1 COOPERATIVE EDUCATION IN TURKEY: A CASE STUDY AT TOBB ETU Suleyman Saritas, Yucel Ercan, Tahsin Kesici TOBB University of Economics and Technology, Sogutozu Caddesi 43, Ankara, Turkey Tel: , Fax: , ABSTRACT TOBB Economics and Technology University (TOBB ETU) was founded on July 2003 by TOBB (Union of Chambers and Commodity Exchanges of Turkey, in Turkish) as a non-profit foundation university at Ankara, Turkey. TOBB ETU was founded with a keen interest to educate a new generation of students who will become the leaders of community with their spirit of entrepreneurship and are well prepared with a balanced theoretical knowledge and practical experience. In a short period of time, TOBB ETU has already become a leading university in Turkey. TOBB ETU is the only university in Turkey applying cooperative education (coop) model. University life is based on a tri-semester system and alternative cycles of academic and practical learning for the sophomore, junior and senior level students. The model works by a voluntary paid employment of each student by the employers during their practical terms commensurate with the Turkish labor law. The coop model has been going on successfully, and with growing support and participation of industrial and business institutions ever since it had started in Cooperation protocols with more than 500 leading companies in Turkey had been already signed which had provided more than 1000 workplaces. Students benefit immensely from the coop education. Prior to graduating from the university, they have the opportunity to start working in fields relating to their major and preparing themselves for the business world. They gain experience in different work settings, have the opportunity to test themselves in various subjects, and personally select the job that suits them the best. 1. INTRODUCTION Cooperative education is a structured method of combining academic education with practical work experience . Coop education is nothing new for the universities in the western countries. It is more than 100 years old and applied for the first time by Herman Schneider, dean of engineering, in University of Cincinnati on 1906 [2, 3]. Today, there are more than 1000 coop academic institutions in more than 44 countries all over the world [4-10]. Coop education at university level in Turkey was first tried by Middle East Technical University (METU) in 1997 with about 20 engineering students. However, the program was more like unpaid practical training, and delayed graduation of the students. It was not successful, and abandoned after a year. The first real cooperative education model in Turkey is operated by TOBB University of Economics and Technology (TOBB ETU). Coop model is especially attractive for TOBB ETU which aims to give its students balanced theoretical knowledge and
2 work experience, and a spirit of entrepreneurship. The coop model has been going on successfully, and with growing support and participation of industrial and business institutions ever since it started in The aim of this paper is to lay out the motives, structure and operation principles of the coop model of TOBB ETU, and to evaluate the results of the first three years of its application. 2. TOBB ETU TOBB ETU was founded in 2003 by TOBB (Union of Chambers and Commodity Exchanges of Turkey, in Turkish) as a not for profit foundation university in Ankara, Turkey. TOBB is the biggest NGO in Turkey with more than 1,200,000 member companies. TOBB ETU was founded with a keen interest to educate a new generation of students who will become the leaders of community with their spirit of entrepreneurship. The students are aimed to have strong theoretical knowledge, an awareness of the latest technologies in their field, and the competence to integrate their theoretical knowledge with applications of their professions. Admission of first students to TOBB ETU was in the academic year of At present, the university has 4 colleges, 12 departments and approximately 1800 students. The first graduates were given at the end of summer 2008 term. Some basic data about the University as of October 2008 are summarized below. Colleges and Departments: College of Economics and Administrative Sciences Department of Business Administration Department of Economics Department of International Relations College of Engineering Department of Computer Engineering Department of Electrical and Electronics Engineering Department of Industrial Engineering Department of Mechanical Engineering College of Fine Arts Department of Art and Design College of Sciences and Letters Department of History Department of Mathematics Department of Turkish Language and Literature Graduate Schools Graduate School of Natural and Applied Sciences Graduate School of Social Sciences Department of Foreign Languages Academic Staff: Total Number of Academic Staff : 145 Number of Students per Academic Staff : 12
3 Student Body: Total Number of Students : 1800 Undergraduate : 1720 Graduate : 80 Percent of International Students : 2% Percent of Scholarship Holders : 51% (Scholarships include tuition fees, monthly stipends and dormitory expenses.) Non-investment Expenditures per Student : USD Some of the best students of Turkey are admitted to TOBB ETU academic programs. Rankings of the students admitted in the 1,600,000 students which took the Centralized University Entrance Exam in 2008 are as follows: From the first 10 : 1 student From the first 100 : 15 students From the first 1000 : 46 students From the first 2000 : 60 students From the first 3000 : 81 students From the first 5000 : 121 students Ranking of the departments: Ranking of the departments as compared to the corresponding departments of the 132 Turkish universities are as in Table 1. Table 1. Rankings of the TOBB ETU departments. College and Department College of Engineering Mechanical Engineering Computer Engineering Electrical and Electronics Engineering Industrial Engineering College of Science and Literature Turkish Language and Literature History Mathematics College of Economics and Administrative Sciences Economics Business Administration International Relations Research and Publications: SCI, SSCI and AHCI publications per faculty member: 2005 : 1.30 (Average for Turkey: 0.57) 2006 : 1.21 (Average for Turkey: 0.52) 2007 (not declared yet by Turkish Higher Education Council, but unofficially number one again) 
4 Figure 1. Main building of TOBB University of Economics and Technology Campus and Facilities: TOBB ETU has a campus in the city center of Ankara (Figure 1). Total land area : 194,000 m 2 Total floor area : 60,000 m 2 Ultimate expected student capacity : multimedia supported classrooms. 1 intelligent classroom. 24 modern teaching and research laboratories. A library with resources, and electronic journals currently. Notebook computers are provided to all registered undergraduate and graduate students free of charge at the time of their registration. Wireless internet access throughout the campus area. Convention Center with 9 conference halls of capacities up to 3000 people. 48 Student clubs and societies. Foreign Languages Center. Research centers. Research Institute for Economic Policies. Sports center and Olympic swimming pool. Facilities for the disabled. Medical Center. Restaurants and cafes. Media services center. Special Characteristics of Education at TOBB ETU: Cooperative education model is used. High proficiency in the English language. One year of prep school, and English courses for the following four years. Proficiency exams are given by ETS (TOEFL). An IBT score of 100 is aimed. Minimum IBT score for graduation is 94.
5 The teaching language is Turkish as opposed to other Turkish universities with English prep school. A second foreign language of students choice for six semesters (intermediate level is aimed). Balanced professional and social courses in the curricula. Special emphasis on entrepreneurship, team work and life-long learning. Extensive use of internet and electronic data banks to reach information, which is one of the reasons why notebook computers are given to all students and wireless network, is made available throughout the campus. Special importance is given to laboratories of technical courses. Laboratories appear as separate courses in the curricula so that laboratory studies are not reduced in favor of theoretical courseware. For example: MAK 302 Fluid Mechanics, MAK 302L Fluid Mechanics Laboratory. A scholarship system which awards success. Highly qualified faculty. University reverses the brain drain by employing bright and young Ph.D. holders from prominent western universities. Student centered approach. 3. COOPERATIVE EDUCATION AT TOBB ETU 3.1. The motive of the TOBB ETU cooperative education program The Turkish educational system has four stages as depicted in Figure 2, which are pre-school education, primary education, secondary education and higher education. Primary education, which is 8 years, is compulsory. One can follow either one of the two tracks at the secondary education level, namely the tracks of general high schools or the vocational and technical high schools. Higher education institutions include universities and other institutions of higher education with programs of at least two years. Admission to higher education is through a nation-wide Student Selection Examination which is held once a year. The placement of candidates to programs is made also by a centralized process according to the scores they get from Student Selection Examination. The structure of the tracks that lead students from secondary education to higher education is shown in Figure 2. There are basically two tracks which lead to either vocational/technical schools of higher education, or to the undergraduate programs in universities. The vocational/technical schools of higher education are more technical skill and competency oriented whereas undergraduate programs of universities generally provide technical knowledge and analytical skills (Figure 3). Undergraduate programs in technical fields usually have two 4- week periods of summer practical training to enable students to apply their theoretical knowledge to practice. However, this type of practical training has turned out to be totally unsuccessful because the period is too short, and it is not taken seriously neither by the companies, nor the students. As a result, graduates of universities usually must have 6 to 12 months of on-the-job training before they can be of any use to the company they work for.
6 Employment On-the-Job Training On-the-Job Training Graduate Programs Technical and Vocational Higher Education Schools University Undergraduate Programs Centralized Selection Exam and the Placement Process Technical and Vocational High Schools General High Schools Primary School Pre-school Figure 2. The Turkish education system. Some of the deficiencies of university graduates as observed by the employing companies are as follows: Graduates cannot put their theoretical knowledge to use in their jobs. They lack self-confidence. They are not oriented in their professions. They do not know in which areas of their profession they want to specialize. They do not know how companies operate, and they have no business notion. They are inexperienced in human and business relationships. They have insufficient communication skills. Cooperative education at TOBB ETU was initiated to minimize the above stated deficiencies of university graduates. Additional benefits of the program are as follows: Students earn money during their coop terms.
7 Students discover real life and mature both professionally and emotionally. They find jobs more easily after graduation. They select their graduation projects from topics in industry. Coop education accelerates the development of university-industry and universitybusiness collaboration through interactions with the industry and the business world. Joint research projects can be activated more easily. In short, the aim of the program is to shift the blue region in Figure 3 towards upper-right; that is, to let the students enjoy the above listed benefits without having to sacrifice from theoretical knowledge and analytical skills. Theoretical Knowledge and Analytical Skills University Undergraduate Education On-the-Job Training or Coop Education Technical and Vocational Schools of Higher Education Figure 3. Theoretical knowledge and analytical skills versus competency The methodology and scheduling of the TOBB ETU coop model Competency TOBB ETU is the only university in Turkey which uses a Cooperative Education Model. TOBB ETU Cooperative Education Model aims for a balanced academic and practical learning for the undergraduate students prior to graduation. This is a degree requirement for all students, including those of the College of Engineering, the College of Science and Letters, the College of Economics and Business Administration, and the College of Fine Arts. TOBB ETU model is based on alternative cycles of academic and in the field practical learning for the sophomore, junior and senior level students. The model is based on paid employment of each student by the employers during their practical terms. The level of payment is in compliance with the Turkish Labor Law. Problems were encountered in scheduling of the Cooperative Education Model because Turkish Higher Education Law limits the length of all higher education programs to four years, except those for medicine, dentistry and veterinary sciences. Therefore, TOBB ETU coop model had to
8 be fitted into the current four-year programs. In order to achieve this, an academic year at TOBB ETU is divided into three terms, namely Fall, Spring, and Summer terms, each of which are approximately 3.5 months duration. Weekly hours of courses are increased accordingly in order to compensate for this two-week difference, and classes are scheduled also on Saturdays. All freshman students are required to register to the introductory course OEG 101 Introduction to Cooperative Education, and get a passing grade. The course covers topics such as coop history, coop models in the world, company structures, legal issues, safety rules and regulations. This course is a prerequisite for starting the coop terms at the partner companies and institutions. Work integrated learning at the partner companies and institutions take place in the sophomore, junior and senior levels. These coop periods are designated by the courses OEG 200 Coop Education 1, OEG 300 Coop Education 2 and OEG 400 Coop Education 3 in the curriculum. The students of each year are divided into three groups. Each term one group goes to coop training while the other two are taking courses in classes. The coop model stipulates for either a full-time class enrollment or a full-time coop employment, which cannot be mixed together in partial loads. Thus, every student goes to coop training one term each year, and attends classes during the rest of the year. This way, prior to graduation every TOBB ETU student will have completed an equivalent of one-year of practical training by companies within his four-year academic life. The schedule of the regular and the coop terms are depicted in Table 2 below: Year Table 2. The scheduling of the TOBB ETU coop model. Academic Term Fall Spring Summer Freshman In class In class Holiday Sophomore Junior Senior Group A: Coop Groups B & C: In class Group A: Coop Groups B & C: In class Group A: Coop Groups B & C: In class Group B: Coop Groups A & C: In class Group B: Coop Groups A & C: In class Group B: Coop Groups A & C: In class Group C: Coop Groups A & B: In class Group C: Coop Groups A & B: In class Group C: Coop Groups A & B: In class 3.3. Coop Education and Career Development Center (COOP-CDC) An Advisory Committee was formed by participation of one representative from each college and five representatives from the commerce or industry (i.e., members of TOBB). Advisory Committee meets at least once a year to develop strategies and make plans for improvement of the coop model. In order to coordinate the relations between the university, the work places and the students TOBB ETU has established the Coop Education and Career Development Center (COOP-CDC) . The center is administered by the Coop Education and Career Development Center Director, who is directly responsible to the Rector. An Executive Committee for COOP-CDC is established. The committee is chaired by one of the Vice Rectors. One representative from each
9 college and the center director are the other members of the committee. Executive Committee makes the necessary decisions to solve the problems related to implementation of the coop model. Executive Committee holds its meetings at least once a month or whenever needed. Duties and responsibilities of COOP-CDC are as follows: Searching and finding suitable work places for the coop model. Maintaining the student and employer data bases. Helping students select the work places according to their individual skills and interests. Coordinating the relations between the university and the work places. Help students to further develop themselves by making use of various national or international opportunities. Follow the students in their careers after graduation. Advice the University to make necessary changes in the curriculum based on results obtained through the implementation of the coop model. Members of COOP-CDC Executive Committee communicate and pay visits with companies all over Turkey to find work places. Since all commercial and industrial companies in Turkey are also members of TOBB, companies have a favorable disposition towards TOBB ETU. The Executive Committee usually first contacts the chambers of industry and commerce in cities for their help in persuading their member companies to join the coop model. Upon mutual agreement, Coop Protocol s are signed between the University and the partner companies and institutions. The University has already signed coop protocols with more than 500 companies and obtained about 1100 year-round work places. The total number of students expected to attend coop work places in the academic year of is around The sectorial, geographical and departmental distributions of the partner companies and institutions are given in Figures 4, 5 and 6 respectively. 3% 4% 3% 4% 2% 4% 8% 15% 9% 9% 18% 9% 12% Machinery Electricity and Electronics Textiles Services Metal-Iron-Foundary Software and Computers Wood Banking and Finance Cement and Ceramics Defense Food Energy Other Figure 4. The sectorial distribution of the partner companies and institutions.
10 27% 3% 2% 3% 3% 13% 49% Ankara Istanbul Bursa Kayseri Izmir Kocaeli Other Figure 5. The geographical distribution of the partner companies and institutions. Computer Engineering 1,7% 15,5% 9,8% 3,2% 13,4% 18,0% Electrical and Electronics Eng. Industrial Engineering Turkish Language and Linguistics Mechanical Engineering Business Administration 25,0% 0,4% 13,0% Mathematics Economics International Relations Figure 6. The departmental distribution of the partner companies and institutions Procedure of implementation of the coop model A flow chart of the coop model implementation at TOBB ETU is shown in Figure 7. The system is dynamically revised based on the evaluations of students, the partner companies and institutions, academic advisers, the jury, the executive committee, and the advisory committee. Placement of a student to a workplace requires the mutual consent of both sides. Two databases are formed to facilitate matching of students and work places. Namely, an Employer Data Base that covers relevant information about the partner companies and institutions; and a Student Data Base that covers relevant information about the academic profiles, interests and skills of the students.
11 DYNAMIC COOP PROGRAM Coop Education Advisory Committee Feedback of suggestions Program revisions by Executive Committee Freshmen take OEG100 Introduction to Cooperative Education Sophomore, junior and senior students search employer data base and enter their preferences. Companies search student data base and select students Training program for company coop supervisors Students start working at companies Feedback of suggestions Feedback of suggestions Plant visits of coop advisors Submission of i) Coop education reports by students, ii) Employer s evaluation reports by coop supervisors, Questionnaires filled out by students to evaluate the coop program and the employers Student oral presentations in front of a jury Feedback of suggestions Evaluation reports of the coop advisors Submission of student grades by coop advisors Figure 7. The coop model implementation and the closed-loop evaluation system.
12 Students use Employer Data Base to make their company selections. Then, they notify the COOP-CDC about their three choices of the candidate work places. Employers use Student Data Base to make their student selections. They also notify the COOP-CDC about their three student candidates. The COOP-CDC arranges interviews between students and employers. Final decision is made by the employer based on the results of the interviews and the profile of the student. Employers inform the COOP-CDC about their final decisions. A Coop Contract between the coop supervisor (on behalf of the work place), the student and the COOP-CDC Coordinator (on behalf of the University) is signed. The coop contract describes the program which will be applied to the student. Employer provides information relating to the monthly payment, meals, lodging and transportation. All students are insured against work place accidents by the university before the start of the coop period. Academic departments appoint Academic Coop Advisors and work places appoint Coop Supervisors for each student to monitor and guide the activities of the students during the coop period. The COOP-CDC arranges an informative one-day educational program for the coop supervisors one week before the start of the coop term. Sophomore students placed in the work places are expected to work as simple workers since their professional qualifications are inadequate. However, their qualifications in English and computer usage, and their intelligence are appreciated by the work places and they generally find themselves in better positions after a short adaptation period. Junior and senior year students are expected to work as interns. In the course of the working program, each student is guided by his Coop Supervisor. Coop Advisor is continuously in touch with the student and the Coop Supervisor. He visits the work place at least once during the coop term. This way, any possible misunderstanding which may create a problem is resolved beforehand. The senior students are expected to select the topics of their capstone design projects from the problems they observe at their work places. For this purpose, each student searches and gathers several topics and selects one of them for his design project by consulting his Coop Advisor and Coop Supervisor. At the end of each coop term, each student must complete a Coop Education Report that describes the experience he has gained through the program as well as the problems he has encountered if any. In parallel, the Coop Supervisor writes the Employers Evaluation Report. In this report, student s performance, attitude, participation, interest and progress are evaluated. Upon completing the coop training, each student must make an oral presentation in front of a jury that is composed of the Coop Advisor and the other faculty members of the department. The Coop Advisor makes an evaluation considering the performance of the student in the oral presentation, the Coop Education Report and the Employers Evaluation Report, and writes his Evaluation Report. Finally, the Coop Advisor grants a Pass or Fail grade to the student. The students who fail must repeat that coop term with another employer.
13 4. THE RESULTS OF THE FIRST THREE YEARS OF IMPLEMENTATION All regulatory works and approvals relating to the TOBB ETU Coop Model by the TOBB ETU Senate (4 December 2004), the Board of Trustees (3 January 2005), and the Turkish Higher Education Council (27 December 2005) were completed in the academic year of COOP-CDC, the Executive Committee and the Advisory Committee were officially formed, and the COOP-CDC Director was appointed. COOP-CDC has shown an outstanding performance and signed coop protocols with 104 companies, mostly in Ankara, and obtained 185 work places within the same academic year The first year of implementation ( ) The average number of sophomore students in each of the departments was about 25 in the academic year For this reason, each class was divided into two groups instead of three, and the fall coop period was canceled. Thus, both groups attended classes in the fall term. In the spring term, first 60 sophomore students were placed in 46 companies all of which were located in Ankara. Since neither the university nor the companies had any previous experience of the coop model, companies in Ankara were preferred in the first term of the coop model to observe the weaknesses and flaws of the procedures more closely. These 60 students started working at the companies on 2 January 2006 and completed their coop periods successfully on 14 April All of the 60 students got passing grades from the corresponding course OEG 200 Coop Education 1. In the summer term, 89 sophomore students were placed in 72 companies mostly located in Ankara. 15 students were placed in companies outside of Ankara (one in the USA). Students started working at the companies on 1 May 2006 and completed their coop periods on 11 August students got passing grades while two students failed. The evaluation and revision processes were carried out seriously at the end of each term and necessary measures were taken accordingly. These measures involved mostly additional training of the coop supervisors, and closer monitoring of some students facing various problems at their work places. The overall results of the first coop year were very satisfactory. Payments of some successful students were increased by companies above the minimum wage required by the program while some students, although they are only sophomores, got job offers to take effect after their graduation. 4.2 The second year of implementation ( ) COOP-CDC continued searching and finding suitable work places and extended the search to all over Turkey. Number of coop protocols signed with companies has increased to 250 and the number of work places has reached to 600 at the beginning of the second year. TOBB ETU Senate has approved a proposition by the COOP-CDC to cancel the Fall coop period again since the total number of students was still small. The students were divided into two groups, and the first group of 151 students has completed their coop periods in the spring term, and all but 2 students have got passing grades from the course OEG 200 Coop Education
14 students have completed their coop terms in the summer term, and all but 3 students have got passing grades from the course OEG 300 Coop Education 2. Figure 8 shows pictures of some students working at the partner companies. The overall results of the second coop year were also very satisfactory. The experience of the second coop year has contributed significantly to developing procedures of dealing with companies out of Ankara, and scheduling of plant visits to monitor the performances of students.. Figure 8. Two engineering students in coop experience (2 January-14 April 2006) At the end of the second year the university administration was confident that TOBB ETU can carry out its coop education program with large number of students and with companies and institutions all over Turkey. 4.3 The third year of implementation ( ) and future development plans The number of coop protocols with companies and institutions has reached to 370 and work places has reached to 740 as of September This number keeps increasing steadily as officers of COOP-CDC and members of the Executive Committee pay several visits a month to new non-member employers. The numbers of coop protocols and work places as of September 2008 are 507 and 1100 successively. The experience until now has shown that finding placements for students of engineering and business administration departments is quite easy compared to some other departments. However, thanks to the continuous efforts of COOP-CDC to increase the number of work places, this difficulty has been overcome. Table 2. Students attending the coop terms Term \ Year Spring term Summer term Autumn term Total Grand Total 1591
15 The number of students who had attended the coop education in the academic year of is given in Table 2 along with the data of the previous years. Calendar year total is more than double of the previous year. 30 students were placed to companies outside Turkey, mostly through Erasmus program. Students will be encouraged to spend their coop periods abroad in the coming academic years. European Union programs as well as Turkish companies and institutions with operations abroad will be utilized for this purpose. Partnerships with universities abroad which have coop models will be further developed. TOBB ETU has already partnership agreements with Northeastern University, Bremen University of Applied Sciences and Duesseldorf University of Applied Sciences, all of which have some form of coop education. The cooperation with Northeastern University has proven to be especially fruitful. Until now 8 students from that university have spent their coop periods in work places provided by TOBB ETU. Mutually, Northeastern University is expected to provide some work places for the students of TOBB ETU. 5. CONCLUSIONS TOBB ETU was founded with a keen interest to educate a new generation of students who will become the leaders of community with their spirit of entrepreneurship. The students are aimed to have strong theoretical knowledge, an awareness of the latest technologies in their fields, and the competence to integrate their theoretical knowledge with applications of their professions. TOBB ETU has started the first and only cooperative education program in Turkey to reach these goals. The TOBB ETU s coop model has been very well accepted by its students as well as by the Turkish industry and business. The program is strongly supported by the TOBB member companies. All chambers of commerce and industry in Turkey work actively to recruit companies in their regions to join the TOBB ETU coop model. Already, the number of coop protocols with companies has reached to 507 and the year-round work places to The students who have attended the coop terms have contributed great a lot with their labor and abilities to the companies which they have worked for. They have gained tremendously from their coop experience and the discipline of the companies matured them professionally. The TOBB ETU coop model is closely observed by the other universities in Turkey. Some of them have included the coop model into their strategic plans for future. The TOBB ETU coop model started producing its main impact on the society when the University gave its first graduates at the end of the academic year More than 60% of the 89 graduates were hired by the previous coop companies. The model is hoped to create a significant jump in improving university-industry and university-business collaborations. REFERENCES 1. WACE, World Association for Cooperative Education, Inc., 360 Huntington Avenue, Suite 384 CP Boston, MA, USA.
16 2. NACE s 2006 Experiential Education Survey, National Association of Colleges and Employers, Bethlehem, PA, USA, Grubb, W. N., and Villeneuve, J. C., Cooperative Education in Cincinnati, Berkeley, CA: National Center for Research in Vocational Education, Auld, R. B., "The Cooperative Education Movement: Association of Cooperative Colleges", Journal of Cooperative Education, vol. 8, pp , Crow, C., "Cooperative Education in the New Millennium", Cooperative Education Experience, Columbia, MD: Cooperative Education Association, pp. 1-5, Finn, K. L., "The Spaces Between: Toward a New Paradigm for Cooperative Education", Journal of Cooperative Education, vol. 32, no. 2, 36-45, Freeland, R. M.; Marini, R. C.; and Weighart, S., "Moving Partnerships between Coop Institutions and Coop Employers into the Next Century", Journal of Cooperative Education, vol. 33, no. 2, 17-27, John, J.E.A.; Doherty, D.J. and Nichols, R.M., "Challenges and Opportunities for Cooperative Education", Journal of Cooperative Education, vol. 33, no. 2, 10-16, Ricks, F., "Principles for Structuring Cooperative Education Programs", Journal of Cooperative Education, vol. 31, nos. 2-3, 8-22, Smollins, J.P., "The Making of the History: Ninety Years of Northeastern Coop", Northeastern University Magazine, Boston, MA, Northeastern University, May
GIRNE AMERICAN UNIVERSITY TEACHING AND EXAMINATION BY LAW FOR ASSOCIATE AND BACHELOR S DEGREES Name 1. This by law is referred to as the Girne American University Teaching and Examination By law for Associate
GEDIZ UNIVERSITY UNDERGRADUATE EDUCATION AND EXAMINATION REGULATIONS PART ONE Aim, Scope, Basis and Definitions Aim ARTICLE 1 (1) The aim of these regulations is to stipulate the procedure and principles
BİLKENT UNIVERSITY Department of Industrial Engineering Graduate Handbook 2013-2014 Table of Contents Introduction 3 Objective 3 Application and Admission to the Degree Programs 4 Degree Requirements 5
DEPARTMENT OF GEOGRAPHY AND GRADUATE SCHOOL POLICIES AND PROCEDURES AFFECTING GRADUATE STUDENTS MA/MS Degree July 2008 University of Georgia Athens, GA 30602-2502 (This document is also available at the
From Ipek University IPEK UNIVERSITY UNDERGRADUATE EDUCATION, TRAINING AND EXAMINATION REGULATIONS SECTION ONE Purpose, Scope, Basis and Definitions Purpose ARTICLE 1 (1) The purpose of this Regulation
(YÖK) 06539 Bilkent - Ankara / TURKEY Tel : +90 (312) 298 79 33 Fax: +90 (312) 266 47 44 web : www.yok.gov.tr/en/ e-mail: email@example.com THE HIGHER EDUCATION SYSTEM IN TURKEY THE COUNCIL OF HIGHER EDUCATION
METU Undergraduate Education Regulation (Northern Cyprus Campus)* Part I Aim, Scope, Basis and Definitions of Terms Aim ARTICLE 1 (1) The aim of this Regulation is to lay out the rules for student admissions
The University of British Columbia Department of Physics & Astronomy Graduate Program Policies and Procedures Sept 2011 Table of Contents 1. Introduction!... 4 2. Programs!... 4 3. Admissions!... 4 3.1.
THE ACCOUNTING INTERNSHIP: REASONS AND ADVICE by Robert D. Fesler and Charles W. Caldwell Employers now begin recruiting efforts well in advance of graduation. They use Internships to establish early contact
ATILIM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SCIENCES ACADEMIC REGULATIONS CONCERNING GRADUATE STUDY, EXAMINATIONS, AND ASSESSMENT PART ONE Aim, Scope, Basis and Definitions Aim ARTICLE 1- (1) The aim of
ANTALYA INTERNATIONAL UNIVERSITY DIRECTIVE REGARDING ASSOCIATE AND UNDERGRADUATE DEGREE PROGRAMS CHAPTER 1 Objective, Scope, Grounds and Definitions Objective ARTICLE 1 (1) The objective of this directive
Guidelines For Graduate Studies In Biology The Master of Science in Biology Department of Biology Virginia Commonwealth University 1000 W. Cary St. Richmond, VA 23284-2012 Telephone: (804) 828-1562 Fax:
REPUBLIC OF TURKEY BEYKENT UNIVERSITY ACADEMIC REGULATIONS FOR UNDERGRADUATE LEVEL OF STUDY SECTION ONE Purpose, Scope, Legal Basis and Definitions (Published in the Official Gazette No: 28455 dated November
NORTHEASTERN UNIVERSITY College of Social Sciences and Humanities Department of History REGULATIONS GOVERNING GRADUATE STUDY IN HISTORY Applicable to Students Matriculating in September 2014 The Department
Co operative Education Information A CO OP PROVIDES PRACTICAL WORK EXPERIENCE: You will have the opportunity to gain relevant work experience related to your field of study prior to graduation from UWM.
In case of absence of mutual agreement between two parties regarding the English version of these regulations, Turkish version regulations are valid and will be applied. EASTERN MEDITERRANEAN UNIVERSITY
Wentworth Institute of Technology Cooperative Education Student Handbook 1 Welcome to the co-op process. This document outlines the requirements, expectations and policies for your cooperative education
COLLEGE OF ARTS AND SCIENCES 77 COLLEGE OF ARTS AND SCIENCES 217 VARNER HALL (248) 370-2140 Fax: (248) 370-4280 Dean: David J. Downing Office of the Dean: William A. Macauley, associate dean; Mary A. Papazian,
Proposal for Dual Degree Program Master of Education in Higher Education (M.Ed.) / Master of Public (MPPA) The Center for Public and the Higher Education Master s program in the School of Education propose
UNIVERSITY OF TURKISH AERONAUTICAL ASSOCIATION RULES AND REGULATIONS ON GRADUATE PROGRAMS AND EXAMINATION Purpose, Scope, Basis and Definitions Purpose SECTION 1 ARTICLE 1 (1) The purpose of this Regulation
Electrical and Electronics Engineering Department Graduate Handbook Published on: January 18, 2012 Latest version is in effect until a new revised document is published 1. Introduction The purpose of this
Virginia Tech Department of Accounting and Information Systems Ph.D. Program GENERAL INFORMATION Virginia Tech's Doctoral Program in Accounting and Information Systems is a Ph.D. degree in Business Administration
Master of Business Administration Designed to meet the needs of working professionals and full time students in the Gulf South region Southern Miss MBA Hattiesburg A full-time program delivered in traditional,
GIRNE AMERICAN UNIVERSITY INSTITUTE OF SOCIAL AND APPLIED SCIENCES REGULATIONS FOR GRADUATE STUDIES Aim and Scope Article 1. These regulations regulate the graduate studies at Girne American University.
GRADUATE PROGRAM IN BIOTECHNOLOGY I. Governance 2 II. Admission....... 3 III. Counseling...... 3 IV. Course of Study...... 3 V. Student Seminars... 4 VI. Teaching... 4 VII. Research...... 4 VIII. Qualifying
Tuition and Fees 2014-2015 Academic and Registration Info North Idaho College 31 2014-2015 REGISTRATION Registration is the official process of enrolling in classes. NIC is on a 16-week Fall/Spring Semester,
Iowa State University 2015-2016 1 Admissions Office of Admissions Director Katharine Johnson Suski Admission When to Apply Applicants for the fall semester are encouraged to apply during the fall of the
GRADUATE PROGRAM IN THEOLOGY MASTER OF ARTS IN CATHOLIC THEOLOGY The Theology Program at Our Lady of Holy Cross College offers a Master of Arts in Catholic Theology (MACT). This degree is designed to be
Faculty's Guide to Establishing an Internship At SUNY Potsdam RECENT FINDINGS: According to a recent National Association of Colleges and Employers (NACE) report, employers look first for new hires among
University of Delaware Ph.D. in Economic Education A Joint Program of the Department of Economics and the School of Education Program Policy Document Fall 2009 GRADUATE PROGRAM POLICY STATEMENT FOR PH.D
DOCTOR OF PHILOSOPHY (Ph.D.) DEGREE PROGRAMS IN EDUCATIONAL ADMINISTRATION with an emphasis in HIGHER EDUCATION ADMINISTRATION Department of Educational Leadership & Policies College of Education University
G E N E R A L I N F O R M A T I O N F O R G R A D U A T E S T U D E N T S This supersedes previous announcements by the Department of Philosophy. All regulations are to be interpreted in conformity with
MBA PROGRAM PLANNING SUMMARY MASTER OF BUSINESS ADMINISTRATION SCHOOL OF BUSINESS AND ECONOMICS COLLEGE OF CHARLESTON Introduction The School of Business and Economics at the College of Charleston is developing
University of Illinois at Chicago 1 Admissions Mailing Address: Office of Undergraduate Admissions (MC 018) University of Illinois at Chicago Suite 1100 Student Services Building 1200 West Harrison Street
Policies and Procedures for Graduate Assistantships (GAs) at QU Introduction Qatar University offers Graduate Assistantship (GA) awards on a competitive basis to selected newly admitted graduate students
1 Graduate Programs This manual is a guide for applicants, candidates, and faculty members in matters related to graduate studies in music. As such, it complements the university catalog. The catalog and
The University of British Columbia Department of Physics & Astronomy Graduate Program Policies and Procedures May 2007 Table of Contents 1 Introduction 4 2 Programs 4 3 Admissions 4 3.1 Eligibility 4 3.2
Page 1 of 5 Undergraduate Degree Map for Completion in Four Years College: College of Social & Behavioral Sciences Department: Government Name of Program: INTERNATIONAL RELATIONS Degree Designation: BA
Department of Electrical and Computer Engineering Graduate Student Handbook Prepared by Research Committee Department of Electrical and Computer Engineering University of Saskatchewan Saskatoon, Saskatchewan,
Graduate Studies in Physics Application Requirements and Procedures Application for Admission to Graduate Standing 1. Complete the on-line UNR Graduate School application for admission. Information and
UB Awarded Grants, Scholarships, Tuition Waivers, Assistantships, and Fellowship Programs This lesson will covering UB awarded scholarships, tuition waivers, grants and fellowships. We will look at the
UNDERGRADUATE PROGRAMS (SUMMARY) FALL SEMESTER SPRING SEMESTER ACADEMIC ACTIVITY START END START END Tuition Payment (Current students) 25.08.2014 01.09.2014 19.01.2015 02.02.2015 Registration and Course
Admissions Campus Visits and Admission Application Several opportunities are available for prospective students to gain a personal view of life on the Hannibal-LaGrange University campus. Tours, entertainment,
POLICIES AND PROCEDURES FOR ACADEMIC INTERNSHIPS Geri Perret, Director Christine Szeluga, Coordinator Career Planning and Development Office 120 Bloomfield Avenue Caldwell, New Jersey 07006-6195 973-618-3290
DEPARTMENT OF COMPUTER SCIENCE Faculty of Engineering DEPARTMENT OF COMPUTER SCIENCE MSc REGULATIONS AND PROCEDURES (Revised: September 2013) TABLE OF CONTENTS 1. MSC ADMISSION REQUIREMENTS 1.1 Application
University Policy The conferring of degrees by the University of Louisville is conditional upon completion of all requirements in the opinion of the Dean/Director and faculty, regardless of the students
Graduate Studies in Mathematics and Statistics University of New Brunswick Latest Revision: April 2016 This document should be read by all graduate students and supervisors in Mathematics and Statistics
National Research University Higher School of Economics London Metropolitan University Dual Degree Master of Public Administration This joint master s degree is an excellent example of what can be achieved
Transfer Dictionary Academic Advisor Academic advisors assist students in defining and reaching their academic and career goals. All degree-seeking, undergraduate students are assigned to an academic advisor.
Economics Graduate Programs 2014-2015 1 Contents Faculty 1 The Graduate Programs 3 The Doctor of Philosophy Degree 6 The Master of Arts Degree 8 Sample Course Listing 10 Our Mission: To educate students
Website: http://www.ecu.edu/cs-acad/grcat/programcsdi.cfm#audphd Doctoral Programs in Communication Sciences and Disorders The doctoral programs are designed for advanced scholars with interest in communication
MECHANICAL ENGINEERING DEPARTMENT S Ph.D. Degree - REQUIREMENTS AND PROCEDURES - INTERDISCIPLINARY DOCTORAL PROCEDURES COLLEGE OF ENGINEERING TABLE OF CONTENTS College of Engineering s Graduate Degrees
Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical
EXECUTIVE SEARCH PROFILE Dean of Academic Affairs THE OPPORTUNITY LIM College, the nation s only college focused exclusively on the study of business and fashion, is seeking a Dean of Academic Affairs.
National Association of Schools of Dance ADVISORY Transitions from High School to Undergraduate Degree Programs Definition of an Undergraduate Degree Program Undergraduate degree programs in dance develop
Page 1 of 9 Frequently Asked Questions about CGS What are the advantages to CGS? What is so special about our CGS professors? What is the core curriculum? What is the team system? How do I apply to CGS?
Mays Business School PhD Program Handbook NOTE: Mays Departments may have a Departmental PhD Handbook, set internal PhD Program procedures, requirements, and deadlines in additional to this Handbook. Contact
1 COLLEGE OF WILLIAM AND MARY ANTHROPOLOGY GRADUATE PROGRAM PROCEDURES TABLE OF CONTENTS PROGRAM OVERVIEW 2 ADMINISTRATIVE STRUCTURE. 2 ADMISSION TO THE PROGRAM 3 Page MASTER OF ARTS 1. Introduction. 4
PH.D. IN COMPUTER SCIENCE PROGRAM ADMISSION REQUIREMENTS PROGRAM REQUIREMENTS ADMISSION REQUIREMENTS FOR THE PH.D. IN COMPUTER SCIENCE A student can be admitted into one of the following graduate degree
An Invitation to Apply: Quinnipiac University School of Nursing Director, Nurse Anesthesia Program THE SEARCH The Quinnipiac University School of Nursing invites applications and nominations/recommendations
Environmental and Water Resources Engineering Program Requirements for Master of Science Degrees in Civil Engineering, Environmental Engineering, and Environmental Sciences and Engineering February 2015
This document describes basic procedures and norms for progressing through the M.A. program in Sociology at the University of New Orleans. Read this carefully, and if you have any questions, raise them
DEPARTMENT OF POLITICAL SCIENCE HANDBOOK FOR THE GRADUATE PROGRAM Revised Fall 2013 The Department of Political Science at the University of New Mexico is a department of eighteen full-time faculty members.
The Accelerated Master s Degree in Psychology Revised: September 21, 2012 Page 1 TABLE OF CONTENTS BASIC INFORMATION Overview and Timeline... 3 Reasons to Pursue the AMP... 3 Application Process... 3 Department
Santa Susana High School Counseling: Preparing for a Brighter Future: College Handbook Author: Miss Jillian Bischoff/Counselor Putting the College Process into Perspective The primary focus of your early
11-03-2011 P.C. Rossin College of Engineering and Applied Science Graduate Programs Listed below are the degree programs offered through the P.C. Rossin College of Engineering and Applied Science at Lehigh
College of Business Human Resources Management Program EFFAT UNIVERSITY Aspire to achieve College of Business The College of Business programs are designed to challenge students minds and help them explore
Rules for the PhD Program in Engineering and Applied Sciences at Reykjavík University 1. Introduction These rules describe the objectives and requirements of the PhD program at the School of Science and
University of Illinois Department of Computer Science Goals, Objectives, and Assessments January 2009 Introduction The University of Illinois Computer Science Department is among the oldest CS departments
This is a translation of the regulatory text as promulgated in the Official Announcements No. 19 dated December 01, 2011 and amendment No. 5 dated February 12, 2014. Only those regulations published by
DUAL DEGREE PROGRAM: PENN LAW / SCIENCES PO Master Finance et Stratégie Institut d Etudes Politiques de Paris Master of Laws / LLM Program University of Pennsylvania Law School 1 TABLE OF CONTENTS I. Sciences
DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING UNDERGRADUATE STUDENT HANDBOOK TABLE OF CONTENTS MISSION STATEMENT FOR
Certificates and Transfer Programs Accelerated Certification Program Art Education Curriculum Coordinator: David W. Porter, Associate Professor The accelerated certification program in art education is
Internship FAQ s for Employers Employers can post internships at any time with the SCDC directly by using STARR Search. Please read our frequently asked questions for posting internships below. The STARR
QEP Proposal for McNeese State University Internships: The Key to Post-Graduate Success Executive Summary Employers value a four-year college degree, many of them more than ever. Yet half of those surveyed
Digital Handbook: About the Master of Arts in History 2015-2016 Contact: Paul Christopher Anderson, Graduate Coordinator 2 About the Master of Arts The program offers courses in all areas of historical
Certificate Programs for International Students Study Side-by-Side with American Students and Working Professionals A Message from the Dean Greetings from UCLA and UCLA Extension UCLA Extension certificate
Master of Business Administration Designed to meet the needs of working professionals and full time students in the Gulf South region Southern Miss MBA Hattiesburg A full-time program delivered in traditional,