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Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editors
Yunus Söylet,
Recep Öztürk,
Salih Murat Akkın,
Süphan Nasır
2017 Volume 7
 
 
Deomed Publishing
 
Volume 2, Issue 3, December 2012,
Page(s): 142-150
Literature Review
Received: August 13, 2012; Accepted: October 4, 2012; Published online: February 23, 2012
doi:10.2399/yod.12.019; Copyright © 2012, Deomed
Accountability in higher education
Tokay Gedikoğlu (E-mail)
Faculty of Education, Gaziantep University, Gaziantep, Turkey
Abstract
Today, almost everybody from different segments of the society expects better governance of institutions and firms in both public and private sectors to reach better living standards. To this end, “corporate governance” seems to be an effective approach. In order to adequately accomplish their missions and perform good governance, higher education institutions should also be administered and evaluated by means of accountable, cooperative, participative, and sharing approaches and methods. In this study, “accountability,” one of the important principles of corporate governance, is explained, and it is discussed in the context of higher education. Accountability is defined as “being obliged or responsible to account for one’s acts.” Accountability is one of the indispensable means of democratic systems. In accountability, these questions need to be answered: who is responsible to whom, for what, for whose well-being, by employing which means, and towards what ends? In general, the best indicator that accountability can be based on is the “performance” demonstrated. Normally, the aim of accountability systems is to identify and punish low performance and reward high or satisfactory performance. However, accountability in the field of education has a deeper purpose than that. It should be considered as a process in which data related to input, processes, and output should be collected and employed in determining the efficiency and productivity of schools. Accountability in higher education should focus on increasing performance rather than penalizing faulty activities. In accountability activities, results obtained are to be shared with the public. Besides, increasing institutional effectiveness should gain high priority. In addition to financial accountability of administrators, accountability in higher education should also encompass the academic accountability of the faculty members, which include their activities in the fields of teaching, research, and social service. And academic freedom of the faculty should never bring them exemption from accountability. University administrators and the faculty should be accountable to the students, parents, peers, governments, and the general public with regard to their administrative and academic activities.
Keywords: Accountability, accountability in higher education, higher education.
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Yükseköğretim Dergisi / Journal of Higher Education

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2017, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.