| 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 |
| 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) | 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. |