| EDUCATIONAL ADMINISTRATION AND PLANNING (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 |
| EAP5106 | Strategic Planning in Educational Institutions | Spring | 3 | 0 | 3 | 8 |
| 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): |
Assist. Prof. ENİSA MEDE |
| Recommended Optional Program Components: | None |
| Course Objectives: | Strategic planning is a tool that shapes and guides the general organizational aims. With the help of effective strategic planning, organizational vision, mission and targets are realized to have advantage in the competitive environment and to become successful. In this course, it is aimed for the participants to be able to develop strategic plans for their organizations by using effective and analytical techniques and models. |
|
The students who have succeeded in this course; 1. developing strategic plans to help grow and develop their organizations 2. Identifying the strengths, weaknesses, opportunities and threats to guide forming the strategies 3. Identifying strategies to position their organizations for a long term competition 4. Turning strategies into actions 5. Identifying control mechanisms to successfully implement the strategic plan |
| Definitions of strategy, tactic, and target Darwin and 'The Survival of the Fittest' Strategic planning models Identifying organizational shareholders (key decision makers, internal and external shareholders) Shareholder analysis Environment Analysis (SWOT, PEST) Mission Vision Identifying strategic issues writing targets and action plan to turn strategies into action Control mechanism |
| Week | Subject | Related Preparation |
| 1) | Introduction, Planning, and Definition of Strategic Planning | |
| 2) | Strategic Planning and Strategic Change Cycle Stake/Shareholder Analysis | |
| 3) | Strategic Planning Process, Mission | |
| 4) | Strategic Planning Process, Mission | |
| 5) | Environment Analysis (SWOT analysis) | |
| 6) | Environment Analysis (SWOT analysis) | |
| 7) | Identifying strategic issues | |
| 8) | Identifying strategic issues | |
| 9) | Turning strategies into manageable targets | |
| 10) | Turning Strategies into Manageable Targets | |
| 11) | Identifying a vision for the future | |
| 12) | Putting strategies and plans into practice successfully | |
| 13) | Putting strategies and plans into practice successfully | |
| 14) | Reevaluating strategies and plans | |
| 15) | Reevaluating strategies and plans | |
| 16) | Discussions on sample strategic plans |
| Course Notes / Textbooks: | Bryson, John, M. (2004). Strategic Planning for Public and Nonprofit Organizations, 3rd Ed.: A Guide to Strengthening and Sustaining Organizational Achievement. Jossey-Bass: San Francisco Knight, Jim. (1997). Strategic Planning for School Managers: A Handbook of Approaches to Strategic Planning and Development for Schools and Colleges. Kogan Page: London |
| References: | Öğrenciler tarafından araştırılıp okunan makaleler / articles that would be searched and read by students |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 48 | % 10 |
| Homework Assignments | 2 | % 20 |
| Project | 1 | % 45 |
| Midterms | 1 | % 25 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| 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 |
| Project | 1 | 15 | 15 |
| Homework Assignments | 14 | 6 | 84 |
| Midterms | 1 | 6 | 6 |
| Total Workload | 211 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration. | 5 |
| 2) | Develop awareness and deep understanding of administrative theories, and leadership; higher education finance, law, and planning and history of educational administration and will be able to discuss on these concepts. | 5 |
| 3) | Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis. | 4 |
| 4) | Identify concepts related to the most recent information, tools and other scientific sources of educational administration and leadership from the perspectives of national and international standards and use these concepts in their school lives. | 3 |
| 5) | Understand the roles, functions, and interrelationships among schools major constituents, including students,teachers, school administrators, staff, alumni and parents and reflect these into their own experiences. | 5 |
| 6) | Promote diversity initiatives within educational settings. | 4 |
| 7) | Understand developmental theories and develop ideas on these theories. | 3 |
| 8) | Evaluate current educational policies in the context of its possible impact on the future of schools. | 3 |
| 9) | Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems. | 3 |
| 10) | Understand professional ethics principles in the field and discuss on the practices at schools. | 2 |
| 11) | Critically evaluate research in the field of educational administration and apply their expertise to the further development of educational administration in both national and international platforms. | 5 |
| 12) | Plan and conduct action research studies to implement emerging practices and policies in educational administration and share the results of the data analysis with the community | 3 |