AGU Quality Assurance System;
It aims to ensure that its students become professionals and global citizens with an innovative vision, knowledge and skills in addressing real-world problems, and the ability to produce solutions to global and local problems through an interdisciplinary/transdisciplinary approach. Indicators of the quality of its graduates include being preferred in their fields by nationally and internationally reputable institutions and organizations, being able to enroll in postgraduate programs, and developing entrepreneurial ideas specific to their fields. The Education Quality Assurance System has three important evaluation methods. First, advisory board meetings are held to monitor and incorporate field-specific problems, developments, and expectations into the education process. Second, program-specific focus group meetings are held at the beginning and end of each academic term, along with student and instructor evaluation surveys. Third, at the beginning and end of semesters, departmental boards evaluate the goals and outcomes of courses, taking into account student feedback, and monitor their alignment with program objectives. Based on the needs arising from these periodic evaluations, improvement efforts are made at the faculty, course, and program level.
In Research and Development activities, the university aims to make a significant contribution to universal science and different segments of society by maintaining a balance between basic and applied research and the outputs obtained. At AGU, when evaluating the performance of faculty members, scientific research and its resulting outputs, national and international R&D projects, the 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, and projects carried out within the scope of university-industry collaboration and interdisciplinary articles and papers involving industry partners are incentivized in internal appointment and promotion criteria. At the end of each calendar year, all faculty members at AGU are required to submit an Academic Evaluation Report regarding their academic research and development activities carried out during that year, according to the criteria specified in the YÖK Academic Incentive Regulation. The PDCA cycle is applied to all R&D activities carried out, and necessary actions for areas requiring improvement are implemented by the unit managers.
By implementing a third-generation university model in its community service activities, AGU considers the production of social benefit as its third main mission alongside education and research; it directs its community service strategy based on the United Nations Sustainable Development Goals (SDGs). AGU prioritizes the activities of its faculties, administrative units, and students according to their contribution to solving the universal problems indicated by the development goals. In this regard, academic and social activity policies are developed with the public benefit and their contribution to solving humanitarian problems at the center. In addition to prioritizing contributions to life, society, and humanity in its academic and social activities, AGU also emphasizes the sustainability of these contributions through the construction of a process management system that guarantees the quality of measurement parameters and planning processes. To achieve this, the results report of the "Academic Mind Schemas on the Development Goals (The Mind of a Researcher on the Global Challenges)" research, conducted annually with academics by the Social Impact Commission, and the evaluation results of the "Social Impact Analysis in Administrative Units" are evaluated at the Rectorate, Faculty Deans, and Department Heads levels, and evidence-based policy design is carried out. More importantly, AGU internalizes the philosophy required of a socio-technical university; integrating social impact policies into its core missions such as education and research, it transforms the resulting social impact into tangible outputs such as course content, project proposals, research, and publications. AGU prioritizes that all of its social impact be environmentally conscious, consider contemporary developments, and produce original value. Aware that universities, at the heart of solving the global problems facing humanity in the 21st century, need to reconnect with society, AGU prioritizes sharing the knowledge, experience, and expertise it generates in solving these problems at local, regional, national, and global levels, and seeks ways to involve all of humanity in this endeavor. In short, AGU's social contribution policies are based on the components of training qualified human resources who will contribute to the survival of humans and other living beings, realizing social innovation, and producing technology for human well-being.
In its management activities, it collects feedback through regular meetings and implements necessary improvement activities to ensure that its internal stakeholders work with high efficiency and performance in education, research, and community contribution activities, increase their productivity, and ensure its sustainability. The university conducts regular annual meetings to evaluate the education, research, and community service dimensions defined by its internationalization roadmap, checks whether goals have been achieved, collects feedback, and plans and implements necessary improvements. It collects feedback through regular meetings to improve the competence and merit of internal stakeholders and makes necessary improvements. It values relationships with external stakeholders, prioritizes their opinions to fulfill its mission as a 3rd Generation university, develops projects and designs based on the results of search conferences, conducts pilot applications, and aims to disseminate best practices university-wide by making improvements based on the experiences gained from pilot applications. It continuously develops and improves its physical infrastructure in line with AGU's vision, goals, values, and budget. It takes measures to ensure that AGU's values are internalized by internal stakeholders. It takes measures to make AGU and its contribution to higher education more competitive. It forms and operates mechanisms to increase AGU's visibility and recognition. It conducts all management activities with a quality-oriented and participatory governance model.
AGU's Quality Assurance System Cycle is summarized in the diagrams provided in the links below; diagrams showing how the PDCA (Plan-Do-Check-Act) cycles are closed in the dimensions of Education-Teaching, Research, and Community Contribution can be accessed separately via the links below.
Quality Assurance System PDCA Cycle
Education-Teaching PDCA Cycle
Research PDCA Cycle
Community Contribution PDCA Cycle