| Knowledge |
| Theoretical and/or factual knowledge | Aim | Objective | % |
|---|
| 1 | 2 | 3 | 1 | 2 | 3 |
| 1 | Knowledge of Public Administration Theories
Graduates comprehend classical and contemporary public administration theories (e.g., the Weberian bureaucracy model, New Public Management, Digital Transformation Paradigms). They possess an analytical understanding of the historical development of public administration, political transformations, and the evolution of theoretical paradigms over time in both Turkey and the wider world. | 5 | 5 | 5 | 5 | 4 | 4 | 93.33 |
| 2 | Comparative Knowledge of the State, Administration, Local Governments, and Political Systems:
Students understand the similarities and differences between practices in Turkey and international examples in areas such as state theories, central-local relations, regional policies, public personnel management, and governance models. They comprehend the institutionalized forms of various political systems and models of public administration. | 5 | 5 | 5 | 5 | 5 | 5 | 100.00 |
| 3 | Knowledge of Political and Social Processes, Participation, and Civil Society:
Graduates are able to interpret processes such as political behavior, social movements, participation, civil society organizations, and political communication — through both theoretical perspectives and contemporary cases. They possess up-to-date theoretical and empirical knowledge of democratic theories, actor analysis, and models of participation. | 4 | 4 | 4 | 4 | 4 | 4 | 80.00 |
| 4 | Public Policy Analysis, Digital Governance, and Environmental–Administrative Knowledge:
Students grasp the theoretical and methodological frameworks necessary for the design, analysis, and evaluation of public policies (e.g., the policy cycle, decision-making theories, performance evaluation). They also possess an administrative knowledge base related to e-government, digital governance, data-driven administration, and issues of environment and urbanization. | 4 | 4 | 4 | 4 | 4 | 4 | 80.00 |
| Skills |
| Cognitive and/or practical skills | Aim | Objective | % |
|---|
| 1 | 2 | 3 | 1 | 2 | 3 |
| 1 | Ability to Analyze, Synthesize, and Critically Evaluate:
The student analyzes theoretical concepts, approaches, historical processes, and contemporary phenomena in public administration and political science — such as theories of the state, democratic transformations, and urbanization processes. Based on these analyses, the student synthesizes alternative interpretations and solutions and evaluates them through a critical perspective. | 5 | 5 | 5 | 5 | 5 | 4 | 96.67 |
| 2 | Policy Design, Adaptation, and Implementation Skills:
The student can use scientific and practical tools in the processes of designing, adapting, and implementing public policies. They apply decision-making, program development, monitoring, and evaluation methods — including qualitative and quantitative analysis tools, performance indicators, and feedback mechanisms — in practical projects or simulations. | 5 | 5 | 5 | 5 | 5 | 5 | 100.00 |
| 3 | Context Sensitivity and Multi-Scale Problem-Solving Skills:
The student examines public administration issues and policies at local, national, and international levels. Taking into account environmental, urban, social, and technological variables — such as urbanization and environmental problems, e-government transformation, and regional inequalities — the student develops appropriate strategies, policies, or intervention plans for multidimensional problems and revises these plans when necessary for practical implementation. | 4 | 4 | 4 | 4 | 4 | 4 | 80.00 |
| Personal & Occupational Competences In Terms Of Each Of The Following Groups |
| Autonomy & Responsibility | Aim | Objective | % |
|---|
| 1 | 2 | 3 | 1 | 2 | 3 |
| 1 | Administrative Responsibility and Ethical Decision-Making Competence:
As a public official (e.g., district governor, judge, deputy governor, etc.), the individual can internalize ethical and legal principles in effective administrative and managerial decision-making processes. They are able to make balanced decisions among competing social values while prioritizing the public interest and can translate key principles—such as legality, accountability, transparency, and the efficient use of public resources—into practice. | 5 | 5 | 5 | 5 | 4 | 5 | 96.67 |
| 2 | Leadership, Coordination, and Multi-Stakeholder Collaboration Competence:
The graduate can organize and coordinate work with diverse stakeholders such as public institutions, local governments, civil society organizations, the private sector, and international actors. They demonstrate skills in team management, coordination, guidance, strategic communication, and assuming leadership roles during times of crisis. Moreover, they are capable of managing negotiation and governance processes in multi-actor projects. | 4 | 4 | 4 | 4 | 5 | 5 | 86.67 |
| Learning to Learn | Aim | Objective | % |
|---|
| 1 | 2 | 3 | 1 | 2 | 3 |
| 1 | Critical Thinking, Integrative Perspective, and Innovative Problem-Solving Competence:
The student can evaluate theoretical frameworks, historical processes, and contemporary phenomena in public administration through a critical lens. By synthesizing perspectives from different disciplines—such as political science, sociology, and economics—they can propose innovative approaches to public issues. This competence enables the student to formulate original questions, challenge paradigmatic boundaries, and develop creative solutions within the evolving world of public administration. | 4 | 4 | 4 | 4 | 5 | 5 | 86.67 |
| 2 | Intellectual Autonomy in Learning, Self-Renewal, and Coping with Complexity:
The student effectively selects and evaluates information sources (such as academic literature, data sets, and international agreements) and strategically manages their own learning process. They demonstrate flexibility in analyzing and addressing public problems characterized by uncertainty or multiple variables and can revise their conceptual framework when necessary. This competence enables graduates to maintain professional relevance over time and adapt to emerging administrative and governance paradigms. | 3 | 3 | 4 | 4 | 5 | 5 | 80.00 |
| Communication & Social | Aim | Objective | % |
|---|
| 1 | 2 | 3 | 1 | 2 | 3 |
| 1 | Effective Communication and Participatory Dialogue Competence in Multi-Stakeholder Environments:
The student can establish open, inclusive, and ethically grounded communication among public institutions, civil society organizations, local governments, and citizens. By effectively using written, oral, and digital communication tools, they can design dialogue processes that integrate the perspectives of diverse social groups and promote participation. This competence aims to strengthen future public administrators’ abilities in trust-based communication and negotiation within democratic governance settings. | 4 | 4 | 5 | 5 | 5 | 5 | 93.33 |
| 2 | Teamwork, Social Responsibility, and Intercultural Collaboration Competence:
The student can collaborate effectively with individuals from diverse cultural, social, and disciplinary backgrounds while engaging in team projects aimed at addressing social issues. They act with ethical sensitivity and plan community-oriented initiatives that uphold the principles of social justice and sustainability. This competence enables the student to develop the social awareness and empathy necessary to participate in governance processes on a global scale. | 4 | 4 | 4 | 5 | 5 | 5 | 90.00 |
| Occupational and/or Vocational | Aim | Objective | % |
|---|
| 1 | 2 | 3 | 1 | 2 | 3 |
| 1 | Competence in Holistic and Critical Analysis of Public Administration Theories and Practices:
The student evaluates the fundamental theories, historical development, and contemporary governance models of the public administration discipline from a comparative perspective. They analyze the design, implementation, and evaluation processes of public policies based on theoretical knowledge and develop critical thinking skills to scientifically examine and address administrative problems. | 5 | 5 | 5 | 5 | 4 | 4 | 93.33 |
| 2 | Competence in Digital Transformation, Data-Driven Decision-Making, and the Use of Innovative Management Tools in Public Administration:
The student understands contemporary public administration practices such as e-government, open data, AI-assisted management, and digital ethics, and can evaluate the impact of technological transformation on administrative processes. By analyzing the role of digitalization in enhancing efficiency, transparency, and accountability in public services, the student can develop innovative management models. | 4 | 4 | 4 | 5 | 5 | 5 | 90.00 |
| 3 | Competence in Assuming a Strategic Role in Sustainable, Inclusive, and Multi-Level Governance Processes:
The student possesses governance skills that enable them to foster collaboration among public institutions, civil society, and the private sector at local, national, and international levels. Within the framework of social justice, environmental sustainability, and democratic participation principles, they can demonstrate leadership in the development and implementation of public policies. | 3 | 4 | 4 | 5 | 5 | 5 | 86.67 |
| Relationship Percentage | 85.00 | 86.25 | 88.75 | 92.50 | 92.50 | 92.50 | 89.58 |
| *Level of Contribution (0 - 5) : 0-None, 1-Very Low, 2-Low, 3-Medium, 4-High, 5-Very High |
