AGU Quality Assurance System;
In education-training activities, it aims to ensure that students become professionals and world citizens with an innovative vision, knowledge and skills on real-world problems, and who can produce solutions to global and local problems with an interdisciplinary/transdisciplinary approach. The indicators of the quality of graduates are that they are primarily preferred in their fields by institutions and organizations with national and international reputation, that they can be placed in graduate programs and that they can develop entrepreneurial ideas specific to their fields. There are three important evaluation methods of the Education-Training Quality Assurance System. First, to organize advisory board meetings to monitor field-specific problems, developments and expectations for programs and to include them in the education-training process. Second, to organize program-specific focus group meetings with students during and at the end of each education term, together with course and faculty evaluation surveys. Third, to evaluate the goals and outcomes of the courses in department boards at the beginning and end of the term, together with feedback from students, and to check their compliance with program goals. As a result of these periodic evaluations, improvement efforts are made on the basis of faculty members, courses and programs in line with the needs that arise.
In R&D activities, it aims to make a high contribution to universal science and different segments of society with the outputs obtained by maintaining the balance of basic and applied research. When evaluating the performance of faculty members at AGU, scientific research and the outputs produced as a result, national and international R&D projects, integrated and interdisciplinary nature of research, and the transformation of these studies into social impact and economic value are taken into consideration. In this context, faculty members are encouraged to establish companies in the regional technopark, projects carried out by faculty members within the scope of university-industry cooperation and interdisciplinary articles and papers involving industrial partners are encouraged in the criteria for in-house appointment and promotion. At the end of each calendar year, an Academic Evaluation Report is requested from all faculty members working at AGU regarding the academic research and development activities they have carried out in that year, according to the criteria specified in the YÖK Academic Incentive Regulation. The PDCA cycle is operated for all R&D activities carried out and the necessary activities in areas where improvement is needed are carried out by the unit managers.
In its activities of contribution to society, AGÜ, which has adopted the third generation university model and accepted the production of social benefit as its third main mission along with education and research, directs its social contribution strategy based on the United Nations Sustainable Development Goals (SDGs). AGÜ prioritizes its faculty, administrative unit and student activities according to the contribution it will create towards the solution of universal problems indicated by the development goals. In line with this, academic and social activity policies are made by focusing on the public interest and the contribution it will make to the solution of humanity problems. In addition to carrying out its academic and social activities by prioritizing the contribution to life, society and humanity, it also attaches importance to the sustainability of these contributions with the process management structure that guarantees the measurement parameters and the quality of planning processes. In order to achieve this, the “Academic Mind Schemes on Development Goals (The Mind of a Researcher on the Global Challenges)” research results report and “Social Impact Analysis in Administrative Units” evaluation results conducted by the Social Impact Commission with academics every year are evaluated at the level of the Rectorate, Faculty Deans and Department Heads, and evidence-based policy design is carried out. More importantly, AGU internalizes the philosophy required by being a socio-technical university; integrates social impact policies into the basic missions of the university such as education and research, and transforms the resulting social impact into concrete outputs such as course content, project proposals, research and publications. AGU attaches importance to the fact that all of the social impact it produces is environmentally sensitive, takes contemporary development into consideration and produces original value. Aware that universities, which are at the center of solving the problems faced by humanity globally in the twenty-first century, need to reconnect with society, AGÜ aims to share the knowledge, experience and accumulation it will produce in solving these problems at local, regional, national and universal levels and seeks ways to involve all of humanity in this effort. In short; AGÜ bases its social contribution policies on the components of training qualified human resources that will contribute to the survival of humans and other living beings, achieving social innovation and producing technology for human well-being.
In its management activities, it collects feedback through regular meetings to ensure that its internal stakeholders work with high efficiency and performance in education, research and contribution to society activities, increase their productivity and ensure that this is sustainable, and carries out the necessary improvement activities. It conducts evaluations through regular meetings every year in the dimensions of education, research and contribution to society determined by the internationalization roadmap, checks whether the targets have been achieved, collects feedback and plans and implements the necessary improvements. It collects feedback through regular meetings to develop internal stakeholders in terms of competence and merit, and makes the necessary improvements. It values relations with external stakeholders, attaches importance to external stakeholder opinions in order to realize its 3rd generation university mission, develops projects from the results of search conferences, makes designs, carries out pilot applications, aims to make good practices widespread throughout the university by making improvements based on the experiences gained in pilot applications. It continuously develops and improves physical infrastructure facilities in line with AGU's vision, goals, values and budget. It takes measures for the internalization of AGU values by internal stakeholders. It takes measures to make AGU and its contribution to higher education more competitive. It creates and operates mechanisms that will increase the visibility and recognition of AGU. It carries out all management activities with a quality-oriented and participatory governance model.
AGU's Quality Assurance System Cycle is summarized in the diagram provided in the links below; The diagrams on how the PDCA (Plan-Do-Check-Act) cycles are closed in the dimensions of Education-Training, Research and Contribution to Society can be accessed separately through the links below.