| ECONOMICS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| COP4339 | Zenna-Research Literacy and Data Effect | Fall | 3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. İDİL KARADEMİRLİDAĞ SUHER |
| Course Objectives: | In this course, it is aimed that the students gain command of market research terminology, research management skills and competence to conduct research. |
|
The students who have succeeded in this course; 1- To be able to dominate market research terminology 2- To understand the types of research and when they are used. 3- To define the elements to be considered in the analysis 4- To obtain the ability to prepare a questionnaire 5- To gain the skill of reporting 6- To develop Research-Literacy skills |
| In this course, students will learn the rationale and requirements of market research. In addition, students will design and implement quantitative and qualitative research. The teaching methods applied in the course are as follows: Lecture: Information about the topics in the course syllabus is provided. Collaborative learning: In this course students will design and conduct research. While carrying out this process, students will act in a collective learning process. Technology-assisted learning: Access to and effective use of the software and programs required for the research are transferred and included in the process. |
| Week | Subject | Related Preparation |
| 1) | Terminology used in the research | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative | |
| 2) | Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative |
| Course Notes / Textbooks: | |
| References: | • Dursun, Ö. HE. & Odabasi, H. F. (2011). Multimedia design. Ankara: Pegem Academy. • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. • Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Boston: Allyn & Bacon. • Akpınar, Y. (2005). Computer Aided Instruction. Ankara, TURKEY: Ani Publishing. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Total | % | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Application | 3 | 5 | 15 |
| Field Work | 1 | 10 | 10 |
| Study Hours Out of Class | 13 | 3 | 39 |
| Homework Assignments | 1 | 5 | 5 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 10 | 10 |
| Total Workload | 128 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | As a world citizen, she is aware of global economic, political, social and ecological developments and trends. | 2 |
| 2) | He/she is equipped to closely follow the technological progress required by global and local dynamics and to continue learning. | 2 |
| 3) | Absorbs basic economic principles and analysis methods and uses them to evaluate daily events. | 2 |
| 4) | Uses quantitative and statistical tools to identify economic problems, analyze them, and share their findings with relevant stakeholders. | 2 |
| 5) | Understands the decision-making stages of economic units under existing constraints and incentives, examines the interactions and possible future effects of these decisions. | 1 |
| 6) | Comprehends new ways of doing business using digital technologies. and new market structures. | 2 |
| 7) | Takes critical approach to economic and social problems and develops analytical solutions. | 1 |
| 8) | Has the necessary mathematical equipment to produce analytical solutions and use quantitative research methods. | 2 |
| 9) | In the works he/she contributes, observes individual and social welfare together and with an ethical perspective. | 2 |
| 10) | Deals with economic problems with an interdisciplinary approach and seeks solutions by making use of different disciplines. | 1 |
| 11) | Generates original and innovative ideas in the works she/he contributes as part of a team. | 2 |