Kaizen Perspective İn Curriculum Development
Yazarlar (2)
Iğdır Üniversitesi, Türkiye
Doç. Dr. Hüseyin MERTOL
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Diğer hakemli uluslarası dergilerde yayınlanan tam makale |
| Dergi Adı | Asian Journal Of Education and Training |
| Dergi ISSN | 2519-5387 |
| Dergi Tarandığı Indeksler | Journals Indexed in Eric |
| Makale Dili | İngilizce |
| Basım Tarihi | 06-2020 |
| Cilt No | 6 |
| Sayı | 3 |
| Sayfalar | 384 / 396 |
| Özet |
| Kaizen is the combination of the words kai (change) and zen (better) in Japanese. It means change for the better, continuous improvement (Albayrak, 2019). In Japan, Kaizen is a task for all staff and stakeholders. Kaizen can be regarded as the reflection of two different perspectives on management in terms of two distinct cultures. The difference between these two approaches is that the Western perspective focuses on the result of the premise while Japanese perspective zeroes on the process. While it is aimed to solve the problems by the stakeholders in different positions in terms of Western perspective, it is common to solve them together in Kaizen philosophy. This kind of habit of putting the hand under the stone has brought success in competition for Japan in business and manufacture. Hence, in this study it is aimed to investigate the basic principles of the Kaizen approach in terms of curriculum development and its principles, so the questions given as follows are sought: 1. |
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