A Case Study Exploring Factors Associated with the Uptake of Program Learning Outcome Assessment (PLOA) in Higher Education Institutions in Türkiye

This dissertation is an exploratory quantitative case study examining factors associated with the uptake of Program Learning Outcome Assessment (PLOA) in Türkiye. Uptake is operationalized via faculty perceptions of PLOA measured through validated scales. The study aimed to understand whether faculty perceptions of PLOA are associated with self-efficacy, institutional support, and task value. A multidisciplinary theoretical framework combined Social Constructivist Theory, Social Cognitive Theory, Expectancy-Value Theory, and Institutional Theory. Quantitative approaches, including Principal Component Analysis and Multiple Regression Analysis, were used to analyze data collected through surveys from faculty members in Turkish higher education institutions. These findings underscore the role of contextual and motivational factors in shaping how faculty engage with assessment practices. Results indicated that faculty members’ perceptions of PLOA are significantly associated with task value and the reward dimension of institutional support, highlighting the importance of incentives and the value attributed to PLOA-related tasks. Conversely, self-efficacy and the leadership aspect of institutional support were not significant factors. Demographic analyses showed that female faculty rated task value higher, senior academics reported greater self-efficacy and institutional support, and Turkish-responding participants perceived stronger institutional support and PLOA engagement The findings suggested that institutional support should be tailored to emphasize the rewarding aspects of PLOA rather than solely relying on leadership-driven initiatives. Institutions can improve the overall efficacy of outcome assessments by focusing on practical support mechanisms and creating a positive environment for PLOA activities. These patterns also highlight the need for differentiated institutional strategies that recognize varying levels of faculty experience and engagement. This study contributes to the existing body of knowledge by providing insights into what affects faculty perceptions of PLOA and motivates faculty members to participate in PLOA-related tasks, especially within the Turkish higher education context. By exploring the specific context of Turkish higher education, where PLOA practices are relatively new, this research provided insights that can be applied to similar educational settings globally. The findings offer practical implications for higher education institutions to enhance faculty perception of PLOA, thereby improving educational practices and standards.