Author(s): Ãmür Hakan KUZU** Hasan KürÅat GÃLEÅ*
The European Higher Education Area (EHEA) (formerly named as the Bologna Process) has still been discussing in Turkish and European higher education in terms of its competences and objectives. Although the Bologna Process Implementation Reports contain evaluations of Turkish universities, it is important that the issue is also must be evaluated by stakeholders, especially academic staff and students in universities. The main aim of this study is to reveal the views and perceptions of academic staff, one of the main stakeholders of higher education system, about the European Higher Education Area competences which are considered as an opportunity for Turkish universities in the process of change. The study is conducted in the descriptive research model which is one of the quantitative research models. In terms of EHEA evaluations, competence levels of a state university according to academic staff are examined. As a result of the factor analysis conducted, descriptive statistical methods are preferred in terms of the factors defined herein. The sampling of the study involves 1.756 academic staff of the university. According to the findings of the study, it is concluded that the university is not generally sufficient in terms of EHEA implementations. The participants expressed negative opinions about many competence levels except European Credit Transfer System (ECTS) and three cycle system which Turkish universities are evaluated as good performances in Bologna Implementation Reports. The findings of the study are discussed in comparison with other studies in the literature and some suggestions are developed for following studies
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