INDEX PUBLISHER TurkofAmerica, Inc.
14 DOGUS UNIVERSITY
CO-FOUNDER & GENERAL MANAGER Ömer Güneﬂ – firstname.lastname@example.org
Do¤uﬂ Group of Schools started its educational life as a High School in 1974. Later on, by establishing kindergartens, an elementary school, a science high school and an IB world school, it continued serving the Turkish Educational System in each phase of elementary and secondary education.
CO-FOUNDER & MANAGING EDITOR Cemil Özyurt – email@example.com GENERAL COORDINATOR Tolga Ürkmezgil
26 HIGHER EDUCATION BOARD (YOK) PRESIDENT YUSUF ZIYA OZCAN
ART DIRECTOR Sinem Ertaﬂ
While the student enrollment share in private foundation universities was only 4.2 percent in 2005, this figure doubled in 2010 and increased to 8.9 percent. While the number of private foundation universities in 2000 was 20, today there are 63 of them. Yusuf Ziya Ozcan, fourth president of the Higher Education Board, answered TURK OF AMERICA’s questions.
EDITOR Patricia Russo, DEPUTY PHOTO EDITOR Necdet Köseda¤ SENIOR ASSOCIATE PHOTO EDITOR Ayhan Kay
WRITER-REPORTERS Ayﬂe Önal Zambo¤lu, Ali Ç›nar, Demet Cabbar, Duygu Uçkun, Maureen Ertürk, Melda Akansel.
34 THE ONLY TURKISH UNIVERSITY RANKED AMONG THE BEST 500
CONTRIBUTORS Burcu Gündo¤an, Halim Özyurt, Funda Celik, Nurcan Ulutaﬂ Uysal, Selcen Y›lmaz. ADVISING COMMITTEE Ali Günertem, Egemen Ba¤›ﬂ, Ekmel Anda, Ferhan Geylan, G. Lincoln McCurdy, Hakk› Akbulak, Mahmut Topal, Mehmet Çelebi, Osman (Oz) Bengür, U¤ur Terzio¤lu. MAIN OFFICE TURKOFAMERICA, Inc. 115 River Road, Suite 1206 Edgewater, NJ 07020 Tel: +1 (201) 917 5483 Fax: +1 (917) 322 2105 info@ turkofamerica. com www.turkofamerica.com
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42 AMERICAN MINORITY STUDENTS DEFY ‘TYPICAL AMERICAN’ CLICHES IN TURKEY
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44 FOREIGN STUDENTS FOCUS ON BUSINESS
46 HOW TO FINANCE YOUR STUDIES IN THE USA?
PRINT: ‹maj ‹ç ve D›ﬂ Ticaret A.ﬁ. ‹maj Center Macun Mahallesi 3. Cadde No:2 (A Giriﬂi) ‹stanbul Yolu 6. Km. Yenimahalle - Ankara - Turkey Telefon: + 90 (312) 397 91 40 Fax: + 90 (312) 397 41 52 E-Mail: firstname.lastname@example.org
African-American, Asian-American, Hispanic-American and Native American students who come to Turkey have had a hard time getting Turks to believe that they're really American – and some have an even harder time trying to blend in.
U.S. colleges and universities have seen a tremendous increase in international students studying business and engineering in recent years. Evidence suggests the two fields' overwhelming popularity is driven by students' views of which U.S. programs will offer them the best preparation for a good job.
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38 THE MEZUN GROUP HAS TAKEN TURKISH STUDENTS ABROAD FOR 11 YEARS Ali Hantal faced many problems when they came to the United States as student himself. They based the Mezun Group on their own experiences, and the group has grown quickly in a short time. Ali Hantal answered TURKOFAMERICA’s questions.
REPRESENTATIVES IN THE U.S.
CONNECTICUT Ali Ç›nar – firstname.lastname@example.org Tel: +1 (203) 722 4339
Istanbul University, the oldest university in Turkey, has a radical history of 500 years. Istanbul University cultivates many academics from universities in Turkey and brings in well-qualified humans to the public and private sectors. Istanbul University has 20 faculties such as Open and Remote Education Faculty, Hygiology Faculty and Nursing Faculty, which were set up in 2010, and also 13 academics, 5 sections and a total of 60 Research and Application Heads. 32 are related to the Rectorate and 28 are related to Faculties.
For students considering undergraduate studies in the U.S. our EducationUSA research reveals that for the 2009-10 academic year, over 900 U.S. colleges and universities: Award $10,000 or more to international students; or have an annual total cost below $15,000; or can bring their total annual cost to less than $15,000 with scholarships/ financial aid.
54 AMERICAN EXCHANGE STUDENTS IN THE CAPITAL OF TURKEY Julia Elaine Robertson and Shira Rachel Babow, from the University of California, are exchange students who have studied at Bilken University in Ankara. They share their Turkish experiences with TURKOFAMERICA readers.
56 TURKISH STUDIES PROGRAM IN US UNIVERSITIES
The establishment of the Turkish Studies as part of the university's academic life reflects over a decade of institutional commitment in which the Department of Middle Eastern Studies and the Center for Middle Eastern Studies have played leading roles, through their own programs and the support they have provided to activities in other departments
The Future of Turk›sh Un›vers›t›es TAmerica
By Cemil Ozyurt
he first permanent English settlement in North was established by the Virginia Company at Jamestown in what is now the state of Virginia in 1607 and only 29 years after the arrival of first colony in America, Harvard College was founded. After Harvard, the College of William & Mary was founded by the Virginia government in 1693.
Now, according to the U.S. Census Bureau, over 4000 colleges and universities operate in the U.S. Strong research and funding have helped make American colleges and universities among the world's most prestigious, which is particularly attractive to international students, professors and researchers in the pursuit of academic excellence. According to the Shanghai Jiao Tong University's Academic Ranking of World Universities, more than 55 of the highest-ranked 100 institutions are in the United States.
While the student enrollment share in private foundation universities was only 4.2 percent in 2005, this figure doubled in 2010 and increased to 8.9 percent. While the number of private foundation universities in 2000 was 20, today there are 63 of them.
Every year, the American higher education system attracts hundreds of thousands of international students from around the world. The most intelligent and successful students seek to come to American colleges. The number of international students at colleges and universities in the U.S. increased by 3% to 690,923 during the 2009/10 academic year, according to the Open Doors report, and international students contribute nearly $20 billion to the U.S. economy. In Turkey, there were 27 universities with schools, institutes, conservatories and colleges in 1981. Today it has 103 state universities as a result of the government’s project to build a university in each province, and 63 private foundation universities, the numbers of which have increased particularly in the last 10 years. While the student enrollment share in private foundation universities was only 4.2 percent in 2005, this figure doubled in 2010 and increased to 8.9 percent. While the number of private foundation universities in 2000 was 20, today there are 63 of them. The average contribution of private foundation universities to Turkey's economy is estimated at 773 million dollars. They give scholarships to about 160,000 students in private universities in Turkey.
In addition, these institutions, with approximately 30,000 employees, including 20,000 academics, contribute to the country's economy by providing employment. If the private foundation universities realized the importance of international students, Turkish universities would become centers of attraction in the region. The educational quality of universities, proximity to other countries, and the similarity of the social and cultural life of those countries with that of Turkey are Turkey’s advantages in becoming a university hub for its region. Most private universities in Turkey have been founded in last 20 years and they need time to improve their reputations. Now, Turkey’s 18-25 year old population, which is 27.3 million and 37 percent of the country, is a big enough market for universities but if they want to gain more prestige, respect and reputation, they should focus in the international student market. It helps cultural exchange and reverses brain drain. Turkish universities also offer very good opportunities for Turkish students who have pursued their education abroad. Just think, every year 12,000 students come to the US from Turkey; later, they will have an option to work at universities in Turkey. In near future, universities in Turkey need to be among the top-ranked universities in the world. For instance, Jia Tong University, in Shanghai in China, is accepted as the most effective evaluation authority in the area of higher education. It provides a ranking of the 500 best universities in the world. Istanbul University was the only university from Turkey to be included in the ranking of 2010. To improve their quality, more universities in Turkey have entered into cooperation with prestigious universities around the world, especially universities with in the U.S. When taking a look at the improvement of private foundation universities in Turkey, it’s not hard to guess that not so far from now, in 10 years, perhaps, Turkish universities will be getting more students from Turkmenistan, Uzbekistan, Kazakhstan, Tajikistan, Georgia, Syria, Iraq, Iran, Lebanon, Armenia, and so on. To become the leader of its regional higher education, Turkish universities have academicians, facilities, students and potential, but they need to stay away from the mentality that the higher educational system is just another way to make money.
RANKING OF TURKISH UNIVERSITIES
Hacettepe Un›vers›ty Ranks 1 By Academ›c Performance
Turkish Universities (114 of them) are ranked according to their academic performances based on national and international sources.
Taccording to their academic performances
urkish Universities (114 of them) are ranked
based on national and international sources. Nine indicators were used for ranking. Indicators are 1) Number of articles, 2) Number of articles published in 2008 per faculty, 3) Number of citations received in 2008 for articles published between 2000-2008, 4) Number of citations per faculty received in 2008 for articles published between 2000-2008, 5) Total number of academic publications/citations, proceedings etc. obtained from Google Scholar results for 2000-2008 period, 6) Google Scholar results per faculty for 2000-2008 period, 7) Number of Ph.D. students in 2008, 8) Percentage of Ph.D. students, and 9) Number of students per faculty. The statistics were obtained from Higher Education Council (HEC), Student Selection and Placement Center of Turkey (SPC), ISI, and Google Scholar. 10 • TurkofAmerica
The universities were listed according to their performance for each indicator. The university with the highest performance was given 100 points, the other universities received points accordingly. Then points received for each indicator were summed to obtain total points for every university. The ranking list prepared by the members of Advisory Board: Prof. Dr. Ural AKBULUT (Former President of Middle East Technical University, 2000-2008), Prof.Dr. Nusret Aras (Former President of Ankara Univ.), Prof.Dr. Tuncalp Ozgen (Former President of Hacettepe Univ.), Prof.Dr. Engin Atac (Former President of Anadolu Univ.), Prof. Dr. Ulku Bay›nd›r (Former President of Ege Univ.), Prof.Dr. Attila Askar ( Former President of Koc Univ.), Prof.Dr. Yasar Sutbeyaz ( Former President of Ataturk Univ.), Prof.Dr. Bilgehan Ogel and Research Assistants Nergis Gurel, Rafet Cevik and Basak Ozturk.
RANKING OF UNIVERSITIES FOUNDED BEFORE 2000
Yildiz Technical University
Zonguldak Karaelmas University
Istanbul Technical University
Yuzuncu Yil University
Afyon Kocatepe University
Gebze Institute of Technology
Eskisehir Osmangazi University
Adnan Menderes University
Mustafa Kemal University
Dokuz Eylul University
Kahramanmaras Sutcu Imam University
Celal Bayar University
Izmir Unstitute of Technology
Abant Izzet Baysal University
Kadir Has University
Ondokuz Mayis University
Canakkale Onsekiz Mart University
Gulhane Military Medical Academy
Karadeniz Technical University
Mimar Sinan University
Suleyman Demirel University
Turkish Military Academy
Istanbul Kultur University
Istanbul Bilgi University
Cag University TurkofAmerica â€˘ 11
Dogus Un›vers›ty Ranked 14 Among 93 Un›vers›t›es Tlife as a High School in 1974. Later on, by establishe Dogus Group of Schools started its educational
Founded fourteen years ago, the aim of Dogus University has always been to ensure quality in education. In the 2010-2011 academic year 29.9% of Dogus students received scholarships.
14 • TurkofAmerica
hing kindergartens, an elementary school, a science high school and an IB world school, it continued serving the Turkish Educational System in each phase of elementary and secondary education. As a result of the successful and industrious endeavor of the Dogus Education Foundation, which was established by the Dogus Group of Schools in 1995, Dogus University was founded by the Act of Parliament, 4281, passed the by Turkish Grand National Assembly on 9 July 1997. Dogus University, now celebrating its 14th year, has twenty departments and twenty-five undergraduate programs in total. Due to Dogus University’s ERASMUS (Erasmus University Charter) membership, which started in the spring term of the 2003/2004 academic year, students of Dogus University can benefit from exchange student programs in accordance with Bilateral Agreements signed with over 30 universities. In terms of the quantity of academic publications (as
determined by SCI + SSCI + AHCI index), Dogus University ranked 14th among 93 universities, 78 places above other universities in question. Prof. Dr. Mitat Uysal, Rector of Dogus University, answered TURKOFAMERICA’a questions. What is the advantage of a university whose founder has a background in education, as does Do ogus? Anything that is done with love brings success. Founded fourteen years ago, the aim of Dogus University has always been to ensure quality in education. The founder of the university and President of the Board of Trustees, Mr. Do¤u Gözaçan, has dedicated his life to education and youth. The staff of Dogus University perform their jobs enthusiastically and in full sensitivity towards educational responsibilities. President Gözaçan’s educational background enables him to be fully aware of the general requirements in this field. This awareness leads to a structure in the institution, which brings our success. The university takes full responsibility in its administrative and academic issues. I should say that Dogus University is a very healthy and a happy family.
In the 2010-2011 academic year 29.9% of Dogus students received scholarships.
In the past it was generally accepted that students in Turkish Foundation universities come from re elatively affluent backgrounds. However, olarship it has become increasingly apparent that there are more scho students at private universities than at public universities. What is the percentage of scho olarship students at your university? At Dogus University we believe in the importance of equal access to education and as a result, we offer scholarships to a large number of students. In the 2010-2011 academic year 29.9% of Dogus students received scholarships. Why do students prefer Dogus University? At Dogus University our educational programs are all based on the needs of science and the modern world. We constantly update our programs according to these needs. Our project- based approach in education helps ease our graduates into getting a start in the business world. In this way we prepare our students for the working world by establishing various relationships in the sectors that our students are trained for. They are faced with real life problems before they graduate. Obviously, this allows our students to develop themselves through practice and be successful in the business world in a short period of time. It is no surprise that our approach has put Dogus graduates in high demand in many sectors. Dogus University graduates develop sound perspectives in different fields due to consistent benchmarks of success and they are the individuals who are selected in the global employment market. Students who choose Dogus University are fully aware of this privileged position. In addition to this, we are a city university. This both allows stu-
Dogus University, now celebrating its 14th year, has twenty departments and twenty-five undergraduate programs in total.
TurkofAmerica â€˘ 15
dents convenient access to the university and provides opportunities for them to participate in cultural, artistic, sport and social activities. Furthermore, their daily lives are not just confined to academic study. The university is in the center of Istanbul, which as you well know has a global reputation. We are only five minutes away from the seaport, theaters, cinemas, shopping center and fitness clubs. In brief, our students benefit from the opportunity to develop maturity and broader intellectual perspectives alongside their professional knowledge and skills. For private universities in general but especially for Dogus University, in the next ten years wha at can be expected? After completing the accredier to increase your intation process, what are you planning to do in orde volvement and participation in the international education setting? Globalization is a trend that will undoubtedly continue for the next ten years. Our objective is to prepare our students appropriately in all fields, including Information Technology and the English language. This will enable them to look for and find jobs throughout the world market. We hope to distinguish our current students from others who study at similar institutions around the world by giving priority to a highly disciplined educational system. Private universities are flexible in their structure in order to integrate all of the newest opportunities and resources. Therefore, as I mentioned earlier, our focus is to further improve our current programs and to recruit young and dynamic academicians to these programs. We want to continue to guide our students so that as graduates they can easily follow the ever-changing world of technology and develop their own qualifications necessary for the world of business. For instance, in logistics, a field which is gaining popularity every day, we started a Doctoral program called Logistics and Supply Chain Management. It is the only one of its kind in Turkey. We are trying our best but we know that we still have a lot to do. Althoug gh foundation universities are non-profit, at the same time there is a need for serious investment and research and development in order to meet student need. What are the conflicts between being a non-profit university and meeting the ever-increasing demands of the modern era? The main source of income for a Foundation university is student tuition. We take into account both the expenditures of running the current system and the mission of our university in all our plans to provide new and innovative opportunities for our students. This planning requires very critical and systematic problem-solving. The experience of the members of the Dogus family since 1974 has helped us make significant contributions to such planning. This may be one of the hardest questions for a Rector to answer. Each university has departmental areas of strength. So what are the departmental areas of strength for Dogus University on a national and internation nal level? The aim of our departmental development is not just to build a name, but rather to make a meaningful and effective contribution to academic knowledge and to bring real benefits to society. Dogus University graduates are molded to do just that. We are always mindful that high quality education requires the right combination of high quality staff, high quality facilities and high quality services. Dogus University strives tirelessly to achieve and maintain the standard of excellence in education in Turkey and in the world. To address your question directly, I can say that all departments of our Faculty of Engineering, Psychology Department, Economics and Finance Department and Mathematics Department are among our greatest areas of strength. 16 • TurkofAmerica
Prof. Dr. Mitat Uysal, Rector of Dogus University
I have noticed that there are some academicians within your faculty who have come back to Turkey from the U.S. This reverse brain drain ke to say on this is really important for Turkey. What would you lik subject to Turkish academicians abroad? Yes, at Do¤us University we place great importance upon this subject. We want to hire people who have recently completed their PhDs abroad to our faculty, and we regularly do this. For example, we are being really careful in regards to this issue while forming the teaching staff for the newly-founded Mechanical Engineering and Control Engineering departments. Our new faculty members in the school of Economics and Administrative Sciences, and in the Arts and Sciences department, also have these qualities. We provide all kinds of support to these people; they give us great dynamism and there’s a huge increase in the number of projects in these departments as a result. Through them we also cooperate with the educational institutions they have come from abroad. I would certainly recommend contacting us to those who want to come back and teach in Turkey. Young Scientists who have completed their doctoral and post-doctoral studies in United States continue to excel in their research projectts at Dogus University The Department of Mechanical Engineering at Dogus University started undergraduate programs in English and Turkish in the academic year of 2008 – 2009. There are currently over 150 enrolled students in both programs. Faculty members in the department have a wide range of research interests including biomedical sciences, mechanics, fracture mechanics and renewable energy. The biofluid mechanics group in the department focuses on problems in the cardiovascular system. The group specializes in computational modeling of diseased hearts in order to understand how the forces exerted by the circulatory system contribute to heart diseases. The group is also interested in developing precise flow quantification techniques that will help with the diagnosis of heart problems. Another medical study is concerned with increasing the efficiency of dental root canal treatments by using the results of computational fluid dynamics analyses. The results of these medical projects will contribute to the development of medical techniques. These projects are performed in collaboration with national and international universities including Cornell University, Marmara University and Dicle University as well as dental practitioners and cardiologists. In addition to biomedical projects, other ongoing projects are related to energy storage systems for improving utilization of renewable energy resources, numerical estimation of fatigue crack closure for application to airplane body and wing structures and design and remanufacturing of the historical Turkish Bow from composite materials.
PRIVATE FOUNDATION UNIVERSITIES
The L›st of Pr›vate Foundat›on Un›vers›t›es ›n Turkey Tel: 90 312 234 10 10/2112 - Fax: 90 312 234 10 43 E-mail: email@example.com
Ac›badem University City: ‹stanbul Foundation: 2007 Web Address: http://www.acibadem.com.tr Total Students: 359 Total Academic Staff: 174 Rectorate: Gülsuyu Mah. Fevzi Çakmak Cad. Divan Sokak No:1 Maltepe / ‹stanbul International Student Office Tel: 90 216 458 08 08 - Fax: 90 216 589 84 85 E-mail: firstname.lastname@example.org
At›l›m University City: Ankara Establishment: 1996 Web Address: http://www.atilim.edu.tr Total Students: 5273 Total Academic Staff: 377 Rectorate: K›z›lcaﬂar Mahallesi 06836 ‹ncek/Ankara International Student Office Tel: 90 312 586 82 28 - Fax: 90 312 586 80 91 E-mail: email@example.com
Bahçeﬂehir University City: ‹stanbul Establishment: 1998 Web Address: http://www.bahcesehir.edu.tr Total Students: 9855 Total Academic Staff: 447 Rectorate: Ç›ra¤an Cad. 34353 Beﬂiktaﬂ ‹stanbul-TÜRK‹YE International Student Office Tel: 90 212 381 01 51 - Fax: 90 212 381 00 36 E-mail: firstname.lastname@example.org
Baﬂkent University City: Ankara Establishment: 1993 Web Address: http://www.baskent.edu.tr Total Students: 9413 Total Academic Staff: 1198 Rectorate: Ba¤l›ca Campus Eskiﬂehir Yolu 20. Km Etimesgut Ankara International Student Office 18 • TurkofAmerica
nt University Beyken City: ‹stanbul Establishment: 1997 Web Address: http://www.beykent.edu.tr Total Students: 8664 Total Academic Staff: 287 Rectorate: Beykent Üniversitesi Rektörlü¤ü Beylikdüzü Yerleﬂkesi 34500 Beykent, Büyükçekmece - ‹stanbul International Student Office Tel: 90 212 867 53 02 - Fax: 90 212 867 55 66 E-mail: email@example.com
Bilkent University City: Ankara Establishment: 1984 Web Address: http://www.bilkent.edu.tr Total Students: 12135 Total Academic Staff: 1023 Rectorate: Bilkent Üniversitesi Rektörlü¤ü 06800 Bilkent Ankara – Türkiye International Student Office Tel: 90 312 290 24 35 - Fax: 90 312 266 47 87 E-mail: firstname.lastname@example.org
Ça¤ University City: Mersin Establishment: 1997 Web Address: http://www.cag.edu.tr Total Students: 2314 Total Academic Staff: 136 Rectorate: Ça¤ Üniversitesi Rektörlü¤ü Adana - Mersin Karayolu Üzeri 33800 Yenice / Tarsus / Mersin International Student Office Tel: 90 324 651 48 00 - Fax: 90 324 651 48 11 E-mail: email@example.com
Çankaya Üniversity City: Ankara Establishment: 1997 Web Address: http://www.cankaya.edu.tr Total Students: 3879 Total Academic Staff: 228
Rectorate: Ö¤retmenler Cad. No: 14 Yüzüncüy›l 06530 Balgat Ankara International Student Office Tel: 90 312 284 45 00 - Fax: 90 312 285 18 49 E-mail: firstname.lastname@example.org
Do¤uﬂ University City: ‹stanbul Establishment: 1997 Web Address: http://www.dogus.edu.tr Total Students: 4524 Total Academic Staff: 304 Rectorate: Ac›badem, Zeamet Sok. 21, Kad›köy, ‹stanbul 34722 International Student Office Tel: 90 216 544 55 55 - Fax: 90 216 326 33 44 E-mail: email@example.com
Fattih University City: ‹stanbul / Ankara Establishment: 1996 Web Address: http://www.fatih.edu.tr Total Students: 10841 Total Academic Staff: 657 Rectorate: Fatih Üniversitesi Rektörlü¤ü, 34500 Büyükçekmece, ‹stanbul International Student Office Tel: 90 212 866 33 77 - Fax: 90 212 866 33 78 E-mail: firstname.lastname@example.org
Gediz University City: ‹zmir Establishment: 2008 Web Address: http://www.gediz.edu.tr Total Students: 387 Total Academic Staff: 53 Rectorate: Hürriyet Bul. N.16/1 Çankaya Konak ‹zmir 35230 International Student Office Tel: 90 232 484 34 34 - Fax: 90 232 425 68 13 E-mail: email@example.com
Haliç University City: ‹stanbul Establishment: 1998 Web Address: http://www.halic.edu.tr
Total Students: 4872 Total Academic Staff: 259 Rectorate: Haliç Üniversitesi Rektörlü¤ü 34934 Mecidiyeköy ‹stanbul International Student Office Tel: 90 212 275 20 20- Fax: 90 212 274 81 22 E-mail: firstname.lastname@example.org
Total Academic Staff: 486 Rectorate: Santral Kampüsu Eski Silahtara¤a Elektrik Santral› Emniyettepe Mah. Kaz›m Karabekir Cad. No:2/13- 34060 Eyüp/ ‹stanbul International Student Office Tel: 90 212 311 64 35- Fax: 90 212 216 84 75 E-mail: email@example.com
Iﬂ›k University City: ‹stanbul Establishment: 1996 Web Address: http://www.isikun.edu.tr Total Students: 2778 Total Academic Staff: 166 Rectorate: Iﬂ›k Üniversitesi Rektörlü¤ü 34980 ﬁile ‹stanbul International Student Office Tel: 90 216 528 70 35 - Fax: 90 216 710 28 75 E-mail: firstname.lastname@example.org
‹stanbul Bilim University City: ‹stanbul Establishment: 2006 Web Address: http://www.istanbulbilim.edu.tr Total Students: 1408 Total Academic Staff: 129 Rectorate: ‹stanbul Bilim Üniversitesi Rektörlü¤ü Büyükdere Cad. No: 120 34394 Esentepe – ﬁiﬂli ‹stanbul International Student Office Tel: 90 212 213 64 83- Fax: 90 212 217 16 26 E-mail: email@example.com
‹stanbul Arel University City: ‹stanbul Establishment: 2007 Web Address: http://www.arel.edu.tr Total Students: 5237 Total Academic Staff: 163 Rectorate: Türkoba Mah. Erguvan Sok. No:26/K Tepekent Büyükçekmece ‹stanbul International Student Office Tel: 90 212 860 04 80 - Fax: 90 212 860 04 81 E-mail: firstname.lastname@example.org
‹stanbul Ayd›n University City: ‹stanbul Establishment: 2003 Web Address: http://www.aydin.edu.tr Total Students: 11884 Total Academic Staff: 323 Rectorate: ‹nönü Cad. Beﬂyol Mah. No: 40 Küçükçekmece, ‹stanbul International Student Office Tel: 90 212 425 61 51 - Fax: 90 212 425 57 59 E-mail: email@example.com
‹stanbul Bilgi Universsity City: ‹stanbul Establishment: 1996 Web Address: http://www.bilgi.edu.tr Total Students: 10664
‹stanbul Kültür University City: ‹stanbul Establishment: 1997 Web Address: http://www.iku.edu.tr Total Students: 6797 Total Academic Staff: 570 Rectorate: Ataköy Yerleﬂkesi E5 Karayolu Üzeri Bak›rköy 34156 / ‹stanbul International Student Office Tel: 90 212 498 44 46 - Fax: 90 212 498 41 88 E-mail: firstname.lastname@example.org
‹stanbul Ticaret University City: ‹stanbul Establishment: 2001 Web Address: http://www.itucu.edu.tr Total Students: 5449 Total Academic Staff: 167 Rectorate: ‹stanbul Ticaret Üniversitesi Rektörlü¤ü Rag›p Gümüﬂpala Cad No: 84 34378 Eminönü - ‹stanbul International Student Office Tel: 90 212 511 41 50 - Fax: 90 212 511 41 88 E-mail: http://www.itucu.edu.tr
mir Ekonomi University ‹zm City: ‹zmir Establishment: 2001
Web Address: http://www.ieu.edu.tr Total Students: 6131 Total Academic Staff: 432 Rectorate Sakarya Caddesi No:156 35330 Balçova-‹zmir International Student Office Tel: 90 232 279 25 25 - Fax: 90 232 279 26 26 E-mail: email@example.com
‹zmir University City: ‹zmir Establishment: 2007 Web Address: http://www.izmir.edu.tr Total Students: 830 Total Academic Staff: 90 Rectorate: Gürsel Aksel Bulvar› No:14 35350 Güzelyal›-‹zmir International Student Office Tel: 90 232 246 49 49/145 - Fax: 90 232 246 49 49 E-mail: firstname.lastname@example.org
Kadir Has University City: ‹stanbul Establishment: 1997 Web Address: http://www.khas.edu.tr Total Students: 4888 Total Academic Staff: 231 Rectorate: Kadir Has Caddesi 34083 Cibali ‹stanbul International Student Office Tel: 90 212 533 65 32 - Fax: 90 212 533 65 15 E-mail: email@example.com
Koç University City: ‹stanbul Establishment: 1993 Web Address: http://www.ku.edu.tr Total Students: 4230 Total Academic Staff: 435 Rectorate: Koç University Rumelifeneri Yolu 34450 Sar›yer, ‹stanbul International Student Office Tel: 90 212 338 10 00 / 3 - Fax: 90 212 338 12 88 E-mail: firstname.lastname@example.org
Maltepe Univerrsity City: ‹stanbul Establishment: 1997 Web Address: http://www.meltepe.edu.tr Total Students: 7378 TurkofAmerica • 19
PRIVATE FOUNDATION UNIVERSITIES
Total Academic Staff: 483 Rectorate: Marmara E¤itim Köyü 34857 Maltepe, ‹stanbul International Student Office Tel: 90 216 626 10 50 - Fax: 90 216 626 11 23 E-mail: email@example.com
Melikﬂah University City: Kayseri Establishment: 2008 Web Address: http://www.meliksah.edu.tr Total Students: 190 Total Academic Staff: 37 Rectorate: Melikﬂah Üniversitesi Rektörlü¤ü 38280 Talas Kayseri International Student Office Tel: 90 352 207 73 00 - Fax: 90 352 207 73 49 E-mail: firstname.lastname@example.org
Okan University City: ‹stanbul Establishment: 1999 Web Address: http://www.okan.edu.tr Total Students: 5396 Total Academic Staff: 304 Rectorate: Tepeören Mah. Ball›ca Yolu Üzeri 34959 Akf›rat, Tuzla ‹stanbul International Student Office Tel: 90 216 677 16 30 - 1186 Fax: 90 216 677 16 47 E-mail: email@example.com
Özye¤in University City: ‹stanbul Establishment: 2007 Web Address: http://www.ozyegin.edu.tr Total Students: 408 Total Academic Staff: 68 Rectorate: Özye¤in Üniversitesi Rektörlü¤u Kuﬂbak›ﬂ› Cad. No: 2 34662 Altunizade - Üsküdar/‹stanbul International Student Office Tel: 90 216 559 20 00 - Fax: 90 216 651 15 71 E-mail: http://www.ozyegin.edu.tr
Piri Reis University City: ‹stanbul Establishment: 2008 Web Address: http://www.pirireis.edu.tr 20 • TurkofAmerica
Total Students: 140 Total Academic Staff: 23 Rectorate: Tuzla – ‹stanbul 34940 International Student Office Tel: 90 216 581 00 50 Fax: 90 216 581 00 51 E-mail: http://www.pirireis.edu.tr
niversity Sabanc› Un City: ‹stanbul Establishment: 1996 Web Address: http://www.sabanciuni.edu Total Students: 3692 Total Academic Staff: 355 Rectorate: Sabanci Üniversitesi 34956 Orhanl› / Tuzla ‹stanbul International Student Office Tel: 90 216 483 91 00 Fax: 90 216 483 97 15 E-mail: firstname.lastname@example.org
TOBB Ekonomi ve Teknoloji University City: Ankara Establishment: 2003 Web Address: http://www.etu.edu.tr Total Students: 2643 Total Academic Staff: 161 Rectorate: Sö¤ütözü Caddesi No: 43 Sö¤ütözü, Ankara 06560 International Student Office Tel: 90 312 292 40 00 Fax: 90 312 292 40 99 E-mail: http://www.etu.edu.tr
Ufuk University City: Ankara Establishment: 1999 Web Address: http://www.ufuk.edu.tr Total Students: 1651 Total Academic Staff: 257 Rectorate: Mevlana Bulvar› (Konya Yolu) No: 8688 Balgat / Ankara International Student Office Tel: 90 312 204 44 57 Fax: 90 312 287 23 90 E-mail: email@example.com
Yaﬂar University City: ‹zmir Establishment: 2001 Web Address: http://www.yasar.edu.tr Total Students: 4164 Total Academic Staff: 300 Rectorate: Üniversite Caddesi No:35-37 Selçuk Yaﬂar Kampüsu 35100 Bornova / ‹zmir International Student Office Tel: 90 232 411 50 13 Fax: 90 232 411 50 22 E-mail: firstname.lastname@example.org
Yeditepe Univversity City: ‹stanbul Establishment: 1996 Web Address: http://www.yeditepe.edu.tr Total Students: 17022 Total Academic Staff: 1033 Rectorate: Yeditepe Üniversitesi Rektörlü¤ü– 26 A¤ustos Yerleﬂimi, ‹nönü Mah. Kay›ﬂda¤› Cad. 34755 Ataﬂehir-‹stanbul International Student Office Tel: 90 216 578 00 00 Fax: 90 216 578 02 99 E-mail: email@example.com
Zirve University City: Gaziantep Establishment: 2009 Web Address: http://www.zirve.edu.tr Total Students: 434 Total Academic Staff: 83 Rectorate: K›z›hisar Kampusü 27260 ﬁahinbey / Gaziantep International Student Office Tel: 90 342 211 66 66 Fax: 90 342 211 66 77 E-mail: http://www.zirve.edu.tr Source: The Council of Higher Education, Ankara
TUITION AT TURKISH UNIVERSITIES
Tu›t›on at Turk›sh Un›vers›t›es
Foreign students who meet these requirements are allowed to enroll in the Turkish university of their choice, though they will have to apply for student visas. If the student is the child of a foreign diplomat stationed in Turkey, she/he does not require a student visa.
Aat a Turkish university, students first want to
ccording to the website justlanded.com, to study
make sure to develop their Turkish language skills. While most courses are taught in English, students will probably have some difficulty making friends, working with others, and meeting with professors if they don’t speak some Turkish. Just like Turkish students, foreign students will have to take an entrance exam. For foreigners, this is the Yabanc› Ö¤renciler S›nav› (Foreign Students Exam, YÖS). This test is offered in Ankara, Turkey, and also in certain foreign countries. Regardless of where it is administered, the YÖS is offered in June. Visit the Student Selection and Placement Centre, or Ö¤renci Seçme ve Yerleﬂtirme Merkezi (ÖSYM), to find a list of test centers and to register for the exam. You must take the test one year prior to studying in Turkey, and you must score 45 or above to pass. If students prefer, they may substitute the SAT for the YÖS. They need a combined score of at least 1200 (the new writing section is not counted), and must score at least 650 in mathematics to be accepted by a Turkish university. Foreign students who meet these requirements are allowed to enroll in the Turkish university of their choice, though they will have to apply for student visas. If the student is the child of a foreign diplomat stationed in Turkey, she/he does not require a student visa.
22 • TurkofAmerica
TUITION COSTS Some foreign students may find tuition comparatively cheap, others more expensive. Universities charge additional fees for room and board, though these are often small. As with pretty much every fee or payment in Turkey, foreigners usually pay slightly higher tuition. Students who choose to live off campus will pay more for housing. Like all renters, foreign students should try to negotiate with their landlords for better rent. Increasingly, Turkish universities receive support from large corporations, which allow them to award scholarships based on student need and merit. Amounts and application processes for these scholarships vary. If you are looking for scholarship money, don’t forget to check with your home university’s international studies office. The minimum and maximum amount of tuition fee to be paid annually by foreign students will be determined by the Council of Ministers, without exception among the State universities. Then, the institutions of higher education will decide the amount of tuition fee within the determined limits. The amount of the tuition fee to be paid by the foreign students who are admitted to the institutions of higher education established by foundations will be determined by the competent authorities of the institutions of higher education.
2009-2010 and 2010-2011 TUITION AT TURKISH UNIVERSITIES University Academic Year/Tuition Ac›badem University 2009-2010 Medical School 37,800.00 TL Health Department 16,200.00 TL At›l›m University Engineering & Law School All other BA degrees and Prep Class
Academic Yearr/Tuition 2010-2011 37,800.00 TL 16,200.00 TL
2009-2010 12,500.00 USD 12,000.00 USD
2010-2011 18,750.00 TL 18,000.00 TL
Bahçeﬂehir University Tüm Lisans Programlar› ve Haz›rl›k S›n›f›
2009-2010 21.330.00 TL
2010-2011 22,896.00 TL
Baﬂkent University Medical & Dental School Engineering School All other undergraduate degrees and Prep Class
2009-2010 18,000.00 TL 16,500.00 TL
2010-2011 20,000.00 TL 17,500.00 TL
Beykent University All Undergraduate Programs
2009-2010 13,720.00 TL
2010-2011 15,098.00 TL
2010-2011 19.440.00 TL 26,460.00 TL 25,920.00 TL 21,600.00 TL 16,200.00 TL
Bezm-i Alem University Prep Class for all undergraduate programs Medical School Dental School Faculty of Pharmacy Faculty of Health Sciences Bilkent University All undergraduate programs
2009-2010 16,900.00 TL
2010-2011 17,900.00 TL
Ça¤ University 2009-2010 All undergraduate programs and Prep Class 14,580.00 TL Associate Degree Programs 7,290.00 TL
2010-2011 14,958.00 TL 7,479.00 TL
Çankaya University 2009-2010 All undergraduate programs and Prep Class 17,820.00 TL
2010-2011 17,820.00 TL
Do¤uﬂ University Undergraduate Programs in English Undergraduate Programs in Turkish Prep Class in English
2009-2010 17,940.00 TL 16,800.00 TL 17,940.00 TL
2010-2011 19,380.00 TL 18,180.00 TL 19,380.00 TL
Fatih University Medical School Engineering & Bus. Admin. in English Turkish Programs Law School Faculty of Arts and Sci. and English Language Programs Turkish Programs School of Nursing All Graduate Schools Prep Class Faculty of Education Programs
2009-2010 17,600.00 TL 16,500.00 TL 14,850.00 TL 16,500.00 TL
2010-2011 20,000.00 TL 16,500.00 TL 14,850.00 TL 16,500.00 TL
12,650.00 TL 11,550.00 TL 11,550,00 TL 14,500.00 TL 12,000.00 TL
12,650.00 TL 11,550.00 TL 11,550.00 TL 14,500,00 TL
2010-2011 12,960.00 TL 16,200.00 TL 14,904.00 TL
Fatih Sultan Mehmet University Faculty of Arts Programs Faculty of Engineering and Architecture English Prep Class Gazikent University Prep Class Engineering School Faculty of Economics and Administrative Sciences
2009-2010 12,000.00 TL 14,000.00 TL
Gediz University 2009-2010 All Graduate Programs 12,000,00 TL Prep Class 10,000.00 TL Law School Engineering School Faculty of Economics and Administrative Sciences
10,000.00 TL 14,000.00 TL 13,000.00 TL 12,000.00 TL
Haliç University School of Nursing English Prep Class
2010-2011 8,500.00 TL 10,000.00 TL
2009-2010 7,500.00 TL 10,000.00 TL
Faculty of Science, American Culture Psychology, Dep. of Molecular Biology and Genetics Translation and Interpretation (Eng.) Faculty of Architecture Engineering School, Computer Science Electronics and Communications Engineering Industrial Engineering Business Administration (Turkish) Tourism Management, Business Informatics Business Administration (English) International Trade and Business
13,000.00 TL 12,000.00 TL 14,000.00 TL 15,000.00 TL
13,500.00 TL 14,000.00 TL 15,000.00 TL
15,000.00 TL 14,000.00 TL 13,000.00 TL
15,000.00 TL 15,000.00 TL 13,000.00 TL
13,000.00 TL 14,000.00 TL 14,000.00 TL
13,000.00 TL 14,000.00 TL 14,000.00 TL
Iﬂ›k University All Graduate Programs – English Prep
2009-2010 17,172.00 TL
2010-2011 18,900.00 TL
‹stanbul 29 May›s University All Graduate Programs
2009-2010 15,000.00 TL
‹stanbul Arel University 2009-2010 Arts and Sciences, Economics and Administrative Sciences 15,120.00 TL Engineering and Architecture, Faculty of Communication 15,120.00 TL English Preparatory School of Applied Sciences and Departments 14,040.00 TL All Prep Class in English Department of Health Sciences, School of Nursing Department of Nutrition and Dietetics
‹stanbul Ayd›n University English Language and Literature, Turkish Language and Literature Mathematics and Computer Science, Statistics, Economics and Finance Accounting and Financial Management, Business Administration (Turkish) Journalism, Public Relations and Publicity, Radio, Film and Television Majors Computer Science, Industry Eng., Software Engineering Electric-Electronic Eng. Law School All Graduate Programs – English Pre English Language and Literature, Turkish Language and Literature Political Science and International Commerce and Business Administration Mathematics and Computer Science, Statistics, Economics and Finance Accounting and Financial Management, Business Administration (Turkish) Journalism, Public Relations, Radio, Television and Film Departments Faculty of Engineering and Architecture, Psychology, Primary Education
15,163.00 TL 16,29.00 TL 9,914.00 TL 11,664.00 TL
17,280.00 TL 17,280.00 TL 18,360.00 TL 14,040.00 TL
18,360.00 TL 18,360.00 TL 20,520.00 TL 14,040.00 TL 17,280.00 TL 17,280.00 TL 16,200.00 TL 16,200.00 TL 16,200.00 TL 18,360.00 TL
‹stanbul Bilgi University 2009-2010 All Graduate Programs and Prep Class 18,360.00 TL School of Applied Sciences, School of Health Sciences School of Sports Science and Technology Tourism and Hospitality Management Programs
2010-2011 21,060.00 TL
‹stanbul Bilim University Medical School Faculty of Arts and Sciences Department of Psychology Folorence Nightingale Hospital Nursing School School of Health, Nutrition & Diabetic, Dep. of Physical Medicine and Reh. Midwifery Department Department of Health Care Management Assistants Faculty of Arts and Sciences
2010-2011 28,080.00 TL
2009-2010 28,080.00 TL
16,740.00 TL 16,740.00 TL 16,740.00 TL
14,040.00 TL 7,020.00 TL
8,100.00 TL 7,020.00 TL
9,180.00 TL 8,100.00 TL 14,580.00 TL 15,120.00 TL TurkofAmerica • 23
TUITION AT TURKISH UNIVERSITIES
‹stanbul Kültür University Engineering School and Faculty of Architecture Law School, Faculty of Art and Design Economics and Administrative Sciences, Faculty of Arts and Sciences English Prep Class
18,960.00 TL 18,500.00 TL
19,700.00 TL 19,200.00 TL
17,640.00 TL 17,500.00 TL
18,500.00 TL 17,600.00 TL
‹stanbul Medipol University 2009-2010 Medical School Dental School Medicine Faculty of Health Sciences, Nursing and Health Management Nutrition & Diabetic Department of Physiotherapy and Rehabilitation Prep Class
2010-2011 35,000.00 TL 25,000.00 TL 20,000.00 TL
Faculty of Economics and Administrative Sciences, School of Applied Sciences 18,684.00 TL Faculty of Fine Arts Programs 18,684.00 TL Translation, Sociology, Applied Mathematics, Faculty of Fine 18,000.00 TL School of Applied Science, Faculty of Economics and Administrative Sciences, Faculty of Fine Arts Department of Psychology, Faculty of Engineering and Architecture, Law School Health Sciences School of Nursing Department of Sport Sciences
8,500.00 TL 10,000.00 TL 12,500.00 TL 14,000.00 TL
Özye¤in University Economics and Administrative Sciences, Engineering School of Applied Sciences
‹stanbul ﬁehir University All Graduate programs English Prep Class
2010-2011 20,000.00 TL 17,000.00 TL
‹stanbul Ticaret University Graduate Programs English Prep Class
2009-2010 11,664.00 TL 11,664.00 TL
2010-2011 12,830.00 TL 12,830.00 TL
‹zmir University Engineering School Faculty of Education, Economics and Administrative Sciences, Faculty of Arts and Science English Prep Class Law School Nursing School
2009-2010 14,000.00 TL
2010-2011 11,900.00 TL
13,000.00 TL 13,000.00 TL 11,000.00 TL 8,000.00 TL
10,900.00 TL 10,900.00 TL 10,900.00 TL 12,900.00 TL 7,000.00 TL
‹zmir Ekonomi University All Graduate Programs Tüm Lisans ve Associate Degree Programs Kadir Has University Arts and Sciences, Engineering, Economics and Administrative Sciences Law School School of Applied Sciences Prep Class
17,280.00 TL 18,360.00 TL 10,800.00 TL 16,200.00 TL
19,440.00 TL 21,060.00 TL 12,420.00 TL 18,360.00 TL
Koç University All Graduate Programs and Prep Class Nursing School Medical School
2009-2010 27,500.00 TL 7,000.00 TL 40,000.00 TL
2010-2011 29,000.00 TL 7.500.00 TL
2010-2011 16,500.00 TL 14,500.00 TL 16,000.00 TL 13,500.00 TL
KTO Karatay University Engineering School Economics and Administrative Sciences Law School Prep Class Maltepe University Medical School Faculty of Education Other Faculties Nursing School Melikﬂah University Faculty of Eng. and Architecture, Faculty of Eco. and Administrative Sciences Faculty of Arts and Sciences Prep Class for All Graduate Programs Law School
2009-2010 22,500.00 TL 13,850.00 TL 16,950.00 TL 6,500.00 TL
2010-2011 24,750.00 TL 15,235.00 TL 18,645.00 TL 7,150.00 TL
14,000.00 TL 13,000.00 TL 13,000.00 TL
14,000.00 TL 13,000.00 TL 13,000.00 TL 14,000.00 TL
Mevlana University Engineering School Faculty of Education
Okan University Faculty of Science, Engineering and Architecture Faculty and the Law School
24 • TurkofAmerica
2010-2011 13,750.00 TL 12,000.00 TL 2010-2011
18,500.00 TL 18,500.00 TL 19,990.00 TL 15,000.00 TL 11,800.00 TL
26,000.00 TL 16,600.00 TL
Piri Reis University All Programs with English Prep Class English Prep Class Graduate Programs
2010-2011 17,280.00 TL 17,280.00 TL 18,144.00 TL
Sabanc› University All Graduate Programs and Prep Class for English
Toros University All Graduate Programs and Prep Class
2010-2011 15,120.00 TL
Turgut Özal University All Graduate Programs
2010-2011 15,000.00 TL
2009-2010 12,000.00 USD
2010-2011 18,500.00 TL
10,500.00 USD 6,000.00 USD
18,500.00 TL 9,500.00 TL 16,500.00 TL
Yaﬂar University Prep Class All Graduate Programs
2009-2010 12,000.00 TL 14,000.00 TL
2010-2011 13,500.00 TL 15,000.00 TL
Yeditepe University Dental School Medical School Pharmacy Engineering & Architecture Faculty of Arts and Sciences, Faculty of Fine Arts Faculty of Economics and Administrative Sciences Faculty of Communication, Faculty of Law, Faculty of Commerce Faculty of Education, Faculty of Health Sciences
2009-2010 32,400.00 TL 27,000.00 TL 24,300.00 TL 19,440.00 TL
2010-2011 34,992.00 TL 28,836.00 TL 25,920.00 TL 20,790.00 TL
Yeni Yüzy›l University 2009-2010 Prep Class for English Pharmacy Faculty of Arts and Sciences, Faculty of Fine Arts, Faculty of Economics and Administrative Sciences Faculty of Communication Engineering, Faculty of Architecture Faculty of Health Sciences
2010-2011 7,000.00 TL 25,000.00 TL
Zirve University All Graduate Programs Prep Class for English Law School
2010-2011 14,000.00 TL 13,000.00 TL 16,000.00 TL
TOBB University All Graduate Programs and Prep Class for English
Ufuk University Medical School Other Graduate Programs and English Prep Class Nursing School Law School
2009-2010 13,500.00 TL 12,500.00 TL
16,000.00 TL 16,000.00 TL 11,000.00 TL
THE COUNCIL OF HIGHER EDUCATION
Yusuf Ziya Ozcan, fourth president of the Council of Higher Education.
Teye of the storm in Turkey ever since it was he Council of Higher Education has been in the
While the student enrollment share in private foundation universities was only 4.2 percent in 2005, this figure doubled in 2010 and increased to 8.9 percent. While the number of private foundation universities in 2000 was 20, today there are 63 of them.
26 â€˘ TurkofAmerica
founded after the military coup in 1981. With 27 universities with schools, institutes, conservatories and colleges under its umbrella when it was first founded, today it has 103 state universities as a result of the governmentâ€™s project to build a university in each province, and 63 private foundation universities with an increasing number particularly in the last 10 years. While the student enrollment share in private foundation universities was only 4.2 percent in 2005, this figure doubled in 2010 and increased to 8.9 percent. While the number of private foundation universities in 2000 was 20, today there are 63 of them. Yusuf Ziya Ozcan, fourth president of the Council of Higher Education, answered TURKOFAMERICAâ€™s questions. What is the place and role of the private foundation universities in higher education in Turkeyy? Private foundation universities have importantance at three points. The first important point is, those universities help us to increase our tertiary educa-
tion supply. As is well known, the most inveterate problem of higher education in Turkey is failing to meet the demand. This problem, which has been going on for the last 30-35 years, could not be solved somehow, and turned into a social pressure. I may gladly state that we have achieved many essential improvements in order to overcome this problem. Building new state universities, increasing the number of available spaces in the current universities, and the increasing number of private foundation universities in the recent years have all acted as catalysts for the growth that we achieved in the higher education system of Turkey in recent years. When we look at the private foundation universities, while the student enrollment share of private foundation universities was only 4.2 percent in 2005, this figure doubled in 2010 and increased to 8.9 percent. Approximately 20 private foundation universities that opened this year and last year have not started holding classes yet. Once those private foundation universities open their doors to students, this figure will probably go higher. The second important point is the concept that different institutions have different missons showed up in the higher education system through the pri-
The Counc›l of H›gher Educat›on (YOK) Pres›dent Yusuf Z›ya Ozcan: “Un›vers›t›es ›n Turkey Have Started to Attract Academ›c›ans ›n the Internat›onal Arena’’ vate foundation universities. Particularly in recent years, we see that some institutions and organizations have been founding universities mainly in the areas in which they are specialized. The third important point is that the increasing diversity through the private foundation universities has brought a significant dynamism and competition to the higher education system in favor of both the students and faculty. For instance, some foundation universities offer better employment conditions compared to the state universities, and such conditions pave the way for world-wide faculty members and researchers. Briefly, the Turkish higher education has been growing, becoming more diversified and mature with each passing day. Private foundation universities as well as newly built state universities have made significant contributions in this growth and diversity. Since there is an excess demand for higher education, I’ve supported this growth and diversity since the day I was appointed as the President the Council of Higher Education (YOK). How is the increasing number of private foundation universities, particularly in the last 10 years, expected to develop in the next 10 years? While the number of private foundation universities in 2000 was 20, today there are 63 of them. This increase mostly happened through the private foundation universities which opened especial-
ly in the last 4 years. In addition, the ratio of the private foundations universities in the Turkish higher education system is on the increase compared to the total university ratio. While this ratio was around 27 percent in 2000, it is 37 percent today. In other words, the number of the private foundation universities increased faster than the number of state universities. In fact, since there has been a significant improvement and increase in the number of available spaces in the state universities in recent years, some private foundation universities have had diffuculty in filling their available spaces. However, the growth in the system will probably continue in the coming years in spite of a reduction in its speed. This is because the supply and demand in higher education has not reached a balance yet. We anticipate that the private foundation universities will develop several new strategies in order to adjust to the new competitive conditions and find new students. For instance, these universities will be in for offering a higher quality education in some fields, in order to get ahead of their competitors. And this means new opportunities both for the faculty members and the students. How competitive is the atmosphere between the private foundation universities and state universities? I may gladly state that, since the higher education sytem has tremendously developed and grown more mature by becoming diversified day by day in recent years, competition significantly increased in the system. Both the private foundation universities and the state universities committed to finding qualified faculty members. Some rectors organize several trips abroad in order to find faculty members and reseachers outside the country. Particulary in the newly built universities, the rectors have had to develop new non-hierarchical forms of relationships, because the faculty members can easily find an alternative university now if they are not satisfied. The competition among the private foundation universities also increased after the Council of Higher Education implemented a set of changes for opening new departments in order to increase the quality. Would transfer of qualified and well-traiined academics from the state universities to private foundation universities cause any problems fo or the state universities in the future? The biggest criticism of the private foundation universities is that they do not make an effort to train up their own faculty members. When we look at the past, this criticism is right. Therefore, as the Council of Higher Education we want the foundations applying for permission to build a new university to submit plans concerning what they are going to do about training up their own faculty members. There are satisfactory improvements on this issue. For instance, some foundations grant several scholarships for training up their own faculty members before they officially start offering classes. Furthermore, transfers of the faculty members to the private foundation universities reveal the fact that the state universities need to make some improvements. However, I’d like to emphasize that there are still many advantages to working in state universities. Job security and government employment are some of those advantages. Consequently, many faculty members prefer to continue working in state universities even though they have offers from the foundations. TurkofAmerica • 27
THE COUNCIL OF HIGHER EDUCATION
There are more than four thousand college and universities in the USA, and the rapid growth of the fo or-profit education sector has diversified the marketplace, giving rise to discrepancies in academic quality. May the rapid growth in the number of foundation universities in Turkey bring this probllem along with it as well? In a higher education system serving more than half of the university age population such as in the USA, you cannot expect all the higher education institutions to be of the same quality or have the same mission. Our higher education system has also been moving forward to serve more than half of our university age population. When our system significantly matures, mission difference among the institutions will naturally become clearer. For instance, while some universities make most of their profits from foundation income, some would make such profits from student tuitions. As you know, unlike in the USA, private foundation universities in Turkey cannot be for-profit. A foundation university has to spend all its income on the university itself. This means the income earned from education shall be spent for education again. It’s known that approximately ten thousand Turkish academicians live in n the USA and Canada. What could the role of the Council of Higher Education (YOK) be in turning thiss brain drain around ? Turkey is a country developing and growing in all aspects. The economy has been steadily and progressively developing. As you know, while academicians in the USA have had diffuculties in finding jobs because of the financial crisis of the last few years, Turkey has significantly increased the number of oppportunities for academicians by opening many new universities. Academicians receive serious transfer offers in this atmosphere of opportunity. We have started to attract not only Turkish academicians but also international academicians. As the Council of Higher Education (YOK), we try to eliminate the barriers preventing the universities from carrying out their primary functions of serving the community through science and education. Our universities would attract our researchers living abroad to the extent that they concentrate on their primary functions. In addition, the Scientific and Technological Research Council of Turkey (TUBITAK) offers significant opportunities in research funding. For instance, the Scientific and Technological Research Council of Turkey (TUBITAK) started a ‘’post-graduate returnee scholarship program’’ this year, in order to encourage Turkish post-graduates Turkey is one of the top 10 countries sending students to the USA. App proximately ten thousand Turkish students come to the USA every year. What is the ratio of internatio onal students in Turkey, and what has the Council of Higher Education been doing in order to increase e the number of international students in the near future in Turkey? The number of international students in Turkey is a little less than 1 percent. Needless to say, this figure is very low when compared to countries like the USA and Britain. One of the reasons for such a low ratio is the failure to adopt long term and stable policies in the past. While the number of international students was 18,214 in 1998, it decreased in 2004 to 14,693. The number of international students began to rise again after that, and in 2009 it exceeded the number of international students in 1998 for the first time. I may gladly state that the number of international students has shown a stable 28 • TurkofAmerica
Headquarter of the Council of Higher Education (YOK) in Ankara.
increase and reached 21 thousand by 2011. We’ve carried out a series of important studies on this issue. We’ve signed many agreements and protocols. We’ve removed the International Student Exam in order to increase the number of international students. Similarly, we keep carrying out a set of studies to find ways of eliminating any kind of bureaucratic difficulties preventing the increase in the number of international students. In spite of all those positive improvements in our higher education system, there has always been a complaint that our universities are not promoted abroad. As of last month, our government has taken a resolution for supporting our universities’ promotional and marketing activities abroad. This is a very positive improvement in such promotions. I think such activities will make a significant contribution to increasing the number of international students.
MEMBERS OF THE COUNCIL OF HIGHER EDUCATION Prof.Dr. Yusuf Ziya ÖZCAN Prof. Dr. M. A.Yekta SARAÇ Prof. Dr. Ömer DEM‹R Prof. Dr. Atilla ER‹ﬁ Prof. Dr. Berrak KURTULUﬁ Prof. Dr. Durmuﬂ GÜNAY Prof. Dr. ‹zzet ÖZGENÇ Prof. Dr. Muhittin ﬁ‹MﬁEK Prof. Dr. Yavuz ATAR Prof. Dr. ﬁaban H. Çal›ﬂ Prof. Dr. Ayﬂe SOYSAL Prof. Dr. Harun CANSIZ Prof. Dr. Fikret ﬁENSES Prof. Dr. Mehmet Akif AYDIN Prof. Dr. Mustafa ‹LHAN Prof. Dr. Mustafa ‹SEN Naci A⁄BAL Prof. Dr. Necmi YÜZBAﬁIO⁄LU Prof. Dr. Sait B‹LG‹Ç Prof Dr. Yunus SÖYLET
President Vice President Vice President Executive Board Member Executive Board Member Executive Board Member Executive Board Member Executive Board Member Executive Board Member Executive Board Member
Turkey to H›re 40,000 Nat›ve Engl›sh Speakers As Guest Teachers
Speaking with the Anatolia news agency, Education Minister Nimet Çubukçu said Turkish students cannot speak English properly despite their foreign language classes, a reality that has led the ministry to initiate this project. She said the native Englishspeaking teachers will be of great help for students to practice English. Addressing recent speculation that these teachers will replace Turkish teachers of English, Çubukçu said the project does not prevent Turkish teachers from being appointed as teachers, but it has been prepared to teach and help learn English better. The head of the ministry’s projects department, Ünal Akyüz, said they have looked into similar programs in South Korea and Japan. He said 70 percent of local teachers and students are happy with the project in South Korea. While noting that English language teaching in Turkey is generally based on teaching English grammar, Akyüz said: “The new system focuses on speaking. We aim to show that English language education is not limited to teaching grammar, but that speaking and writing are important as well.”
TEnglish-speaking teachers to work with teachers he Ministry of Education will bring in native
With the project, a total of 40,000 English teachers will arrive in Turkey over the next four years and activities will be held during weekends and the summer vacation with the participation of Turkish teachers of English and native English-speaking teachers.
in English language classes across Turkey starting from the next academic year as part of a project aiming to improve the education of foreign languages in the country. As part of the project, launched due to the criticism that foreign languages are not taught well in the country, “English cafés” will be opened, popular cartoons and children's shows will be aired in English with Turkish subtitles and foreign language education sets will be distributed to students. The project will run for five years at an estimated cost of TL 1.5 billion. The project aims to be the foundation of the nation's foreign language teaching policy. With the project, a total of 40,000 English teachers will arrive in Turkey over the next four years and activities will be held during weekends and the summer vacation with the participation of Turkish teachers of English and native English-speaking teachers. In English classes, native English-speaking teachers will accompany Turkish teachers and take part in extracurricular activities. The native teachers will also hold speaking classes for both the students and the Turkish teachers of English.
The guest teachers will sign a one-year contract, and if the schools and teachers are happy working together, the contracts can be extended. “We will establish criteria prospective teachers will need to meet. We will look into their teaching experience and criminal records,” Akyüz said. The project will start in big cities first and later spread to other parts of the country. Agencies that will coordinate the employment of the guest teachers will be determined through a tender. “We will only decide on a standard salary. It may change from province to province. The accommodation of the teachers will be provided by the agencies,” Akyüz explained, noting that the guest teachers are paid $1,500-2,000 per month in Japan and South Korea. He added that a similar system is already in place in several private schools throughout Turkey. The materials to be used in English language classes will also comply with international standards and modern English education sets will be purchased to be used in Turkish schools, Akyüz stated. The project will pave the way for the teaching of English to start from pre-school. The ministry is also preparing multimedia centers in schools to pave the way for distance English learning. Akyüz said 1,000 English teachers will be hired from the US for distance learning in the first phase of the project. (Source: Today’s Zaman – Photo: Courtesy of http://criedesel.wordpress.com) TurkofAmerica • 29
Okan Un›vers›ty: “The Un›vers›ty Closest to Bus›ness L›fe”
Okan University has a total of 6500 students in 130 departments.
8first opened its doors to students. The University's
years have already passed since Okan University
rector, Prof. Sule Kut, has had her chair since September, 2010. Professor Kut defines the university as ''the university closest to business life.”
Okan University has a total of 6500 students in 130 departments, 1300 of them pursuing associate’s degrees, 800 pursuing master's degrees, 50 pursuing PhD degrees and the rest pursuing undergraduate degrees. Prof. Sule Kut talked to TURKOFAMERICA.
30 • TurkofAmerica
Emphasizing the importance of being a university preferred by the students has paralleled the increasing number of universities in recent years, “And for becoming a preferred university, you have to be different. We are trying to achieve this vision,’’ says Professor Kut. Okan University has a total of 6500 students in 130 departments, 1300 of them pursuing associate’s degrees, 800 pursuing master's degrees, 50 pursuing PhD degrees and the rest pursuing undergraduate degrees. True to its motto, ''The University Closest to Business Life,'' Okan University students have practical training opportunities in the enterprises located in Geze Organized Industrial Zone. The university has signed approximately one thousand cooperation protocols. Okan university effectively combines theory and practice by focusing on practice-oriented studies which prepare students for business life.
The role of the founder of the University, Okan Group’s President Bekir Okan, is crucial in identifying the university with business life. Prof. Kut says that vision of the founders of the university has a great impact on uniting the university with business life. Prof. Kut says they opened the first Calling Center in Turkey, which is very important in customer service for businesses, and remarks that they keep opening new departments for the qualified personnel needs of ever-changing sectors. Okan University has currently 800 alumni. Prof. Kut says that they support their alumni organization and try to guide them in order to strengthen the connection between the alumni and the university. Kut, emphasizing that they increase the university’s recognition and prestige through international agreements, says, “In a global world, it is not possible to remain limited to only domestic students. Turkey is an actor country in its own region. But we have yet to create the appeal and attraction that would draw international students. We need to make a big leap forward. Speeding diverse student flow must be promoted. This would also be an important political progress.‘’
SCHOLARSHIP TO ONE STUDENT FROM EVERY COUNTRY IN THE WORLD Prof. Kut talks proudly about the scholars in the university. 80% of the students in Okan University receive scholarships. 44% of these students have full scholarships. Prof.Kut emphasizes that it is very important to sustain scholarships. Kut says that the university provides Eurasia, European Union and Neighborhood Scholarships, stating that their desire is to create a United Nations ambience by giving scholarship opportunity to one student from every country in the world. Prof Kut, further says that Euroasia is a very important region for Turkey, but Turkey is unfortunately late to discover this region. She believes that students coming from neighboring countries such as Syria, Iran, and Iraq are also an important part of the scholarship granting process. The university first opened its doors to international scholars last year. In the first year 13 international students were granted scholarships Prof. Kut says that especially the Psychology Department in the university is famous abroad, thus they opened a graduate program in this field. She also mentions that the engineering and architecture departments are well-known for their quality education. Okan University’s main campus is located in Tuzla, a new developing region of Istanbul, which is famous for hosting Formula-1. The university has 4 campuses, each with the capacity for 1000 students. The university has also a large land reserve enabling physical growth. New facilities, including a convention center, will be added to the main campus in the near future. Prof. Kut believes that the region will be very different in the coming five years. While 40% of the students in the university are from the Anatolia area of Turkey, the university continues to carry out promotional activities in the provinces in Anatolia. The University Board met with nearly a thousand students in the introduction meetings called ‘’Anatolian Meetings.’’ Furthermore, the University Board will host 1800 students coming from Anatolia at the campus for 9 days and introduce the university to them.
Prof. Sule Kut
WHO IS PROF. SULE KUT? Before joining to Okan University, Prof Sule Kut was professor in the Department of International Relations at Istanbul Bilgi University. She has served as Vice-Rector of the University (2000-2007), Dean of the Faculty of Economics and Administrative Sciences (2005-2008), the Coordinator of the B.A. program in International Relations (19992008) and Chairperson of the International Relations Department (1999-2001). Previously, Dr. Kut has been a member of the faculty at the Department of International Relations of Marmara University (1987-1998) and Koc University (1996-2000). Sule Kut’s teaching and research interests include foreign policy analysis, Turkish foreign policy with emphasis on the Balkans, the Caucasus and Central Asia, Turkish-EU and Turkish-US relations as well as Balkan politics. She is the author of four books and more than thirty articles in English and Turkish on Turkish foreign policy and Balkan politics. She serves on the editorial board of several academic journals in Turkey and abroad. Dr. Kut is a member of the Steering Committee of the Standing Group in International Relations (SGIR) of ECPR and has served as the Director of the European International Summer School of SGIR (2006-2008), organizing the 2008 Session of EIRSS on Transatlantic Relations. She is a member of the International Political Science and Turkish Political Science Associations. She is a member of the Advisory Board of the Turkish Studies Chair at the London School of Economics. She has been active in various initiatives promoting academic and civic cooperation between Turkey and her neighbors since the early 1990s. She maintains a long-term interest in higher education reform and management in Turkey and the Bologna Process. Dr. Kut holds a double BA in Political Science and Business Administration from Bogazici University (1981). She has received her MA (1985) and Ph.D. (1987) in Political Science from the State University of New York in Binghamton. TurkofAmerica • 31
Istanbul Un›vers›ty Attract Overseas Property Investors favoured by real estate investors for its development potential and positive long term prospects. The Turkish economy grew at an annual rate of 5.5 percent in the third quarter of last year as record-low interest rates boosted consumer spending and investment. The buoyant economy offers prospects of rising rents and property values, contrasting with a sluggish outlook for Europe’s economies as governments slash spending to reduce debt.
A report by Pricewaterhouse Coopers and the Urban Land Institute concludes that out of a total of 27 cities in Europe, Istanbul has been ranked 5th in the ‘New Property Acquisitions list’ and 7th in ‘City Investment Prospects.
Ipromoting studios and apartments aimed at Istanbul
nternational real estate portal Homesgofast.com is
University students. The portal which has been online since 2003 believe this to be the first time they have seen buy to let apartments aimed at international investors which serve Turkish universities According to the Homesgofast.com Istanbul is a favoured city whilst other European markets battle with deficit issues. A report by PricewaterhouseCoopers and the Urban Land Institute also concludes that out of a total of 27 cities in Europe, Istanbul has been ranked 5th in the ‘New Property Acquisitions list’ and 7th in ‘City Investment Prospects. The biggest city in Turkey is
The portal is promoting fully furnished studios from £25,700 located in a prestigious development, international real estate receive a valuable 2 year rental guarantees, 6% PA for studios and 7% PA for 1 bedroom apartments. Situated in Esenyurt, Istanbul just 5 minutes from the exclusive area of Bahcesehir with open parkland and large expensive developments. The University apartments are extremely well positioned for both Bahcesheir University and the state owned university of Istanbul which attracts 38,000 students alone. Istanbul University, as one of the oldest educational institutions in the world with educational facilities on the site in the 16th century and is well respected institution. Souce: International Property News by HomesGoFast.com, Photo: Ben Quinton
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The Only Turk›sh Un›vers›ty ranked among the best 500 Un›vers›t›es ›n the World:
Istanbul University, a member of the European University Association, became a Coimbra Group member on July 11, 2010.
Jed as the most effective evaluation authority in the ia Tong University, in Shanghai in China, is accept-
Istanbul University has made a big push into the foremost 500 universities in the world in 2010. It has risen from the rank of 410th to 404th.
area of higher education. It provides a ranking of ‘’ the best 500 universities in the world’.” Istanbul University was the only university from Turkey that entered into the ranking of 2010. Istanbul University has made a big push into the foremost 500 universities in the world in 2010. It has risen from the rank of 410th to 404th. For the first time, Istanbul University has risen to such a high rank in this system, which has been rises such a top rank in this ranking which has been in effect for 7 years. Prof. Dr. Yusuf Söylet, the rector of Turkey’s 558year-old university, replied to the questions of TURKOFAMERICA. Can you tell us about the academic work that is done in Istanbul University? Istanbul University has continued scientific and academic research in all departments ceaselessly. Academics who work in different branches and our
34 • TurkofAmerica
students have served the science world by developing national and international projects. We can list some of them here. • The first cloning experiments were done by Istanbul University in Turkey. In this context, the Turkey’s first cloned sheep and calves were created in Istanbul University Veterinary College. • Istanbul University, by following the lastest developments in education technologies intimately has afforded an equal opportunity for knowledge to pass into society, while keeping tuition low. Istanbul University has implemented an Open and Remote Education Faculty in order to supply common education-tuition whole life. • In February 2010, the First Child University Application and Investigation Head opened its doors with different 52 programs for primary and secondary education students who wonder about the atmosphere of university, feel an interest in scientific topics and dream about being scientists in the future. The Istanbul University Child University Project continues its work to nurture scientists who
havr the potential of bringing the ‘’ Nobel Prize’’ to our country. • Support provided to the project by our Scientific Investigation Projects Unit(BAP) has risen 22% in 2009 and 16% in 2010. What must Istanbul University do to enter into the first ten universities of the world and accorrding to you, what are obstacles that you have seen? We try to give prefence to scientific and academic work for Istanbul University to reach a higher level in the world ranking. We regulate our programs in parallel with European higher education standards by exalting the whole quality in all our university’s units. We arrange work environment for our academics and young researchers. At the same time, we give support to them for taking place in international projects and developing them. We send our students and academics abroad with exchange programs and dual-agreements. Can you mention about the work of the universiity abroad? Istanbul University takes its place among the longest established universities of the world. Jia Tong University relegates the ranking of ‘’the best 500 universities in the world’’ every year. In 2010, Istanbul University was the only university from Turkey to earn this honor. It was placed in the category of 401-500 in general ranking, and in the category of 69-99 in regional ranking. Istanbul University, by entering these ranks in 2003, 2005, 2007, 2008, 2009 and lastly in 2010, has broken ground in a big success by rising from the rank of 496th to 404th. Istanbul University, a member of the European University Association, became a Coimbra Group member on July 11, 2010. The European University Network’ Coimbra Group, which determines European education politics and supplies the sharing of intercollegiate experiences, provides the opportunity to increase the quality of education. Coimbra Group, the umbrella organization of the European Universities, has 39 members. Being included in closer relationships with this group and being in the associated working groups will supply important contributions to Istanbul University in the future. Can you mention about your efforts to cultivate the true-bred and high quality human power? Universities can not be abstracted from community and country matters. Science and free ideas cannot stay in the ivory tower. And this condition can be seen in totalitarian regimes. However, universities, which are in some countries that are committed to democratic and being seen to mind and science objective and impartially, produce the solutions related to the matters of community and country. Whatever these qualities, sizes, constructions and importances of matter have, the only common feature act as a privotal role in their solutions. That is ‘’the true-bred and high quality human power.”This is a human power so that the science is not just for science. It has a force to provide the service of society consequently and the science of people. We are working for it and are developing projects. About Istanbul University Istanbul University, the oldest university in Turkey, has a radical history of 500 years. Istanbul University cultivates many academics from universities in Turkey and brings in well-qualified humans to the public and private sectors. Istanbul University has 20 faculties such as Open and Remote
Prof. Dr. Yusuf Söylet
Educaiton Faculty, Hygiology Faculty and Nursing Faculty, which were set up in 2010, and also 13 academics, 5 sections and a total of 60 Research and Application Heads. 32 are related to the Rectorate and 28 are related to Faculties. Istanbul University, which graduates over 10,0000 students every year, continues its scientific and academic work in 8 campuses, including Beyaz›t, Avc›lar, Çapa,Bak›rköy, Cerrahpaﬂa,ﬁiﬂli,Bahçeköy and Kad›köy. The sections of Istanbul University get fuller every year. In particular, there are intense demands for medicine, engineering, genetic, pedagogies and computer sections. It has entered the first 500 universities of the world and Istanbul University is the first university that comes to mind when we say ‘’the university’’ in our country, with its advantage of campuses, well-qualified academic and managerial staff and experienced employees.
ISTANBUL UNIVERSITY’S PLACE AND POINT IN THE RANK OF THE BEST 500 UNIVERSITIES IN THE WORLD ACCORDIING TO THE YEARS. Year 2003 2005 2007 2008 2009 2010
Rank 452 496 411 407 410 404
Total Point 8.48 8.05 9.55 9.96 9.77 10.40 TurkofAmerica • 35
Beykent Un›vers›ty: The Favor›te Of Fore›gn Students
The average contribution of private universities in Turkey's economy is estimated at 773 million dollars. They give scholarships to about 160 thousand students in private universities in Turkey. In addition, these institutions, with approximately 30 thousand employees, including 20 thousand academics, contribute The university covers a 33,500 square meter area in the fiiflli district of Istanbul.
to the country's economy by providing employment.
Bsities, has served for twenty years as an educaeykent University, one of the foundation univer-
tional Institutions. Beykent University has more than twelve thousand students, six faculties, two schools and two institutes in Istanbul and Edirne.
Beykent University board of trustee member and vice-president Erkan Celik answered the questions of TURKOFAMERICA. Why should students choose Beykent University above the other private universities in Turkey? Beykent University's vision and mission are based 36 • TurkofAmerica
on modern and scientific thought, secular and democratic consciousness, self-confident, right thinking, questioning, investigating. We are open to change, to achieve success in every field, to make a difference in the environment, to be sensitive to events, aiming to educate individuals by emphasis on moral values. Our aim as a good university is with the best use of technology, respectful to human rights, which can produce solutions to problems, consistent with moral and national values, not to leave the guidance of science and reason, to work anywhere in the world with
their knowledge. Most importantly for us it to instill self-confidence in individuals and help them digest the knowledge they receive. Beykent University also provides practical training as well as theory with expert academics in their field. However, students can graduate with a double diploma by choosing one of major and two side-major programs. Furthermore, within the framework of the Erasmus student exchange program, students are given an opportunity to be educated in European and American universities. Cooperation protocols with the most prestigious institutions offer the chance for internships and job opportunities after graduation. Can you give us information about the university campus? The university covers a 33,500 square meter area in the ﬁiﬂli district of Istanbul. The ﬁisli-Maslak campus includes the Departments of Education, Faculty of Arts and Sciences, Economics and Administrative Sciences, Faculty of Fine Arts, Faculty of Engineering and Architecture, Faculty of Communication, School of Foreign Languages, Institute of Science. Also the campus of Beylikduzu offers Vocational School Associate Degree Programs and Distance Education Center education in the Beykent residential area in Büyükçekmece. The Beylikdüzü campus has a 16.000 square meter area. Also, the university has got another campus at S›racevizler Street in Taksim. There we have the Law School and Institute of Social Sciences. If the students are placed by OSYM and they make a commitment to enroll, we provide scholarships, some covering 100% of tuition, others 50%, others 25%. We give 100% scholarships to students who rank in the top 1000 candidates. Moreover, there is a 10% or 20% discount on training fees both to the children of deceased veterans and children of retired persons. As a result, more than 22% of our students receive scholarships. What are the top reasons for studen nts to choose the Beykent University? Students' reasons for choosing our university are: ‘’To give them student-oriented education’’ ‘’To knit with social and cultural life’’ ‘’To provide world-class education’’ ‘’To have distinguished scholars’’ ‘’To give training one- to- one ‘’ ‘’To serve the academic and social consultant,’’ ‘’To have Erasmus student exchange program with more than fifty elite universities in the European Union’’. What are the contributions to the national economy of all these foundation universities? The average contribution of private universities in Turkey's economy is estimated at 773 million dollars. They give scholarships to about 160 thousand students in private universities in Turkey. In addition, these institutions, with approximately 30 thousand employees, including 20 thousand academics, contribute to the country's economy by providing employment. Do you intend to open soon any new faculties or departments? The university is still working to open the Faculty of Medicine and Training Faculty, a Health Sciences College of Education and Applied Sciences Schools.
Our main targets are to increase the number of research laboratories at the international level and to train individuals who can research, to educate the people with productively, and lastly, to train people who have vision. Also, we want to do this not only in Istanbul. We want to move our brand to different places, such as Kocaeli and ‹zmir. To carry out our plans, we laid the foundation of the university's construction in the Konak district of Izmir and in the ‹zmit Gulf. In these campuses, an Applied Sciences College and Health Sciences will be available. We see that in Turkey the private school sector is growing with each passing day. Our primary goal is to raise the quality of education and we want to expand the areas that we serve like all other private universities in Turkey. In addition to primary and secondary schools, we want to open new departments within our university on the outskirts of Istanbul and Edirne. Also the most important investment is the quality of our work for us. Our goal in these activities to move our schools to world standards. We want to grow as active citizens anywhere in the world with their education. Do you have any training in different areas of Beykent University which could forward national or international progress? Foreign language education has gained much importance in the globalized world. We provide that training by receiving important and outstanding institutions in Turkey. So that, we add a plus to students in their academic and professional lives in their future. One of the important developments started in the 2008-2009 education term. This is very important because we know that there are lots of people who could not go to the university. Some of them cannot find the opportunity to leave the city where they are living or there are some students who have financial difficulties. Also there some people who want to do graduate work. In addition to these students, we do not to forget students with disabilities in this course. Because of these reasons or other reasons, we have provided easier access to students by the “Distance Education System''. We are offering two undergraduate and graduate programs in the ''Distance Education System''. This system is done in a virtual environment from traditional media which has completely different style. The courses are given on the internet by video, live and interactive. In this system it is not necessary for students to come to campus. During the students' training at the university they are able to obtain the right to an education in universities abroad, with which we have signed exchange agreements. According to this participation with European Union or territories in accordance, students will have opportunity to study for one year or half a year as an exchange student. As an university we give scholarships to the students to support those who will be trained in our school. We mostly have students from Azerbaijan, Iraq, Germany and Nigeria. In addition, university students from The United States to Russia prefer us and they are training in faculties and higher education. There are a total of 323 foreign graduate students in 2010-2011 academic year. With this number of the foreign students, Beykent University demonstrated the success of being one of the top drawers of foreign graduate students to Turkey. In this sense, our national and international educational system will continue parallel with the growth of the world's technological infrastructure. (Photo: by ENES EMRE) TurkofAmerica • 37
Mezun Group Ass›sted Turk›sh Students Abroad for Over Eleven Years
Mezun.com was launched on the Millenium day (Jan 1, 2000) and Mezun.com grew rapidly to sixty thousand registered members at the end of 2000 and over hundred-fifty thousand the following year.
Mezun Group’ s Chairman and CEO Ali Hantal
38 • TurkofAmerica
Ecoming to the United States for education for over ten years. This ach year, more than 10 thousand Turkish students have been
situation led to the emergence of a serious and a new market in this area.
Students living in Turkey do not have enough information about the education system of the United States. They do not know where to find reliable information about it either. Of course this is not only a matter for students trying to study in the United States, but also for those who are currently studying in the US as foreign students as getting used to the US system in general is not easy for someone who grew up in another country. This was the need that Mezun Group identified 12 years ago. Ali Hantal with his friends from college faced many problems when they came to the United States as students. This was in 1997 and the Internet was not widely used at that time. They launched their first project Mezun.com on the Millenium day (Jan 1, 2000) and Mezun.com grew rapidly to sixty thousand registered members at the end of 2000 and over hundred-fifty thousand the following year. 2001 was the year they launched the company’s flagship brand Mezun Callingcard which became widely known among Turkish Americans in a very short period of time. Mezun Group’ s Chairman and CEO Ali Hantal answered TURKOFAMERICA’s questions. Can you tell us about the birth of Mezun Group? What were your goals when you started this co ompany? Mezun Group's first project was Mezun.com, which later gave its name to the group. We started the company in April of 1999. It was one of three of four ideas that we had. Our main goal was to find a need that was not satisfied and fulfill that need. One of our ideas came out of our own need. I remember how difficult it was to search for schools and learn about their application process back in the late 1990s. It was a very time consuming process and the data that you could find was always outdated. Communication with school reps was done via phone or fax. There was apparently a huge need in the market about studying in the US. I remember our marketing professor emphasizing the importance of providing solutions for needs that are not satisfied in the market. One day he said becoming a large company on the web, especially in those days when the Internet was very new, would be very easy and that providing a solution for a need that was not fulfilled would bring a huge advantage to the company providing it. He was talking about the web 1.0 back then, and he was right. However, I believe what he said is more true for today’s world as we are now experiencing a completely new world with the new web (web 3.0) and the platform store applications such as iPhone, Android and Facebook apps. When I came to Turkey in the summer of 1999 I had an interesting incident that affected our decision. My mother and my father's friends' children knowing that I was studying in the US wanted to meet with me. Thinking that all would ask same type of questions, I arranged a tea gathering on a Saturday and invited everyone to our house. I was expecting couple of people to show up, however some three dozen people showed up and we had to move to a cafeteria close to where we live. The interest was amazing and everyone was asking questions about how to find a school, how to study for the exams and etc. At that moment, I felt very strongly that an online platform giving
information on education in the US could be the solution for this huge need and that it could grow to a good size in a very short time. We started with the motto ‘’Everything that you want to know about education and life in the US’’. When we returned to America that summer, we began to work on the first pages of Mezun.com and we launched the site on January 1, 2000. Couple of months later, in early 2000, began the Internet Bubble crisis. We had to give up the idea of looking for funding. This meant we actually would not have the funds to grow horizontally to other countries of origin, but instead would have to stay focused on our existing two markets: the education market in Turkey and the Turkish-American ethnic market in the US. We launched Mezun Callingcard, MezunUSA, Mezun Forum and Alo811 in the following years. Mezun Group celebrated its twelfth anniversary this year. When you look back in time an nd think about these 12 years, can you remember a time when you said “we were really lucky!”? Of course, we have a few lucky time in the past, but one of them is very imported for us. We had a private conversation with one of the telecom giant’s owner, Engin Yeﬂil in the United Nations. After this exclusive meeting, Mr. Yeﬂil decided to invest in our company and brought all of his telecom giant’s knowledge and buying power to our business. This was I believe a good occasion where we can say “we were lucky to have the chance to talk to him exclusively that day” Can you list the “Firsts” that you as Mezun Group provided for the first time in Turkey or in the world. I can say that we were one of the first sites (if not the first) to realize the concept of User Generated Content (UGC) back in 2000. The week following our launch at the beginning of 2000, we started a section called “Article of the week” and asked our members to share their experiences with Mezun community. This section attracted a lot of attention and when we started to receive over 10-20 articles a day, we launched a new section called ’Mezuns are Writing’’. Soon, hundreds of our members were writing about their own experiences and traffic was increasing on a daily basis. Another of our firsts came in 2004 when we made an agreement with Digiturk that gave us the web TV rights for the Turkish Soccer League to be offered to people residing outside of Turkey. It was the first time Turkish Soccer League was on web TV and the games of the big three soccer teams (FB, GS and BJK) were now available to all Turkish people living abroad at a very reasonable cost. I believe we might be the first company in the world to do live streaming of an official soccer league of a country for the whole season with no interruption of service. You show activities in different areas such as in international education, telecom, e-commerce, and Me ezun.com 's name was changed to Mezun.com Global. Can you give us more information about this change?? This was a change originated by our members. We first received inquiries from our members about education in Europe in 2008. Our members wanted to know when we would add Europe next to the US. This was why we started “the Europe” section at the beginning of 2009 and started to watch our web analytics very carefully as this gave us a great chance to test the market. The TurkofAmerica • 39
intense interest and increasing traffic proved us that we needed to expand our coverage to countries in Europe and we added European schools to our “School Search Engine”. Then, we decided to do a market research on the interest level about education in other countries. We found out that UK, Germany, Australia and Far East Asian countries are also attracting attention. With this insight, we decided to add 24 more countries to Mezun.com and change its name to Mezun.com Global. As true believers of mass collaboration, we created 10 logos and asked our members to choose our new logo for us. The logo that we are still using actually won 43% of the votes and became our official Mezun.com Global logo. How many employees does Mezun Group have? How many of them are working in Turkey and how many of them are in the US? Our team consists of 30 young very dynamic people 7 of which works in our Miami office. Many companies are trying to do business in your area, however most of them dissappear shortly after. What are the secrets to be a long-term survivor? Please tell us a little bit about the difficulties you experienced and how you managed to survive in this competitive environmen nt? One important differentiator is that we have always done our business correctly, professionally and honestly. Additionally, our corporate culture is based on our CRM team. Our highest value as a company is customer satisfaction. Since we started, our goal has always been to achieve maximum customer satisfaction levels and provide a reliable service honestly with no hidden fees. For instance, our motto was ‘’you pay as much as you talk’’ for our telecom products. Our billing was very simple. We did not create complicated plans and did not include hidden fees within our billing formula to make extra margins. We have always provided 7/24 CRM services thru live operators and not thru automated IVR systems. I believe these differentiating factors made us one of the highest trusted and highly known (if not the most known) brands in the Turkish American community. Since you entered this sector you came face to face with two major crisis (9/11 and the fin nancial crisis) in the United States and many more crisis in Turkey. Can you give us some informatio on about the Company policies that you follow during these periods of crisis? One advantage that we have is our highly capable team consisting of 40 • TurkofAmerica
bright and highly efficient team members most of whom have been with us since the beginning. Twelve years of cooperation brings out a huge advantage. We are now sharing a unique Mezun Corporate Culture. It is a language on its own. We know each other, our customers and our markets very well. I also believe what a manager thinks during bad times is also very critical. We believe what we think becomes our reality and that is why we always look at the events with a positive mindset while we try to be pro-active. TWO OF MEZUN’S NE EW SERVICES MEZUN VOIP Mezun Voip is a service that we launched a month ago. It is actually an addition to our Mezun Callingcard service. Now our users can connect to our telecom platform using a browser, using an internet phone or a dialer box and using our iPhone and Android VOIP applications and we are getting a huge attention from our users. We have different but still very simple plans now for those who want to call mobile phones in Turkey or those who want to call the landlines. There are unlimited call packages for each of these services. Additionally, these new features can be used from anywhere in the world as the only requirement is to be online. WHO IS ALI C. HANTAL Ali C. Hantal is the co-founder and CEO of Mezun Group, a company focusing on Web and Communications technologies on one side to create products and services to Turkish Americans in the US and to Turkish people in Turkey, and continues to build a distribution channel on the other side, by utilizing its specific international education platform with over 500,000 members. Currently, group has two divisions. Namely: Mezun Education and Mezun Telecom. Ali also served as an adjunct professor of Management Science and Marketing at the University of Baltimore from 1999 to 2002. He holds a Master of Business Administration degree from the University of Baltimore, as well as a Bachelor of Arts degree, Business Administration from Bogazici University (Istanbul).
AMERICAN STUDENTS IN TURKEY
Amer›can M›nor›ty Students Defy ‘Typ›cal Amer›can’ Cl›ches ›n Turkey
Astares when she first arrived in Turkey nearly a licia Hanks was on the receiving end of curious
African-American, Asian-American, Hispanic-American and Native American students who come to
year ago. “Once I told people I was American, they usually gave me a confused look and asked where my grandparents were from,” Hanks told the Hürriyet Daily News & Economic Review in a recent interview. “They were shocked when I told them my ancestors have always been in America since time immemorial.”
Turkey have had a hard time getting Turks to believe that they're really American – and
Hanks is a member of the Chippewa Tribe, one of the many Native American groups that first inhabited North America. “It was fascinating how little people [outside of the U.S.] are told about my people,” said Hanks, who studies at Bahçeﬂehir University.
some have an even harder time trying to blend in.
MELISSA J.L. CRAWFORD ISTANBUL — Hürriyet Daily News Melissa J.L. Crawford is an undergraduate International Relations student at James Madison College at Michigan State University. She is currently studying abroad for the year in Istanbul, Turkey.
42 • TurkofAmerica
African-American,Asian-American, Hispanic-American and Native American students who come to Turkey have had a hard time getting Turks to believe that they're really American – and some have an even harder time trying to blend in. Turkey's multiracial diversity lags far behind that of bigger cosmopolitan hubs, such as New York or London, which have embraced their "melting pot" identities. This lack of physical diversity results in Turks greeting American racial and ethnic minorities with curiosity instead of contempt, marking a
stark difference in how the students are treated as minorities in their own country. “Being a minority in the U.S, especially when you are in college, makes you feel like you have something more to prove, more so than Turkey,” said Giannina Luisi, a Hispanic-American student whose parents are originally from Spain and Uruguay. “Turkish people are more understanding to the notion of being from a different country. There is not as much prejudice like in the U.S.” Luisi recalled that many of the Turkish people she met were surprised at the diversity of her group of American students. African-American student Salem Tsegaye recalls receiving stares everywhere she went but did not feel too uncomfortable because of the growing African immigrant community in Istanbul. To Tsegaye “the stares stemmed from curiosity. I never felt discriminated against when I was in Turkey [due to skin color] but unfortunately I cannot say the same for the U.S. – which is pretty disheartening considering I’m an American.” While in Turkey, Tsegaye studied cultural anthropology for a semester at Bo¤aziçi University. Traveling to ‹zmir, Bodrum, Çanakkale, Nevﬂehir, Kayseri, Trab-
zon, Do¤ubeyazit, Van and Kars, she was able to see more places in Turkey than most of her classmates. “Turks are very kind and students at Bo¤aziçi were extremely open-minded,” she said. “A strong element of my study abroad experience in Turkey was cultural exchange.” DIFFICULTIES AS VISIBLE FOREIGNERS Even though many American students of color were able to enjoy the rich culture, food, and history unique to Turkey, they also experienced many difficulties and differences. African-American student Aquiera Halsey, who studied during the fall at Koç University, said she did not like being stared at and had difficulties making friends with Turkish students. “I stuck out. ... I was seen to my peers as a commodity. People would pick fights with me just because I was an outsider.” Morgan Hinton, another African-American student who studied at Bahçeﬂehir University during the fall, felt that the most difficult thing for her was adapting to the structures of male-dominance that she felt were present within a predominantly Muslim society. “I realized that traditionally Muslim women are expected to be chaste and moral individuals," she said. "For this and other reasons, it’s no surprise that the men in Turkey felt more inclined to approach foreigners. I found that everywhere I went I was viewed as a sexual object. ... I feared for my safety at times." PROMOTING KNOWLEDGE, EDUCATION BETWEEN CULTURES African-Americans, Hispanic-Americans and Native Americans are largely underrepresented among the students who choose to participate in educational study abroad programs. To remedy this lack of opportunity and representation, the Turkish Coalition of America, or TCA, established a scholarship program in 2008 to encourage college students from these groups to study for a summer, semester or year in Turkey and lessen their financial burden. “The number-one factor is money. It is a scary thing to apply to a study-abroad program not knowing if you are going to be able to
afford it, especially when the scholarship decision is not until later,” said former exchange student and TCA scholarship recipient Cesar Sandoval, a Nicaraguan-American. To strengthen the relationship with these groups, the TCA initially partnered with the United Negro College Fund Special Programs Corporation, or UNCFSP, to bring professors and administrators from educational institutions serving different American racial and ethnic minority groups to Istanbul for 11 days in 2009. They met with a number of universities in Turkey and had the chance to learn about Turkish culture. Nicholas Bassey, director of UNCFSP’s Institute for International Public Policy, helped to plan the trip to Turkey and has since been able to financially support students studying abroad in Turkey through the fellowship program he directs. “Institutional relationships, study abroad programs, scholar and cultural events will foster curiosity and intercultural connections,” he said. “Short-term programs are a great and relatively inexpensive option, but longer-term exchange programs will result in deeper relationships.”
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FOREIGN STUDENTS FOCUS
Fore›gn Students Focus on Bus›ness, Eng›neer›ng Stud›es ›n US Schools BU.S. colleges and universities have seen a y Alex Villarreal, Washington, Voice of America -
About 40 percent of the nearly 700,000 international students in the United States last school year were in either business and management or engineering, according to the latest statistics
tremendous increase in international students studying business and engineering in recent years.
Evidence suggests the two fields' overwhelming popularity is driven by students' views of which U.S. programs will offer them the best preparation for a good job. About 40 percent of the nearly 700,000 international students in the United States last school year were in either business and management or engineering, according to the latest statistics from the Institute of International Education. Business has topped the fields of study list in the IIE's Open Doors report for the past decade, with engineering a close second.
from the Institute of International Education.
44 • TurkofAmerica
Peggy Blumenthal, the organization's executive vice president and chief operating officer, says the high numbers of students from China and India, the top two sending countries, greatly influence the overall results.
"The growing economies of India and China provide strong employment opportunities for students trained in the U.S. in these two fields," she said. "So they will see an immediate return on their investment in a U.S. degree." Screenshot of interactive students' toolTo view the rest of the IIE's fields of study rankings and analyze more trends related to international students in the U.S., use the interactive tool above. OPPORTUNITIES ATTRACT Jinesh Shah, a senior business manager at the U.S. bank, Capital One, knows firsthand how valuable a U.S. degree can be for foreign business and engineering students. Originally from India, Shah came to the U.S. nine years ago to get his master's degree in industrial engineering from the University of Florida. "The public university system in the U.S. is a lot more advanced than at least I've seen in most other places, including India, Australia and the UK," he
said. "The way research happens here in a university is much more sophisticated and advanced. So [in] fields like engineering, be it aerodynamic, computer or anything else, the research that happens is real-life research with company sponsoring." Shah said the research experience provided in the U.S. gives students "an edge" that separates them from other applicants when they enter the corporate world. The attractiveness of research opportunities to foreign students becomes even more apparent when you look at which universities enroll the most international students. Nineteen of the top 25 hosting schools named in this year's Open Doors report were ranked in 2009 as top American research universities by The Center for Measuring University Performance. The University of Illinois at Urbana-Champaign is one of them. With nearly 7,300 international students last school year, the university hosts the second highest number of foreign students of any U.S. institution after the University of Southern California, according to data from the IIE. Julie Misa, the director of International Student and Scholar Services at the Illinois school, says research is one of the main reasons that nearly 40 percent of the international students at UIUC are pursuing engineering. She said engineering students in the U.S. often get the chance to practice in their field at "state-of-the-art labs and with cutting-edge technologies." Misa said opportunities and rankings also play a role on the business side. "The U.S. is such a presence in the business world internationally," she noted, "and English is an important language in business, the international language, so coming here to study makes a lot of sense from that perspective."
international students, were recorded in health fields. That was just a quarter of the students studying engineering. Shah -- whose wife is a physical therapist in the U.S. and also from India -- points out that in many cases, pursuing health fields in the U.S. will not only cost students more money than programs in other countries, but also more time. "If I compare how much schooling you have to do to get a health care degree and how much it costs, it's just astronomical, at least in my mind, as compared to any of the countries that I know of in Asia," he said. "When you look at a cost-benefit analysis of, is this degree worth [it]? -- I think the regular health care fields do not stand up to that test. So, unless it's a very specialized field, an advanced degree or some sort of fellowship, it's very hard to see just for a regular health care degree why [there] would be many students." Shah's wife, Pallavi, who got her master's degree in physical therapy in Scotland, agrees with her husband. When asked what might be deterring students from studying health professions in the U.S., she said, "It's expensive." Pallavi said she has seen many people opting instead to get their education elsewhere and then come to the U.S. to practice. Blumenthal says the health sciences field does not provide as much support for graduate students from abroad as other science and technology fields. Tight restrictions can also make it more difficult for international students to get a U.S. education in health. Many medical schools do not accept international applicants, and those that do sometimes have strict requirements, like putting up to four years' worth of tuition and fees (some $200,000 or more) into an account before enrolling. Blumenthal said the health sciences field also does not offer as many subfields as social sciences or physical and life sciences.
The popularity of business studies is further proven by the fact that schools drawing the most international students often have top business schools. U.S. News & World Report named 24 of the 25 top hosting schools last school year to its 2010 rankings of the 100 best business schools in the United States. Twenty-three of them cracked the top 50. MONEY MATTERS Misa says affordability is another important factor in foreign students' perception of the value of a U.S. education. Both the state of the economy in a person's home country and a family's personal financial situation are important. Capital One manager Shah says cost is likely one of the reasons behind the comparatively low and declining numbers of international students in health fields. This year's Open Doors data showed a nearly 8.5 percent drop in the 2009-2010 school year in international students pursuing health professions. A little more than 32,100, or less than 5 percent of TurkofAmerica â€˘ 45
FINANCE YOUR STUDIES
How to F›nance Your Stud›es? It is important to start your financial planning at least 12 months before you intend to study in the United States. IDENTIFYING SOURCES OF FINANCIAL ASSISTANCE All types of scholarships and financial aid for international students are highly competitive and require excellent academic records. Students will often find the terms "scholarships" and "financial aid" used interchangeably, but technically speaking, a scholarship is a financial award based on merit, including outstanding academic performance, special talent in sports or performing arts, or perhaps community service or leadership. Below are the main types of financial assistance available for international students who want to study in the United States: Home Country Funds: Conduct research at home to find possible funding from local government, corporate, or foundation sources. Although these sources are not found in all countries, you could reduce your educational cost with scholarships from local organizations.
Eamounts of financial assistance toward their studies
ach year international students receive significant
For students considering undergraduate studies in the U.S. our EducationUSA research reveals that for the 2009-10 academic year, over 900 U.S. colleges and universities: Award $10,000 or more to international students; or have an annual total cost below $15,000; or can bring their total annual cost to less than $15,000 with scholarships/ financial aid.
46 • TurkofAmerica
in the U.S. The most recent report produced by NAFSA: The Association of International Educators estimates that $7.223 billion was received by over 670,000 international students studying in the U.S. in 2009-10. Studying at U.S. institution is an expensive investment, but one we are sure you will find worthwhile. For the 2010-2011 academic year, The College Board indicates in their Trends in College Pricing 2010 report the following average annual tuition costs by type of institution: Two-year, Public Community Colleges: $2,713, Fouryear, Public Institutions: $19,595, Four-year, Private Institutions: $27,293 These costs represent the average tuition cost of studies only. When lodging, food, books & supplies, health insurance, transportation, and other expenses are taken into account, The College Board suggests the following annual student budgets: Four-year, Public Institutions (out-of-state students): $28,130, Four-year, Private Institutions (residents): $36,993 For students considering undergraduate studies in the U.S. EducationUSA research reveals that for the 2009-10 academic year, over 900 U.S. colleges and universities: Award $10,000 or more to international students; or Have an annual total cost below $15,000; or Can bring their total annual cost to less than $15,000 with scholarships / financial aid.
Funding From Colleges/Universities International students often ask advisers about full scholarships, which cover all the costs of education except for airfare. The total number of full scholarships available each year to incoming international students in the United States is about 1,000, offered by only about 100 colleges. Sports Scholarships: Some U.S. colleges offer opportunities for gifted student athletes to play for the college team as a means of paying for their education. International Awards: International students also ask about financial assistance from foundations, organizations, and the U.S. government. Very little aid exists through such sources, and it is usually earmarked for advanced graduate students. Loans: In limited instances, international student may be able to negotiate a loan to fund part of your educational costs. The student must usually have a U.S. citizen co-signer to act as a guarantor for any loans from U.S. loan programs, and in most cases the student must already be enrolled in a U.S. university before apply. Employment: Current immigration regulations permit international students to work only part-time — up to 20 hours per week — and only on campus during their first year of study. This income also cannot be used as a source of income for any official financial statements. Source: EducationUSA – Photo: www.wshifm.edu.pl
Top 50 Un›vers›t›es of U.S. FReport has ranked the top national universities
or more than two decades, U.S.News & World
collaborating with Research institutions that award degrees on every level. Data on up to 16 indicators of academic quality are gathered from each school and tabulated. Colleges are ranked in their category by their total weighted score. The 50 prestigious schools that follow are at the top of that list for the year 2011.
U.S.News & World Report has ranked the top national universities collaborating with Research institutions that award degrees on every level. Data on up to 16 indicators of academic quality are gathered from each school and tabulated.
Several factors are considered by U.S. News & World Report when compiling its “best colleges” rankings, including: peer assessment; graduation and retention rates; faculty resources; student selectivity; financial resources; and alumni giving. The editors of the “Best Colleges” list assert that “for families concerned with finding the best academic value for their money, the U.S. News Best Colleges rankings provide an excellent starting point for the college search.”
U.S. NEWS & WORLD REPORT NATIONAL UNIVERSITY RANKINGS Rank School Tuition Total enrollment #1 Harvard University Cambridge, MA $38,416 19,411 #2 Princeton University Princeton, NJ N/A 7,592 #3 Yale University New Haven, CT $38,300 11,593 #4 Columbia University New York, NY $43,304 24,230 #5 Stanford University Stanford, CA $39,282 18,498 #5 University of Pennsylvania Philadelphia, PA $40,514 19,311 #7 CA Institute of Technology Pasadena, CA $36,282 2,139 #7 MIT Cambridge, MA $39,212 10,384 #9 Dartmouth College Hanover, NH $40,437 5,987 #9 Duke University Durham, NC $40,472 14,350 #9 University of Chicago Chicago, IL $41,091 12,332 #12 Northwestern University Evanston, IL $40,247 18,834 #13 Johns Hopkins University Baltimore, MD $40,680 20,483 #13 WU in St. Louis St. Louis, MO $40,374 13,575 #15 Brown University Providence, RI $40,820 8,574 #15 Cornell University Ithaca, NY $39,666 20,633 #17 Rice University Houston, TX $33,771 5,663 #17 Vanderbilt University Nashville, TN $39,932 12,506 #19 University of Notre Dame Notre Dame, IN $39,919 11,816 #20 Emory University Atlanta, GA $39,158 12,930 #21 Georgetown University Washington, DC $40,203 16,437 #22 UC-Berkeley Berkeley, CA $33,747 35,843 #23 Carnegie Mellon University Pittsburgh, PA $41,940 11,443 #23 US California Los Angeles, CA $41,022 34,824 #25 UC-Los Angeles Los Angeles, CA $33,660 39,984 #25 University of Virginia Charlottesville, VA $33,574 24,355 #25 Wake Forest University Winston-Salem, NC $39,970 7,079 #28 Tufts University Medford, MA $41,598 10,252 #29 University of Michigan- Ann Arbor, MI $36,163 41,674 #30 Uni. of North Carolina- Chapel Hill, NC $25,280 28,916 #31 Boston College Chestnut Hill, MA $40,542 14,131 #31 Col. of William and Mary Williamsburg, VA $33,212 7,874 #33 New York University New York, NY N/A 43,404 #34 Brandeis University Waltham, MA $40,274 5,598 #35 Georgia Institute of Technology Atlanta, GA $26,926 20,291 #35 University of California--San Diego La Jolla, CA $34,185 27,634 #37 Lehigh University Bethlehem, PA $39,780 6,996 #37 University of Rochester Rochester, NY $40,282 9,976 #39 University of California-Davis Davis, CA $34,863 31,247 #39 University of California- Santa Barbara, CA $34,509 22,850 #41 Case Western Reserve Uni. Cleveland, OH $37,648 9,738 #41 Rensselaer Polytechnic Institute Troy, NY $40,680 7,656 #41 University of California--Irvine Irvine, CA $34,792 27,142 #41 University of Washington Seattle, WA $25,329 42,094 #45 University of Texas--Austin Austin, TX N/A 50,995 #45 University of Wisconsin- Madison, WI N/A 42,099 #47 Penn State University- University Park, PA $27,114 45,185 #47 Univ. of Illinois-Urbana-Champaign, IL $27,782 43,881 #47 University of Miami Coral Gables, FL $37,836 15,629 #50 Yeshiva University New York, NY $33,050 6,228
Fall 2009 acceptance rate 7% 10% 8% 10% 8% 18% 15% 11% 13% 19% 27% 27% 27% 22% 11% 19% 22% 20% 29% 30% 20% 22% 36% 24% 22% 32% 38% 27% 50% 32% 30% 34% 38% 40% 59% 38% 33% 39% 46% 48% 70% 43% 44% 58% 45% 57% 52% 65% 44% 63%
6-year graduation rate 98% 96% 98% 96% 95% 95% 89% 91% 94% 95% 91% 95% 91% 93% 95% 92% 93% 91% 96% 90% 93% 90% 84% 88% 89% 93% 90% 91% 89% 87% 91% 91% 85% 87% 79% 84% 86% 80% 81% 86% 81% 82% 82% 81% 81% 82% 85% 83% 80% 85%
TurkofAmerica • 47
INTERNATIONAL STUDENTS IN THE US
2010's growth was primarily driven by a 30% increase in Chinese student enrollment in the United States to a total of nearly 128,000 students
Internat›onal students contr›bute nearly $20 b›ll›on to the U.S. economy Tand universities in the United States increased by he number of international students at colleges
USC top host university; California top host state; NYC top host city. International enrollments at the graduate level increased by 4% to 293,885. Undergraduate enrollments increased by 2% to 274,431.
48 • TurkofAmerica
3% to 690,923 during the 2009/10 academic year, according to the Open Doors report, which is published annually by the Institute of International Education (IIE) with support from the U.S. Department of State's Bureau of Educational and Cultural Affairs. This represents a record high number of international students in the United States.
non-degree intensive English programs was down by 3%. This indicates that more students are coming for shorter term certificate programs, and exchanges, with a declining number coming for English language training.
2010's growth was primarily driven by a 30% increase in Chinese student enrollment in the United States to a total of nearly 128,000 students, or more than 18% of the total international student population, making China the leading sending country. Students from India increased by 2% to a total of nearly 105,000. Indian students represent 15% of all international students in U.S. higher education.
350 INSTITUTIONS REPORTED AN INCREASE Early indications of international enrollments for fall 2010, based on a "snapshot" Fall 2010 Online Survey conducted by IIE in cooperation with seven other higher education associations, show that campuses are seeing similar or higher rates of increase for both new and total international student enrollments compared to last year. Of the responding institutions, 52% (350) reported seeing an increase in their total international student enrollments, and 21% (137) reporting seeing a decline, while 27% (181) reported no change from the prior year.
International enrollments at the graduate level increased by 4% to 293,885. Undergraduate enrollments increased by 2% to 274,431. The total number of international students in non-degree programs was up 6% to 54,803, despite the fact that enrollment in
"American colleges and universities have attracted a record number of international students for the 20092010 academic year. The State Department, through partnerships with U.S. colleges and universities, has made it a priority to reach out to talented internation-
al students, particularly students from disadvantaged backgrounds. A global education prepares them to become leaders in their own countries and societies," said Ann Stock, Assistant Secretary of State for Educational and Cultural Affairs. "The United States continues to host more international students than any other country in the world," said Allan Goodman, President and CEO of the Institute of International Education. "Active engagement between U.S. and international students in American classrooms provides students with valuable skills that will enable them to collaborate across cultures and borders to address shared global challenges in the years ahead."
Increases in enrollments of 6% or less were reported from India, Vietnam, Turkey, U.K., Brazil, France, Nigeria, Malaysia and Venezuela. Vietnam’s 2% increase was relatively small compared to the more than 45% increases it had shown in the previous two years. Students from India increased by 2%, which was a lower rate than in previous years; however, they remain the second largest international group, with tens of thousands more students from India in U.S. higher education than from any other country except China.
Together, the top three sending countries—China, India and South Korea—comprise nearly half (44%) of the total international enrollments in U.S. higher education. Canada, Taiwan and Japan each represent close to 4% of the total international student population, with these top six places of origin comprising 56%. Each of the other sending countries represents 2% or less of the total number of international students in the United States.
Among the other leading places of origin, the most notable decline was seen in students from Japan, with a 15% decline following a 14% drop the previous year; Japan is #6 this year. The number of students from Mexico decreased by 9%, those from Indonesia decreased by 7.5%, and Kenya was down 8%. There were declines 5% or less in the number of students from the other leading senders: South Korea, Canada, Taiwan, Nepal, Germany, Thailand, Hong Kong, Colombia, Pakistan and Russia. Nepal’s 3% decline in enrollment reverses the large increases of recent years, most recently 30% in 2008/09. (Detailed figures for the top 25 are below.)
INCREASES IN FOREING STUDENT ENROLLMENTS Open Doors 2010 reports increases in foreign student enrollments from five of the ten leading places of origin, and eleven of the top 25, with double digit increases from China (up 30%) and Saudi Arabia (up 25%). Saudi Arabia is now the seventh leading sending country, moving up from tenth position last year and reflecting the Saudi government's substantial investment in study abroad scholarships.
According to Open Doors 2010, universities in California hosted the largest number of foreign students with 94,279, up 1%, followed by New York with 76,146, up 2%, and Texas, with 58,934 up 1%. The New York City metropolitan area continues to be the leading city for international students, with 60,791 enrolled in area schools, up 2.5%. The Los Angeles metropolitan area is in second place with 42,103 international students, down 2%.
Open Doors 2010 reports that 62% of all international students receive the majority of their funds from personal and family sources.
TurkofAmerica • 49
INTERNATIONAL STUDENTS IN THE US
USC HOSTS THE LARGEST NUMBER OF INTERNATIONAL STUDENTS University of Southern California hosted the largest number of international students for the ninth consecutive year, reporting 7,987. The University of Illinois at Urbana-Champaign (7,287) hosted the second largest number, closely followed by New York University (7,276). Purdue University (6,903 students) advanced to fourth place, and Columbia University (6,833) is now the fifth leading host. Open Doors reports that 186 U.S. campuses each hosted more than 1,000 students. Business and Management remains the most popular field of study for international students in the United States, increasing by 5% and comprising 21% percent of the total, followed by Engineering with a 7% increase and comprising 18% of the total. Math and Computer Science also increased significantly in 2009/10, up 8% from the prior year. Intensive English Language, which declined last year by 1%, saw a 9% further decline in enrollments. International students contribute nearly $20 billion to the U.S. economy, through their expenditures on tuition and living expenses, according to the U.S. Department of Commerce. Higher education is among the United States’ top service sector exports, as international students provide significant revenue not just to the host campuses but also to local economies of the host states for living expenses, including room and board, books and supplies, transportation, health insurance, support for accompanying family members, and other miscellaneous items. Open Doors 2010 reports that 62% of all international students receive the majority of their funds from personal and family sources. When other sources of foreign funding are included, such as assistance from their home country governments or universities, almost 70% of all international students’ primary funding comes from sources outside of the United States. THE TOP TEN MOST POPULAR FIELDS OF STUDY FOR INTERNATIONAL STUDENTS IN 2009/10 Business and Management 21% Engineering 18% Physical and Life Sciences 9% Mathematics and Computer Science 9% Social Sciences 9% Fine & Applied Arts 5% Health Professions 5% Intensive English Language 4% Education 3% Humanities 3% Agriculture 2%
ABOUT THE OPEN DOORS The Open Doors report is published by the Institute of International Education, the leading not-for-profit educational and cultural exchange organization in the United States. IIE has conducted an annual statistical survey of the international students in the United States since 1919, and with support from the U.S. Department of State's Bureau of Educational and Cultural Affairs since the early 1970s. The census is based on a survey of approximately 3,000 accredited U.S. institutions. Open Doors also reports on surveys on international scholars at U.S. universities; international students enrolled in pre-academic Intensive English Programs; and on U.S. students studying abroad (since 1985). 50 • TurkofAmerica
INTERNATIONAL STUDENTS IN THE U.S. (2009/2010) Country Students Change 1- China 127,628 30% 2- India 104,897 2% 3- South Korea 72,153 -4% 4- Canada 28,145 -5% 5- Taiwan 26,685 -5% 6- Japan 24,842 -15% 7- Saudi Arabia 15,810 25% 8- Mexico 13,450 - 9% 9- Vietnam 13,112 2% 10- Turkey 12,397 2% 11- Nepal 11,233 -3% 12- Germany 9,548 -1% 13- United Kingdom 8,861 2% 14- Brazil 8,786 1% 15- Thailand 8,531 -2% 16- Hong Kong 8,034 -4% 17- France 7,716 4% 18- Indonesia 6,943, -8% 19- Colombia 6,920 -1% 20- Nigeria 6,568 5% 21- Malaysia 6,190 4% 22- Kenya 5,384 -8% 23- Pakistan 5,222 -1% 24- Venezuela 4,958 6% 25- Russia 4,827 -2%
THE LEADING HOST INSTITUTIONS Universities International Students 1- University of South California 7,987 2- University of Illinois at Urbana-Champaign 7,287 3- New York University 7,276 4- Purdue University 6,903 5- Columbia University 6,833 6- University of Michigan – Ann Arbor 6,095 7- University of California – Los Angeles 5,685 8- Michigan State University 5,358 9- University of Texas – Austin 5,265 10- Boston University 5,172
THE LEADING HOST T STATE FOR INTERNATIONAL STUDENTS 1- California 94,279 2- New York 76,146 3- Texas 58,934 4- Massachusetts 35,313 5- Illinois 31,093 6- Florida 29,708 7- Pennsylvania 28,097 8- Michigan 24,214 9- Ohio 22,370 10- Indiana 18,569
(Photo: Courtesy of University of Regina, University of Colorado, Denver)
TURKISH AND OTTOMAN STUDIES
The Harvard College Library, particularly the Harry Elkins Widener Memorial Library, also has a large collection of books and manuscripts in Ottoman and Turkish languages, ancient and modern, and related subjects. Specifically, the library holds 23,000 books in Turkish and Ottoman Turkish, 8,000 in the languages of Inner Asia, primarily Turkic languages, and over 3,500 books about Inner Asia
Ottoman and Turk›sh Stud›es at Harvard book's basic premise is still discussed among histoarvard University has a long tradition of teaching Hand research in the fields of Turkish and rians and is called the "Lybyer thesis." During the
Ottoman studies. As early as the nineteenth century, courses on Ottoman history were taught at the university. However, during the past three decades, Turkish and Ottoman studies have been expanded and integrated more thoroughly into the curriculum. The program has grown stronger most recently with the addition of area studies faculty and the enhancement of the Turkish language program. These developments have resulted in greater student interest and the establishment of new research projects. Most notably, during the early part of this century, the prominent diplomatic historian, Archibald Coolidge, came to Harvard, where he taught Ottoman history for many years. In particular, he left to Harvard and future scholars his valuable collection of European books on the Ottomans, including a large number of books published before 1700. Under his supervision, Albert Howe Lybyer published a book in 1913 on Süleyman the Magnificent; the
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1930s, two well-known Harvard professors, William Langer and R.P. Blake, continued the tradition of teaching Ottoman history at Harvard and published a celebrated article on the rise of the Ottomans which is still considered a classic piece of scholarship. ZEKIYE EGLAR AND OMELJAN PRITSAK After World War II, Turkish and Ottoman studies burgeoned at Harvard under the guidance of numerous scholars and professors. Sir Hamilton Gibb, the famous Islamist, came to Harvard in 1955; he was the co-author with Harold Bowen of a major work on the history of the Ottoman Empire during the eighteenth century. He was joined by Stanford Shaw several years later, who taught Ottoman history, language, and paleography. During the early 1960s, Turkish language studies was boosted by the addition of Zekiye Eglar and Omeljan Pritsak to the faculty. Eglar taught modern Turkish, and Pritsak taught ancient, as well as modern, Turkish along with the
comparative grammar of Turkic languages. Another important appointment in the area of language studies was Sinasi Tekin in 1965. Initially he taught modern Turkish but subsequently has expanded his offerings to include Ottoman paleography and several textual studies. After Pritsak retired, Tekin took over the teaching of several Turkic languages, including Old Uyghur, Kokturk, and Uzbek. Dr. Tekin also for years has been editing and publishing the Journal of Turkish Studies., one of the most important western journals in the field of Turkish studies. Turkish and Ottoman studies expanded into other disciplines at the university with several important appointments during the 1960s and 1970s. Among these were: Annemarie Schimmel, who taught courses on Turkish literature, including mysticism, Mevlana, and Yunus Emre; and Nur Yalman, whose specialty is Middle Eastern social anthropology. In the 1980s, Tosun Aricanli joined the faculty and taught courses on the economy and social history of the Ottoman empire and Republican Turkey. Subsequently, Gülru Necipoglu, an art historian working on the history of Ottoman art and architecture, was appointed professor in the Fine Arts Department. THE FIRST ENDOWED PROFESSORSHIP In 1997, a generous grant by the Koc family of Turkey made it possible to establish the first endowed professorship at Harvard, and one of the very few in the USA, devoted to Turkish studies. Today, Harvard continues to attract eminent scholars and teachers in a wide range of disciplines related to Turkish and Ottoman studies. The most important recent development was the appointment of Cemal Kafadar, a member of the History Department since 1990, as the Vehbi Koç Professor of Turkish Studies in 1998. Professor Kafadar has reintroduced regular courses in Ottoman history at both the undergraduate and graduate levels. Also, in recent years, the directors of the Center for Middle Eastern Studies (CMES), Professors Roy Mottahedeh, Edward Keenan, William Graham and Roger Owen have been emphasizing the central position of Ottoman studies in a complete and balanced program of Middle Eastern and Islamic Studies. Harvard's resources in Turkish Studies now cover a wide range of disciplines, including those already mentioned, and the following: Turkic linguistics and language; Muscovite-Tatar relations and Tatar diplomacy; the sociology of Turkish immigrants in Europe; and medical anthropology relating to this region. With support from the Mellon Foundation, Harvard has taken the lead in creating innovative programs for teaching Turkish in the Department of Near Eastern Languages and Civilizations. For example, Engin Sezer has developed the draft of an elementary text book for Turkish, which is used by his first-year classes. Other projects in progress include a graded exercise book, a booklet of Turkish poems arranged in order of increasing grammatical complexity with a glossary, audio-visual materials, and collections of selected readings for upper-intermediate and advanced-level courses. Professor Sinasi Tekin has also developed a summer school for Ottoman language instruction in Ayvalik, Turkey. In addition, Wheeler Thackston, a professor of Persian, also offers a course on Chagatay prose at Harvard. SULEYMAN THE MAGNIFICENT A measure of the progress of Turkish studies at Harvard since Albert Howe Lybyer wrote his famous doctoral dissertation on Süleyman the Magnificent in 1909 is the number of graduate students now fol-
lowing in his footsteps and concentrating in these fields. Over the past few years, the number of Ph.D. candidates researching Ottoman and Turkish history, art, and culture has increased, and fully a third of the graduate students entering the M.A. program in regional studies at CMES focus on the area as well. In addition, a number of graduate students in other parts of the university who have an unofficial affiliation with the Center are also studying Turkish language, culture, and history. Equally important is the steady increase in undergraduate enrollments in Turkish language and area studies courses (including enrollments of over 100 in one of Professor Necipoglu's courses)-a sure sign that Turkish Studies is becoming a more significant component of Middle Eastern Studies at Harvard. Research and Art Collections Turkish and Ottoman art and manuscripts figure prominently in the collections of the Harvard Art Museums and the Harvard University Libraries. Harvard's small but magnificent collection of Islamic and later Indian art is housed at the Arthur M. Sackler Museum. It comprises a broad range of works, from Samanid pottery and Mamluk calligraphy to Qajar lacquers and Ottoman textiles. The Harvard Art Museums are fortunate to hold part of the Edwin Binney III collection, the largest private collection of Ottoman/Turkish art in North America. (The remainder of the collection is housed at the Los Angeles County Museum of Arts.) Included in the collection at the Sackler Museum are works from the fifteenth through the nineteenth centuries: miniature paintings and calligraphies; portraits of Ottoman sultans; an illuminated ferman (decree); illustrations from Persian classics; elaborately decorated book-bindings and illustrated manuscripts; and Ottoman textiles (pieces of cut velvet and colored embroidery), metalwork, and ceramics (brilliantly-colored tiles and dishes). The collection is displayed in thematically-oriented exhibitions in the Islamic Gallery on the second floor of the Sackler Museum. THE LIBRARY HOLDS 23,000 BOOKS IN TURKISH AND OTTOMAN The Harvard College Library, particularly the Harry Elkins Widener Memorial Library, also has a large collection of books and manuscripts in Ottoman and Turkish languages, ancient and modern, and related subjects. Specifically, the library holds 23,000 books in Turkish and Ottoman Turkish, 8,000 in the languages of Inner Asia, primarily Turkic languages, and over 3,500 books about Inner Asia. Because many divisions of the library acquire and catalog books about Turkey in English and other languages, their number is more difficult to estimate. The Harvard Map Collection holds 91 maps of Turkey, and Houghton Library has 37 Ottoman Turkish manuscripts. Another media resource includes 59 videos in Turkish held in the Widener Library. In total, Harvard's collection of Turkish-language materials is one of the largest in the United States. The collection is searchable online through the Harvard OnLine Library Information System (HOLLIS Plus), which also offers access to other online research tools. One book fund in particular, the Goelet Fund for Turkish and Central Asian Collections, has been in used by the Middle Eastern Division of Harvard College Library since 1991 to acquire books from Turkey, the republics of formerly Soviet Central Asia, and the Sinkiang Uighur Autonomous Region of China. The books are primarily in Turkish, Uzbek, Kirghiz, Kazakh, Uighur, and Kurdish; a few are in Russian and Western European languages. Source: www.fas.harvard.edu
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EXCHANGE STUDENTS FROM THE U.S. IN TURKEY
Amer›can Exchange Students ›n the Cap›tal of Turkey Compare Turkey and the US
Jexchange students at Bilkent University, located in ulia Elaine Robertson and Shira Rachel Babow are
Julia Elaine Robertson and Shira Rachel Babow, from the University of California, are exchange students who have studied at Bilkent University in Ankara. They share their Turkish experiences with TURKOFAMERICA readers.
54 • TurkofAmerica
the country’s capital city Ankara. After completing their studies, they will return to University of California. At Bilkent, international faculty and instructors make up more than a quarter of all academic staff, representing 40 different countries. There is a growing body of full-time international students, as well as exchange students visiting from more than 250 partner institutions. “I tried not to have any expectation about Turkey before I came, but I did think that it would be more conservative socially and less developed than it is,” Robertson says. Babow indicates the students in Turkey do not compete for grades the same way students do in the US, and do not engage with course material the same way. She adds, “Turkey is certainly not an underdeveloped country, nor are the people stuck in the past, as some might believe. Turkey is progressing quite rapidly toward the future.” Both say they want to come back to Turkey after completing their education in the U.S. Robertson and Babow answered TURKOFAMERICA’s questions.
TOA: How would you describe the experiences of living in Turkey? What are the social, cultural,, and educational differences between the two countries? Shira Rachel Babow: First of all, it's much cheaper to live in Turkey than it is in the States. Food costs much less, and is much more readily available (lots of free samples, free courses that come with dinners, etc.). I am a food-centric person--to me it is one of the most important aspects of culture--so I tend to
make friends through food experiences. I love the neighborhood culture here. Every neighborhood has its hangout spot, and you can see the same people every day. In general, people are more friendly and hospitable than in the States. They are eager to let you into their lives. One of the biggest differences is the existence of widespread nationalism. Being from California, I was not entirely prepared for the overwhelming sense of Turkish solidarity. Collective culture was not something I had experienced before coming to Turkey, and it took some getting used to. Finally, the attitude toward education is radically different from my experience at home. The students here do not compete for grades the same way they do at home, and do not engage with course material the same way. Trying to understand my fellow students' attitude toward education has been the biggest challenge for me. TOA: What did you think about Turkey before coming to Turkey? What is your opinion about Turkey now? Shira Rachel Babow: I tried to wipe all expectations from my mind before coming to Turkey, but I had been primed by my university's orientation for the massive urban population and the hospitality. I was hoping that more people might know English in Ankara, which sounds horribly American, but it's unfortunately true. Knowing the history of the country helped. I believed Turkey to be a place of intense politics and proud citizens. I can't say that I was far off. Now, I can say that I love the social life of Turkey, and I respect the political system that has been put in place. It is certainly not an underdeveloped country, nor are the people stuck in the past, as some might believe. Turkey is progressing quite rapidly toward the future.
TOA: How would you describe Turkey to your friends who don't have any knowledge about Turkey? Shira Rachel Babow: I would start by stating that it's a huge country, with a fairly diverse population. Then I would describe the delicious food as best I can, because food and food culture tell a lot about the country as a whole. Turkey is a stable democracy, and it straddles the border between Europe and the Middle East. It is a very safe country with hard-working citizens. Turkey as a country is looking to the future, with a booming economy and rapid modernization. But Turkey also has a fantastic history, spanning thousands of years and including several prominent empires. I would encourage those who don't know to learn a little about Turkey's history. TOA:: What is the most difficult thing about living in Turkey? Shira Rachel Babow: One of the biggest problems is the language barrier. Most Americans have little to no experience hearing or seeing Turkish, so learning vocabulary is a bit difficult. However, the people here genuinely want to help you understand, and will go to great lengths to get their message across. The most difficult thing for me, though, has been adjusting to the different attitude towards education. It continues to frustrate me, the way students behave in class, and the way professors interact with their students. This is a big change from the traditional American university structure. TOA: What do you think about Turkish uniiversities and the educational system? Shira Rachel Babow: I can't speak about universities in general, since
I've only been to one, but as I stated above, it's quite different from the States. I think the education at Bilkent has the potential to be fantastic, but is hampered by a lack of commitment by the students. It is not at all at the level that I am used to at home, but the small class format has allowed me to polish my presentation skills. Most classes are attendance and participation based, so I have gotten the chance to interact more with my professors that I do at home. It is just different, and everyone will have a different experience with the system. TOA: After completing your education, would you consider living in Turkey? Shira Rachel Babow: Yes, I would consider living in Turkey, either after I earn my Bachelor's degree or after my Master's or PhD. It is easy to feel comfortable here, and the pace of life suits me. There is no way to get bored with all of the historical sites to see, and the people are wonderful. While I may not make Turkey my permanent home, I would love to come back as a working adult. TOA: Would you like to add an nything? Shira Rachel Babow: This is a once-in-a-lifetime opportunity, as cliche as that sounds. Very few people can say that they studied abroad in Turkey for a semester or a year. The insight you gain is invaluable, and the interactions you have will change your perspective on the world. Considering that Turkey is becoming both an economic juggernaut and a political force in the international arena, it is an especially relevant place in which to live and study. I would recommend it to anyone.
Turk›sh Hosp›tal›ty and Modern›ty Have Been Welcome Surpr›ses TOA: How would you describe the experiences of living in Tu urkey? What are the social, cultural, and educational differences between the two countries? Julia Elaine Robertson: Living in Turkey has not been different in some ways but familiar in others to living in the US. Despite the language barrier, I have found the people to be very friendly and patient trying to understand my broken Turkish. The plethora of relaxed cafes and restaurants make Turkey seem familiar and homey. However, things like aggressive Turkish driving or the male-dominance of society reminds me that Turkey still has significant differences from America. In terms of the education that I have experienced, the classroom environment is similar but relations between teacher and student have been more casual, and school work has been less time consuming than in my university in the US.
Julia Elaine Robertson: Turkey is a country with a long history, a rich cultural heritage, and friendly, welcoming people. Also, Turkish tea is delicious.
TOA: What did you think about Turkey before coming to Turkey? What is your opinion about Turkey now? Julia Elaine Robertson: I tried not to have any expectation about Turkey before I came, but I did think that it would be more conservative socially and less developed than it is. Turkish hospitality and modernity, along with its great food, have been welcome surprises that I didn't necessarily expect to find. I love Turkey now.
TOA: After completing your education, would you conssider living in Turkey? Julia Elaine Robertson: Yes, I would love to come back to live in Turkey at some point in my life and improve my Turkish.
TO OA: How would you describe Turkey to your friends who don't have any knowledge about Turkey?
TOA: What is the most difficult thing about living in Turkey? Julia Elaine Robertson: The hardest thing about living in Turkey is that my poor Turkish skills makes it hard to communicate with others. Also, the huge difference in time zones makes it hard to talk with my family and friends back home on a regular basis. TOA: What do you think about Turkiish universities and the educational system? Julia Elaine Robertson: I have learned so much about Turkish history and politics from my classes at Bilkent, but they have been less rigorous than classes I have taken at my home university.
(Thank to Ms. Ayﬂegül Basol, International Students and Exchange Programs Coordinator at Bilkent University Office of International Exchange Programs Registrar's Office, and B. Yasemin Ozbek, Office of International Students and Exchange Programs, Student Advisor for helping with this interview.)
TurkofAmerica • 55
TURKISH STUDENTS TRAVEL TO TURKEY
Students of Turk›sh Ethn›c›ty Travel to Turkey for Semester ihan Soytürk, a 21-year-old university student, has Abroad Cbeen eating homemade Turkish food his entire life. University students across the globe often elect to spend a semester or full year abroad. While Soytürk briefly considered studying in America, the Victoria University student's decision to travel to Turkey came largely from wanting to see the country where his family is from
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From traditional Turkish staples like börek and gözleme to time-honored desserts like baklava and ﬂekerpare, he's had it all. Before arriving in February, however, he had never been to Turkey before.."
Soytürk is one of many students of Turkish ethnicity who have grown up elsewhere but have chosen to spend a semester studying at a Turkish university. Soytürk, a law, banking and finance student taking courses for the semester at Bo¤aziçi University, is originally from Melbourne, Australia. His parents and grandparents emigrated from Turkey to Australia before he was born. University students across the globe often elect to spend a semester or full year abroad. While Soytürk briefly considered studying in America, the Victoria University student's decision to travel to Turkey came largely from wanting to see the country where his family is from. "I've never been to Turkey and I'm Turkish. So, that was the main reason I wanted to come," he said. "My family lives in Australia, but I've got lots of cousins here that I've never seen, so it was important for me to come and see them. And to also see how my culture operates. There are some Turkish people in Australia ... but here it's different because the whole country is Turkish."
ﬁakire Neﬂe Do¤an, 21, is an American student at the University of North Carolina at Chapel Hill who came to ‹stanbul to study history. Though she has never lived in Turkey, she has visited almost every summer since she was born to see relatives in Tokat and Samsun. Both are cities near the Black Sea coast. "I almost feel like Turkey is ... my second home. There is something that pulls me here. In Turkish, we say 'Kan cekiyor' [which means] your blood pulls you, so I definitely feel that way," she said. When she finally decided to spend a semester studying in ‹stanbul, her family was thrilled. "My dad was really excited. He has lived in America for 33 years and ... to this day, he says he's going to move back [to Turkey] one day. He was really excited for me to experience living here and to rediscover my 'Turkishness,' in a way." ﬁerap P›nar, a 22-year-old biochemistry student from Ruhr University in Bochum, Germany, was struck by the kindness and hospitality that she received from other Turkish students upon her arrival in Turkey. "They're so kind, and everyone accepts you. In Germany, many people are distant when they don't know you. But in Turkey, the people are open-minded and nice and they always try to include you," she said. “NO MATTER WHERE I GO, I’M FOREIGNER” Despite their Turkish ethnicity, all three students have
experienced instances where their foreign accents have set them apart from other Turkish students. Although Soytürk knows basic Turkish and Do¤an and P›nar are fluent, local students have asked all of them where they are from or if they have been living abroad for a while. Other times, cultural differences between Turkey and their home countries have affected their experience. "Some people have really been hospitable, but I've come to realize that no matter where I go, I'm a foreigner. When I'm in America, I'm a foreigner [because] I'm Turkish. When I'm here, they don't consider me completely Turkish. I'm more American," said Do¤an. "People were saying it's going to be dangerous [in Turkey]," said Soytürk, referring to his early expectations of what he would encounter on his semester abroad. "Everyone was telling me, 'When you go there, make sure you're careful. People will try to rob you on the street because it's going to be crowded there,' but I haven't encountered anything like that here," he said. P›nar, whose family emigrated from Ankara to Germany, also admitted to arriving in Turkey with some preconceived notions of what the country would be like. "I don't know why, but in Germany, the media is giving you the view that Turkey is not very developed and Turkish people are not very intelligent. With time, I noticed that this is totally wrong, and that this was something really bad that I thought. I've changed so much. Now, I really don't want to go back [to Germany] and I don't miss Germany. I really plan to stay here longer, to spend my life here [in Turkey]," she said. Despite their different experiences, all feel that their time in Turkey
has been positive and worthwhile. In addition to meeting other exchange students from different universities from all over the world, traveling and taking courses, Soytürk, Do¤an and P›nar have been able to visit family, improve their Turkish language skills and live in the country from which their families came. Although Soytürk looks forward to returning to Australia to see his family, he feels his time in Turkey has strengthened his affinity with his family heritage. "I think I see Turkish culture as more important to me. My values are more in line with Turkish culture than before," he said. "When I first came here, I would stick to my 'being German' because I have a German passport and I grew up there. I always said, 'I'm German. I'm from Germany'," said P›nar. "Now, I am really proud of being Turkish.” (Source: Cihan News Agency, Photo: Sarah Ketchen, Fulbright Turkey student.)
NEWS FROM TURKISH UNIVERSITIES
Kadir Has Un›vers›ty Organ›zes Courses ›n Armen›an
Acourses in Armenian at the post-secondary level as part of an effort n Istanbul University's language academy is organizing the only
to enhance regional dialogue between businesspeople and academics.
“Turkey has become a major player in the region, socially, culturally, economically and politically. Thus we decided to teach regional languages rather than the classic foreign languages such as English or French,” said Serdar Dinler, director of Kadir Has University’s Center for Lifelong Learning, which will start teaching the courses in May at its Neighboring Languages Academy. The new courses aim to enable Turkish people of all ages and backgrounds to speak directly to their Armenian counterparts without resorting to a third language such as English, Dinler told. “We have plenty of businesspeople who trade with Armenia, as well as academics, journalists and the like who work with or on Armenia,” Dinler said, adding that relations could be boosted further if such people could directly speak in Armenian. The courses, which will be taught by a yet-to-be-hired Armenian doctoral student, will be the only of their kind at a Turkish university in Turkey, according to Dinler. The center already provides Greek and Russian courses and plans to start ones in other language as soon as funding is available. “Projects for Arabic, Farsi and Kurdish language courses are also ready, and we are looking for national or international sponsors to fund them,” he said.
A team from Kadir Has is currently preparing the curriculum for the Armenian course and reviewing applications from Armenian doctoral students at Yerevan University in order to select one who will come to Turkey to continue his or her research and teach the language course in the evenings. According to Dinler, many Armenian doctoral students are conducting research on Turkey. The center director said they want “an Armenian from Armenia to teach the language” rather than a student of Armenian origin living in Turkey because there are differences between the language spoken in Armenia and that spoken by the Armenian minority living in Turkey, and because it provides an opportunity to develop relations. “By coming to Turkey, the Armenian [doctoral] student will see Turkish culture and meet people, thus also developing academic and cultural dialogue,” Dinler said. The Armenian language courses will be open to everyone, regardless of age or professional background, he said. “There is plenty of interest even from academics at other universities who are conducting research on the Caucasus.” (Eeisa Dautaj ﬁenerdem, Hurriyet Daily News)
Summer Term 2011 at Bogaz›c› Un›vers›ty ›n Istanbul received acceptance, as well as to its own students. All lectures are in ogazici University Summer Term is an intensive seven-week program Boffering a rich variety of courses in the social and natural sciences, English. After Summer Term an official transcript, which is valid for most
history, language,engineering and education. Summer Term 2011 will start on June 24, 2011 and end August 9, 2011. Summer Term courses and programs are offered to undergraduate and graduate students from other universities in Turkey or abroad, including those who have just
58 • TurkofAmerica
universities in the world, will be offered.If you want to spend your summer time to reduce the irregularity of your academic program at Bogazici University where east and west meet, please; contact us via email@example.com e-mail address.
Turk›sh, Roman›an Un›vers›t›es S›gn Cooperat›on Protocol
Twith Romania's Lumina University of South-east Europe. A ceremony urkey's Sakarya University (SAU) has signed a cooperation protocol
took place at the SAU for the protocol. SAU Rector Prof. Dr. Muzaffer Elmas and Lumina's Rector Prof. Dr. Filip Stanciu signed the protocol on behalf of their respective universities. The protocol will facilitate academic and scientific cooperation between the two universities. (AA)
Ch›nese Language Draws Increas›ng Fans ›n Turkey and opening up. Ali Turgay, a 23-year-old Chinese major in Ankara University of Turkey, said the quiz was easy for him, adding that he is eager to show off his language proficiency at the contest.
“Mable to find a job, not even a wife," Aykut Dal, a senior in Fatih y grandpa used to tell me, if I choose Chinese major, I won't be
University of Istanbul, recalls his family's reluctance to let him choose Chinese at college.
"But now I want to tell grandpa, I will have a job, and a wife, too," Dal said buoyantly to a packed hall, where the audience burst into laughter and applause not only for the speaker's humor but also for the fluency of his Chinese. More and more Chinese learners in Turkey are feeling the same way as Dal does, an economically powerful China will guarantee their future. The growing interest in learning Chinese, which is essential for doing business with China, can be felt at a Chinese language contest dubbed "Chinese Bridge" held in the Turkish capital of Ankara on Sunday. Forty-four college students joined the contest, the largest number since the first of such contests was held in 2002, said Wang Shanping, Chinese director of the Confucius Institute at Middle East Technical University (METU), which hosts this year's contest. "Last year we have about 50 students opting for our Chinese courses at METU, this year we have around 70," he says. "One more difference is that most of them tended to wait till the last moment to sign up because they had no other choices, but now they come in the first few days and are more positive." The "Chinese Bridge" contestants come from six universities in Ankara and Istanbul, including METU. Twenty-five of them passed the first round of test, a knowledge quiz with questions ranging from China's literary classics and the country's first special economic zone after reforms
"China is taking up a bigger and bigger share in world, that's why I chose Chinese major at college," he said. Turgay's schoolmate Duygu Akin is also attracted by China's economic performance. "Since childhood I have been obsessed with China, it people and its culture. What're more, China is becoming a world economic power, learning Chinese brings a good prospect," said Akin, who got full marks in the quiz. Competition rises in the speech and talent show, with some stammering over stress while others bringing the house down. Wearing Chinesestyle silk dresses, the contestants talk about Chinese kungfu, snacks, traditional festivals and their experience of living in China or learning Chinese. Chinese pop songs, folk dances, Taiji and calligraphy are all taken onto the stage, demonstrating how well the performers are into Chinese culture. Aykut Dal, who wins the first place in the contest, said he has been preparing and practicing for the contest for more than a month. "I joined this contest in 2009 and went to Beijing for a year of study," he said, "I hope with this year's first prize, I have chances to go to China again." After watching the performances, Political Counselor Xiao Junzheng of the Chinese Embassy in Turkey said he feels that this year's contestants know Chinese language and culture better than ever. "The enthusiasm of Turkish students can be explained by growing bilateral ties between China and Turkey, which are celebrating the 40th anniversary of the establishment of diplomatic relations this year," he said. Trade volume between China and Turkey exceeded 10 billion U.S. dollars in 2009. Chinese and Turkish leaders agreed last year to increase the amount to 50 billion dollars by 2015 and 100 billion dollars by 2020. For Ali Turgay, that means more Chinese-speaking graduates are needed in Turkey in the future. "I want to be a teacher after graduation and help more Turkish universities open Chinese courses, " he said. Source: Xinhua,
TurkofAmerica • 59
Gubretas Is On Its Way To Becom›ng a Reg›onal Leader
58 years ago, on 6 November 1952, the Turkish Fertilizer Plant Joint Stock Company (GUBRETAS) was formed by the Turkish government. When it was first established, its primary purpose was to supply and optimize Turkey's fertilizer needs.
Mehmet Koca, General Manager of GUBRETAS.
Aum salts, and other raw materials for the chemis Turkey’s natural gas, phosphate rock, potassi-
cal fertilizer industry were not being exploited, at the time Turkey was completely dependent on foreign imports for these resources.
In 1953, GUBRETAS went into operation in order to supply the agricultural sector with chemical fertilizers. In recent years, GUBRETAS has attempted to increase its share of the market in the sector, through both domestic projects and foreign investments. The founders of the factory were organizations of the state and an American private company. The 60 • TurkofAmerica
Photo By: Ifatolye
founders were Sumerbak, Etibank, the Machinery and Chemical Industry and the U.S. Fertilizer Corporation of America AG. Ziraat Bank purchased the shares of the American company in 1958. Currently GUBRETAS branded products are aimed at farmers in Turkey, reaching 2800 locations. GUBRETAS’s market share hovers at around 28 percent. In 2009, GUBRETAS has carried out major projects abroad, with the largest industrial investment being the purchase of the Razi Petrochemical Company in Iran, leading to the creation of a four-partner consortium. With this investment of $656 million in Iran, the com-
pany's performance began to rise rapidly towards the summit. In the October 2010 issue of Fortune magazine, one of the leading publications of the business world, an article titled "Rising Stars" discussed the fastest growing companies in the world and in Turkey.
After investing in Iran, GUBRETAS’s market value increased from 4050 million TL to 1.3 billion TL (1 billion dollars). GUBRETAS’s biggest competitor in the domestic market is Toros Fertilizer. The two companies have a total market share of around 60 percent in Turkey.
The last three years of financial data demonstrate GUBRETAS’s progress, with total returns averaging 161% over investment, an increase of earnings per share over the past three years averaging 304%, and an increase in net sales of 51%
GUBRETAS employees 500 people in its Turkish facility and approximately 2500 people in its Iranian facility in Razi.
Since 2003, the company has been engaged in expansion. General Manager Mehmet Koca says that in terms of fertilizer and raw materials, they are looking to invest in North African countries.
75 percent of GUBRETAS’s shares belong to Turkish farmers who have organized under the name of the Agricultural Cooperative Credit Union. General Manager Koca states, “Our customers are also aware that they are company’s shareholders. It gives us more power and responsibility.”
Koca said that after investing in facilities in Iran in 2008, they manufactured and exported all the ammonium. Koca said that there is no way to integrate Iran’s facility to Turkey. So all production from GUBRETAS’s Iran facility exports to East Africa and China.
In recent years, GUBRETAS has made the list of Turkey’s top 50 large industrial companies, according to the Istanbul Chamber of Industry.
Koca said: “Though United Nations sanctions against Iran have created some difficulties, we act accordance with UN, US and EU directives to avoid a direct confrontation.”
GUBRETAS first appeared on the list of top large industrial companies in 1968, and never dropped off, a successful run of more than four decades. The company is one of the 17 companies which has stayed on the top 50 list since 1968.
Iran, with its rich source of raw materials, natural gas reserves, and established fertilizer industry, is one of the few countries which GUBRETAS can invest in. Investing in Iran was the result of Turkey’s foreign policy, “zero problems with its neighbors.”
As one of the leading companies in Turkey, GUBRETAS was a part of the establishment of the stock market. When the Istanbul Stock Exchange began its operations in 1986, among the first 16 stocks traded were those of the fertilizer factories.
Photo By: Ifatolye
TurkofAmerica • 61
TURKEY’S FIRST SUPERHERO
Turkey’s F›rst Superhero ›s Sav›ng the World! TSuperhero SüperCan is coming to save the world
he future of our planet is in danger. Turkey’s first
SüperCan fights against evil robots from space who come to destroy the world by cutting down our trees. SüperCan is assisted by Marvel’s legendary heroes Spider-Man, Iron Man and Hulk in this difficult mission.
from evil robots that are destroying the trees and polluting the environment. In this environment themed game, SüperCan fights against evil robots from space who come to destroy the world by cutting down our trees. SüperCan is assisted by Marvel’s legendary heroes Spider-Man, Iron Man and Hulk in this difficult mission. THE HERO OF HEROES: SÜPERCAN SüperCan is 8 years old and a very smart and inquisitive child. Discovering his surroundings and building interesting machiens with tool that he finds is his passion. His most important weapons are the laser sword he made himself and his rocket that enables him to fly. Can is also able to use a “topron shooter”. Another reason that he is “super” is that he does not wait to grow up to protect nature. He warns those who throw garbage on the street, he picks up plastic bottles he sees on the ground and throws them into
62 • TurkofAmerica
the garbage can and he throws the paper he uses and old newpapers in his home into recycle bins. And now he fights against robots that cut down trees and saves the world. THE HUGE SUCCESS OF THE SÜPERCAN GAME The SuperCan Game, is a high quality project that has been designed entirely in Sobee Studios in Turkey with Turk Telekom’s support. SuperCan’s design, graphics, animations and infrastructure are just as good as any game that is designed overseas and it has been created to not only develop children’s hand and eye coordination, but also to infuse them with environmental awareness and self-confidence. The SuperCan game has reached a success rate of record level since the day it became active. It was downloaded more than 800 thousand times in its first week. The game, which attracts the attention of not only children but also of adults, has more than 55 thousand fans on Facebook at the moment.
I wake up to the time I lay my head,” Ceylan says. Young designer answered TurkofAmerica’s questions.
Young Turk›sh Des›gner’s Dream Is Very S›mple: To Make ›t to the Next Season W
Besne Ceylan’s adventure in fashion industry has just begun. She says: “It never seemed too far or impossible. It was like God had my dream on a rope, he put it right in front of me, it seemed so close to me but each time I reached out for it, he pulled the string.”
hen she was a junior in high school, when everyone was sending out college applications, she knew all she wanted to do was design. Teachers always taught them to apply to as many colleges as possible. She only applied to one; it was The Fashion Institute of Technology in Manhattan. It didn't concern her that there was a chance she would not get accepted and she didn't have a back up plan. So, after months of anticipating the acceptance letter, she received the rejection letter. She went to the school to see if she could talk to the dean of fashion design. There was nothing he could do to admit her that semester, but he recommended she would take courses at the school to build her portfolio. After a couple of courses her drawing had improved dramatically. She put together a new and improved portfolio and submitted it the next semester. She continued her courses at F.I.T. and anticipated that acceptance letter once again. She wasn't sure if she could take another rejection. If she didn't get accepted this time she might have given up. Her family kept reminding her and asking what if she doesn't get accepted this time? She did not know. But she did it. She was so excited, step one to being a fashion designer: get into fashion school- check. Now about another 20 or so check offs to go. But she was willing to do whatever it takes. She could taste the sensation of being a designer each step of the way. Besne Ceylan’s adventure in fashion industry has just begun. She says: “It never seemed too far or impossible. It was like God had my dream on a rope, he put it right in front of me, it seemed so close to me but each time I reached out for it, he pulled the string. Each pull of that string caused me to move a little further, I wasn't ready to have it yet. He wanted me to work my way to the next step, keeping my dream in sight each step of the way.” Ceylan had her first collection show in February in Manhattan. U.S. is a big market but she says that she won't be stopping there. “I will be targeting Turkey and Sweden as well. I will be promoting my line everyday from the moment
How did you define your field after graduation? Who inspired you? One day as I was having lunch at Starbucks I was being nosey in some people's conversation. I couldn't recognize what language they were speaking. One minute it sounds Arabic, then French, then to add the real mixer Hebrew came into play. I had to ask them. They explained that they were from Morocco and people there mix all three languages. Well I also found out they were in the fashion industry. I asked them to keep me in mind if they knew anyone hiring. It must have been a week or two and I get a call from a 212 area code. You got to love those 212 numbers. I had landed myself an interview out of being nosey! I did get the job and stayed with that company for a year. That is where I really learned how to become a designer. My boss was very patient with me and taught me everything. Mr. Benlolo, God bless him. What is your goal in future?? My goal right now is to make it to the next season. Many new designers come out but can't survive to make it the next season. Once I reach that goal, then I will think how to get to the next goal. Take things as it comes. Could you tell us about latest collection? Do you have any agreement with major retailer store to sell them? How are buyer’s reactions when they purchase your products? My latest collection plays a lot with shoulder details, there are pleats, draping, puffes, all focusing on the shoulder. Pearls also are a key component in the collection. I enjoyed very much emphasizing on the key elements of the traditional sweat suit. A hood for example. I took this basic element and elaborated on it with beautiful fringe pearls. It makes the jacket very playful and reminds everyone, hey I am extravagant but don't forget I am just a hoodie. Although the main attraction is the jackets, with all the details and current designs, I paired them with a slim fitting pant. With everyone wearing leggings and skinny jeans, I accommodated my customers with something they can relate to at the time. Do you want to extend you ur business to Turkey? Yes, Turkey is a place I definitely see my product being in. Any suggestion.... well first off, make sure you have it inside you to be a designer. That inner talent, because there is a lot of work and disappointments involved. And if its not who you are, you will be wasting a lot of time and heartache. I had a lot of people who tried to scare me from starting my own collection. They were looking out for me in trying to test me. But if you are a designer, then push, push and work hard. I haven't figured out the clearest path to make it as a designer myself so I can't quite give some guideline. But just like any other business most things are instinctive and involve connections. Talk to everyone you run into and always promote yourself as who you want to become. TurkofAmerica • 63
VANESSA V. SECKIN
Vanessa V. Seck›n Opens Her Law F›rm to Serve The Commun›ty Anumber of Turkish immigrants has risen to more ccording to the Census Bureau, since the 1970s, the
than 2,000 per year. Members of this most recent immigrant group vary widely. Many opened small businesses in the United States and created Turkish American organizations, thus developing Turkish enclaves, particularly in New York and New Jersey City. Still others came for educational purposes.
Vanessa Seckin, wife of well-known Turkish interventional pain doctor Ali Inanc Seckin who works for Hackensack University Medical Center, has practiced immigration law for the last 10 years and now she opens her
Increasing of Turkish-American population in New York and New Jersey area, attract more professional to serve the community. Vanessa Seckin, wife of well-known Turkish interventional pain doctor Ali Inanc Seckin who works for Hackensack University Medical Center, has practiced immigration law for the last 10 years and now she opens her own law firm. Vanessa Seckin answered the questions. Could you tell us little bit about your professional background? How did you decide to become a lawyer? After graduating from Law School, I acted in the capacity of an in-house/outside counsel /immigration specialist for a pharmaceutical and IT company in NYC. For the last 6 years, I practiced with a New York-based immigration law firm where I provided counsel to physicians and scientists on employment based immigrant and nonimmigrant matters; including but not limited to labor certification/PERM applications, H-1Bs, J-1 Waivers (Sate 30/Flex 5), NIW, I140 employment based petitions, "greencard" applications, etc. My work on behalf of clients also included managing and advising on PERM compliance strategies, the immigration consequences of Mergers & Acquisitions and other corporate restructurings.
own law firm. How long have you been in this business? I have been in business for 10 years. Since graduation (2000) I have focused my practice to immigration law. Which business and industry sectors do you rep present? I represent in Health care, Information Technology, Retail, Engineering, Arts, Education, Jewelry, Advertising, Small business and entrepreneurs. Each year about 3,000 Turkish people come to the U.S. with green card, and about 2,000 peo ople get H1 B visas. Do you think the Turkish market is big enough for lawyers who interested in thiss market? 64 • TurkofAmerica
I do not look at the number of entries or nationality to the U.S. to determine profitability for this business. I based the need for an immigration attorney on my daily life, as I will always encounter someone, who needs immigration advise. I realized that in the end, whether you are Turkish, Indian, Pakistani, etc., as an attorney, I need to develop cultural understanding and a great deal of patience if I want to succeed in this specialty. There are a lot of immigration attorneys out there, but very few whom not only understand the laws and procedures, but also the predicament and the frustration that a person is facing in the U.S. Especially since there is a federal bureaucracy, combined with a negative shift in attitude towards immigration to the United States, these factors can make the practice frustrating - but all the more rewarding when you succeed. Can you tell us being prepared to meet with attorney what people can do? When meeting with an attorney I suggest to always indicate your goals. It is up to the attorney to ask the questions to determine which way, if any, would be the best route for a person to immigrate to the U.S. Once they route has been selected, then the attorney will ask for the pertinent information/documentation to commence the case. (ADVERTORIAL)
TO CONTACT VANESSA SE ECKIN 1515 Broadway, 11th Fl. New York, NY 10036 Phone: (212) 520-1663 Fax: (425) 871-5874 E-Mail: firstname.lastname@example.org www.seckinlaw.com
Most private universities in Turkey have beenfounded in last 20 years and they need time toimprove their reputations. Now, Turkey’s 18-25yea...
Published on Aug 15, 2011
Most private universities in Turkey have beenfounded in last 20 years and they need time toimprove their reputations. Now, Turkey’s 18-25yea...