A CAREER BRIDGE FROM EUROPE TO FUTURE
Quality Management
01 Self Evaluation Reports
02 Course Success Reports
03 Academic Performance Reports
04 Student Satisfaction Reports
05 Assistant Evaluation Reports
06 Student Attandancy Reports
01 Self Evaluation Reports
02 Course Success Reports
03 Academic Performance Reports
04 Student Satisfaction Reports
05 Assistant Evaluation Reports
06 Student Attandancy Reports
Academic Performance Reports (AYPER)
Quality Management Tools: International Balkan University Quality Management System is the field of education within
the framework of the six identified instruments. The number of these instruments could be increased in the coming years.
The following section is a summary of each one of them
Academics' Yearly Performance Report (herewith it will be cited as AYPER)
It is an instrument that displays the realized academic activities of teaching staff in an academic assessment that is based
on an instrument. A document called Ayper consisting 20 pages is used for this tool.
Prepared Ayper form is delivered to Deans of faculties a week before final exams. Ayper forms are filled by faculty
members themselves, in consideration of their activities in a year filled. This form can be investigated effectively
immediately at the beginning of each school year so that the faculty members would get most benefit out of their
preparations. Thus, on the one hand, the requirements of the form are realized and, on the other hand, the realization of
educational practices in accordance with the requirements of this form are guaranteed, and the collection of information
sought and to fill the form becomes very easy.
Form consists of the following sections:
1. Instructor's lectures. How many of the courses are theoretical and how many of them are practical lessons and practical
training (internship) in nature can be designated.
2. Identification of how many of the courses are university, faculty or departmental courses can be made. Thus, faculty
members will be informed about the categorization of the courses.
3. Teaching and learning methods. Each faculty member teaching method and the method followed by a course is marked
here. Here, the ideal is compared with the practice. The aim is to designate how close lecturer comes to the goals, and in
this way the instructor should ensure to make efforts for self-improvement. Faculty member evaluates the courses
separately.
4. Making exam formats. In this section, the ways of assessment and evaluation are to be identified whether they are in
compatible with the types of the courses given. Availability of compliance is to be determined as a result of this tool.
5. Availability of courses to give specific skills and abilities: the aim is to identify if certain number of basic abilities and
skills for each course and students are determined and to what extent this ability and skills are gained in these courses.
Although there is a subjective assessment, the goal is to make an instructor spend efforts for self-evaluation and get
focused on skills-gaining in foreground.
6. Student’ studies workload. Another important area in the form of this evaluation is student’s study load. This section
aims at determining how much studies load of the instructor for each course and of the student has to work at home; how
much time students allocate for the exams, homework assignments, and practical teaching properly. The purpose of this
section in the form is to give students a balanced way. The important thing is to limit the course contents to be a
reasonable scope and to allocate time for students for home-preparation.
7. Writing and Publishing activities: Scientific publications of teaching members are discussed and evaluated in this
section. Books, manuals, articles, research reports, such as textbooks, writing activities and the extent to which the
investigation is carried out is investigated.
8. Projects undertaken by faculty members. In this section information is collected about the instructor's EU project, which
of the government project or projects of the university attended, and at what stage is the status of these projects, and
how the projects were financed.
9. Statement of participations in conferences, symposia, seminars and panels. This section states at what level the faculty
member has participated in the scientific conferences and symposia as an event. It is investigated which of the scientific
communiqué and scientific activities have been participated as presenter or only as a listener. The aim is to encourage
faculty members to provide scientific activities.
Ayper reports provide the basis for the preparation of departments’ self-evaluation reports. It is hard to prepare
departmental self-evaluation without Ayper. Therefore, these reports must be prepared and delivered on time to deans of
faculties.