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Recent SWOT analysis has pointed out the importance of counseling and academic advisor activities. We fully believe that the incoming strategic plan will

EUROPEAN UNIVERSITY ASSOCIATION

    INSTITUTIONAL EVALUATION PROGRAMME

    ÇUKUROVA UNIVERSITY

    SELF EVALUATION

    REPORT

    Adana, Turkey

    January 2006

Forward

    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

     Rector

     2

    CONTENTS

     FORWARD

    I. INTRODUCTION 3

    II. NATIONAL AND INSTITUTIONAL CONTEXT 3

    III. BRIEF PRESENTATION OF THE INSTITUTION 4

    IV. STRENGTHS AND WEAKNESSES IN UNIVERSITY ORGANIZATION 13

    AND RESOURCES

    V. INSTITUTIONAL NORMS AND VALUES 15

    VI. THE BALANCE BETWEEN CENTRALIZATION AND 17

    DECENTRALIZATION

    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

     3

I. INTRODUCTION

    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

    the report.

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.

     4

III. BRIEF PRESENTATION OF THE INSTITUTION

     History

    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.

Campus

    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.

     5

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.

    Sciences

    10 5 1 5 1 10 5 37 The Faculty of

    Education

    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

    Dentistry

    6 5 0 0 0 7 6 24 The Faculty of Sciences

    and Letters

    10 8 0 0 2 9 8 37 The Faculty of

    Engineering and

    Architecture

    3 0 0 0 0 10 10 23 The Faculty of

    Agriculture

    1 1 0 0 0 1 1 4 The Faculty of

    Fisheries

     TOTAL

    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 200506 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

    (Fac.+Ins.) Staff

    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

     6

    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

    Architecture

    101 23 32 6 125 1748 11.21 The Faculty of Agriculture

    6 5 13 5 25 570 23.75 The Faculty of Fisheries

     TOTAL

    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

    different Institutes.

    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

    VHS

    Total 9631 120 21 4 32

     7

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

    process.

    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

    availability.

    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

    are:

    ? 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

     8

    ? 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

    master’s requirement.

    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.

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    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

    questionable.

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

    assistance.

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