MATHEMATICS
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
EAP5108	Brand Management and Marketing in Educational Institutions	Spring Fall	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	Turkish
Type of course:	Non-Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi ATAKAN ATA
Course Lecturer(s):	Prof. Dr. YEŞİM ULUSU
Recommended Optional Program Components:	None
Course Objectives:	The purpose of this course is to give the principles of marketing management and marketing approaches within the context of education.

Learning Outcomes

The students who have succeeded in this course;
At the end of this course, students will be able to

1)acknowledge the basic concept of marketing and marketing of educational services.
2)recognize the customer-oriented nature of marketing and analyze the impact of marketing activities on the individual, business, and society
3)analyze the elements of the marketing mix, their interrelationships, and how they are used in the marketing process.

Course Content

This course will be concerned with the basic principles of the marketing management. Topics to be discussed are marketing environment, determining the target market and utilizing the product mix, market segmentation, positioning the services, functions of the marketing communications, advertising and sales management.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Welcome! Course / Student Introductions Review of syllabus and course requirements; textbook and assignments	Ders izlencesi
2)	Introduction to marketing concept : its relevance in Turkish educational system, marketing structures and systems	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
3)	Environmental Scanning and marketing opportunity analysis	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
4)	Marketing information system : marketing research, marketing planning	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
5)	Promotion decision : communication process; promotion strategies (in relation to education)	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
6)	Performance and control: marketing audit	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
7)	Notion of quality and effectiveness, quality and accountability, quality standards and systems in educational improvement	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
8)	Theories and concepts of relationship marketing	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
9)	Marketing of education services	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
10)	Role of marketing research in decision-making.	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
11)	Analyze the marketing system, study the characteristics of consumer behavior, and define market segmentation and target markets in context of external and internal customer	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
12)	Positioning	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
13)	Brand management	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.
14)	Pricing stratejy	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall.

Sources

Course Notes / Textbooks:	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall. Kotler, P. & Keller, K. (2011). Framework for Marketing Management (5th Ed.). Prentice Hall. Marshall, G. & Johnston, M. (2009). Marketing Management. McGraw-Hill/Irwin.
References:	Kotler, P. & Armstrong, G. (2009). Principles of Marketing. Prentice Hall. Kotler, P. & Keller, K. (2011). Framework for Marketing Management (5th Ed.). Prentice Hall. Marshall, G. & Johnston, M. (2009). Marketing Management. McGraw-Hill/Irwin.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Homework Assignments	2	% 30
Presentation	1	% 20
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics
2)	To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods,
3)	To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials,
4)	To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself,	4
5)	To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way,
6)	To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
7)	To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement,
8)	To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense,	4
9)	By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere,
10)	To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning,
11)	To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school,
12)	To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively.