I Internationalization has become a major theme in higher education and international education sector has remarkably grown in recent years. During the past two decades, international activities of universities dramatically expanded in volume, scope and complexity. Increasing number of higher education institutions has incorporated internationalization to their institutional missions as an indicator for quality. One of the performance indicators often used for internationalization is the number of international students enrolled at the institution (de Wit, 2011). In addition to the traditional receiving

Today, higher education is regarded as a field of public policy with its economic and social dimensions rather than being solely an education issue. In higher education sector, the role of non-state actors is increasingly expanding as well as the new policy contexts transcending national boundaries. Many actors at various levels, from international organizations to students as individuals are involved in the policy process. Therefore, the field of higher education policy represents a complex process where policy-making stages are intertwined with various actors and blurred boundaries. Quality assurance is one of the policy areas that best represent this complexity with many stakeholders on the international, national and institutional level. Globalization and international competition bring the quality problem to the forefront of many higher education systems. In the Turkish higher education system, as in other countries, quality assurance has become an important agenda item in recent years. The new higher education system approach of the Council of Higher Education has been defined as mission differentiation and diversity, flexibility and institutional autonomy which require a significant transformation in the current system. Thus, a new road map has been adopted by the formulation of new policies, legal frameworks and institutional structures. In this study, quality assurance policies in Turkish higher education are explored in accordance with the conceptual framework of the policy process/cycle model. Accordingly, the quality issue is handled in line with the basic stages of policy cycle which are agenda setting, policy formulation, implementation and evaluation.

E E ¤itim, modern devletin ulus infla etme, vatandafll›k bilinci kazand›rma ve vatandafllar›n›n refah›n› sa¤lama, toplumsal bütünleflmeyi gerçeklefltirme, ekono-mik büyümeyi h›zland›rma gibi hedeflerine ulaflmada önemli bir araç olarak öncelikli politika alanlar›ndan biri olagelmifltir. Özellikle refah devleti anlay›fl›nda e¤itim kamusal bir hizmet Derleme / Literature Review www.yuksekogretim.org Genel olarak e¤itim politikalar› ülkelerin ekonomik büyüme, sosyal bütünleflme, eflitlik politikalar› ve yoksullukla mücadele politikalar›nda merkezi rol oynamaktad›r. Özelde ise yüksekö¤retim, kitlesel ve vas›fs›z eme-¤e dayal› sanayi üretiminden profesyonel iflgücüne dayal› bilgi ekonomisine do¤ru yol al›nan bu süreçte özel bir önem kazanmaktad›r. Geçti¤imiz yüzy›lda yüksekö¤retim politikalar› ço¤u devlet için birincil öneme sahip bir siyasa alan› de¤ildi ve üniversite ile efl anlamda görülen yükse-kö¤retim ne ulusal ekonomiler için ne de vatandafllar›n refah› için merkezi rolde görülüyordu. Yüksekö¤retim daha çok kariyer meslekleri, kamu personeli ve akademisyenlerin yetiflti¤i bir e¤itim alan› olarak alg›lan›yordu. Ancak özellikle son yirmi y›ld›r yüksekö¤retimin ölçe¤inde, anlam›nda ve amac›nda önemli de¤ifliklikler gözlenmektedir. Yüksekö¤retim bir yandan genç nüfusun yar›s›ndan fazlas›n› kapsayacak flekilde genifllemekte di¤er yandan ö¤renciler, yüksekö¤retim kurumlar›, e¤itim programla-r› aç›s›ndan çeflitlenmektedir. Birçok ülkede oldu¤u gibi OECD ya da AB gibi uluslararas› kurulufllarda da yüksekö¤retim hem ekonomik geliflmenin hem de sosyal bütünleflmenin en önemli yolu olarak görülmektedir. Bu de¤iflimlere yan›t olarak da birçok ülkede yüksekö¤retim reformlar› tart›fl›lmakta, yeni politikalar oluflturulmaktad›r. Bu ba¤lamda küreselleflme süreci ile birlikte yüksekö¤retim alan›nda gündeme gelen temel siyasa öncelikleri flöyle s›ralanabilir: Demografik de¤iflimler, küreselleflme ve uluslararas›laflma, yüksekö¤retimin finansman› ve eriflim sorunu, yükse-kö¤retimde kalite ve akreditasyon. Çal›flmada 21. yüzy›lda yüksekö¤retim alan›ndaki güncel geliflmeler bu konular esas al›narak incelenmektedir.Anahtar sözcükler: Yüksekö¤retim politikas›, yüksekö¤retim yönetimi, yüksekö¤retimin küreselleflmesi.Education policies has been playing a central role regarding economic development, social integration, equality and poverty alleviation policies of all countries. On the other hand, higher education has gaining a special signifigance due to the transformation from the industrial mass production economy towards a new information economy which needs professional workforce. In the last century, higher education was perceived neither as a key player for national economic development nor as a major policy area for most countries. It was rather seen as a particular level which professionals, civil servants and academicians receive education. Yet, especially from the 1990's onwards, there have been important changes regarding the scale, meaning and goal of higher education. Higher education sector has been widening to comprise mo...

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