Main Article Content

Abstract

This study is carried out to examine EFL program managers’ working conditions, eliciting information on their views on EFL program management within the Turkish Cypriot context. This study also upholds that an understanding of their perceptions as EFL program managers will help create a better working condition and improve EFL programs and instruction, characterized by excessive proliferation of language centers that put profit-making as their utmost priority. Two research questions were utilized to investigate EFL program managers’ challenges and barriers while managing foreign language institutes and centers. The study adopted a qualitative research design approach; 45 EFL program managers and coordinators with international qualifications with over ten years of experience were purposefully sampled and recruited as participants for this study. A semi-structured interview was the instrument for data collection, which experts validated to ensure it measures what it purports to measure. Data collected were transcribed and analyzed through thematic analysis to uncover themes used to define and interpret findings. This study’s findings indicate that the absence of professional expertise, training/retraining programs, resource availability, and competition from other universities were the significant challenges EFL program managers face while carrying out their duties. It was also unveiled that over monetization of EFL programs within institutions brings about challenges in program management. Recommendations were given to bridge these gaps.

Keywords

English as a foreign language; Program management; EFL program managers; Turkish Cypriot; foreign language teaching education

Article Details

How to Cite
Ironsi, C. S. (2021). EFL Program Management in Turkish Cypriot Educational Context: Qualitative Case Study. International Journal of Asian Education, 2(1), 25–36. https://doi.org/10.46966/ijae.v2i1.82

References

  1. Bista, K. (2011). How to Create a Learning-Centered ESL Program. Online Submission, 10(31), pp. 1–13). Retrieved from https://eric.ed.gov/?id=ED525826
  2. Bushardt, S. C., Young, M., & Bari, A. (2018). Transitioning to Management: Challenges and Opportunities for the Millenial Generation. Journal of Business Diversity, 18(1), 9–16. Retrieved from http://www.na-businesspress.com/JBD/JBD18-1/BushardtSC_18_1.pdf
  3. Butler, M., Szwejczewski, M., & Sweeney, M. (2018). A model of continuous improvement programme management. Production Planning & Control, 29(5), 386–402. https://doi.org/10.1080/09537287.2018.1433887
  4. Christison, M., & Murray, D. E. (2009). Leadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times. Routledge. Retrieved from https://www.routledge.com/Leadership-in-English-Language-Education-Theoretical-Foundations-and-Practical/Christison-Murray/p/book/9780805863116
  5. Curtis, A. (2013). A gap in our field: Leadership in language education. MultiBriefs. Retrieved from http://exclusive.multibriefs.com/content/a-gap-in-our-field-leadership-in-language-education
  6. Eaton, S. E. (2013). The Administration of English as a Second Language (ESL) Program in Higher Education: Striking the Balance between Generating Revenue and Serving Students. In Critical Perspectives on International Education (pp. 165–180). Brill Sense. Retrieved from https://brill.com/view/book/edcoll/9789460919060/BP000011.xml
  7. Eskey, D. E. (1997). The IEP is a nontraditional entity. In M. A. Christison & F. L. Stoller (Eds.), A handbook for language program administrators. Alta Book Center. Retrieved from https://link.springer.com/chapter/10.1007/978-94-6091-906-0_10
  8. Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected?. Procedia-Social and Behavioral Sciences, 2(2), 3600-3604. Retrieved from https://www.researchgate.net/publication/268361605_Challenges_of_teaching_English_in_the_Arab_world_Why_can't_EFL_programs_deliver_as_expected
  9. Ferrer, E., & Staley, K. (2016). Designing an EFL Reading Program to Promote Literacy Skills, Critical Thinking, and Creativity. CATESOL Journal, 28(2), 79-104. Retrieved from https://files.eric.ed.gov/fulltext/EJ1119613.pdf
  10. Fusco, S., Lissoni, F., Martínez, C., & Sterzi, V. (2019). Monetization Strategies of University Patents Through PAEs: An Analysis of US Patent Transfers (SSRN Scholarly Paper ID 3410086). Social Science Research Network. https://doi.org/10.2139/ssrn.3410086
  11. Greenier, V. T., & Whitehead, G. E. K. (2016). Towards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice. RELC Journal, 47(1), 79–95. https://doi.org/10.1177/0033688216631203
  12. Heifetz, R. A. (2010). Adaptive work. The Journal of the Kansas Leadership Center. Retrieved from https://www.hesston.edu/wp-content/uploads/2017/12/KLCAdaptiveWork.pdf.
  13. Heifetz, R., Grashow, A., & Linsky, M. (2009). Leadership in a (permanent) crisis. Harvard Business Review, 87(7–8), 62–69, 153. Retrieved from https://hbr.org/2009/07/leadership-in-a-permanent-crisis
  14. Ironsi, S. C. (2017). Effect of test anxiety on academic performance of EFL Learners. Lambert Academic Publishing. Retrieved from https://www.academia.edu/35461045/The_Effect_of_Test_Anxiety_on_Academic_performance_of_EFL_students
  15. Jenks, F. L., & Kennell, P. (2012). The quest for academic legitimacy. Handbook for language program administrators. Alta Book Center. Retrieved from https://www.ijlter.org/index.php/ijlter/article/view/980
  16. Jessop, B. (2018). On academic capitalism. Critical Policy Studies, 12(1), 104–109. https://doi.org/10.1080/19460171.2017.1403342
  17. Jiang, J., Klein, G., & Fernandez, W. (2018). From Project Management to Program Management: An Invitation to Investigate Programs Where IT Plays a Significant Role. Journal of the Association for Information Systems, 19(1). Retrieved from https://aisel.aisnet.org/jais/vol19/iss1/1
  18. Liyanage, I., Walker, T., & Singh, P. (2015). TESOL professional standards in the “Asian century”: Dilemmas facing Australian TESOL teacher education. Asia Pacific Journal of Education, 35(4), 485–497. https://doi.org/10.1080/02188791.2013.876388
  19. MacDonald, J. (2016). The Margins as Third Space: EAP Teacher Professionalism in Canadian Universities. TESL Canada Journal, 34(1), 106–116. https://doi.org/10.18806/tesl.v34i1.1258
  20. Marginson, S. (2018). Global trends in higher education financing: The United Kingdom. International Journal of Educational Development, 58, 26–36. https://doi.org/10.1016/j.ijedudev.2017.03.008
  21. Marty, O. (2014). Monetizing French distance education: A field enquiry on higher education value (s). The International Review of Research in Open and Distributed Learning, 15(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1677
  22. McGee, A., Haworth, P., & MacIntyre, L. (2015). Leadership Practices to Support Teaching and Learning for English Language Learners. TESOL Quarterly, 49(1), 92–114. https://doi.org/10.1002/tesq.162
  23. Nawawi, M. (2020). Exploring the Bilingual Program in Yapalis Senior High School. Lintang Songo : Jurnal Pendidikan, 3(1), 1–6. Retrieved from https://core.ac.uk/download/pdf/327191231.pdf
  24. Norris, J. M. (2016). Language Program Evaluation. The Modern Language Journal, 100(S1), 169–189. https://doi.org/10.1111/modl.12307
  25. Panferov, S. K. (2012). Transitioning from teacher to language program administrator. Handbook for language program administrators. Alta Book Center. Retrieved from https://suzannepanferov.faculty.arizona.edu/sites/suzannepanferov.faculty.arizona.edu/files/HUMS%20571%20Language%20Program%20Admin%20Panferov.pdf
  26. Pennington, M. C., & Hoekje, B. J. (2014). Framing English language teaching. System, 46, 163–175. https://doi.org/10.1016/j.system.2014.08.005
  27. Prayitno, E., Hadi, S., & Saleh, M. (2019). The Bilingual School Program Management. Journal of K6 Education and Management, 2(1), 64–70. https://doi.org/10.11594/jk6em.02.01.09
  28. Rowe-Henry, A. (1997). The decision-maker and negotiator. A handbook for language program administrators. Alta Book Center. Retrieved from https://link.springer.com/chapter/10.1007/978-94-6091-906-0_10
  29. Sarchenko, V. I., Kategorskay, T. P., & Shchitnikov, A. S. (2019). The Effectiveness of Educational Services: An Approach to the Assessment of the Quality. https://doi.org/10.2991/iscfec-19.2019.43
  30. Shaw, F. (2014). Instructors of Adult English as an Additional Language (EAL) in British Columbia: Shared Experiences in the Contact Zone [Thesis, Education:]. Retrieved from http://summit.sfu.ca/item/14893
  31. Siswanto, R., Sugiono, S., & Prasojo, L. (2018). The Development of Management Model Program of Vocational School Teacher Partnership with Business World and Industry Word (DUDI). Jurnal Ilmiah Peuradeun, 6(3), 365–384. Retrieved from https://journal.scadindependent.org/index.php/jipeuradeun/article/view/322
  32. Smithwick, N. A. (2014). “It’s Like All of Campus Life Inside a Little Classroom”: How an English for Academic Purposes (EAP) Program Operates within a University Setting. Retrieved from https://uwspace.uwaterloo.ca/handle/10012/8761
  33. Warner, M., & Zhu, Y. (2018). The challenges of managing ‘new generation’ employees in contemporary China: Setting the scene. Asia Pacific Business Review, 24(4), 429–436. https://doi.org/10.1080/13602381.2018.1451130
  34. Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Arastirma YOntemleri (8th ed.). Ankara: Seckin Yayinevi. Retrieved from https://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx?ReferenceID=1158749