| 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 |
| 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 : | Dr. Öğr. Üyesi ATAKAN ATA |
| Course Lecturer(s): |
Dr. Öğr. Üyesi 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) | 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. |