EUROPEAN UNIVERSITY ASSOCIATION
INSTITUTIONAL EVALUATION PROGRAMME
Çukurova University is a visionary institution, committed to the exploration of knowledge, the construction of partnerships, and innovative
academic delivery. It is a large and diverse institution, serving 30.000
undergraduate and 2.500 graduate students and committing itself to day
and night classes and education of adults in the workforce. Çukurova
University offers a full range of lower and upper level courses, for students
interested in certificates, associate, bachelor's, master’s and Ph.D. degrees.
Çukurova University has been providing quality academic programs and
services since 1973.
Çukurova University applied to EUA, Institutional Evaluation Programme as an integral part of elaborating its own strategic or action plan.
Thus the IEP evaluation report will shed light to the coming decades of
Çukurova University. We as a University welcome every kind of contribution
towards a more competitive Cukurova University
We believe that this self evaluation report and its attachments will serve you as a roadmap for your future evaluations. We welcome you to
Çukurova University, to promote and guarantee quality assurance, both at
national and international settings.
Prof. Dr. Alper Akınoğlu
I. INTRODUCTION 3
II. NATIONAL AND INSTITUTIONAL CONTEXT 3
III. BRIEF PRESENTATION OF THE INSTITUTION 4
IV. STRENGTHS AND WEAKNESSES IN UNIVERSITY ORGANIZATION 13
V. INSTITUTIONAL NORMS AND VALUES 15
VI. THE BALANCE BETWEEN CENTRALIZATION AND 17
VII. CU’S RELATIONSHIP WITH THE STAKEHOLDERS 17
VIII. CU’S APPROACH TO INTERNATIONAL RELATIONS 17
IX. CONSTRAINTS 18
X. QUALITY MANAGEMENT 19
XI. QUALITY CONTROL 19
XII. STRATEGİC MANAGEMENT AND CAPACITY FOR CHANGE 20
XIII. FINAL OBSERVATIONS 20
APPENDIX A RECTOR’S OFFICE 22
APPENDIX B UNIVERSITY SENATE 23
APPENDIX C ADMINISTRATIVE BOARD OF CUKUROVA UNIVERSITY 25
APPENDIX D TURKISH EDUCATION SYSTEM 26
APPENDIX E BILETERAL AGREEMENTS OF CU 27
APPENDIX F SWOT FOR FACULTIES 28
APPENDIX G TURKISH EDUCATION PROCESS 42
Cukurova University (CU) applied to EUA Institutional Evaluation Programme in
May 2005 to have a chance of third party view about its mission and vision setting. In time
EUA IEP became an integral part of ongoing Strategic Planning efforts of the University.
Following members have taken part in the CU IEP Steering Committee in the preparation of
Prof. Dr. Nejat Erk
Prof. Dr. Nurdan Evliyaoğlu Prof. Dr. İbrahim Ortaş Prof. Dr. Yüksel Ufuktepe
Prof. Dr. Yusuf Gürçınar Prof. Dr. Metin Kumlu
Prof. Dr. Adnan Gümüş Prof. Dr. İlter Uzel
Prof. Dr. Hasan Çetin
Assoc. Prof. Dr. Azmi Yalçın Assoc. Prof. Dr. Zeki Salih Zengin
Assis. Prof. Dr. Oya Yüreğir
The process started in early summer of 2005, via initiating the self-evaluation
process at a departmental level. Then with joint work, the documents have been gathered
reflecting faculty self-evaluation reports. Thus the following self-evaluation report, reflects
the overall university performance and observations. Supplementary Faculty data and self-
evaluation reports will be sent to you in the coming weeks.
II. NATIONAL AND INSTITUTIONAL CONTEXT
Turkish Education System
The basic structure of the Turkish national education system is outlined in Basic Law
No.1739 on National Education. The Ministry of National Education (Milli Eğitim
Bakanlığı) is responsible for all educational services in the country excluding the higher
education, In accordance with the Law No. 2547 of 1981, the Council of Higher Education
(Yükseköğretim Kurulu, YÖK) is the planning, coordinating and policy making body for
higher education. Formal education includes pre-school education, basic education,
secondary education, and higher education. Appendix G.
III. BRIEF PRESENTATION OF THE INSTITUTION
The Faculty of Agriculture, founded in 1969 by Ankara University, and the Faculty of Medicine, founded in 1972 by Atatürk University, was combined to form Cukurova
University in I973. The number of the faculties rose to five when the faculties of Basic
Sciences, Administrative Sciences and Engineering were founded. In 1982, the Faculty of
Basic Sciences was reorganized as the Faculty of Sciences and Letters, and the Faculty of
Administrative Sciences was combined with the Department of Economics and
Administrative Sciences forming the Faculty of Administrative Sciences and Economics.
The Faculty of Engineering and Architecture emerged from the combination of the Faculty
of Engineering and the Engineering Department of the Adana Academy of Administrative
and Commercial Sciences. Also, the Faculty of Education was established when the two-
year Foreign Language Colleges of the Ministry of Education in Adana, Mersin and Hatay
were combined. Adana and Hatay Education Institutes joined to the Cukurova University
System. Faculty of Fisheries was established as School of Fisheries in 1985 then converted
to become a Faculty in 1992. The Faculty of Fine Arts was established in 1993 and built up
in 1998 to activate the departments of Interior Architecture, Ceramic, Graphic and Textile.
A total of 9 Vocational Colleges are open to education. With the addition of 3 post-graduate institutions and the State Conservatory of Çukurova University, the number of
academic bodies increased to 23.
The Cukurova University's Balcali campus, which is on the eastern side of Seyhan 2Dam Lake, occupies an area of 20 km. The name "Balcali" originates from the name of the
village that stood on the present campus before the University was built.
The campus houses administrative and educational buildings with labs available for research services in various branches of science, a hospital complex, a central library, a
central cafeteria, sports facilities, teacher residences, social facilities and dormitories which
accommodate a total of 3500 students.
A large number of public transport vehicles regularly commute between the city center and the campus, providing mass transport for the students and university personnel.
University Programs, Academic Staff and Students
The university consists of 10 faculties (with 80 undergraduate programs), 3 graduate schools (with 64 post-graduate programs), 3 colleges (with 4 undergraduate programs), 9
vocational colleges (with 23 vocational programs) and YADIM (Foreign Languages
Research and Application Center where both undergraduate and post-graduate students are
taught English), and a state conservatory.
a) Faculties and Institutes
The university consists of 10 faculties (with 80 undergraduate programs) and 3
graduate schools (with 64 post-graduate programs),
Table 1. Distribution of Programs within Faculties and Institutes
Faculties No of No of No of No of No of No Total
No of Night Grad-Masters for Masters Masters of
Underg. Underg. Underg. Teacher without with PhD
Prog. Prog. Prog. without Thesis Thesis
4 Years 4 Years 5-6 Years Thesis
5 2 0 0 6 4 2 19 Fac. of Econ. & Admin.
10 5 1 5 1 10 5 37 The Faculty of
The Faculty of Fine 4 0 0 0 0 2 0 6 Arts
2 0 0 0 0 11 13 The Faculty of Divinity
The Faculty of 0 0 1 0 0 16 17 Medicine
0 0 1 0 0 0 5 2 The Faculty of
6 5 0 0 0 7 6 24 The Faculty of Sciences
10 8 0 0 2 9 8 37 The Faculty of
3 0 0 0 0 10 10 23 The Faculty of
1 1 0 0 0 1 1 4 The Faculty of
The university employs 1909 academic staff (24 from abroad) of which 332 are
professors, 143 associate professors, 299 assistant professors, 153 instructors, 723 research
assistants, 77 specialists, 157 lecturers, 1 translator.
During the 2005–06 education years there are 18.149 students and 996 faculty
members and 733 research assistants conducting research and teaching at CU.
Table 2. Distribution of Academic Staff in Faculties
Faculties No No of No of No of No of No of No of
of Assoc Assis. Instructors Research Students Students
Profs Profs Profs Specialists Ass. Per
16 10 22 7 25 2892 52.58 Fac. of Econ. & Admin. Sciences
9 7 51 58 21 5413 43.30 The Faculty of Education
The Faculty of Fine Arts 1 0 3 33 11 177 4.78
3 5 11 7 13 325 12.50 The Faculty of Divinity
177 55 51 26 850 2.75 The Faculty of Medicine
3 3 5 4 25 207 13.80 The Faculty of Dentistry
50 14 30 3 63 3004 18.77 The Faculty of Sciences and Letters
34 18 40 18 3895 35.41 The Faculty of Engineering and
101 23 32 6 125 1748 11.21 The Faculty of Agriculture
6 5 13 5 25 570 23.75 The Faculty of Fisheries
Average student per faculty is 18.22 students which on the overall matches with
European standards. Table 1 show that in social sciences class sizes are relatively more
crowded than other faculties.
CU has three graduate schools under the name of Institutes (Natural and Applied
Sciences, Social Sciences and Health Sciences). As stated earlier CU is among the ten
distinctive higher education institutions offering post gradate help to other higher education
institutions. Below you find the distribution of graduate and post gradate students among
Table 3. Graduate and Post-Graduate Students at CU 2005
Institutes (Graduate Schools) Masters PhD Total
Natural and Applied Sciences 1696 532 2228
Social Sciences 1095 122 1217
Health Sciences 162 16 178
Total 2953 670 3623
b) Vocational Colleges
The university has 3 colleges (with 4 undergraduate programs) and 9 vocational colleges
(with 23 vocational programs).
Table 4. Distribution of Academic Staff and Students among VHS
Total Total Number Corporate No VHS Technicians Staff Students of Instructors Personnel
1 Adana VHS 4633 21 - 1 4
2 Ceyhan VHS 1124 22 8 - 6
3 Kadirli VHS 308 7 1 - 2
4 Kara isalı VHS 387 15 - - 2
5 Kozan VHS 918 9 3 - 4
6 Osmaniye VHS 1750 42 9 - 11
7 Health Ser. VHS 245 3 - 1 2
8 Yumurtalık VHS 151 - - - -
9 Ceyhan Health. 115 1 - 2 1
Total 9631 120 21 4 32
VHS: Vocational High School
Conservatory Adana Vocational School, Physical Education and Sports Vocational School and Adana Health Vocational School have also been involved in the self-evaluation
Above cited VHS’s have a vision for benefiting from EU programs and improved infrastructure, while for their action plan they also focus on insufficient civic service posts
Adana Health Vocational School has a vision for improving the technology usage and having professional midwifes for future needs. The graduates of the institution can
easily be employed but faces shortages at the level of instructors.
Adana Physical Education and Sports Vocational school has a vision for quality
culture formation for the coming five years, and this will cover member of staff and students.
Major weaknesses stated are limited number of publications by college academic staff,
temporary Vocational School Buildings, and lack of international collaboration. Given these
constraints, it is not advised to increase further student acceptance without structural
changes in the budget and number of academic staff.
c) Research and Application Centers
There are also 30 independent research and application centers for specific research. These
? Adana University-Industry Common Research Center
? Agricultural Extension, Communication, Research and Application Center
? Agriculture of Mediterranean Countries Research and Application Center
? Atatürk Culture and Fine Arts Research and Application Center
? Atatürk's Principles and Reforms Research and Application Center
? Computer Sciences Research and Application Center
? Cotton Research and Application Center
? Çukurova University European Union Documentation Center
? Environmental Problems Research and Application Center
? Family Planning and Infertility Research and Application Center
? Fertility-Sterility and Family Planning Research and Application Center
? Foreign Languages Teaching Research and Application Center
? Genetic and Embryo Engineering Research and Application Center
? Halil Avcı Deaf Research and Application Center
? Hereditary Blood Diseases Research and Application Center
? Industrial and Medical Electronic Instrumentation Research and Application Center
? Machine and Equipment Design and Production Research and Application Center
? Medical Sciences, Experimental Research And Application Center
? Organ Transplantation Research and Application Center
? Pozantı Agricultural Research and Application Center
? Prenatal Research and Application Center
? Refrigeration and Air-conditioning Research and Application Center
? Space Sciences and Solar Energy Research and Application Center
? Strategical Research Center
? Subtropical Fruits Research and Application Center
? Tropical Diseases Research and Application Center
? Tumor Research and Application Center
? Turkology Research Center
? Women's Studies Research Center
? Yunus Emre Culture & Art Research and Application Center
Education and Instruction
a) Teaching and Learning
CU offers associate, undergraduate, graduate and postgraduate degrees of higher education, curriculum steadily changing towards measuring learning outcomes. The
structure of specific graduates programs and programs offered by the Faculty of Medicine
reflect perfect examples for life-long learning. Search conferences and self evaluation
scheme has created opportunities, serving stakeholders view in curriculum development.
YADİM the Preparatory School of foreign languages prepares first year undergraduate and gradate student towards their degree programs. Associate degree runs for two years while
undergraduate degree runs for four years. As the steps are taken towards improving the
efficacy of high school programs, three-year undergraduate programs could be realized.
This being part of Bologna Process is a national goal not only to be focused at CU level.
Regular masters programs run for two years and PhD programs runs around four years.
With recent regulation changes, overachievers can be taken to PhD programs without a
b) The language of Instruction
The language of instruction in almost all the programs of the university is Turkish. However, the language of instruction in the Electric-Electronics and Mechanical
Engineering Departments of the Faculty of Engineering and Architecture is English.
Students receive compulsory English preparatory classes in all the programs of the Faculty of Economics and Administrative Sciences.
English preparatory classes are optional for the students registered in the Mathematics, Chemistry and Physics Departments of the Faculty of Science and Letters and
for the students of Civil Engineering, Geology, Architecture, Computer Engineering,
Industry and Textile Departments of the Faculty of Engineering and Architecture.
Foreign language preparatory classes are conducted in the English, French and German Language Teaching Departments of the Faculty of Education.
The Holy Koran and the fundamentals of Islam and Arabic are taught as a preparatory program for one academic year in the Faculty of Divinity.
YADIM-Foreign Languages Research and Application Center where both undergraduate and post-graduate students are taught English.
c) Trainingship and Applications
Within CU, trainingship is compulsory in major faculties while being optional
among the rest. Due to the overload of trainingship offering institutions, efficiency is
d) International Relations and Erasmus Project
CU has been among the 15 Universities in Turkey starting the Pilot Erasmus Project.
Thus, in 2003-04 educational year 15 undergraduate students have been sent to Linköping
University, Sweden. In 2004-2005 periods 73 Erasmus Students have been sent abroad
putting CU to third rank in student exchange in Turkey. 2005-06 is an exceptional year
where there will be 147 ongoing students. At the appendix we will find information about
incoming and outgoing students and faculty under Erasmus.
CU has 109 active bilateral agreements from abroad. Thus with its physical infrastructure and experienced International Office can handle every kind of student and faculty exchange, international conferences, workshops and similar activities. YADİM the English preparatory school for CU also serves as a Language Teaching Center for Erasmus Students coming to
CU and to nearby Universities.
Beyond these opportunities, some academic staff and students have difficulties in
fluency and financial support towards international collaborations such as international
conferences seems to be limited.
e) Student Support and Guidance
Apart from selected faculty attempts offering limited scholarships to attract better
students, existing governmental budget limits other promotion activities. University
organizes a fair each year which lasts a week, for potential university students, creating opportunity of a better information flow. University employs several students for alternative activities to improve the living standards of unprivileged students. Recent SWOT analysis has pointed out the importance of counseling and academic advisor activities. We fully
believe that the incoming strategic plan will shed more light on faculty-student dialog and student academic counseling. Today, medical support unit of the university offers free
medical counseling and medical help not covering medicine expenses. Service seems to be
meeting the demand. Active role of students in university outcomes should be appreciated
and project assistance should be encouraged for academic development and financial