Self-evaluation is one of the fundamental building blocks of the internal quality assurance system in higher education institutions. This process, in which institutions and units systematically and evidence-based analyze their own activities, administrative and academic processes, as well as their strengths and areas for improvement, is regarded as an institutional learning and development tool integrated with strategic management.
At Hitit University, the self-evaluation process is carried out in two main dimensions:
Unit-level self-evaluation conducted through the Unit Internal Evaluation Reports (BİDR) prepared annually by each academic and administrative unit, and
Program-based self-evaluation reports prepared by departments within the scope of program accreditation preparations.
At our university, each unit prepares a Unit Internal Evaluation Report (BİDR) annually within the framework of the four main headings, 14 criteria, and 46 sub-criteria determined by The Turkish Higher Education Quality Council (YÖKAK). These reports enable units to conduct an internal analysis of their own activities, contribute to the quality assurance system, and foster a culture of continuous improvement.
BİDRs are prepared based on the quality assurance cycle. For each criterion, the practices implemented by the units, their outcomes, and the lessons learned from these practices are analyzed and reported. Each statement presented regarding these practices is supported by appropriate evidence, and for each sub-criterion, the unit determines a maturity level (between 1 and 5). This approach makes the self-evaluation process more objective and traceable.
Another self-evaluation process conducted at our university is carried out for the purpose of preparing for program accreditation. Each academic department prepares detailed self-evaluation reports that analyze the educational processes of the program, the adequacy of its learning outcomes, the structure of its assessment and evaluation system, student achievement, stakeholder participation, and the level of integration with the quality assurance system.
These reports are prepared in line with the criteria set by the relevant accreditation bodies and identify the strengths and areas for improvement of the program. In the process, various data such as academic board decisions, course achievement analyses, student feedback, and stakeholder opinions are used to evaluate the quality of teaching. The prepared self-evaluation reports are not only a preparation for external evaluation but also an opportunity for the program to structure and improve its internal processes.
Hitit University positions the self-evaluation process not merely as a reporting tool but as a fundamental development mechanism in terms of institutional learning, improvement, participation in quality, and governance. Both the BİDRs and program-based self-evaluation reports are monitored through a digital platform integrated with the Hitit University Quality Assurance System and are linked to action plans and performance monitoring systems.
In conclusion, self-evaluation activities at Hitit University are carried out with a data-driven, participatory, systematic, and transparent approach, thereby reinforcing the institutional quality culture at all levels. Supported by innovative practices such as peer evaluation, these processes contribute to transforming our university into a learning, developing, and continuously self-renewing institution.
