QUALITY PROGRAM – QUALITY ASSURANCE SYSTEM
1. Our Quality Policy
The quality policy of the Faculty of Communication has been developed in alignment with the Higher Education Quality Assurance System (YÖK) and the 2024–2028 Strategic Plan of Üsküdar University. Based on this framework, the Faculty’s Quality Policy is built on the following core principles:
Adopting a teaching and learning approach based on the principles of the YÖK Quality Assurance System and the Turkish Qualifications Framework, and designing course syllabi and curricula accordingly.
Ensuring that the academic staff is composed of qualified scholars in their respective fields. Candidates for academic positions are expected to have both a strong record of academic publications and an educational background that aligns with the program they are applying to.
Delivering courses supported by a rich selection of sources. Each syllabus must include at least five distinct references to help students gain comprehensive knowledge of the literature.
Providing students with a strong foundation in both basic sciences and core disciplinary knowledge.
Offering courses that contribute to students’ general cultural development. The “University Culture” course is designed to support this goal.
Promoting a learning environment that encourages critical thinking, inquiry, openness to innovation, and creativity.
Clearly defining assessment and evaluation criteria for each course and applying them fairly.
Ensuring the curriculum reflects both societal and global realities. Elective courses on current topics are provided with this purpose in mind.
Offering an education that is aligned with professional expectations. Collaboration with industry professionals is especially valued.
Supporting an interdisciplinary approach by encouraging students to take elective courses from other departments within the university.
Educating not only professionally skilled individuals, but also socially responsible individuals who are sensitive to national and global issues. Students are encouraged to take part in social responsibility projects.
Promoting ethical awareness and integrity in both professional and personal life through an education grounded in moral values.
Supporting international collaboration and exchange. Erasmus and internship opportunities abroad are an essential part of this vision.
2. Our Core Values
As the Faculty of Communication at Üsküdar University, our educational policy is guided by the following core values:
A commitment to the core values established by Üsküdar University as an institution.
A strong emphasis on respect for universal human values.
Fostering a deep sense of love and loyalty toward our country.
Upholding objectivity and scientific integrity in all academic endeavors.
Prioritizing justice and never compromising on the principle of equality.
Treating all individuals equally, regardless of race, gender, ethnicity, language, religion, or other differences.
Embracing a democratic approach in both governance and academic administration, with a focus on transparency, participation, and the distribution of responsibilities.
Maintaining a student-centered approach that places student satisfaction at the core of educational practices.
Respecting the rights of all staff members, and ensuring the protection of their professional and personal entitlements.
Creating a peaceful and secure working environment for all academic and administrative staff, guided by a people-first philosophy.
3. Our Core Strategy
At the Faculty of Communication, we have adopted a student-centered management strategy that prioritizes the satisfaction of both students and staff, and is carried out in coordination with internal and external stakeholders.
Participation is valued at every stage of education and decision-making. Transparency in management and decision-making processes is a key principle. In defining our educational and administrative strategies, we are guided by the principles of the Higher Education Quality Assurance System (YÖK) and the Turkish Qualifications Framework.
We also remain firmly committed to Üsküdar University’s human-centered and democratic approach.
Regular Student–Rector Meetings, Student and Staff Satisfaction Surveys, and the “Solution Center” platform serve as concrete examples of this strategic vision.
4. Quality Management System and Its Components
4.1. Faculty Administration, Boards, and Committees
Administrative processes at the Faculty of Communication are structured on two levels: faculty administration and faculty quality management.
The faculty administration consists of the dean, vice deans, department heads, the faculty secretary, the Faculty Executive Board, the Faculty Board, and various commissions and coordinators established for specific fields.
The Faculty Quality Board is established by the dean in accordance with the Higher Education Quality Assurance Regulation and the principles set by the Üsküdar University Quality Board. It is chaired by the dean and includes the department heads, vice deans, the faculty secretary, and a representative from the Faculty Student Council.
In addition, the External Stakeholders and Advisory Board, appointed by the Faculty Quality Board, works in coordination with the board to help define the faculty’s quality standards.
5. Quality Assurance System
5.1. Quality Culture
Quality is, first and foremost, a culture. To instill this culture, it is essential to establish a strong system and ensure that it functions continuously and effectively. With this awareness, the Faculty of Communication Quality Board maintains ongoing communication with stakeholders. The faculty regularly organizes seminars, symposiums, panels, and workshops with the participation of professionals from the industry. These efforts aim to ensure, maintain, and improve the quality of education through continuous collaboration.
To structure this culture in a systematic way, the principles of the Higher Education Quality Assurance System and the Turkish Qualifications Framework are taken as the foundation.
5.2. PDCA Cycle
All educational and academic activities at the Faculty of Communication are managed using the PDCA (Plan–Do–Check–Act) cycle. According to this approach, academic and educational activities are planned in line with the YÖK Quality Assurance System and the Turkish Qualifications Framework. The views of external stakeholders are considered, and activities are coordinated with relevant partners.
During the implementation phase, these partnerships continue to play a role. For example, feedback is collected through student satisfaction surveys, and based on the results, problematic areas are revised. The quality of education, course syllabi, and instructor performance are continuously monitored, and any shortcomings are addressed.
Meetings and consultations with external stakeholders also contribute to improving educational practices and aligning them with sectoral needs. In this way, each phase of the PDCA cycle—planning, implementation, monitoring, and action—is actively maintained and improved.
5.3. Internalization
A true quality culture must be internalized. It should become a fundamental element of academic life and a way of thinking. To achieve this, it is important to keep quality on the agenda and to provide consistent guidance to ensure it is observed and implemented in daily academic practice.
The Faculty of Communication places high importance on managing this process with the right mindset. Course syllabi, student feedback, a democratic atmosphere, open expression, transparency, receptiveness to criticism, and self-reflection are all treated as essential elements of the system.
All processes are managed with the participation of both internal and external stakeholders. Everyone is encouraged to contribute to institutional development. Student involvement in decision-making processes, participation in boards, and collaborative governance are key to this approach.
Likewise, the input and guidance of external stakeholders are considered important. The external perspective is seen as a valuable contribution to the assurance and enhancement of quality.
5.4. Stakeholders and Collaboration
Stakeholders and collaboration play a vital role in quality assurance. At the Faculty of Communication, an inclusive management approach is adopted. Internal stakeholders are engaged through coordinated processes, while external stakeholders are involved through active partnerships.
Key practices involving internal stakeholders include student satisfaction surveys, notifications submitted through the Solution Center, Rector–Student Meetings, meetings between department heads and students, and gatherings between the dean and students.
For external stakeholders, sector meetings, stakeholder workshops, and one-on-one consultations are essential practices that support their participation in the quality process.
5.5. Monitoring and Improvement Process
To maintain and strengthen the quality of education, it is essential to carry out continuous monitoring, identify potential problems, and make timely improvements.
In line with the guidance of the Üsküdar University Quality Board, the Faculty of Communication ensures the regular updating of course syllabi. Problems reflected in student satisfaction surveys are addressed, and feedback received via the Solution Center is carefully reviewed and responded to with a solution-focused approach.
The internal communication network (STIX) is used to stay in regular contact with students, allowing issues to be identified and resolved immediately. Annual faculty activity reports are collected and analyzed to assess institutional quality.
Physical conditions related to education are regularly checked. Any needs are identified quickly, and the necessary procedures are managed efficiently.
Following the pandemic, online education practices were implemented. Technological and systemic conditions have been improved to ensure synchronized and effective delivery. Both instructors and students are supported to adapt to online learning without disruptions.
To maintain high performance in online education, open and continuous communication is maintained with both students and instructors. The University's Distance Education Coordination Office plays a key role in overseeing and supervising these efforts.