| EDUCATIONAL DESIGN AND EVALUATION (TURKISH, THESIS) | |||||
| 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) | Can develop effective teaching processes by using design principles in learning and teaching | |
| 2) | Can create innovative educational environments by analyzing theories and models related to learning systems design. | |
| 3) | Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. | |
| 4) | Can generate evidence-based solutions by conducting design and action research to support educational change. | |
| 5) | Can evaluate new approaches and integrate them into practice by following current educational design research. | |
| 6) | Can analyze assessment and evaluation methods in education to select and apply appropriate models. | |
| 7) | Can analyze computer-based exam systems to develop technology-based assessment processes. | |
| 8) | Can conduct comprehensive analyses by using multivariate research methods in educational evaluations. | |
| 9) | Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills. | |
| 10) | Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. | |
| 11) | Can manage instructional design and learning design processes to enhance the effectiveness of educational programs. | |
| 12) | Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education. | |
| 13) | Can develop unique solutions for educational policies and learning systems by employing interdisciplinary approaches. | |
| 14) | Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. | |
| 15) | Can conduct an original thesis study in the field of educational design and evaluation by using scientific research methods. | |
| 16) | Can contribute to the field of education by sharing research findings on academic and professional platforms. |