| 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 |
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
Can create innovative educational environments by analyzing theories and models related to learning systems design. |
|
| 2) |
Can develop effective teaching processes by using design principles in learning and teaching |
|
| 3) |
Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. |
|
| 4) |
Can analyze assessment and evaluation methods in education to select and apply appropriate models. |
|
| 5) |
Can analyze computer-based exam systems to develop technology-based assessment processes. |
|
| 6) |
Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. |
|
| 7) |
Can evaluate new approaches and integrate them into practice by following current educational design research. |
|
| 8) |
Can generate evidence-based solutions by conducting design and action research to support educational change. |
|
| 9) |
Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills. |
|
| 10) |
Can manage instructional design and learning design processes to enhance the effectiveness of educational programs. |
|
| 11) |
Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education. |
|
| 12) |
Can conduct comprehensive analyses by using multivariate research methods in educational evaluations. |
|
| 13) |
Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. |
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