and program-specific criteria are included in the scope. This study is important in terms of showing the value of IAA accreditation at the point of gaining the 21st century qualifications to the graduates of the program who are in the IAA accreditation process, and revealing the assurance dimension of the accreditation process in gaining these qualifications. In the research, qualitative research method was used as a method and case study was used as a tool. Due to the uniqueness of the case, the single case model was preferred. For data collection, open-public documents were used. For this reason, it is seen unnecessary to obtain an ethics committee approval. In this process, initially the scientific study documents dealing with the 21st century competencies and the IAA criteria were examined, and then the obtained data were evaluated. Descriptive method was used in data analysis. Both internal validity elements, such as getting expert opinion; and external ones such as classification, categorization and coding of data were fulfilled. In the study, it has been noted that IAA outputs support most of the 21st century competencies; on the other hand it has been found that IAA program-specific criteria support a significant part of these qualifications. Therefore, it has been concluded that the IAA accreditation process can be a guarantee for the students of theology and Islamic sciences programs to gain these qualifications. It has not yet been determined whether the graduates of the accredited programs have gained these qualifications due to the fact that the IAA accreditation practices have just started and the impact process on the students has spread over the years. In accordance with this purpose, it is recommended to carry out different studies, including the opinions of students, graduates and stakeholders, after a while.

Makale detayları

Evaluation on the Impact of Islamic Sciences Accreditation Agency (IAA) Criteria on the Process of Acquiring the 21st Century Competencies

Yazarlar:

Rifat Türkel

Yayıncı:

Hitit University

Ana Başlıklar:

Din | Toplum ve Kültür Araştırmaları

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 1, pp.335-368

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001294549

pISSN:

2757-6949

Quality Management

Quality in Higher Education

Competence

21st Century Competencies

Islamic Sciences Accreditation Agency

IAA Criteria.Kalite Yönetimi

Yükseköğretimde Kalite

Yeterlilik

21. Yüzyıl Yeterlilikleri

İlahiyat Akreditasyon Ajansı

İAA Ölçütleri.

Sayı

Makale detayları

Yazarlar: Rifat Türkel

Yayıncı: Hitit University

Ana Başlıklar: Din | Toplum ve Kültür Araştırmaları

Dergi: Hitit İlahiyat Dergisi Vol.22 Issue 1, pp.335-368

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001294549

pISSN: 2757-6949

Sayı

Yazarlar:

Rifat Türkel

Yayıncı:

Hitit University

Ana Başlıklar:

Din | Toplum ve Kültür Araştırmaları

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 1, pp.335-368

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001294549

pISSN:

2757-6949