Department of Airframe and Powerplant Maintenance Undergraduate Program International Accreditation Evaluation Report
This report has been prepared to assess the compliance of the Airframe and Powerplant Maintenance Undergraduate Program within the Faculty of Aeronautics and Astronautics of Iskenderun Technical University with the international accreditation criteria set by AQAS (Agency for Academic Quality Assurance). The quality of the program has been analyzed within the framework of the European Higher Education Area (ESG) standards and the specific criteria of AQAS.
Accreditation Program Acceptance Criteria are as follows.
International Accreditation Program Admission Criteria for Airframe and Powerplant Maintenance Undergraduate Program
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1. Introduction
This report has been prepared to assess the compliance of the Airframe and Powerplant Maintenance Undergraduate Program within the Faculty of Aeronautics and Astronautics of Iskenderun Technical University with the international accreditation criteria set by AQAS (Agency for Academic Quality Assurance). The quality of the program was analyzed in the framework of the European Higher Education Area (ESG) standards and the specific criteria of AQAS.
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2. General Information of the Program
- Program Name: Airframe and Powerplant Maintenance Undergraduate Program
- Establishment Date: 2020
- Academic Level: Undergraduate (240 ECTS)
- Language of instruction: Turkish
- Mission: To train qualified personnel needed by the international aviation industry.
- Vision: To be a pioneering program that meets national and international standards in education.
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3. Analysis of Compliance with AQAS Accreditation Criteria
3.1. Curriculum Quality (ESG 1.2)
- Learning Outcomes: Program outcomes are aligned with the academic and workforce needs of the aviation industry. Students gain theoretical training and practical skills in aircraft maintenance and repair.
- ECTS Compliance: 240 ECTS credits are aligned with the European Qualifications Framework (EQF) level 6.
- Curriculum Transparency: Course contents and learning objectives are published in the Bologna Information Package.
3.2. Quality Assurance Processes (ESG 1.1, 1.7, 1.9)
- Internal Evaluation: The program is continuously improved through student surveys, alumni feedback and stakeholder meetings.
- External Stakeholder Engagement: Regular collaboration with industry representatives is carried out (for example, students who are in their final year and have a successful grade point average are required to complete a semester of vocational training (VET) in an enterprise, and the education and training of the student is evaluated by an external stakeholder).
- Data Utilization: Graduate employment rates and student satisfaction data are analyzed.
3.3. Student Assessment and Support (ESG 1.3, 1.4)
Assessment Methods: Learning outcomes are measured through exams, projects and internships.
Academic Counseling: Course selection and career planning are supported by advisors assigned to each student.
Internship Requirement: 20 working days of compulsory internship and practical skills are developed through the Vocational Education at Enterprise (VET) program.
3.4. Teaching Staff (ESG 1.5)
Staff Adequacy: 3 Associate Professors and 3 Assistant Professors support the program.
International Experience: Faculty members have international publications and projects.
3.5. Infrastructure and Resources (ESG 1.6, 1.8)
Physical Facilities: There are simulator laboratories, hangars and workshops, Cessna 172 and 185 model airplanes and modern classrooms.
Digital Resources: Distance education is provided through the UBÖM system; access to library databases is open.
Public Information: Program information is shared on the university website.
4. Strengths and Areas for Improvement
4.1. Strengths
Strong collaboration with the industry (internship and IME programs).
Opportunities for international experience through Erasmus mobility.
4.2. Suggestions for Improvement
Graduate Tracking System: Considering the lack of infrastructure, lack of a graduate tracking system, lack of archive and document management, and lack of industry cooperation, it is seen that an average of 70% improvement is needed.
Foreign Language (English) Competency: An English preparatory class should be established and courses should be taught in English at a rate of 30% to increase competencies.
Continuous Improvement: Alumni and employer feedback should be collected regularly. The quality of education should be improved through student evaluation surveys. The academic advising system should be made more active.
5. Conclusion and Recommendations
The Airframe and Powerplant Maintenance Program largely meets the basic criteria of AQAS. The following steps are applied for accreditation:
Clarification of program educational objectives in consultation with stakeholders.
Establishing personal data protection and cyber security policies in distance education.
Systematization of graduate tracking and employment data.
Annexes and/or Links:
Course Curriculum and ECTS Distribution obs.iste.edu.tr/oibs/Bologna/index.aspx?lang=tr&curOp=showPac&curUnit=56&curSunit=5731#
Faculty Member Resumes The academic background of faculty members can be viewed at https://akademik.yok.gov.tr/AkademikArama/view/viewAuthor.jsp.
Internship and IME Directives
Website: https://iste.edu.tr/hubf-ubo
This document provides a general framework for student admission criteria for the international accreditation process of the Airframe and Powerplant Maintenance undergraduate program. All relevant regulations, directives and other regulations are available on the official website of Iskenderun Technical University and in the publications of the relevant units.
