Application of Context Input Process and Product Model in Curriculum Evaluation: Case Study of a Call Centre

Creative Commons License

Kavgaoğlu D., Alcı B.

EDUCATIONAL RESEARCH AND REVIEWS, cilt.11, sa.17, ss.1659-1669, 2016 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 17
  • Basım Tarihi: 2016
  • Doi Numarası: 10.5897/err2016.2911
  • Dergi Adı: EDUCATIONAL RESEARCH AND REVIEWS
  • Derginin Tarandığı İndeksler: ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.1659-1669
  • İstanbul Gelişim Üniversitesi Adresli: Hayır

Özet

Abstract

The goal of this research which was carried out in reputable dedicated call centres within the Turkish telecommunication sector aims is to evaluate competence-based curriculums designed by means of internal funding through Stufflebeam’s context, input, process, product (CIPP) model. In the research, a general scanning pattern in the scope of descriptive research is used. The data collection instrument consists of the professional competence development curriculum’s CIPP evaluation scale developed by researchers. Participants are 622 call centre agents who served in the Black Sea, Central Anatolia and Eastern Anatolia Regions in 2014 and 2015. Statistical analyses of the research were conducted by applying statistical package for social sciences (SPSS) v23.0 and Amos v21.0 software. In addition to gap analyses, the Structural Equation Modelling (SEM) was applied as well. For the construct validity of the scale, analyses of the illustrative and confirmatory factors are conducted respectively. In scoring, in focusing on the dimensions of the CIPP evaluation scale, significant variations by gender and education background have been observed between the opinions of the participants.  

Key words: CIPP model, curriculum evaluation, competence-based curriculum development, adult education, talent management.