Abstract:

Parallel to the increasing number of students in higher education worldwide, the demand and supply for higher education in Turkey are both increasing. On the other hand, the number of students not registered in 2019 accounts for 22% of the total number of students, which shows the supply and demand imbalance in Turkish higher education. If such a situation can occur in the supply and demand balance of the programs in which teachers form the basic qualities of all human resources in Turkey, it is clear that the existing capacity determination strategies will profoundly affect the sustainability. In this context, the purpose of the research is to prefer content of the teaching programmes and to study the registration conditions of the settlers. The research is designed in a general scan model, based on the secondary use of data accessed through the Higher Education Program Atlas (YPA). Through the data set collected from the YPA platform, the contribution information of the 23 teaching program, preference amounts and settlement rates, visual statistics (frequency, percentage, etc.) It is defined and graphized/tableted. In addition, the number of students who are not registered for each teaching program is calculated, using the number of students who are not registered for each teaching program, and the quantities of vacant containers after placement and registration are calculated. Analysis shows that 42,746 content were allocated to teaching programs in 2019 and that these programs were 30 times more listed by students than the total content. On the other hand, it was found that 2,096 containers after the placement process were not preferred and 1,021 of the students who were placed in the teaching programs were not registered. The majority of the unprefered program containers belong to universities in the Northern Cyprus Turkish Republic (e.g., 72% unprefered containers for the PDR program with the highest number of students) and then to the foundation universities (approximately 10% unprefered containers for the same example section), while in the programmes in public universities remains at a minimum level (less than 1% unprefered containers). All of these findings have been obtained with the number of teachers waiting for appointment, the number of appointments and the newly described program contents, discussed in a whole and presented suggestions on a plan that can support the placement of candidates in accordance with the teaching programmes.

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