Prof. Dr. Ebba Ossiannilsson

Professor Dr. Ebba Ossiannilsson is an independent researcher, expert, consultant, quality assessor and influencer in the fields of open online flexible and distance learning, including e-learning and technology-based learning, consisting of even OER and MOOCs. Her focus is on quality, innovation, leadership, and personal, learning. She is in the ICDE EC, and she is an ambassador for the worldwide advocacy of OERs, she is the Chair of the ICDE Advocacy Committee. She is a member of the ICDE Global Quality Network and of the Advisory Board for the Strategic Plan 2020-2022 ICDE. Ossiannilsson is a quality expert for ICDE , and the EADTU. She cooperates with the European Commission's Joint Research Centre on Quality in Open Education. She works as an evaluator and expert for the European Commission. She is a member of the EDEN EC and Chair of the EDEN SIG for Technology-Based Learning and Quality Enhancement. Ossiannilsson is an EDEN Fellow, an Open Education Europa Fellow and an EDEN Council of Fellows. She is a member of the editorial board of several scientific journals. Ossiannilsson is Vice-President of the Swedish Association for Distance Learning (SADE) and the Swedish Organization for e-competences (REK). She is a quality developer at the Swedish Institute of Standards (SIS), as well as for ISO. She is a member of the Digital Skills and Jobs Coalition Sweden. She has been working in this field at the University of Lund since 2000. Ossiannilsson graduated in 2012 from the University of Oulu, Finland, with a dissertation on benchmarking e-learning in higher education. Her publication list includes over 200 publications.

Engaging Students for Sustained Learning: A Question for Sustainable Quality in Education

Education at all levels today faces major challenges due to global changes, such as the three most highlighted changes in the world; changing demographics, globalization and digitalization. The United Nations Sustainability Goals (SDG) raises urgent changes in the educational landscape, in particular the SDG 4 on education, place urgent and crucial demands on education for all and on access, equity, equality, equal rights, democracy, inclusivity, lifelong learning and quality. Together with these goals, there are high demands on social justice for all. In addition, the 4th Industrial Revolution has an impact on how we live, work, communicate, integrate and interact with others, the environment and society. Of course, it also changes the way we learn. The goals of higher education are also placed at the top. Challenges include educating students by and large so that they can lead productive lives in a civilized society; serving as engines of opportunity and social mobility; creating new knowledge of every kind, including work that either has no immediate market value or even threatens a commercial end; promoting and protecting the thoughtful critic and the dissenting voice; and defending cultural, moral and intellectual values that no one can "evaluate" very well. Education can therefore serve not only to provide the world of work with competent employees, but above all to integrate global working life with the education sector. So today we cannot educate students for a future that we cannot really foresee with yesterday's methods and materials. Some additional concrete challenges, at least in Europe, lie ahead:

- Challenges in the recruitment of Students in higher education

- Problems with fees in higher education

- Students' expectations of the universities

- The challenges of alternative education

-The challenges of changing learning landscapes and business models

- The Brexit impact on higher education

There is an urgent need to improve quality and the consequences of unbundling and transformation must also focus on sustainability, empowerment, integration, personal responsibility and satisfaction of students and staff. Accordingly, the involvement of students in sustained learning, and learners taking ownership of their learning, and being in the driving seat, is a question of the sustainable quality of education.



Prof. Dr. Muzaffer Elmas

1956 yılında Giresun’da doğdu. 1980 yılında İstanbul Teknik Üniversitesi (İTÜ) İnşaat Fakültesini bitirdi. Aynı üniversitede,  1983 yılında Yüksek Lisans ve 1988 yılında Doktora eğitimini tamamladı. 1980 yılında Sakarya Devlet Mimarlık ve Mühendislik Akademisi’nde Asistan olarak göreve başladı.1988 yılında İTÜ Sakarya Mühendislik Fakültesi İnşaat Mühendisliği Bölümü’nde Yardımcı Doçent, 1994 yılında Doçent ve 2000 yılında Profesör unvanını aldı. 2002 yılında başladığı Rektör Yardımcılığı görevinde “üniversitede stratejik planlama, kalite, eğitim öğretim ve yatırımlar” alanında çalışmalar yaptı.  2010 yılında aynı üniversiteye rektör olarak atandı. Bu süre içinde Yükseköğretimde Kalite, Üniversitelerde Kurumsal Değerlendirme ve Akreditasyon süreçlerini ulusal ve uluslararası alanda kolaylaştıracak Üniversite Yönetim Sistemi kurulmasına öncülük etti. Ayrıca Başbakanlık AFAD Deprem Danışma Kurul Üyesi,  YÖK Mesleki Yeterlilikler Kurumu  Üyesi, Üniversitelerarası Kurul Eğitim Komisyonu Başkanı ve Türkiye Bilimsel Akademisi Asil Üyesidir.

Yükseköğretimde Kalite ve Akreditasyon Çalışmaları Süreci 



Prof. Dr. Akif Ergin


Sürdürülebilir Yaşam Derneği (SUYADER) Üyesi

Yaşamı Kaliteli Sürdürebilmek

Yaşama kalite katmadan yaşamı sürdürülebilir kılamayız. Kaliteden yoksun bir yaşam ancak s ü r ü n d ü r e b i l i r olacaktır. 

Kaliteli yaşam bazılarınca markalı giysiler kullanmak, lüks evlerde yaşamak, son model arabalara binmek, sıkça tatile çıkmak, tatile çıkıldığında


Prof. Dr. Philip Garner

Professor Philip Garner has held Professorial positions at Brunel, Nottingham Trent and Northampton universities, all in the UK. He is currently Professor of Education at Brunel University, London. Philip has been involved in proposal and programme evaluation for national and international bodies, including for the EU (Horizon, Erasmus+) over the last 20 years. He has specific country-knowledge of Turkey, Croatia, FYR Macedonia, Bulgaria, Malaysia, Barbados, Bhutan, India, China and Australia. He has published widely in this field, the Editor of Support for Learning ( and also Editor for the Routledge ‘'Connecting Research with Practice in Special and Inclusive Education' book series.

Effective Leadership for Effective Inclusion

School leaders must be at the very heart of promoting a community of inclusive learning practice within their own school, both by modelling inclusive practice themselves and giving others the opportunity to realise their potential. Above all, their big challenge is to recognise these imperatives, whilst providing resources and support to enable them to be addressed. They need to do this by acknowledging that, in most schools, such a culture-change will be a long-term effort involving significant attitudinal shifts on the part of all concerned. Notably this will involve changes in institutional organisation and pedagogic practice to enable all learners to access a broad and relevant curriculum. The role of leadership within the ‘community of inclusive learning practice’ is the principal catalyst in enabling everyone to have the best chance to thrive as a learner. This presentation outlines some of the issues involved in supporting leaders to be integral in this process.


Prof. Dr. Ayşegül Ataman