1. Leadership Model (Participatory Leadership)

The participatory leadership model, specific to the Faculty of Economics and Administrative Sciences, is built upon transparency in decision-making processes, the active participation of stakeholders, and the prioritization of shared wisdom. In this model, the leader not only directs but also listens and develops collaborative solutions. Students, faculty, and administrative staff are considered stakeholders who contribute to the production of strategic decisions, not just implementers of faculty management. Participatory leadership aims to foster an inclusive culture within the faculty. By considering the diverse perspectives of team members, the leader facilitates innovative ideas and ensures that decisions are disseminated widely. This approach contributes to both improved academic performance and a strong sense of belonging. Key elements of the model include transparent communication, collaborative decision-making, the setting of common goals, and a continuous feedback mechanism. By sharing authority, the participatory leader creates an environment of trust, thereby ensuring the sustainability of the faculty's academic and administrative success. Thus, the participatory leadership model at the Faculty of Economics and Administrative Sciences becomes not only a managerial approach but also a core value shaping the faculty's culture.

2. Governance Model Based on Internal and External Stakeholders

The governance model for the Faculty of Economics and Administrative Sciences, centered on internal and external stakeholders, represents a holistic approach aimed at increasing the faculty's sustainable success and social impact. In this model, internal stakeholders include students, academics, administrative staff, and faculty administration, while external stakeholders include alumni, business representatives, public institutions, non-governmental organizations, and the international academic community. The governance model aims to create a productive learning and research environment within the faculty by ensuring the active participation of internal stakeholders. Student expectations, academic goals, and contributions from administrative staff are integrated into the system through regular meetings, surveys, and feedback mechanisms. Continuous collaboration and communication with external stakeholders are essential. Internship and project programs developed with the business world, research conducted with public institutions, and social responsibility projects undertaken with civil society constitute the foundation of this model. Strong ties with alumni provide faculty with experience, guidance, and employment opportunities. This governance model aims to enhance both the quality of education and the social contribution of the Faculty of Economics and Administrative Sciences by integrating the academic dynamism of internal stakeholders and the strategic support of external stakeholders. Thus, the faculty becomes a center that not only produces knowledge but also guides social development.

3. Change Management Model

The change management model for the Faculty of Economics and Administrative Sciences aims to increase the faculty's capacity to adapt to academic, technological, and social transformations. The model is based on the inclusion of all stakeholders in the process through a planned transformation process. The first stage involves vision formulation and needs analysis. The areas in which change is needed within the faculty's education, research, and management processes are analyzed. This stage involves gathering the opinions of students, academics, and administrative staff, and conducting a comprehensive assessment. The second stage prioritizes communication and stakeholder participation. The change process is transparently shared, and the views of all stakeholders are considered. This fosters a culture of ownership rather than resistance to change. The third stage is implementation and adaptation. New programs, technological tools, or management processes are implemented step by step. Training, guidance, and support mechanisms are provided during this process. The final stage is monitoring and sustainability. The effects of change are regularly measured, feedback is collected, and necessary improvements are made. Thus, change becomes part of the faculty's culture of continuous improvement.

4. Quality Management Model

This model enables the Faculty of Economics and Administrative Sciences to adapt to rapidly changing social and economic conditions, both increasing its academic competitiveness and providing its students with a modern educational environment. The PUKO cycle can be implemented for the Faculty of Economics and Administrative Sciences as a quality management model that ensures continuous improvement in education, training, and management processes. Plan: The faculty sets strategic goals, considering the needs of students and faculty. Detailed plans are prepared for updating the curriculum, developing research activities, and meeting stakeholder expectations. Implement: New educational methods, research projects, internship programs, and social responsibility activities are implemented in line with the established plan. Active participation of all internal and external stakeholders is ensured at this stage. Check: The effectiveness of the practices is regularly measured. Student satisfaction surveys, academic performance evaluations, and stakeholder feedback are conducted.

Processes are analyzed through feedback. Take Action: Necessary corrective and remedial steps are taken based on the findings. Curriculum, administrative processes, or research policies are revised. This way, the faculty maintains a culture of continuous improvement and adapts to changing societal and academic needs. Through the PUKO cycle, the Faculty of Economics and Administrative Sciences (FEAS) improves the quality of education, meets stakeholder expectations, and achieves sustainable success in becoming a competitive academic institution.