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Evaluating the Association for the Accreditation of Architectural Education (MIAK) in Türkiye: A Comparative Analysis within the Framework of the Canberra Accord and UNESCO-UIA Standards

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Title: Evaluating the Association for the Accreditation of Architectural Education (MIAK) in Türkiye: A Comparative Analysis within the Framework of the Canberra Accord and UNESCO-UIA Standards
Language: English
Authors: Guliz Ozorhon (ORCID 0000-0002-7851-0575), Ilker Fatih Ozorhon (ORCID 0000-0002-1577-4493), Orhan Hacihasanoglu (ORCID 0000-0003-1835-6550)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Architectural Education, Accreditation (Institutions), Foreign Countries, Educational Quality, Quality Assurance, Academic Standards
Geographic Terms: Turkey
DOI: 10.1111/ejed.70375
ISSN: 0141-8211
1465-3435
Abstract: This study analyzes the Architectural Accreditation Board of Turkey (MIAK) within both national and international contexts. Using comparative content analysis, MIAK's criteria and procedures were evaluated against those of the UNESCO-UIA Charter and the member organisations of the Canberra Accord. The findings reveal that MIAK has significantly advanced the quality and international recognition of Turkish architectural education by aligning its standards with global frameworks. Strong convergence is observed in core areas such as design and technical competencies, while divergence remains in leadership and professional ethics. The study also identifies ambiguities in how these dimensions are articulated across international systems. By positioning MIAK within global accreditation discourse, the research highlights its contributions to educational quality assurance and professional harmonisation, while underscoring the need for greater emphasis on professional formation and ethical practice. This analysis fills a notable gap in comparative accreditation literature.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497817
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Guliz+Ozorhon%22">Guliz Ozorhon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7851-0575">0000-0002-7851-0575</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ilker+Fatih+Ozorhon%22">Ilker Fatih Ozorhon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1577-4493">0000-0002-1577-4493</externalLink>)<br /><searchLink fieldCode="AR" term="%22Orhan+Hacihasanoglu%22">Orhan Hacihasanoglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1835-6550">0000-0003-1835-6550</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: This study analyzes the Architectural Accreditation Board of Turkey (MIAK) within both national and international contexts. Using comparative content analysis, MIAK's criteria and procedures were evaluated against those of the UNESCO-UIA Charter and the member organisations of the Canberra Accord. The findings reveal that MIAK has significantly advanced the quality and international recognition of Turkish architectural education by aligning its standards with global frameworks. Strong convergence is observed in core areas such as design and technical competencies, while divergence remains in leadership and professional ethics. The study also identifies ambiguities in how these dimensions are articulated across international systems. By positioning MIAK within global accreditation discourse, the research highlights its contributions to educational quality assurance and professional harmonisation, while underscoring the need for greater emphasis on professional formation and ethical practice. This analysis fills a notable gap in comparative accreditation literature.
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