Assoc. Prof. Dr. Yıldız Arıkan
Bahçeşehir University, Faculty of
Engineering
WACE 9th International Conference on Cooperative and Work Integrated Education
21.06.2012, Istanbul
1.
The Erasmus Multilateral Project:
 Education, Practice & Research, Promoting Practice-
Based Learning in the Higher Education ; Provisions for
Business Administration, Engineering and Vocational
Teacher Education
2.
3.
Practice Based Learning Workshop at
Bahçeşehir University
Insights and Remarks for a Better Practice
Based Learning Framework.
WACE 9th International Conference on Cooperative and Work Integrated Education
21.06.2012, Istanbul
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This presentation summarizes the findings of
a practice based learning workshop held at
Bahçeşehir University with the participation of
four universities from Turkey.
The workshop was organized as a requirement
of the project titled:
“Euronet-PBL: Education, Practice & Research,
Promoting Practice-Based Learning in the
Higher Education, provisions for Business
Administration, Engineering and Vocational
Teacher Education” http://www.euronetpbl.net.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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The project had partner universities and
partner enterprises from six countries
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University of Bremen, ITB: Germany
Akershus University College: Norway,
Sabancı University: Turkey
University of Maribor: Slovenia
University of Limerick, EMRC: Ireland
Aalborg University : Denmark
These partners covered three academic
domains
◦ vocational teacher education,
◦ economics/business administration and
◦ engineering studies
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
GermanyThe Project
Coordinator
Ireland
Norway
engineering
studies /
CO-OP
Turkey
Vocational
teacher and
engineer
education
Denmark
Slovenia
economics/busin
ess
administration
WACE 9th International Conference
on Cooperative and Work
Integrated and Education
21.06.2012, Istanbul

The reason for launching the Euronet-PBL project is that
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Questions raised:
◦ somewhat similar models have been used parallel to each
other without common quality awareness.
◦ Consequently, the European discussion of special approaches
to problem-, practice- and project-based learning has been
limited.
◦ What kinds of approaches to practice-based learning are
currently used and what is their role in the emerging European
Higher Education Area? Can European studies and analyses
contribute to common European quality awareness?
◦ What is the role of field studies that involve students,
companies and university representatives? Can our jointly
developed methodologies and evaluation tools bring us into
common discussion at the local level and across the
participating regions?
◦ What kinds of benefits can be seen for different parties
involved – students, companies and the universities? Can such
benefits be assured with the help of common frameworks,
guidelines
and supporting tools?
WACE 9th International Conference on Cooperative and Work Integrated Education
21.06.2012, Istanbul

The basic activities consisted of
◦ case studies,
◦ stakeholder interviews and
◦ evaluation workshops for analyzing the functioning
of practice-based learning in the local or European
environment.
◦ valorisation workshops for validating the findings
and examining the transferability of the approaches
to wider contexts.
WACE 9th International Conference
on Cooperative and Work
Integrated and Education
21.06.2012, Istanbul
The workshops was to carry out the following
tasks:
 to validate the analyses of the development of
practice-based learning in the respective country
and in the respective domain;
 to discuss domain-specific initiatives for further
development of practice-based learning
arrangements and related cooperation between
universities and enterprises;
 to draw conclusions for drafting common
guidelines as well as country- and domainspecific recommendations.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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The workshops brought together four
universities with different practice-based
learning models
Made it possible to discuss domain-specific
initiatives for further development of practicebased learning arrangements and established the
roots for cooperation between universities
Made it possible to understand the similarities
and differences between the programs and draw
conclusions for drafting recommendations for a
better PBL framework.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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Bahçeşehir University and TOBB ETU University
are
◦ two foundation universities, employing the CO-OP
model of practice based learning, which they designed
to satisfy their specific needs and objectives,
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Dokuz Eylül University, is a state owned
university with a problem based learning
program totally integrated into its curriculum in a
number of Faculties it has.
Sabanci University, a foundation university and
the project partner, employed a totally innovative
practice oriented approach to MBA Education
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
TOBB ETU University
 TOBB ETU University was established in 2003,
by the supporting organization, TOBB (Union of
Chambers and Commodity Exchanges of
Turkey).
 TOBB is the biggest NGO in Turkey formed by
more than 1,350,000 member companies.
 The objective of the University is stated as “to
give students balanced theoretical knowledge
and work experience, yet retain the
characteristics of a research university”.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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CO-OP practice is a degree requirement for all
students regardless of their department.
The model is based on alternative cycles of inclass academic and in-the-field practical
training at sophomore, junior and senior levels.
TOBB ETU model is based on paid employment
of each student by the employers during their
practical terms.
The CO-OP program stipulates for a full-time
class enrollment and full-time employment that
are not mixed together.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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TOBB ETU COOP model is fitted into the current
four year programs.
The University had already signed COOP
protocols with 650 companies and obtained
1450 year-round workplaces as of June 2010
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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Dokuz Eylül University, İzmir, Turkey, was
established in 1982 with three faculties, Art,
Medicine and Engineering.
At present there are,
◦ 11 Faculties
◦ 2.985 Academic Staff & Assistants
◦ Around 40 Thousand Students
WACE 9th International Conference
on Cooperative and Work
Integrated and Education
21.06.2012, Istanbul
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Practice and Problem Based Learning (PPBL) in 9 Eylül
University dates back to 1997 when the Faculty of
Medicine first employed it while totally abandoning
its old educational model that prevailed in all other
similar medical schools in Turkey.
The motivation towards PPBL in the Engineering
Faculty was created by a number of factors which are
listed below:
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Rector’s Leadership
Influences of Faculty of Medicine
Recognition of the Biological Fundamentals of Learning
Recognition of shortcomings of the classical system
Low student attendance to classes
Industrial Needs
Desire to raise pro-active engineers
Adaptation to the Changing Environment (student-centered
& constructivist approaches)
WACE 9th International Conference on Cooperative and Work Integrated and Education 21.06.2012,
Istanbul
There are Four Main features of PPBL at Dokuz Eylül
University:
1.
2.
3.
4.
Student (Learner) Centered
Team Work experience
Integration of knowledge
Based on Real Life Problems
It is a Modular Based Small Group P&PBL Active Learning
Model
◦ 1'st Year: 7 Modules Each of 2 Weeks (+Project Oriented
Learning)
◦ A Module: PBL Sessions+ Lectures …
◦ 4 th Year Project Based Learning: 3-4 Modules Each of 4 Weeks
◦ Problem Based Learning Building Consisting of 120 Rooms!
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
Knowledge creation is achieved in a sequence of three modules
an example of which for Electrical and Electronics Engineering
Department program is given below
(Problem-Based) Integrated Program
MODULE #3
MODULE #2
MODULE #1
Sequence of
Knowledges
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
The first module: Measurement of physical quantities.
Learning Subjects/Objectives and Their interrelationships
State
State of
of
Substrates
Substrates
Physical
Physical
Chemical
Chemical
Evaluation
Evaluation
Electron,
Electron,
Proton,
Proton,
Neutron
Neutron
Engnineering
Engnineering
Material
Material
structures
structures
Phys.
Phys.
Quantity
Quantity
property
property
classification.
classification.
Atom
Atom
Dim.
Dim.
solid.
solid.
atom
atom
structure
structure
Measurement
Measurement
of
of Physical
Physical
Quantities
Quantities
Crystal
Crystal
structure
structure
Accuracy
Accuracy
Exactness
Exactness
Metal
Metal
materials.
materials.
Continouty
Continouty
analysis
analysis
Interatomic
Interatomic
bounds
bounds
Ametal
materials
Math.
Math.
Atomic
Atomic
coordinat
coordinat
..
Engn.Material
Engn.Material
Important
Important
materials
materials
Material
Material
Noncrystal
Noncrystal
materials
materials
Unit
Unit
Systems
Systems
Numbers
Numbers
Limit
Limit
Sequences
Sequences
Complex
Complex
numbers,
numbers,
Errror
Errror
Rounding
Rounding
cartesian
cartesian
coordinate
coordinate
system
system
WACE 9th International Conference
on Cooperative and Work
Integrated and Education
21.06.2012, Istanbul
Vectors
Vectors
Functions
Functions
Two goals to achieve:
First the University intends to provide its
students practical training and work place
experience in companies in Turkey and abroad.
 The university therefore opens its campus
globally to international students and
companies.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
The second goal is to offer its students
Branded Courses.
 Given by experts from CO-OP business
partners under the guidence of Bahçeşehir
University academics,
 Th e courseseducate students in a specific
area of interest or industry need.
 Branded courses are available to the students
as electives, and upon the successful
completion of the course the student is
awarded with a certificate.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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IBM, “Service Oriented Architecture”
Schneider Electric, “Energy Efficiency and
Savings”
Alcatel Lucent , “Telecommunication
Technologies”
Microsoft, “ Microsoft C# Laboratory”
Mercedes Benz, “Materials and Distribution
Management”
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul

Bahçeşehir University CO-OP model is a
flexible and noncompulsory model.
◦ the length and timing of the work training is
determined according to the desires of the student
and the partner institution.
◦ the students may fulfill their minimum of 30 days
of practical training on weekends or during the
summer, or without interruption in 3-6- or 9month periods at the partner institutions.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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“A Truly Practice Driven Approach”
An innovative model of experiential learning!
Practical and action oriented project
engagement undertaken by a team of MBA
students.
Learning while doing pedagogy .
Radical example of University- Industry
partnering relationship, realized through a
real life project
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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CAP brings together managers and students
to formulate and solve problems with
significant importance to companies
Teams of students are placed into the
companies for a whole academic year for two
days a week
Successful results and great benefits to both
companies and students
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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“CAP” is not a requirement of a course,
courses match the requirements of CAP !
Integration of the MBA curriculum is
achieved by CAP Process.
Within CAP Process
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Practice Development and Sharing courses and
Just-in Time Seminars altogether
support learning and project management
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
WACE 9th International Conference
on Cooperative and Work
Integrated and Education
21.06.2012, Istanbul

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Behind both TOBB-ETU and Bahçeşehir
University CO-OP programs, there lies a very
well organized structure and well run office
to manage this large scale organizational
project involving large number of students
and partners as well as academia.
Furthermore, the above mentioned two
universities provide evidence that the CO-OP
office carries out self assessment surveys for
the improvement of the programs.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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In Bahçeşehir University CO-OP education is
not compulsory but this does not mean that
the students do graduate from the university
without going through a practical training
program of any sort.
In the Engineering Faculty, every student has
to fulfill the requirements of a so called
“Capstone Project”,
◦ an individual student project which lasts two
semesters in the fourth year before graduation and
◦ is on a subject with practical implementation
aspects as well as theoretical knowledge building or
and Education
enhancement. WACE 9th International Conference on Cooperative and Work Integrated
21.06.2012, Istanbul
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Dokuz Eylül University PPBL Program is a total
revolution to conventional well developed programs
but it has features, which makes it very demanding
to implement.
It demands on the professors to create problems or
cases for each subject to be learned, and each case
should be unique and utilized only by one of the
teams to learn that subject.
◦ It needs adequate physical capacity to accommodate
teams and patience and creativity from the professors.
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Sabanci University’s CAP model is in a way similar
to the DEÜ model in the sense that practical work,
practice based learning is embedded into many
aspects of the MBA program.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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Comparing with DEÜ complex model, the
other models of PBL are only complementary
to the existing conventional programs.
The above statement does not bring the
credibility of such programs down.
◦ For instance TOBB-ETU COOP model has a special
feature because it was designed by giving great
consideration to the needs of Business Community
and each year, creates graduates, who are well
educated and highly aware of the needs of the
industry.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
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The four universities discussed here all have
successful PBL Programs. However this set of
Universities is not exhaustive.
There are many other universities which employ
some degree of practical work as part of their
higher education program, depending upon the
subject of education.
◦ A compulsory Internship requirement to graduate in
the engineering education
◦ the training requirements in medicine, dentistry and
Law education are not counted.
WACE 9th International Conference on Cooperative and Work Integrated
and Education 21.06.2012, Istanbul
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Further collaboration of Turkish universities
for sharing and learning from each other’s
practices can create much benefit to all
parties involved.
Developing a similar assesment tool which
makes use of criteria jointly determined by
the participating universities may serve the
objectives
Bahcesehir University CO-OP Organisation
can take the lead.
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul
THANK YOU
WACE 9th International Conference on Cooperative and Work Integrated and Education
21.06.2012, Istanbul