Strengths

• Availability of Erasmus, Mevlana, Farabi, and Orhun exchange programs within the university, allowing student and academic staff mobility
• A young, energetic, and highly motivated academic staff
• A strong and uninterrupted internet infrastructure throughout the university
• Online access to a wide range of scientific databases through the university library
• Effective communication and collaboration with other academic and administrative units within the university
• Open and functional communication channels with non-governmental organizations, primary healthcare centers, and hospital administrations
• Emphasis on in-service training and professional development
• Potential to organize and participate in national scientific events such as congresses and courses
• An institutional culture that supports effective communication between academic and administrative staff
• A fully PhD-qualified academic staff, each with expertise in their respective fields

Weaknesses

• The current number of classrooms and laboratories is insufficient to meet both present and anticipated educational demands; the department has not yet been allocated dedicated physical teaching spaces.
• The infrastructure required to support applied education—particularly in laboratory settings—is still in the establishment phase.
• The number of faculty members in certain sub-specialties remains limited, which may restrict the department's capacity to offer a fully comprehensive curriculum.
• The intensity of teaching and practical responsibilities limits faculty members’ availability for academic advising and continuous professional development activities.
• The current faculty-to-student ratio in clinical and field-based education indicates a need for additional academic staff to ensure effective supervision and mentoring.
• Existing capacity for the assessment of students’ clinical observation skills and technical competencies requires further development.
• The faculty’s physical location outside the main university campus presents limitations in students’ access to social, cultural, and academic support services.
• The geographical distance from the city center may occasionally create challenges for students in accessing basic needs such as transportation, accommodation, and food services.
• There are ongoing gaps in the availability of educational materials and technical equipment essential for maintaining the quality and continuity of instructional activities.
• Opportunities for real patient-based learning experiences, which are vital for developing clinical communication and intervention skills, remain limited.
• Coordination mechanisms with other academic units to support interdisciplinary education have yet to be systematized and strengthened.

Opportunities

• The physiotherapy profession is gaining increasing global importance, with a growing demand for qualified professionals across diverse healthcare settings.
• Availability of international scholarships, internships, and academic exchange programs (such as Erasmus+, Mevlana, Farabi) for both students and academic staff enhances global academic integration.
• High potential for active engagement in European Union–funded research, mobility, and development projects.
• Broad employment opportunities for graduates across public institutions, private healthcare facilities, rehabilitation centers, wellness programs, and academic settings.
• Favorable regional conditions that minimize accommodation-related challenges for students.
• The geographical location of the city offers strategic accessibility to major metropolitan areas, facilitating academic and professional mobility.
• Strong potential for collaboration with local media, public authorities, and civil society organizations to promote community-based health initiatives.
• Ongoing national healthcare reforms aimed at unifying services under a single structure contribute to a clearer definition and broader recognition of physiotherapists’ roles.
• The European Union harmonization process offers a pathway to improved standards in education, research, and healthcare delivery.
• As a newly established department, there is institutional flexibility and a unique opportunity to design and implement an innovative, modern, and competency-based curriculum.
• Growing institutional support aligned with the university’s strategic plan to enhance research capacity and infrastructure within the field of health sciences.

Threats

• The city’s geographic and socio-cultural characteristics may limit the institution’s ability to attract top-performing students in the national university entrance examination
• Limited availability of extracurricular, cultural, and sports activities that support students’ holistic development
• Competition for access to clinical and field practice sites due to shared use with other health education institutions in the region
• The physical distance of the school building from the city center occasionally presents transportation challenges for students
• Difficulties in the coordination of common compulsory courses with other departments due to the off-campus location of the faculty building
• The absence of tertiary-level healthcare institutions such as a university hospital or a training and research hospital in the province
• Admission of students through vertical transfers from unrelated disciplines may lead to heterogeneity in baseline professional competencies
• The lack of a nationally defined legal framework for the physiotherapy profession in Türkiye results in ambiguity regarding professional roles and responsibilities
• Inadequate infrastructure in certain healthcare facilities limits the availability of sufficient and quality internship/practical training opportunities for students
• The geographical dispersion of practice sites poses logistical challenges in ensuring continuous and effective student supervision during fieldwork