Tony Gurr

FIXing Hazırlık…(the Postscript)

In Educational Leadership, ELT and ELL, Our Universities, Quality & Institutional Effectiveness on 26/05/2013 at 11:12 pm

Dummies (fixing hazırlık))

Some of you might be thunking…a postscript?

What the heck for?


That last post gave us so many good best practices to get our teeth into…actually, we’ve already got / done a few of them.

All we need to do is put all the others in place!

8Checklist (WRONG)


You might be right! Maybe…I should just get round to writing that book I mentioned…the one above?

Afterall, it’s that type of advice that ‘sells’…yes?


Certainly sells more than wishy-washy, idealisticquixotic stuff like:

Learning and Improving 01


…or even,


Learning and Improving 02



Sorry (bw)


My turn to say…




Now, don’t get me wrong…a lot of those suggestions can be very good for an institution. Getting involved in an accreditation process can really help an institution to ‘see’ itself…

REFLECTing ourselves


My worry is…

…exactly how much can going through the motions of an accreditation process (I did not say anything about…jumping through hoops…honest!) help us with problems like the ones we noted in the very first post of this mini-series:

Lise 5

you know, remember…we said something about ‘hazırlık’ being ‘broken’!


Seriously, go back and take a look at all those suggestions (this is where you CLICK…on the ‘red’ stuff)…

put yourself in the shoes of a ‘typical’ student at your own institution (no, not one of those ‘süper-inek’, 100% scholarship students that our schools ‘love’ to cream off the YÖK lists)…


…and ‘answer’ this little question:


Litmus Test FQ

Hey! Maybe, you could even ask a few students…for REAL?


Or, you could just ask the teachers, too!

Teacher (hands tied)


Yes, it’s that simple – that is the ‘litmus test’ for any ‘quality’ initiative or any ‘improvement’ strategy!

Anything else, especially the way I presented those ideas, is a bit like:

Quality (the wrong way)



Broken Quality (TG definition)


Now, you might also (round about this time) be thunking:

WHY (joker Face)

…is Tony telling us this?


Those ‘lovely’ accreditation folks (and the expense-paid trip)…painted a very different picture!

Tony’s suggestions (or rather…those of his ‘mates’) are very similar to those standards they showed us…the action points they suggested we put into our ‘self-study audit’

…all the things we have to put on our 18-24 month ‘to-do-list


Sorry (bw)



But, in my defence, I did tell you this mini-series was gonna be all about…

Truth (mini ver 01)


The thing is, when me and me mates, did that listwe kinda forgot ourselves (the wine did not help either)

…we became:

Cheerleaders (accreditation)

…rather than EDUcators!


…just for a couple of hours, mind! We’re OK…now.


We just forgot that many of the people who put accreditation body ‘standards’ together have actually been in the ‘quality game’ for years (decades even). They have worked in schools that have built and re-invented their own traditions over timeand made many a mistake along the way!

ADAPTation (Paul Schoemaker quote 01)


These schools have been able to grow, adapt and LEARN new ‘cultures’ – because they have created ‘thunking teams’ who asked the ‘right’ questions.

And, the answers they have ‘co-created’…led them to create thecommunities of purpose we discussed earlier.

ADAPTation (Charles Darwin quote 01)


These schools were not interested in accreditation

Quality (the real prizes)

…for all the wrong reasons!


They did not fall foul of the ‘trap’ that many schools have found themselves in:

Quality (Harvey quote)

…they lived ‘quality’!

…and they took the time to LEARN  how to walk-their-own-talk!


These schools and their ‘quality’ leaders realised that:

Change (BPNE)

…especially if we ‘borrow’ without ‘thunking’ – or, at the very least, consider the issue of ‘fitness-for-purpose’!


In a nutshell, they realised that they needed to create NEXT Practice’ for their OWN Institutions – and this takes TIME, CARE and LEADERSHIP

LEADERSHIP final definition


As I noted in Part 02 of this series, many of the people who created accreditation programmes asked themselves the type of questions Peter Block has suggested can help us ‘fix’ many of the challenges we face in our schools, colleges and universities.

And, I bet you all the profits from my next book (LOL) – they also took the advice of Arthur Ashe:



So, if you are serious about ‘fixing’ your hazırlık…what about asking some other questions, too:

4 FQs (where are we right now)

…the more, the merrier – when you thunk these over!



What about these:

What STOPS (teachers and learners)


Or, one of my favourites:

One SINGLE Problem


But, double-check this by asking:

2 FQs (to double check)

Forget, the ‘easy’ questions:

Fixing FQ 06


It is the more ‘profound’ (tougher) questions that will open the minds of your people and connect those in your own community of purpose:

Fixing FQ 08 09 and 10


Sevgiyle kalın!

  1. […] Shalt adopt a research and evidence-based approach to change and planning – and balance the use of external best practices and internal research findings, as well as […]

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: