p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2019 Volume 9
Deomed Publishing
Journal Logo
Volume 9, Issue 2, August 2019,
Page(s): 234-246
Case Study
Received: April 5, 2018; Accepted: July 20, 2018; Published online: May 13, 2019
doi:10.2399/yod.18.037; Copyright © 2019, Deomed
A Phenomenological Study on the Effectiveness of Curriculum and Course Information Packages in the Bologna Process
Seval Fer1 ORCIDID, Hülya Kelecioğlu1 ORCIDID, Derya Çobanoğlu Aktan1 ORCIDID, Sevinç Gelmez Burakgazi1 ORCIDID, Özlenen Özdiyar1 ORCIDID (E-mail), Funda Uysal2 ORCIDID, Nermin Kıbrıslıoğlu Uysal1 ORCIDID, İbrahim Uysal3 ORCIDID, Levent Ertuna4 ORCIDID
1Department of Educational Sciences, Hacettepe University, Ankara, Turkey
2Department of Educational Sciences, Burdur Mehmet Akif Ersoy University, Burdur, Turkey
3Department of Educational Sciences, Bolu Abant İzzet Baysal University, Bolu, Turkey
4Department of Educational Sciences, Sakarya University, Sakarya, Turkey
*Some parts of this paper were presented at the IVnd International Eurasian Educational Research Congress, 11-14 May 2017, Denizli, Turkey. This article is part of Project 7199 entitled "An Evaluation of the Effectiveness of Hacettepe University Education Faculty School of Educational Sciences Curricula with Respect to the Bologna Process" supported by Hacettepe University's Scientific Research Projects Coordination Unit.
The aim of the present study is to analyze the School of Education and Department of Educational Sciences' curricula (program and course information packages) with respect to the Bologna process. Designed in line with phenomenology, the study focuses on the phenomenon of "the effectiveness of curricula with respect to the Bologna process". The data were collected by interviewing two separate focus groups of students and lecturers, and analyzed by using Miles and Huberman's stages. The results of the three research questions are explained in terms of preparation, implementation, follow-up and revision, and quality assurance. The results are as follows: Considering the positive aspects of the process, both lecturers and students agreed that the process eased access to information and course selection with the help of elective courses; however, all participants complained about the lack of information flow, unclear tasks and process, disbelief in the importance of the process, resistance to the preparation process, unfair work distribution, and the mismatch between competencies and courses. Lecturers also mentioned problems related to the revision and feedback processes.
Keywords: Bologna process, curriculum, curriculum information package, phenomenology
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

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