Communication Barriers in Quality Process: Sakarya

Communication has an important role in life and especially in education. Nowadays, lots of people generally use technology for communication. When technology uses in education and other activities, there may be some communication barriers. And also, quality process has an important role in higher education institutes. If a higher education institute tries to pursue a quality management system, some problems may occur in this process. This study aims to reveal the communication problems faced by the teaching staff in quality processes. INTRODUCTION Global society is now in an information century. In this century, people are witnessing communication revolution.In this revolution, the communication technologies have been developing very fast. Especially Web 2.0 tools and other communication tools via internet get people together online (Isbulan, 2011). This development has altered the structure of education system.Especially in the quality processes people need clear and understandable communication tools. Creating effective communication among people and establishing contacts are the survival needs of human being. People cannot live without communicating (Isman, et al., 2003).New education system is more efficiency and effective because teachers and students use new technologies for teaching and learning. Modern information technology now affords organizations, businesses, individuals, and institutions of learning a variety of options for engaging in communication and information exchange (Kiyici, 2011).Using technology in the classroom sometimes creates some communication barriers for students and teachers. According to Berge & Collins (1995), certainly there are barriers to technologically rich learning environments: faculty reward structures, high front-end costs, training, equal access, student support, administrative, technical issues, copyright issues, and faculty resistance to name a few. Knapp & Glenn revealed that teachers who teach with technology: • Expect more from their students and expect their students to take more care in preparing their work • Can present more complex material • Believe students understand more difficult concepts • Can meet the needs of individual students better • Can be more student-centered in their teaching • Are more open to multiple perspectives on problems • Are more willing to experiment • Feel more professional because, among other things, they spend less time dispensing information and more time helping students learn (Knapp, & Glenn, p. 17, 1996). As the quality refers having product or service differentiation within a competitive environment, higher education institutions need to be involved in quality improvements by service differentiation to gain competitive advantage (Aksal, F. 2009). With technology, especially communication and communication tools has gained lots of developments. These developments have facilitated communication. At the same time, with technology, quality process has lots of developments. Many universities in the world are trying to implement quality processes. They also want to increase the quality of education and alumni. To do that, learning and teaching environment at the universities should be redesigned because there is a big diversity among students. Higher education institutes should offer different programs for their diverse students because each student would like to prefer to take different courses for their future. In other word, there should be a flexible curriculum. If they take their “most wanted” courses, they will be ready to compete with other national and global alumni all over the world to find a good job. If their alumni find a good job in the global market, they will be “most wanted” higher education institute. The students are universities costumers. Their demands should be taken into account by universities. In addition, the universities should take students’ attention in order to get more students applications. To be able to take students’ attentions, higher education institutes should know Quality management models. These models may be appropriate for different global universities. Becket & Brookes (2008) explain Quality management models in Table 1. TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4