Abstract
The purpose of this study is to examine the university students’ opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than female students and male students have higher lifelong learning tendency than female students. Lifelong learning tendency of students differ according to classroom level variable. Second grade students have higher lifelong learning tendency than fourth grade students. Third grade students have lower quality of faculty life of the other students. Lifelong learning tendency of students differ according to field of study. Educational sciences students have lower lifelong learning tendency than computer and instructional technology students. Computer and instructional technology students have lower quality of faculty life than educational sciences students and fine arts students. Educational sciences students have higher quality of faculty life than elementary education students. The results reveal that the opinions of university students about quality of faculty life is a significant predictor of their opinions about life long learning tendencies. Students’ opinions to fulfill their goals are seen vital as being one of the most important factor within the context of university management. It is important that to search and find out the quality of faculty life and life learning tendecies of university students help to increase the level of quality of faculty life and so generating education policies according to these results. Therefore analysing the opinions of university students on quality of faculty life and lifelong learning tendencies is expected to develop new faculty management strategies and provide important benefits to researchers and implementors. Besides that lifelong learning tendencies can be affected by other variables and they may be investigated in the next researches.
Highlights
If we want to acquire information about the quality of education in our era, it is useful to analyse the humane and cultural elements (Wilson, 1980)
The research problems depending on the purpose of this study were searched as whether the opinions of university students about quality of faculty life and their lifelong learning tendencies differ according to their gender, classroom and field of study and whether the opinions of university students about quality of faculty life predict their opinions about their lifelong learning tendencies
The opinions of university students about quality of faculty life and lifelong learning tendencies differ according to gender (λ =.01, F(2-371) = 18166.41, p≤.05) significantly (Table 2)
Summary
If we want to acquire information about the quality of education in our era, it is useful to analyse the humane and cultural elements (Wilson, 1980). When we think about quality of the school life; positive and negative feelings, experiences and combination of the situations are come to mind. These phenomenons in school life can be the quality of students’ and teachers’ school life (Leonard, 2002; Schofield & Bourke, 1997; Waugh & Hyde, 1993). Quality of school life is divided into three dimension by the researchers: satisfaction with school, commitment to class tasks and reactions to teacher. Student-teacher relationship is an important element in themes like students’ participation during the organization of education objectives, students’ comprehension to school practices, students’ dependent and independent behaviours and their attitude towards the in- and out-school authorities (Schmidt, 1992; Schmidt & Lunenberg, 1989)
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