Staub, Donald

Profile Picture
Profile URL
https://hdl.handle.net/20.500.14365/6709
Name Variants
Staub, Donald F.
Staub D.F
Job Title
Email Address
donald.staub@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
Website
ORCID ID
0000-0002-9440-5150
Scopus Author ID
57194149867
Turkish CoHE Profile ID
89B507E56745C8ED
Google Scholar ID
MEmaQpEAAAAJ
WoS Researcher ID
IVU-8382-2023
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Donald_Staub.png (114.55 KB)

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JournalCount
Quality Assurance and Accreditation in Foreign Language Education: Global Issues, Models, and Best Practices from the Middle East and Turkey2
Multilingual Education1
Novitas-Royal1
Pedagogic and Instructional Perspectives in Language Education: The Context of Higher Education1
Qualıty in Hıgher Educatıon1
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Now showing 1 - 7 of 7
  • Thumbnail Image
    Article
    Standards Assessment in English Language Teacher Education
    (2019) Kırkgöz, Yasemin; Staub, Donald
    Instructional quality among English as a foreign language (EFL) teachersrequires the identification and assessment of professional standards for the field.Although Quality Assurance, Outcomes Assessment and Accreditation may beunderstood within language teacher education programs, successful and sustainedimplementation of quality improvement processes largely remain elusive. This paperexplores standards assessment in EFL teacher preparation programs in Turkey. Primaryissues examined were: 1) awareness of instructors in EFL teacher preparation programsof standards assessment; 2) the degree to which the standards are assessed; and, 3) thedegree to which assessment data is analyzed and acted upon. This study utilized theInstrumental Case Study combined with a mixed-method approach. Data was collectedvia survey and interviews. An internet-based survey was distributed to teacherpreparation faculty members across Turkey. One-on-one structured interviews wereconducted with instructors from EFL teacher preparation programs at public and privateuniversities. Results indicate that despite relatively high levels of awareness amonguniversity faculty members and the standards established by the Turkish HigherEducation Council, there is little evidence to suggest that assessment data is collected oracted upon.
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    Book Part
    Addressing the Challenge of Student Retention in an Intensive English Program Through Micro-Credentials
    (Springer Science+Business Media, 2025) Staub, D.; Aysal, ÖC.
    Ironically, while student attrition is prevalent in virtually every higher education institution, the same cannot be said for student retention awareness, acknowledgment, and action plans. In an English as the Medium of Instruction (EMI) context, particularly in first-year intensive English language programs (IEPs), student attrition is acute and high-stakes. Students who cannot succeed in the IEP may never make it to their academic program of study. A primary indicator or precursor to departure is absenteeism, but this is often a proxy for some skill deficiency, which leads to dis-engagement and circles back to high absenteeism. This pattern can quickly devolve into a downward spiral. This chapter explores various causes of attrition in the EMI context and possible solutions to the problem through a case study at an EMI university in Türkiye. A Retention Specialist, an Academic Support initiative, and a Mentoring program have all positively contributed to the retention effort. A micro-credentialing program designed to build non-cognitive skills to help students succeed has shown particular promise and is examined in greater depth. The essential point is that retention requires a collective, multi-lateral approach. Institutions ready to enact retention initiatives are ready to positively impact many of their students. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.
  • Thumbnail Image
    Article
    Citation - WoS: 12
    Citation - Scopus: 14
    'another Accreditation? What's the Point?' Effective Planning and Implementation for Specialised Accreditation
    (Routledge Journals, Taylor & Francis Ltd, 2019) Staub, Donald
    Globally, attention to quality and accreditation in higher education continues trending upward. This is attributable to a number of factors, such as the internationalisation of higher education, stakeholders demanding accountability, international rankings; parents and students wanting assurance that a diploma equals employment. Universities and individual programmes pursue accreditation because it is mandated; others to stand out in a crowded marketplace. The somewhat voluntary pursuit of accreditation raises two relevant questions. First, to what degree do teachers and administrators perceive its value? Second, for institutions and programmes seeking accreditation for the first time, is there a strategic approach that may effectively help prepare for the accreditation process? First, these issues are explored with teachers and administrators who have experienced the accreditation process. Second, using Bolman and Deal's four frames for organisational analysis, this research proposes a strategic approach to analysing the institutional context and laying the foundation for successful accreditation efforts.
  • Thumbnail Image
    Book Part
    Citation - Scopus: 5
    Why Student Retention Matters for Turkish Emi Universities?
    (Springer Science and Business Media B.V., 2022) Staub, Donald
    Students entering English-medium Instruction (EMI) universities and programs must demonstrate English language proficiency before proceeding to their academic program. Approximately 20% of incoming students are able to pass a proficiency exam and begin academic studies straight away. This leaves a significant percentage of students needing to successfully complete an intensive language program before progressing to their academic departments. The majority of these students require 1 year (or more) to achieve this goal. Because of the rigorous demands of the intensive language program, all such students are at risk for not completing the program and leaving the university. There are distinct sub-populations within the language program that have an even higher propensity for attrition. For those who leave, there may be immense psychological, social, and financial ramifications. Likewise for the institution – failing to retain students may have significant implications for finances and reputation. EMI universities and intensive language programs may establish student retention initiatives to minimize attrition. This chapter makes the case for such initiatives, briefly exploring student retention, then through the lens of vulnerable sub-populations, explores best-practices that may strengthen retention in the intensive language program, while having a long-term impact on the students and the institution. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
  • Thumbnail Image
    Book Part
    Making a Place for Digital Badges in Professional Development in Elt
    (Peter Lang AG, 2020) Staub, Donald; Buckingham J.
    [No abstract available]
  • Thumbnail Image
    Book Part
    Citation - Scopus: 2
    The Increasing Need for Quality Assurance and Accreditation in Foreign Language Education
    (Springer International Publishing, 2019) Staub, Donald
    The rapid growth of higher educational institutions globally has been well documented. This has been followed by an equally substantial increase in the number of institutions that are offering English as the medium of instruction (EMI). While this may be seen as a welcome development as it suggests increased access to higher education and employment opportunities, it also elevates concerns regarding quality of education. Many argue that the concern is justified given the number of “diploma mills” offering degrees for sale. Indeed, the need to verify institutional and programmatic legitimacy has led to the expansion of the institutional and specialized accreditation industries. This is particularly the case for the EMI segment of the higher education sector. To illustrate, in Turkey, a two-decade expansion of the higher education sector has been accompanied by an increase in the number of schools offering EMI. This trend has generated questions regarding governance, quality assurance, and accreditation of those programs that are preparing students for English language academic programs. In turn, the Turkish Council on Higher Education has supported both external review and accreditation schemes that specifically address these issues. This, however, is not exclusive to Turkey. Throughout the region, and primarily the Middle East, we see emerging and continuing efforts to raise quality in English and foreign language education, which is why this volume is timely. It is during this critical period that the chapters that follow examine global and regional challenges and solutions regarding quality and accreditation in language education. © Springer Nature Switzerland AG 2019.
  • Thumbnail Image
    Book
    Citation - Scopus: 5
    Quality Assurance and Accreditation in Foreign Language Education: Global Issues, Models, and Best Practices From the Middle East and Turkey
    (Springer International Publishing, 2019) Staub, Donald
    Greater student mobility, increasing demand for access to tertiary education, as well as policy changes have spurred rapid expansion of the global higher education sector. However, with increased demand comes considerable variation in the quality of the supply. As higher education is an expensive endeavor for all stakeholders - governments, funders, employers, and families - there are also increasing expectations for accountability and demonstrations of quality. English as a foreign language (EFL) programs, in particular, are under considerable pressure to substantiate their value, resulting in a significant rise in interest around their quality. This volume is the outcome of a May 2018 international conference on quality and specialized accreditation, held in Turkey. The book’s three sections take the reader from the global to the program level, examining trends and best practices in quality assurance and accreditation in EFL programs. The book’s geographic focus is primarily the Middle East and Turkey, yet the issues discussed herein a quite global in nature. This volume will be of interest to educational administrators at the institutional or program level, educational leadership programs focusing on higher education, language teacher preparation programs, and administrators in centralized education systems or accrediting organizations. © Springer Nature Switzerland AG 2019.