European University Association (EUA) Institutional ...

European University Association (EUA) Institutional Evaluation Programme (IEP)

YÜZÜNCÜ YIL UNIVERSITY (YYU)

IEP EVALUATION REPORT

Evaluation Team

Henrik Toft Jensen, former Rector of Roskilde University, Denmark (Team chair)

Aine Hyland, former Vice President of University Cork, Ireland

Ivan Ostrovsky, former Vice Rector of Comenius University, Bratislava, Slovakia

Michael Gaebel, EUA Secretariat, Brussels, Belgium (Team secretary)

April 2009

European University Association/Institutional Evaluation Programme/Yüzüncü Yil University/March 2009

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TABLE OF CONTENTS

1. Foreword ..................................................................................................................................3

1.1. The Institutional Evaluation Programme (IEP)................................................................3

1.2. Evaluation procedures for Yuzuncu Yil University (YYU).............................................4

2. Introduction ..............................................................................................................................4

3. Present situation and opportunities for institutional change ....................................................6

3.1. General impressions .........................................................................................................6

3.2. Teaching and learning ......................................................................................................7

3.3. Research .........................................................................................................................11

3.4. Services to society – external stakeholder cooperation..................................................15

3.5. Quality Assurance ..........................................................................................................17

3.6. Students ..........................................................................................................................19

3.7. Internationalisation.........................................................................................................21

3.8. Infrastructure ..................................................................................................................22

3.9. Governance and management ........................................................................................23

4. Conclusions ............................................................................................................................27

5. Envoi ......................................................................................................................................29

6. Annex: List of Recommendations..........................................................................................30


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1. Foreword

The review of Yüzüncü Yıl University (YYU) took place at the request of the university in

summer 2007.The request occurred at a time when the EUA Institutional Evaluation country

report for Turkey was being drafted. This country report was published shortly before the second

visit of the evaluation team to YYU and its findings are to some extent taken into account in the

report on YYU. YYU was the 18th

Turkish university to be evaluated under the IEP.

1.1. The Institutional Evaluation Programme (IEP)

The European University Association (EUA) represents and supports higher education

institutions in 46 European countries It currently has a membership of close to 800 European

universities and 34 National Rectors’ Associations.

EUA plays an essential role in shaping the European higher education and research landscape and

has a specific mandate in the Bologna process. As part of its services, EUA offers higher

education institutions an Institutional Evaluation Programme (IEP), which has its own

independent steering committee. The IEP takes its point of departure from the mission and

objectives of the institution under evaluation. It focuses on its capacity to change, including its

strategic planning and its overall quality management. The purpose is to support the institution in

its efforts to improve its strategic and quality management. The strengths and weaknesses of the

institution are judged primarily in light of its own mission.

It is the declared aim of the IEP programme to strengthen institutional autonomy and to support

institutional development. Strong emphasis is put on decision making processes and institutional

structures and on the effectiveness of strategic planning, and – in this context – on the

functioning and relevance of internal quality processes. The distinctive features of the EUA’s

Institutional Evaluation Programme are as follows:

• It has a strong emphasis on self-evaluation

• It is undertaken from a European and international perspective

• It is undertaken by peers, which are rectors or former rectors/vice-rectors of universities

• It is independent and non-profit.

The evaluation methodology is guided by four central strategic questions:

• What is the institution trying to do?

• How is the institution trying to do it?


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• How does it know it works?

• How does the institution change in order to improve?

Up until now 250 higher education institutions in 40 countries have been evaluated under the

IEP.

The standard procedure of the Institutional Evaluation Programme requires that the institution

presents a self-evaluation report. On the basis of this report, a team consisting of three rectors or

former rectors/vice-rectors, in most cases a student, and a team secretary from 4-5 different

countries conducts two site visits within a period of half a year. After the second visit, an oral

report is presented, first to the rector, and immediately afterwards to a larger public. Within 3

months of the visit, the team issues a draft report, to which the institution may respond.

1.2. Evaluation procedures for Yüzüncü Yıl University (YYU)

The evaluation of YYU was carried out in several steps, in accordance with the IEP guidelines.

In October 2007, the IEP Steering Committee appointed an evaluation team composed of:

• Henrik Toft Jensen, former Rector of Roskilde University, Denmark (Team leader)

• Aine Hyland, former Vice President of University Cork, Ireland

• Ivan Ostrovsky, former Vice Rector of Comenius University, Bratislava, Slovakia

• Michael Gaebel, EUA Secretariat, Brussels, Belgium (Team secretary)

YYU appointed a self-evaluation committee which prepared a self evaluation report. On the basis

of this report, the EUA Team first visited YYU from 27 to 29 May 20071. For the second visit on

10-12 November 2008, additional information material was provided, and the strategic plan of

the university was made accessible to the team in an English translation. The second visit

concluded with the oral report, which was presented at YYU in the presence of university

members.

2. Introduction

Yüzüncü Yıl University applied for an IEP Evaluation “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

Yüzüncü Yıl University.” (YYU self-evaluation report, 2008)

1 The first visit had been planned to take place on 12-14 February 2008, but had to be postponed, since adverse

weather conditions did not allow the evaluation team to reach Van.


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The self evaluation report of the university, which was established in 1982, depicts the university

as a young and modern institution, which is quite successful at national level, and has a relatively

strong research record by national comparison. European and international recognition are

mentioned as next steps for the development of the institution, and it is currently making efforts

to embrace the Bologna reforms.

While recent years have brought continuous improvement to the university’s physical and

academic features, both the self evaluation report and the strategic plan refer to challenges to be

tackled at the level of the university, which are also linked to the overall situation of the Turkish

university system and the specific situation of higher education in the far east of Turkey and

Europe.

The IEP country Report on the Turkish Higher Education System2 describes the situation of the

Turkish higher education system as having improved in recent years, with significant scope for

further improvement in the years ahead. The key challenges mentioned in the country report are:

• Overregulation – lack of autonomy

• academic human resource problems

• a quality assurance system yet to be built

• the Bologna Process yet to be implemented

• a grave mismatch of academic education and training and the actual demands of the

labour market.3

While these are challenges which affect all Turkish universities, young institutions outside the

capital, located in Eastern Turkey such as YYU, can be expected to be less well equipped to

respond effectively.

YYU is situated in a provincial city of Van, close to the borders of Armenia and Iran, and was

founded in 1982. The environment is multicultural and multilingual. While one of the developing

regions of Turkey, the region is attractive to working migrants from the countryside and provides

a transit point for political and economic immigrants from Iran.

Given the cultural, social, political and economic challenges, the city and region have high

expectations of collaboration with and of services to be provided by the university.

While there is indeed the possibility that YYU could become a key driver for regional and

economic development, special efforts will be needed to deliver more services to the region and

to enhance the attractiveness and boost the profile of the institution. This is also important in

order to recruit good staff and students.

Until very recently, YYU was the only higher education institution in the Van region. However,

the (Turkish) Commission on Higher Education (YÖK) recently decided to turn some of YYU’s

outreach campuses into independent universities. In the future, this will mean additional

2 www.tusiad.org in Turkish,

www.eua.be/fileadmin/user_upload/files/Newsletter_new/EUA_Higher_Education_Report_2008.pdf in English 3According to the IEP country report, Turkey lacks 5 Mill. tertiary educated labour, but at the same time the tertiary

educated unemployment is 4.5 Mill..


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competition for staff and students. However, it may also provide prospects for collaboration and

reciprocal support, for multilateral cooperation and pooling of resources among the tertiary

institutions of the region. In addition it will make it easier for YYU to focus the development

activities to the main campus in Van.

3. Present situation and opportunities for institutional change

3.1. General impressions

The self evaluation report was open and frank when identifying challenges and threats. However,

it was less enlightening when it came to identifying strengths and opportunities, and could have

been more explicit and concise in describing the concrete achievements of YYU.

This became clear to the Evaluation Team during its two IEP visits. The team met representatives

of all member groups of YYU, from staff of almost all schools and institutional bodies, as well as

students. It also had the occasion to meet external stakeholders: representatives of the

municipalities, the private sector and NGOs.

These meetings were well-scheduled and provided valuable complementary information

concerning the strengths of the university.

The oral report at the end of the second visit was presented at a public session at YYU on 12

November 2008, which was attended by around 100 university staff members. This underlines

the considerable interest of YYU members in the report and in the future reform process at YYU.

The entire evaluation went smoothly and efficiently, and took place in a friendly and constructive

atmosphere.

During the visits and through studying the strategic plan, the team gained the impression that the

leadership takes the role and mission of the university very seriously.

Research is clearly regarded as one of the core activities of the university, which can be expected

to benefit from an overall research strategy, development of well-visible research foci, and

stimulation of multidisciplinary research.

Academic staff appears to be very committed, though at times in some faculties, some staff

appeared to have a rather heavy workload, which may have hindered the development of a

stronger research focus in some cases. However, it does not appear to have undermined teaching

and attention to students.

Feedback from students confirmed this impression. Though some of the students indicated that

they had originally envisaged another study destination in Western Turkey with nice towns and

more prestigious universities, they emphasised the good relationship with teaching staff and the

quality of teaching in YYU. However, some of them still dislike the urban surrounding of Van


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YYU has started recently to re-establish its links with the Van Community and region. This

development will require a strategic and operational focus in order to ensure mutual benefits and

to avoid frustration and misunderstandings.

While the importance of the university clearly lies at regional and national level, cautious

exploration of international opportunities could be of help in accelerating and enhancing

academic, research and administrative developments. The Bologna Process, which Turkey will

implement in the coming years, could be an opportunity, not only for teaching reforms, but also

for internationalisation. All these processes and activities will require a good infrastructure.

Therefore the campus of YYU will be of crucial importance. As some financial means can be

acquired, there is a considerable development opportunity, which, if diligently exercised, could

boost the attractiveness of the institution beyond the borders of the region.

It is a key task of the leadership to ensure not only that these processes are well thought through,

and that timely action is taken, but also and in particular that these steps are understood and

supported by the university members, i.e. that the development is transparent and participatory.

The issue of “governance and management”, which comes towards the end of this report, is

undoubtedly a central one. Leadership will have to decide on the orientation of the institutional

mission and together with YYU’s staff and students, it will have to develop the strategies and

means to achieve them. The conditions for this within the university and in the local and national

environment may be challenging, but that is no reason why they should not be examined.

As stated above, some of the conditions that actually or potentially hamper the development at

the university are essentially due to government regulation – and are therefore a challenge for all

Turkish universities. Others are related to the specific milieu in the region in which the university

is situated. However, while these limitations help to explain the issue, the university will have to

cope with them and secure the best possible development at the university anyway. The

limitations should not serve as an excuse to delay the development of creative solutions for some

of the challenges at the university.

3.2. Teaching and learning

Teaching and learning absorb a major part of every university’s resources and YYU is no

exception.

YYU comprises 11 faculties4, one of them on a distance campus in another city, and in total 210

departments. 11 Vocational High School, 3 Institutes and 13 Research and Implementation

Centres are distributed throughout the provinces of Van and Hakkarı with a campus network.

In total, YYU has with 37 undergraduate programmes and 3 graduate schools (the institutes) with

92 post-graduate programmes. The total number of students is 11,802, and 1,174 academic staff

members are employed.

4 All figures of 2007; recently the Hakkarı faculty became an independent institution.


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The evaluation team got the impression that students and student representatives at YYU were

generally happy with the teaching and teacher availability. However, there are major imbalances

in the student-teacher ratio between the faculties,

As the self evaluation report displays, the student staff ratio varies considerably, between 3.4 at

the Faculty of Medicine to 39.9 at the Faculty of Education. Some faculties, such as Fine Arts

and Divinity, have temporarily no undergraduate students at all5.

The situation whereby some faculties are overloaded with work, whereas others do not teach at

all, is not only unfavourable to students and faculty members, but it also puts the academic

character of programmes at risk

The evaluation team recognises that the imbalances in the student/staff ratio cannot alone be

solved by the university itself. However it is strongly recommended that the university does as

much as possible to reduce the imbalances and raise these issues with the responsible authorities,

and to lobby for improvement at the YUK with support from the local and regional government

and the media.

Other issues that appear to be critical with regards to teaching and learning are

• limited attractiveness of study programmes beyond the region of Van, partly due to the

location of the university.

• a rather resigned attitude among some students; some of them confessed that they do not

believe that their learning would be of any value outside the university due to the overall

unemployment.

The team recommends therefore that an internal discussion and review be carried out of the

teaching mission of the university at both undergraduate and postgraduate levels.

This will require a careful assessment and revision of courses and teaching programmes,

carried out at programme level supported and guided by an institute-wide approach and principles

proposed by the institutional leadership.

The university’s leadership should try to build consensus around the need for reform with deans

and senior faculty members. This consensus should include a common understanding on goals

and principles, an outlining of the needs for change in disciplines and an identification of how

these changes in disciplines and teaching methodology can be achieved.

A mechanism needs to be established to ensure that a university-wide approach is taken on key issues of educational reform, and that exchange, coordination and transfer of teaching and learning expertise and good practices should take place between the faculties.

The following suggestions for changes in teaching and learning are provided as ideas and

stimulation for further discussion and inquiry:


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Structures for teaching and learning provision:

• A readjustment of the present structure of faculties and departments, where feasible,

might be considered as a way to fulfil the formal requirements (3 faculty members) for

running undergraduate teaching programmes. For example, it might be possible to have a

department of modern languages instead of separate departments of English, French, and

German.

• Consideration might be given to identifying generic skills across the disciplines, and,

where appropriate, some interdisciplinary teaching might take place.

• As the region is clearly lacking engineering graduates, the establishment of a strong

engineering department should be considered, as well as other education needed in the

region.

Teaching methodology:

• A revision of curricula, based on learning outcomes, and aimed at installing student centred and problem-based learning approaches should take place. This should aim at

redefining what students have to learn from an academic point of view. In all study

programmes there should be an emphasis on research based teaching and learning.

• The balance between staff teaching hours and student learning time should be addressed.

It is recommend that teaching hours ex cathedra should be reduced, but the number of

total learning hours maintained, some of them as tutorials. A reduction of teaching hours

of faculty members could also help to improve quality, and would enable staff to

undertake research.

• Students have to learn how to learn and how to develop and answer a question, how to

design a project, how to cooperate with others. The curriculum should provide increased

opportunity for self-directed learning (e.g. work in library as part of curriculum), the use

of distance and self-learning materials (blended learning approaches), the

development of peer based learning arrangements (students supporting each other, or

more senior students supporting learning activities of more junior students).

• Opportunities should be sought for applying and testing knowledge and skills outside the classroom, through excursions, student centred projects, internships, university-wide

contests for solutions to defined problems. While these would have to be recognised as

learning achievements, staff and students should have the flexibility to use and develop

them. These activities should improve the prospects of graduates to develop career paths

outside of the university. These additions would also open the opportunity to enhance the

university’s position as a contributor to regional development and development of

industry, business, administration and public service.

• A systematic approach towards providing support for academic staff to develop and

enhance their teaching should be considered at the university. This might include the

provision of part-time certificated courses for academics in teaching and learning in

higher education.

• New ways of assessing student learning and evaluating student satisfaction might be

introduced to improve teaching. Measures should be developed to assess the quality of

5 In particular the Faculty of Divinity had, for several years not been entitled to enroll new students - due to the

decision of the Council of Higher Education (YÖK). In 2008 the university was allowed to enroll students at the

Faculty of Divinity.


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teaching institution-wide (e.g. through student questionnaires, which are currently used

by some individual teachers)

Language:

• As English is increasingly the lingua franca in academia, there is a strong need for

English at the university. Strong emphasis should therefore be given to language learning and training, which should be made accessible to students from all faculties.

Very few of the students that the Team met during visits were able to communicate

effectively in English. Ideally, language training should take place in a central language learning institution at the university, which should offer a range of learner-level

defined courses for learners of all faculties, regardless of the programme or study year.

This would also open opportunities to students to learn several languages consecutively.

There is also need for language courses for staff members. • Developing a language policy and designing a 3-5 year programme to enhance active

foreign language use would be important steps. • The introduction of a preparatory year in languages could be considered, in order to

give students a strong foundation, to enable them to read scholarly literature in foreign

languages, to be better prepared for visits abroad and for communicating with YYU

visitors and to have a advantage on the labour market. • Intensive courses could prepare students and staff for study visits abroad. • The employment of qualified language teachers would be necessary, and temporary

involvement of native speakers from abroad (exchange agreement with a foreign

university) could turn language learning into a lively experience for students.

Expected outcomes from the above suggested changes are: • a learning outcome- and skills-orientated teaching portfolio with better learning results

• more efficient use of teaching capacities and better teaching infrastructure

• higher student and teacher satisfaction

• an emphasis on Quality

• better opportunities for graduates on the labour market

• enhanced recognition and visibility of YYU, in the region and nation-wide

In summary, the Team recommends as follows:


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Recommendations for Learning and Teaching

• Ensure that all academic programmes are significant and relevant for national and

regional labour markets.

• Establish engineering education, in particular civil engineering

• Create better contact between the studies at the university and the regional labour

market, also ensure that the business life is aware of the benefits to be gained from

engaging staff members with a university education

• Streamline the current curricula and courses, and avoid duplication of teaching

resources and expertise

• Support innovation in teaching and learning methodology, towards problem-based,

learning outcome-based and skills-orientated learning for employment and

research, and the introduction of self-direct learning etc.

• Develop a language policy, offer and promote opportunities for language learning

for all students and staff

• Ensure a systematic, university-wide evaluation of teaching by student

questionnaires and other evaluation activities

• Introduce reforms through pilot projects and encourage and support interested staff

to spearhead reforms.

3.3. Research

YYU has established an impressive research record in most of its faculties. It has qualified staff

and has set up a good documentation system on research publications – which has to be seen as a


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precondition of quality assurance. One of the objectives of YYU is to further enhance and

optimise this research capacity.

Generally, academic teaching appears to be research-based. However, as said above, some staff

members are overloaded with teaching and administrative duties. This impacts on the quality and

intensity of research and militates against research-based teaching.

YYU has a number of Research centres, but they do not yet appear to be major institutional

drivers. Research centres can only function effectively if they have sufficient staff, infrastructure

and financial resources.

The university has not clearly defined its research priorities, and research appears to be driven by

individual interest and capability of faculty members alone, as it is the case also in many other

universities. The Team would like to underline the fact that every university, regardless how

successful or rich, has to have research priorities in fields where they are strong, where there is a regional need and to safeguard that university teaching is research-based. It is no longer

realistic to try to work on all issues in all areas with the same intensity, the same resources and

evenly distributed funding.

The research chapter in YYU’s current strategic plan tries, in a limited way, to address this

issue: However, the Team notes that

• there is no indication of research priorities or of specific areas to be explored or further

developed

• the plan is very much focused on output indicators such as enhancing publications,

mobility, meetings and projects. These are important means to present, disseminate and

support research

• the overall assessment approach is heavily based on establishing statistical indicators

• it is encouraging that the plan proposes institutionalisation of research and research

support structures, such as a publication sales office, a techno park, setting-up several

study groups within the university for increasing the research outputs and variety

• important strategic goals are formulated as activities such as Activity 1.8.1.3. Increasing

the number of R&D studies that will contribute to regional development.

While the team acknowledges that the Strategic Plan is part of the accountability exercise of the

university, it recommends the development of an internal research plan that sets out long- and medium-term institutional priorities, gives faculties, departments and research centres an

opportunity to propose how they would contribute to these priorities, and allocates resources and

funding to these activities. The plan should also consider applied research, as research activities

of individual faculty appear currently very much focused on scientific publications. In all

research strategies at universities, the research base for teaching has to have a high priority

The development of infrastructure (labs, library) would have to back up the research priorities.

It is suggested that the current structure of the research centres should be reviewed with a

view to increasing their efficiency. This will require the formation of research teams, comprising


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senior and junior researchers. There may need to be support structures and incentives enabling

researchers and groups of researchers to cooperate across different faculties.

YYU should also consider how to develop further international research links, and build

strategic partnerships. It should therefore review existing international contacts, and assess how

to establish new ones. YYU members, researchers or graduate students who attend conferences,

visit universities, or have a study stay abroad, should be made aware that they also serve as

scouts and ambassadors of the university alongside the research visit to a colleague.

While YYU should keep its broad research portfolio, the Team recommends a focus on research on and in the region. It should be defined and presented as YYU’s contribution to global

research efforts, which would also enhance the international attractiveness of the institution. The

plan to have research centres responding to local and regional research needs is an excellent one

that should be followed up by all means possible. Further interfaces, such as the project bureau

could help to arrange systematic consultation of regional stakeholders and to stimulate interest on

both sides (see also below the chapter on “Services to society”).

While YYU has a very creditable track record of research activities, a small brochure and a

webpage on the key priorities, links and cooperation, content and scope of major projects and

initiatives, achievement and outstanding performances could help to enhance the attention and

recognition of its research outside the institution. It would also help to convince not only staff to

undertake research, but also to communicate different research initiatives within the university.

The main mechanisms and tools for implementing these changes are

• Decision making of leadership after consultation with deans of faculties and heads of

research centres

• A range of incentives for faculties, departments and research teams to implement the

reforms and respond to priorities.

• Consultation with local industry to define regional research priorities

Expected outcomes from the above suggested changes are: • an institutional research mission, with focus on some specific priorities and areas

• clearer structured research portfolio, which would serve as an orientation for the

institution and its research community

• research centres as operational interdisciplinary units/ clusters for facilitating research

• better access to research funding

• enhanced visibility and recognition, in the region and beyond



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Recommendations Research

• Develop an institutional research plan and strategy, define research priorities also

related to the need for a research base for teaching

• Secure funding, and concentrate funding in the defined priority areas

• Select research areas and topics which are feasible and relevant for the region, but

also important nationally and internationally

• Assess the current institutional research structures, including the research centres.

Develop new structures and facilities where required. Strengthen dynamic

multidisciplinary research teams

• Eliminate obstacles for interdisciplinary research, across departmental and faculty

borders. Encourage the establishment of (multidisciplinary) research teams

• Provide incentives and support for teams, centres, department and faculties, and

not only for individual researchers

• Develop research on/in the region, in contribution to global research through the

YYU research centres and projects (in line with the strategic plan)

• Further develop international research links, build strategic partnerships, use

international contacts

• Science citation and publications should not move the faculty away from teaching

and demonstrating applicable knowledge

• Ensure good governance in research with the Vice rector for Research and the

deans in the lead supporting promising research teams and research priorities.

Deans should become aware of their double role, in representing the interest of

their faculties, but also in acting collectively on behalf of the entire university


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• Improve the research infrastructure (library, labs)

3.4. Services to society – external stakeholder cooperation

YYU is situated in an environment which presents political, social, cultural, economic and

environmental challenges, with very few institutions and organisations with efficient resources

and competence to tackle these challenges. The university could become a driver for change and

innovation in the city of Van and in the region.

Over the past two years, YYU has made good progress in becoming a partner in the region and in

engaging with local community. Local and regional governments are making use of the

university’s services., Deans and researchers are involved in EU projects together with the

municipality. Local schools offer internships for teaching practice. University members have

engaged in school teacher training, training of accountants in cooperation with the local Chamber

of Commerce, and have provided artistic performances as a contribution to regional culture. The

Faculty of Economics has undertaken an economic mapping exercise in the region, and the

Department of Geology has undertaken geological testing and assessment.

Most of these activities seem to take place in a spontaneous, informal and casual manner, in an

arrangement between individual members of the university and individual external stakeholders,

which makes for a comfortable and unbureaucratic structure, but it has low visibility.

Due to the fact that community service and cooperation is not yet institutionalised nor

consistently promoted, neither the university nor the external stakeholder community have any

systematic information on the ongoing initiatives and there is little awareness of the overall

potential that YYU offers.

The leadership of the YYU seems to have realised this, as the strategic plan comprises several

measures to further institutionalise stakeholder relations and services to society.

Research centres of the university will increase the focus on regional needs, and 12 working

groups will tackle priority issues in relation to society, economy and environment. A project

office is envisaged, which would serve as a bridge-builder and interface between the university

and the community.

The Team very much encourages these activities. It recommends involving external stakeholders in all of the working groups and making sure, that the working groups work. The

project office could also be a place to provide consultancy to stakeholders. Working groups and

the project office should, from the beginning, aim at educating both university and community, to

ensure that they perceive each others as partners, and not just as service-providers and clients. It

is therefore suggested that the university monitors and assesses these activities, in particular in


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the initial phase. It would be advisable to formulate from the point of view of the university,

principles for stakeholder cooperation, a kind of code of conduct, in order to ensure that

relations run smoothly for mutual benefit and satisfaction on all sides .

It is suggested that possibilities should be explored to increase the interest of the local society

into the university. An open day at the university where projects could be presented and new

initiatives discussed could be such a measure.

YYU has a number of Alumni in the Van region, and some of them in leading positions in

government, organisations, business and industry. It is suggested that YYU invites them on

occasion, and discusses with them development prospects for the region and the university and

create an alumni organisation, specially orientated to the alumni in the region.

Expected outcomes from the above suggested changes are: • better collaboration and exchange with the region and its community

• raising the importance and recognition of the university in the region

• better interlocking of applied research and regional needs

• better opportunities for students to apply knowledge and skills during their studies, and to

find a job afterwards


Recommendations Services to society – external stakeholder cooperation

• The university must make sure that it is visible in all important regional and local

events. It should often be represented by the leadership of the university

• Set up a service and project office at the university and promote it as a bridge-

builder between the university and the region

• Encourage regional actors to see themselves as partners, not just as clients

• Make sure that university working groups work and include external stakeholders

• Engage in open dialogue with Van stakeholders: e.g. university-society day,


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followed by contacts and meetings with individuals or groups of partners

• Arrange special meetings with alumni of the region

3.5. Quality Assurance

There are several elements of quality awareness and assurance at the university. However, the

fact that quality is not systematically assessed makes it difficult to demonstrate quality to the

institute’s members and also to an outside world. The university could benefit from being more

dynamic in the communication of results and qualities.

Furthermore, a robust quality assurance system is an asset for institutional development and, if

implemented prudently, could enhance the general awareness for quality and quality

improvement.

The IEP Report on the Turkish higher education system notes the establishment of a QA system

as one of the necessary steps to be taken nationwide. While a national system is under

development, it is nevertheless suggested that YYU starts building its own system.

It is of crucial importance to keep the QA efforts in line with staff capacities and costs, and to

avoid unnecessary bureaucratisation.

In building and implementing QA at the university, a mix of top-down and bottom-up approaches

should be applied, in order to install a quality culture throughout the institution. The emphasis

should be on quality enhancement, not on control.

It is therefore of high importance, that QA does not remain an issue for a quality assurance office,

but that all institutional members, including students take part. It is very important that the

quality process is driven by people who have a good standing in the institution and are trusted

and respected.

There is a host of good practices to be tapped in Europe. EUA has on its website several

publications, that may serve as an inspiration (in particular the project reports on Quality Culture

and Creativity in Higher Education http://www.eua.be/publications/).

Expected outcomes from the above suggested changes are:

• Enhanced reflection on the institutional mission and growing awareness for quality

throughout the institution


18

• Opportunity for quality improvement in teaching, learning, and research, but also in the

general administration processes

• Ability to demonstrate quality within the institution, and to external parties.

• Better preparedness for the external quality assurances processes that are currently under

development at national level


Recommendations Quality Assurance

• Develop a robust internal quality system

• Involve all institutional groups and members actively

• Ensure that it is spearheaded by individuals who enjoy the trust and acceptance of

the institution’s community

• Draw on European knowledge and expertise, not to copy QA systems of other

countries, but in order to learn about different approaches and options, and get in a

better position to design your own.

3.6. Students

Students who choose to study at YYU either come from the region of Van, or other Eastern

provinces. A significant number of students, most of them from western Turkey, indicated to the

Team that they would have preferred to study at other universities, mainly in Western Turkey.

Teachers complained that the university mainly attracts students from Van and students from the

Western Turkey, who could not make it into other universities.

The Team had ample opportunity to talk to students at several faculties, and found them generally

very open and responsive. Some of them stated that they did not choose to study at YYU in the

first place, but that they were positively surprised by the quality of education when they enrolled.

There were individual cases where students had chosen to come due to the particularly good


19

facilities and opportunities (e.g. a student studying piano who came because he had heard about

the good music equipment; some sports students who were interested in winter sports).

Staff was generally characterised as approachable, competent and dedicated. Exceptionally, some

students at one faculty voiced that they did not dare to undertake activities or approach teachers

and leadership with demands and suggestions. But this was not confirmed by students in other

faculties. In some faculties, there were complaints that teaching was not practice-related enough,

and that there were neither opportunities to do internships nor to learn foreign languages, English

in particular. Generally, students were pessimistic concerning their future and their prospects on

the labour market.

There was some criticism from students about facilities at YYU e.g. regarding lack of computer

access in dormitories, but such complaints were limited

The transport between the city, where many students live, and the campus is reportedly

overcrowded and not frequent enough. Apparently the municipality has recognised the problem,

and intends to improve the situation. It would be advisable that the university leadership follows

up on this.

The general social climate at YYU was described as good. Student societies appear to be very

active. They are supported by YYU, but as is the case in most universities, the students would

welcome more support.

The environment of the city of Van was generally perceived negatively, with students

complaining about the lack of cultural activities and a limited social climate.

Some of these issues have already been mentioned in the chapters on teaching and infrastructure.

Generally is felt that improvements in the areas mentioned above and better promotion could

make the institution more attractive to students.

It is suggested that these improvements be undertaken, not for, but with students. Students should

generally participate as partners in the process of institutional development, ideally via a student

representative organisation elected by students.

Expected outcomes from the above suggested changes are: • Active participation of students in the development process of YYU, which is expected to

have a very positive impact on the effectiveness of programmes and administrative

structures and to result into a more student friendly university.



20

Recommendation regarding students

• Discuss with students the possibility of establishing an institution-wide student

representative body

• Involve students systematically in the evaluation of teaching and learning. A

student representation body is one means of doing this.

3.7. Internationalisation

Internationalisation can be expected to contribute to making YYU more attractive for students

and staff members, and it may also provide access to means for further development of the

institution.

Currently, YYU has some international research links, which are, as is usually the case, very

much the personal affair of individual researchers. In the past, YYU sent a few Erasmus students

out, and expects to raise the number of outgoing students. It aims towards adhering to the

Bologna Process, an international process, which can be expected to provide some new contacts

and in some ways contribute to the internationalisation of curricula and the institution.

However, overall, it is felt that internationalisation has not yet been dealt with in a systematic and

targeted manner. It is strongly recommended that YYU establish a structure (task force) to

develop an internationalisation strategy. This strategy should relate to the institutional strategy,

and to its major goals and activities. E.g. it should reflect how to support, through international

contacts and cooperation, established research initiatives and priority goals of the teaching and

learning agenda. It would, in consultation with internationally experienced colleagues and

students returning from stays abroad, have to identify potential partners and also to consider how

best to present and promote YYU at international level.

Staff and student exchanges should be a strategic building block in this, in that they should act

beyond their individual interest as YYU’s ambassadors and scouts.

As mentioned above (see the chapter on Teaching and Learning) language learning plays a

crucial role in this process. Most of the students and the majority of staff were not at ease using a

foreign language. This tends to result in isolation and immobility, as in most parts of the world

outside Turkey; Turkish is not a commonly spoken language.


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A regular summer school for Turkish and European students and faculty could be a means to

develop contacts, facilitate academic and cultural exchange and promote language learning and

cooperation.

Expected outcomes from the above suggested changes are: • Improved mobility of students and faculty

• Internationalisation of study structures and curricula

• Enhancement of international recognition and cooperation arrangements of YYU


Recommendations for Internationalisation

• develop an international strategy in line with YYU’s mission and strategic plan

• build strategic partnerships with other universities

• exchange of staff and students with appropriate language skills and to acquire

language skills

• for development of language policy and programmes – see recommendation on

teaching and learning

• organise regular summer schools for Turkish and other European students and

faculty

3.8. Infrastructure

YYU has a relatively large campus with great potential for further development.

However, buildings are planned one by one, on an individual needs-driven basis; there appears to

be little or no comprehensive planning that adopts a holistic view to the development of the

campus. An overall plan should include the creation of plantations, recreation zones etc.


22

Some of the current buildings are not fully or not at all suitable for the purpose for which they

were constructed (Medical faculty building, library).

Some of the existing buildings are in a poor state of repair and maintenance and make a bad

impression, not only on visitors, but also on students.

Students complained about insufficient computer and lab facilities, lack of dormitories and

insufficient transport facilities between city of Van and the YYU campus.

Expected outcomes from the above suggested changes are:

• Improvement of facilities regarding functionality and aesthetics

• Enhanced attractiveness of the campus to students, faculty and visitors

Recommendations Infrastructure

• Develop a campus master plan

• Enhance quality control for planning and execution of constructions

• Improve maintenance of buildings

• Continued upgrading of ICT facilities

• Encourage and assess students’ use of ICT and library facilities

• Ensure internet access for all students (the current wireless provision does not

appear to be adequate)

• Ensure that transport between Van and YYU is improved in due course


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3.9. Governance and management

The previous chapters have recommended a number of measures to be introduced and further

developed, and also referred to the role of the institutional leadership in these processes.

Basically, most of the tasks described above need collaboration between staff, students and a

leadership active in redefining mission, tasks and competences throughout the institution, i.e. an

overhaul of the governance and management system.

There is a lot of literature on the issue, which should be consulted, e.g. EUA’s Managing the

University Community6. But while best practices of other institutions can be used as inspiration,

YYU will have to build its own.

A central task is therefore the development and maintenance of a sound participation orientated

and efficient governance and management system, which will enable the leadership to take

strategic decisions on the institutional mission and faculties and departments to resume

responsibility for and contribute to the overall mission goals of the university. The current

strategic plan mentions the mission goals, and describes in- and outputs, but does not define

strategic priorities. With so many performance targets listed in the current Plan, it is difficult to

see what the university really wants to achieve.

YYU leadership is tasked to develop the Strategic plan as a collective process, involving

faculties and departments.

Whatever structure is chosen for this, it should serve the discussion of long-term overall goals

and priorities (which are already listed in the current strategic plan), and thus formulate a few

ambitious but achievable performance targets for the coming 2 years for research, teaching,

services to society and infrastructural development. Further, the board should work out how best

to involve staff, students, the faculties, departments and centres, and how to engage external

stakeholders.

The YYU leadership will have to assess to what extent it can implement changes in the

institutional government, given that the current national regulations do not really encourage

leadership and corporative style governance, where the creativeness of staff and students are

used. However, experience from other institutions proves that there is always more scope for

change than initially perceived.

Good examples for this already exist at YYU: e.g. the strategy to increase the number of PhD

graduates at the institution, in order to ensure a sufficient number of qualified teaching staff. This

should be formulated in some more detail in collaboration with the deans, and carefully assessed

over the coming years. It is also suggested that further elaboration of the strategy be considered.

The Team suggests assessing possibilities to recruit staff with PhDs internationally, in particular

among 2nd

and 3rd

generation young researchers with Turkish relatives, who graduated from

universities abroad, in particular in European countries with large Turkish populations.

6www.eua.be/fileadmin/user_upload/files/Publications/Managing_the_University_Community.pd

f


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Other crucial tasks for central management are

• A review of the departmental structure: currently, there are 210 departments, several of

them not active in teaching and with limited research outputs. It is suggested that

consideration be given to the merging or amalgamation of departments. At bachelor level

in particular, qualifications and skills to be acquired might be formulated more

generically. This would allow for broader curricula and could help to solve the issue of

teaching permits (which currently depends on the number of staff with PhDs in a

department.

• The reform of curricula and definition of learning outcomes, as suggested in the chapter

on Teaching and Learning, should be supported by the development of a policy for

efficient use of teaching and research resources.

• The necessity and effectiveness of working groups and meetings should be assessed. The

strategic plan mentioned a host of them, but if they do not produce tangible outcomes

their continuation should be reconsidered.

• YYU urgently requires an external information/publicity policy, which would highlight

and promote its qualities and strengths, through printed materials and website (in Turkish

and English), but also through promotional visits in the region, at national and

international level.

Revamping a governance system, while simultaneously continuing to govern the university with

the traditional governance structure, creates a particular challenge but this challenge has been

successfully met at many universities throughout Europe. No governance system is built

overnight. It may be expected that a reform will require careful monitoring and several round of

adjustment and fine-tuning, before an efficient scheme is finally developed. The following

principles should be considered

Subsidiarity: The entire institution should run on the principle of subsidiarity, i.e. decisions

should be taken at the lowest feasible level, and closest to those, who are concerned.

Accountability: Each decision-making group will have to be accountable, and it is important that

this is included in the governance mechanism, and also linked to the quality assurance system.

Quality awareness needs to be transformed into quality culture for the entire university.

Trust: Change will be easier, when it takes place in an atmosphere of mutual trust and

transparency. Therefore, decisions should be explained to those who are involved. Even if not all

members of the institution will agree on every issue, it will help to ensure that a majority goes

along with it. Therefore these require internal involvement, and an information and communication policy.

Retaining and developing YYU as a fully-fledged university should be an ultimate goal. The

suggestions made in this report (e.g. to set priorities, to gear toward more applicable outcomes of

research and teaching, to rationalise institutional structures etc.) should secure academic


25

creativity and disciplinary diversity. In particular with regards to its location in the Van region as

the oldest university, it would be of utmost importance to retain a full-range of disciplines and a

strong overall academic culture in YYU.

Expected outcomes from the above suggested changes are: • The proposed changes in governance and management should enable the university to

define its mission goals and to implement them.

• In the medium-term it is expected that the university would enhance its capacity for

academic change. Its leadership, (rector, vice-rectors and deans) in collaboration with

staff, students and regional stakeholders will be able to formulate and revise strategic

priorities based on an analysis of the institution’s assets and structures and on the

immediate environment at local and regional level, and with regards to development

trends at national and international level.


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Recommendations Governance and Management

• Review the current governance and management system in order to enable the

university to undertake internal reforms and to engage with its regional

environment, and increase its regional and international outreach. YYU leadership

may wish to study management systems in place at other institutions, in Turkey and

internationally, and use this as an inspiration to build its own system

• Aim at downsizing the number of departments, assess the efficiency of working

groups and ensure more efficient use of existing teaching capacities and

infrastructural facilities.

• Develop an internal communication policy – to ensure transparency within the

institution, and an external communication policy to promote YYU to the outside

world.

• Revise the current strategic plan in a collective process at YYU, involving faculties.

It is very important that all parts of the institution develop a sense of ownership,

and awareness that the university can only be successful, if all faculties and centres

work together.

• Continue the PhD policy, carefully assess its outcomes and further develop it, e.g.

through international recruitment of PhD candidates.

• Recruit staff with PhD internationally, in particular among the 2nd

and 3rd

generation of young researchers with Turkish relatives, at least for temporary

positions of 1/2 – 2 years, but also for permanent positions if possible

4. Conclusions

The team came to the conclusion that the university has many more qualities than it is currently

able to demonstrate and communicate. Better communication is a core issue to be developed for

all areas of the institution. It is important to communicate the institutional quality in teaching and

learning, research and services to the community and industry. This would also be of importance

for the institutional identity, its self-esteem and visibility.


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It is important that students and staff understand their role in reaching these achievements, and

also become aware of YYU’s development potential, and that they share responsibility for these

developments. Their active and creative participation in all areas of institutional life and

activities, including participation in the governance, will be critical to the overall success of the

institutional development.

In particular, students and staff will have to support efforts to generate a dynamic process in

connecting, embedding and synergising the YYU’s policies and activities on and off the campus.

A more systematic involvement of YYU in the life of the region and a proactive commitment to

its needs should envisage interrelations with the university’s research planning and policy, and

also with the development of more student-centred, skills- and learning-outcome orientated

teaching and learning approaches. With the support and guidance of an interface body such as the

suggested project office, this would help to ensure that external partner collaboration, internships,

projects and students’ collaborative efforts would become built-in underpinnings of the

institutional goals.

The establishment of engineering studies crystallised as a pressing need of the region, and should

be a core goal for the immediate future. It could become a joint goal of YYU and the

representatives of the Van region community, and enhance the mutually beneficial and rewarding

relation between the two in a tangible, visible and sustainable manner.

The development of strategy and action for building and maintaining international contacts,

cooperation and exchange relations is strongly recommended. It will have to include collateral

issues, such as the provision of language learning opportunities for students and staff and the

development of English language promotion and information tools. Internationalisation would

not only ensure YYU’s international outreach, but should also be pursued with the goal of

opening up the region to a wider world.

Further core conditions to be met will be a master plan for infrastructural improvement, which

relates to the overall institutional development. The development of a more innovative teaching

and learning methodology should be accompanied by the building of a robust internal quality

assurance system, which would systematically support and encourage the institutional

development processes suggested above, and lay the groundwork for a quality culture at the

university.

It is important that YYU does not hide its qualities, but develop them.


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5. Envoi

The Evaluation Team would once again like to thank Rector Prof. Dr. Hasan Ceylan and all the

staff, students and stakeholders of YYU for their open and constructive contribution to the

Team’s evaluation and to this report, for the hospitality offered and also for the opportunity to get

to know an impressive and interesting institution. Special thanks go to the Vice Rector Prof. Dr.

Hayrettin Okut, Dr Emin Demirci, Lecturer Cayan Yazar and Assoc. Prof. Dr. Ebubekir Ceylan

who accompanied the team during their visits.

We would like to expresses our admiration for YYU’s commitment and readiness to address new

challenges.

We further hope that the analysis undertaken during our discussions during the two visits, in the

present report and the recommendations made can be helpful, and would like to stress that –

beyond the formal requirement to make the Report public - it should serve as a tool for internal

reform efforts, and external promotion.

The Team wishes the YYU and its partners every success in the stimulating future they are

facing.


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6. Annex: List of Recommendations

Recommendations for Learning and Teaching

• Ensure that all academic programmes are significant and relevant for national and regional

labour markets.

• Establish engineering education, in particular civil engineering

• Create better contact between the studies at the university and the regional labour market,

also ensure that the business life is aware of the benefits to be gained from engaging staff

members with a university education

• Streamline the current curricula and courses, and avoid duplication of teaching resources

and expertise

• Support innovation in teaching and learning methodology, towards problem-based, learning

outcome-based and skills-orientated learning for employment and research, and the introduction

of self-direct learning etc.

• Develop a language policy, offer and promote opportunities for language learning for all

students and staff

• Ensure a systematic, university-wide evaluation of teaching by student questionnaires and

other evaluation activities

• Introduce reforms through pilot projects and encourage and support interested staff to

spearhead reforms.

Recommendations Research

• Develop an institutional research plan and strategy, define research priorities also related to

the need for a research base for teaching

• Secure funding, and concentrate funding in the defined priority areas

• Select research areas and topics which are feasible and relevant for the region, but also

important nationally and internationally

• Assess the current institutional research structures, including the research centres. Develop

new structures and facilities where required. Strengthen dynamic multidisciplinary research

teams


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• Eliminate obstacles for interdisciplinary research, across departmental and faculty borders.

Encourage the establishment of (multidisciplinary) research teams

• Provide incentives and support for teams, centres, department and faculties, and not only for

individual researchers

• Develop research on/in the region, in contribution to global research through the YYU

research centres and projects (in line with the strategic plan)

• Further develop international research links, build strategic partnerships, use international

contacts

• Science citation and publications should not move the faculty away from teaching and

demonstrating applicable knowledge

• Ensure good governance in research with the Vice rector for Research and the deans in the

lead supporting promising research teams and research priorities. Deans should become aware of

their double role, in representing the interest of their faculties, but also in acting collectively on

behalf of the entire university

• Improve the research infrastructure (library, labs)

Recommendations Services to society – external stakeholder cooperation

• The university must make sure that it is visible in all important regional and local events. It

should often be represented by the leadership of the university

• Set up a service and project office at the university and promote it as a bridge-builder

between the university and the region

• Encourage regional actors to see themselves as partners, not just as clients

• Make sure that university working groups work and include external stakeholders

• Engage in open dialogue with Van stakeholders: e.g. university-society day, followed by

contacts and meetings with individuals or groups of partners

• Arrange special meetings with alumni of the region

Recommendations Quality Assurance

• Develop a robust internal quality system

• Involve all institutional groups and members actively


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• Ensure that it is spearheaded by individuals who enjoy the trust and acceptance of the

institution’s community

• Draw on European knowledge and expertise, not to copy QA systems of other countries, but

in order to learn about different approaches and options, and get in a better position to design

your own.

Recommendation regarding students

• Discuss with students the possibility of establishing an institution-wide student

representative body

• Involve students systematically in the evaluation of teaching and learning. A student

representation body is one means of doing this.

Recommendations for Internationalisation

• develop an international strategy in line with YYU’s mission and strategic plan

• build strategic partnerships with other universities

• exchange of staff and students with appropriate language skills and to acquire language

skills

• for development of language policy and programmes – see recommendation on teaching and

learning

• organise regular summer schools for Turkish and other European students and faculty

Recommendations Infrastructure

• Develop a campus master plan

• Enhance quality control for planning and execution of constructions

• Improve maintenance of buildings

• Continued upgrading of ICT facilities

• Encourage and assess students’ use of ICT and library facilities


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• Ensure internet access for all students (the current wireless provision does not appear to be

adequate)

• Ensure that transport between Van and YYU is improved in due course

Recommendations Governance and Management

• Review the current governance and management system in order to enable the university to

undertake internal reforms and to engage with its regional environment, and increase its regional

and international outreach. YYU leadership may wish to study management systems in place at

other institutions, in Turkey and internationally, and use this as an inspiration to build its own

system

• Aim at downsizing the number of departments, assess the efficiency of working groups and

ensure more efficient use of existing teaching capacities and infrastructural facilities.

• Develop an internal communication policy – to ensure transparency within the institution,

and an external communication policy to promote YYU to the outside world.

• Revise the current strategic plan in a collective process at YYU, involving faculties. It is

very important that all parts of the institution develop a sense of ownership, and awareness that

the university can only be successful, if all faculties and centres work together.

• Continue the PhD policy, carefully assess its outcomes and further develop it, e.g. through

international recruitment of PhD candidates.

• Recruit staff with PhD internationally, in particular among the 2nd

and 3rd

generation of

young researchers with Turkish relatives, at least for temporary positions of 1/2 – 2 years, but

also for permanent positions if possible

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