EBS
English

05010 COMPUTER ENGINEERING (in English) -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle

Gradutes Survey Employer Survey
Name of Faculty
Departement
Type of survey


 
[ ] Strongly Agree    .....    [ ] I Have No Idea
AIM AND OBJECTIVES
Aim543210
Our graduates; Using professional knowledge and skills as a focus on producing creative solutions to ethical rules; Computer engineer, software developer, business analysts, IT engineer, software test engineer, data analysis specialists, web developer etc., meet the needs of the age in various business fields. 22
(%66.67) 		5
(%15.15) 		3
(%9.09) 		2
(%6.06) 		1
(%3.03)
(%0)
We have graduated technically competent graduates who adopt technological changes rapidly; They can serve as successful business people in the field of computer engineering and sciences as well as engineers who can make an academic career when necessary. 22
(%66.67) 		4
(%12.12) 		4
(%12.12) 		2
(%6.06) 		1
(%3.03)
(%0)
Objectives543210
Our goal is to have confidence in the Computer Engineer that our graduates can work anywhere in the world. 20
(%62.5) 		5
(%15.63) 		3
(%9.38) 		1
(%3.13) 		2
(%6.25) 		1
(%3.13)


PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge)543210
   1 Adequate knowledge in mathematics, physical sciences and the computer engineering subjects of individual branches; the ability to implement theoretical and practical knowledge in the respective areas to modeling and solving computer engineering problems. 16
(%50) 		7
(%21.88) 		3
(%9.38) 		2
(%6.25) 		4
(%12.5)
(%0)
   2 Ability to reflect the developments in Information and Communication Technologies to the applications of Information Technology. 17
(%53.13) 		8
(%25) 		2
(%6.25) 		3
(%9.38) 		2
(%6.25)
(%0)
   3 18
(%56.25) 		6
(%18.75) 		4
(%12.5) 		2
(%6.25) 		2
(%6.25)
(%0)
SKILLS
(Described in terms of cognitive and practical skills)543210
   1 Ability to identify, define, formulate and solve complex computer engineering problems; ability to select and implement the appropriate analysis and modeling methods in this respect. 19
(%59.38) 		6
(%18.75) 		4
(%12.5) 		1
(%3.13) 		2
(%6.25)
(%0)
   2 Ability to design experiments for analysing computer engineering problems, to conduct experiments, to collect data, to analyse and interpret the results. 21
(%65.63) 		5
(%15.63) 		2
(%6.25) 		3
(%9.38) 		1
(%3.13)
(%0)
   3 Ability to design a complex informtacis system, process, device or product to meet specific requirements under realistic restrictions and conditions; ability to implement the modern design methods for this purpose. 19
(%59.38) 		7
(%21.88) 		2
(%6.25) 		3
(%9.38) 		1
(%3.13)
(%0)
   4 Ability to use, choose and develop modern techniques and means required for computer engineering applications; ability to use information technologies effectively. 20
(%62.5) 		6
(%18.75) 		2
(%6.25) 		2
(%6.25) 		2
(%6.25)
(%0)
   5 16
(%51.61) 		9
(%29.03) 		2
(%6.45) 		1
(%3.23) 		3
(%9.68)
(%0)
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility543210
   1 Ability to work effectively in interdisciplinary and multi-disciplinary teams; ability to work individually.. 20
(%62.5) 		7
(%21.88) 		3
(%9.38)
(%0) 		1
(%3.13) 		1
(%3.13)
   2 Knowledge of applications in business life like project management, risk management and change management; awareness about entrepreneurship, innovativeness and sustainable development. 20
(%62.5) 		6
(%18.75) 		3
(%9.38) 		1
(%3.13) 		1
(%3.13) 		1
(%3.13)
Learning to Learn543210
   1 Awareness of the necessity of lifelong learning; ability to reach information, follow the latest developments in science and technology; ability to ensure self-renewal perpetually. 17
(%54.84) 		10
(%32.26)
(%0)
(%0) 		4
(%12.9)
(%0)
Communication & Social543210
   1 Ability to communicate efficiently both in oral and written ways in Turkish; knowledge of at least one foreign language; ability to effectively prepare reports and understand written reports, prepare design and production reports, effective presentation, giving and receiving clear and understandable instructions. 19
(%59.38) 		9
(%28.13) 		2
(%6.25) 		1
(%3.13) 		1
(%3.13)
(%0)
   2 Knowledge on the effects of informatics applications on health, environment and safety in terms of universal and social aspects and information about the problems of the era; awareness on the legal results of informatics solutions. 21
(%67.74) 		5
(%16.13) 		2
(%6.45) 		1
(%3.23) 		2
(%6.45)
(%0)
Occupational and/or Vocational543210
   1 Acting in line with ethical principles, sense of professional and ethical responsibility; knowledge on the standards of engineering applications. 15
(%46.88) 		5
(%15.63) 		6
(%18.75) 		2
(%6.25) 		4
(%12.5)
(%0)

Survey Questions543210
   1 After graduation, I could obtain a job in my field of major. 17
(%54.84) 		6
(%19.35) 		2
(%6.45)
(%0) 		5
(%16.13) 		1
(%3.23)
   2 My education made a contribution to be employed. 19
(%63.33) 		2
(%6.67) 		3
(%10) 		2
(%6.67) 		3
(%10) 		1
(%3.33)
   3 My education made a contribution to reach my present occupational position. 19
(%61.29) 		3
(%9.68) 		2
(%6.45) 		1
(%3.23) 		6
(%19.35)
(%0)
   4 My education made a contribution to my personal development in many ways. 18
(%58.06) 		6
(%19.35) 		3
(%9.68) 		2
(%6.45) 		2
(%6.45)
(%0)
   5 Thanks to my education, I am making significant contributions to the organisation I am working for. 20
(%64.52) 		3
(%9.68) 		1
(%3.23) 		3
(%9.68) 		3
(%9.68) 		1
(%3.23)
   6 My education made a contribution to understand how important the lifelong learning is. 19
(%61.29) 		5
(%16.13) 		3
(%9.68)
(%0) 		4
(%12.9)
(%0)
   7 Attaching great importance to students’ ideas by IAU in making decisions about education enhanced my perception of participation. 12
(%38.71) 		10
(%32.26) 		3
(%9.68) 		2
(%6.45) 		3
(%9.68) 		1
(%3.23)
   8 My advisors and instructors were influential in my career planning. 14
(%45.16) 		6
(%19.35) 		3
(%9.68) 		2
(%6.45) 		6
(%19.35)
(%0)
   9 If I had a chance to choose again, I would choose the same education programme again. 17
(%54.84) 		3
(%9.68) 		3
(%9.68)
(%0) 		7
(%22.58) 		1
(%3.23)
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.