Our department's education, teaching, and management activities have been evaluated from various perspectives to identify strengths, weaknesses, opportunities, and threats. The assessment covers:

1. Strenghts

   • The opportunity for students to benefit from Erasmus and Farabi programs.
   • The focus on enhancing students' analytical thinking and computer usage skills through the offered courses.
   • Offering a wide range of courses, providing students with advantages in terms of job opportunities.
   • Having an up-to-date eight-semester curriculum that caters to regional and societal needs.
   • The prospect of acquiring new physical facilities in the near future.
   • Enhancing the international recognition of the faculty through collaborative efforts with Balkan Universities and attracting international students.
   • Our location in the largest district of Çanakkale.
   • Our proximity to major districts of Balıkesir Province such as Bandırma.
   • Our closeness to industrial and commercial networks, including prominent brands like İÇDAŞ, Çanakkale Seramik, Doğtaş, Cenal, Dardanel, and Akçansa.
   • The presence of a qualified academic staff with expertise in the field.
   • Being one of the few departments in Turkey specializing in Labor Economics and Industrial Relations.
   • The capacity of our academics to produce high-quality works in their respective fields.
   • The potential of our academics to generate qualified projects related to their areas of expertise.
   • Adequate training of academic staff in knowledge transfer to students.
   • Satisfactory levels of communication between academic staff and students.
   • Satisfactory levels of communication between academic and administrative staff.
   • Satisfactory levels of communication between administrative staff and students.
   • The university having one of the largest and comprehensive libraries in the region, providing students with immediate access to online resources and databases through provided usernames and passwords.
   • The university and our faculty's support for entrepreneurship and innovation activities.
   • The presence of the Ibrahim Bodur Entrepreneurship Practice and Research Center on our campus.
   • Strong participation in decision-making processes and consideration of suggestions.
   • Availability of a conference hall, accounting, and computer laboratories.
   • The presence of whiteboards and projectors in every classroom.
   • Sufficient physical facilities for events such as congresses, meetings, graduations, concerts, and theater performances.
   • Opportunities for students to establish and organize student clubs on topics of their choice.
   • Higher motivation among students coming from the YGS (Higher Education Transition Exam) system compared to those coming through non-exam-based admissions.

2. Weaknesses 

   • Lack of strong ownership of the department's vision and mission due to the disregard for quality, accreditation, organizational development, and organizational change processes, as well as the habit of working in the public sector.
   • Ineffective and unequal allocation of equipment such as offices, furniture, and consumables.
   • Insufficient mastery of scientific research methods, statistics, and econometrics among academic staff in social areas.
   • Inability to translate theoretical education into practical applications.
   • Lack of foreign faculty members to address the deficiency in foreign language proficiency.
   • Redundant courses in the curriculum.
   • Lack of interest among students in scientific or industry-focused projects, resulting in limited student involvement.
   • Insufficient foreign language skills among students and the consequent lack of emphasis on programs like Fulbright and Erasmus.
   • Limited participation in programs such as DaVinci, Fulbright, and Erasmus.
   • Inadequate establishment of international contacts and agreements in the field of social sciences.
   • Internet connectivity issues in classrooms.
   • Lack of an internet-supported and virtual reality-enhanced education system.
   • Absence of personality or career development programs within the faculty.
   • Ineffectiveness and lack of renewal of student clubs established for personality development activities.
   • Inadequate financial support for academic staff in international activities.
   • Inability to conduct technical visits, conferences, symposia, and fair participation due to low student involvement.
   • Weak mathematical skills among students.

3. Opportunities

   • The prospect of acquiring new physical facilities in the near future.
   • Improvement of physical conditions due to the presence of a different faculty and the relocation of an existing new college to the same campus, along with the completion of a bridge in 2023, leading to improved transportation networks.
   • Potential for the faculty's teaching staff to be well-versed in current regulations and to develop university-industry and university-public sector relations.
   • Recognition of the department's teaching staff in the national and international academic community due to their expertise in their respective fields.
   • Availability of active teaching staff.
   • Sufficient interpersonal relationships between the department and other university teaching staff.
   • Adequate experience, skills, and desire for development among the teaching staff in the department.

4. Threats

   • Lack of mandatory internships.
   • Preference for private foundation universities by potential students from outside the province during the application periods, despite having higher test scores than our base score, due to promotional activities conducted in the city center, our district, and other regions of our province by numerous universities from outside the province.
   • Concerns among academic staff negatively affecting the trend of scientific research.
   • Inadequate numbers of auxiliary academic staff.
   • Weak computer skills, including software proficiency in programs such as Microsoft Office, Computerized Accounting, and SPSS, among most students, or even their complete absence.
   • Students' increasing inclination towards English-language education in the private and public sectors, leading them to prioritize foreign languages over scientific knowledge, but being unable to access these opportunities sufficiently.
   • Lack of consideration by students of orientation and occupational safety training programs.