| EDUCATIONAL TECHNOLOGY (TURKISH, NONTHESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EAP5101 | Educational Administration and Organization | Fall | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. SABİHA DULAY |
| Course Lecturer(s): |
Assoc. Prof. SİNEM VATANARTIRAN Dr. BETÜL TARHAN ALKAN Prof. Dr. SELAHATTİN TURAN Dr. RESUL BALTACI Assist. Prof. ENİSA MEDE Assoc. Prof. HATİCE NECLA KELEŞ |
| Recommended Optional Program Components: | None |
| Course Objectives: | The aim of this course is to provide students with the ability of making comments on the evolution of administrational theories and processes by comprehending them which are making up the administrational discipline. |
|
The students who have succeeded in this course; I. Students will discuss and analyze a variety of management and organizational behaviour theories within the k-12 context. II. Students will learn and discuss about important aspects of management such as planning, decision making, goal setting, organizing, communicating, controlling, and leading III. Students will apply management and organizational behaviour theories to the settings of k-12 system through case studies and discussion IV. Students will see k-12 institutions as organisations that should be managed with management perspectives. |
| Managing people and organizations in the context of New Era Perspectives on Management: Scientific Management (Fredrick W.Taylor, Frank and Lillian Gilbreth), Human Relations (Elton Mayo, Douglas Mc Gregor's Theory X and Theory Y, William Ouchi's Theory Z) The Systems Approach, the Contingency Approach, the Mckinsey 7-S Framework Planning, Decision Making, Organising, Leading Vs Managing, Motivational theories, Communication, Controlling, Discussions with Higher Education Perspectives |
| Week | Subject | Related Preparation |
| 1) | Managing people and organizations in the new century - management to gain advantage against competitors | |
| 2) | Organizational Perspectives: Scientific Management (Fredrick W. Taylor, Frank and Lillian Gilbreth), Human Resources (Elton Mayo, X and Y Theory of Douglas Mc Gregor, Z Theory of William Ouchi) | |
| 3) | System Approach, Contingency Approach, McKinsey's 7-S Frame | |
| 4) | Planning: the nature of planning; steps and levels - planning process, Planning practices in America, Japan and China | |
| 5) | Decision Making: Finding problems and opportunities, the nature of organisational decision making, rational decision making model, difficulties of the rational model | |
| 6) | Improving the effectiveness of the decision making tools, roles of committees and boards, examples from other countries | |
| 7) | Mid Term | |
| 8) | Organizing: the nature of organization, organizational designs and structures, delegation, centralization, decentralization | |
| 9) | Leadership and Management - Developing leadership skills, leadership in intercultural and multicultural settings, evaluating the leader, women leadership and organisational leadership | |
| 10) | Motivation Theories - forming teams from groups, inter group and intra group behaviours, conflict and negotiation, global leadership | |
| 11) | Communication: organizational communication, using communication skills for conflict management | |
| 12) | Control: basic control processes - control as a feedback system - control for future, requirements for effective control, final and preventive controls | |
| 13) | Control: basic control processes - control as a feedback system - control for future, requirements for effective control, final and preventive controls | |
| 14) | Discussions within the context of schools as organisations | |
| 15) | Discussions within the context of schools as organisations | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Brown, M. C., J. E. Lane, & E. M. Zamani-Gallaher. (2010). Organization and Governance in Higher Education (6th Edition). Ashe Reader. Mullins, L. J., G. Christy. (2010). Management and Organisational Behaviour. Pearson: Essex |
| References: | Mullins, L. J., G. Christy. (2010). Management and Organisational Behaviour. Pearson: Essex |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 48 | % 15 |
| Project | 1 | % 15 |
| Midterms | 3 | % 30 |
| Final | 3 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 16 | 3 | 48 |
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentations / Seminar | 4 | 4 | 16 |
| Homework Assignments | 14 | 6 | 84 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 196 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. | |
| 2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | |
| 3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | |
| 4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. | |
| 5) | To be able to solve the problems encountered in the field by using research methods. | |
| 6) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | |
| 7) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | |
| 8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | |
| 9) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | |
| 10) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | |
| 11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | |
| 12) | Being able to independently carry out a work that requires expertise in the field. | |
| 13) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | |
| 14) | Being able to lead in environments that require the resolution of problems related to the field. |