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MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS

Yıl 2015, Sayı: 45, 1 - 9, 30.07.2015

Öz

The Bologna process is the creation of the European Higher Education Area by making academic degree standards
and quality assurance standards more comparable and compatible throughout Europe. The universities aimed to be in the
European Higher Education Area have to adapt their systems to the Bologna process. One of the main problems in the adaptation
process is to evaluate and select the courses by considering the stakeholders’ opinions and Bologna process’ restrictions. In this
study, a multi-criteria decision making methodology is proposed to solve the course evaluation and selection problem. The
proposed multi-criteria decision making methodology is applied to a graduate program of an Industrial Engineering Department.

Kaynakça

  • Aktar Demirtas, E., Anagun, A.S. and Koksal, G. (2009). Determination of optimal product sytles by ordinal logistic regression versus conjoint analysis for kitchen faucets”, International Journal of Industrial Ergonomics 39, 866-875.
  • Cano, M.D. (2010). Students’ Involvement in Continuous Assessment Methodologies: A Case Study for a Distributed
  • Information Systems Course, IEEE Transactions on Eduation. DOI: 10.1109/TE.2010.2073708.
  • Erişen, Y., Çeliköz, N., Kurtkan Kapıcıoğlu, M.O., Akyol, C. and Ataş, S. (2009). The needs for professional development of academic staff at vocational education faculties in Turkey, Procedia Social and Behavioral Sciences 1, 1431–1436.
  • “Expert Choice software and manual”, Expert Choice, Inc., 4922 Elsworth Ave., Pittsburgh, PA 15213, USA.
  • Grossman, G.M., Sands, M.K. and Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality, International Journal of Educational Development 30,102–109.
  • Gül, H., Gül, S.S., Kaya, E. and Alican, A. (2010). Main trends in the world of higher education, internationalization and institutional DOI:1016/j.sbspro.2010.12.417. Behavioral autonomy, Procedia Social and Sciences 9,1878–1884,1877-0428, Elsevier Ltd.,
  • Kabakçı,I., Kılıçer,K., Birinci,G., Şahin,M.C. and Odabaşı,H.F. (2010). A new step in Turkish higher education system: Program outcomes, Procedia Social and Behavioral Sciences 9,2010,76-80.
  • Saaty, T.L. (1980). The Analytic Hierarchy Process, McGraw-Hill, New York.
  • Saaty, T.L. (1985). Decision making for leaders, Belmont, California: Life Time Leaning Publications.
  • Saaty, T.L. (1990). How to make a decision: the analytic hierarchy process, European Journal of Operational Research, North- Holland;48:9±26.
  • Saaty, T.L. and Kearns, K.P. (1991). Analytical planning: the organization of systems, The analytic hierarchy process series,vol. 4RWS, Publications Pittsburgh, USA.

BOLOGNA SÜRECİNDE DERS DEĞERLENDİRME VE SEÇİMİ İÇİN ÇOK ÖLÇÜTLÜ KARAR VERME YÖNTEMİ

Yıl 2015, Sayı: 45, 1 - 9, 30.07.2015

Öz

Bologna süreci, akademik değerlendirme ve kalite güvence standartlarını Avrupa’da daha uyumlu ve daha
karşılaştırılabilir yaparak Avrupa Yükseköğretim Alanı’nı oluşturma olarak tanımlanır. Avrupa Yükseköğretim Alanı’nda olmayı
amaçlayan üniversiteler, sistemlerini Bologna sürecine adapte emek zorunda kalmışlardır. Adaptasyon sürecindeki ana
problemlerden biri, Bologna sürecinin kısıtlarını ve paydaşların düşüncelerini dikkate alarak derslerin değerlendirilmesi ve
seçilmesidir. Bu çalışmada çok ölçütlü karar verme yöntemi, dersleri değerlendirme ve seçme problemini çözmek için
önerilmiştir. Önerilen çok ölçütlü karar verme yöntemi, bir Endüstri Mühendisliği Bölümü’nün lisans programına uygulanmıştır.

Kaynakça

  • Aktar Demirtas, E., Anagun, A.S. and Koksal, G. (2009). Determination of optimal product sytles by ordinal logistic regression versus conjoint analysis for kitchen faucets”, International Journal of Industrial Ergonomics 39, 866-875.
  • Cano, M.D. (2010). Students’ Involvement in Continuous Assessment Methodologies: A Case Study for a Distributed
  • Information Systems Course, IEEE Transactions on Eduation. DOI: 10.1109/TE.2010.2073708.
  • Erişen, Y., Çeliköz, N., Kurtkan Kapıcıoğlu, M.O., Akyol, C. and Ataş, S. (2009). The needs for professional development of academic staff at vocational education faculties in Turkey, Procedia Social and Behavioral Sciences 1, 1431–1436.
  • “Expert Choice software and manual”, Expert Choice, Inc., 4922 Elsworth Ave., Pittsburgh, PA 15213, USA.
  • Grossman, G.M., Sands, M.K. and Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality, International Journal of Educational Development 30,102–109.
  • Gül, H., Gül, S.S., Kaya, E. and Alican, A. (2010). Main trends in the world of higher education, internationalization and institutional DOI:1016/j.sbspro.2010.12.417. Behavioral autonomy, Procedia Social and Sciences 9,1878–1884,1877-0428, Elsevier Ltd.,
  • Kabakçı,I., Kılıçer,K., Birinci,G., Şahin,M.C. and Odabaşı,H.F. (2010). A new step in Turkish higher education system: Program outcomes, Procedia Social and Behavioral Sciences 9,2010,76-80.
  • Saaty, T.L. (1980). The Analytic Hierarchy Process, McGraw-Hill, New York.
  • Saaty, T.L. (1985). Decision making for leaders, Belmont, California: Life Time Leaning Publications.
  • Saaty, T.L. (1990). How to make a decision: the analytic hierarchy process, European Journal of Operational Research, North- Holland;48:9±26.
  • Saaty, T.L. and Kearns, K.P. (1991). Analytical planning: the organization of systems, The analytic hierarchy process series,vol. 4RWS, Publications Pittsburgh, USA.
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özden Üstün

Şafak Kırış

Derya Deliktaş

Yayımlanma Tarihi 30 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 45

Kaynak Göster

APA Üstün, Ö., Kırış, Ş., & Deliktaş, D. (2015). MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi(45), 1-9.
AMA Üstün Ö, Kırış Ş, Deliktaş D. MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. Temmuz 2015;(45):1-9.
Chicago Üstün, Özden, Şafak Kırış, ve Derya Deliktaş. “MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, sy. 45 (Temmuz 2015): 1-9.
EndNote Üstün Ö, Kırış Ş, Deliktaş D (01 Temmuz 2015) MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi 45 1–9.
IEEE Ö. Üstün, Ş. Kırış, ve D. Deliktaş, “MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS”, Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, sy. 45, ss. 1–9, Temmuz 2015.
ISNAD Üstün, Özden vd. “MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi 45 (Temmuz 2015), 1-9.
JAMA Üstün Ö, Kırış Ş, Deliktaş D. MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2015;:1–9.
MLA Üstün, Özden vd. “MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, sy. 45, 2015, ss. 1-9.
Vancouver Üstün Ö, Kırış Ş, Deliktaş D. MULTI-CRITERIA DECISION MAKING METHODOLOGY FOR COURSE EVALUATION AND SELECTION IN BOLOGNA PROCESS. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2015(45):1-9.

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