| Week |
Subject |
Related Preparation |
| 1) |
Services and service sector development, its features and characteristics
|
Prereading
|
| 1) |
Positioning services in competitive markets
|
Prereading
|
| 2) |
Consumer behavior in the context of services
|
Prereading
|
| 3) |
Developing service products: Core and complementary elements
|
Prereading
|
| 4) |
Developing service products: Core and complementary elements
|
Prereading
|
| 5) |
To determine prices and implement income management
|
Prereading
|
| 6) |
Positioning services in competitive markets
|
Prereading
|
| 7) |
Designing and managing service processes
|
Prereading
|
| 8) |
Designing and managing service processes
|
Prereading
|
| 9) |
Manage customer relationships and improve loyalty
|
Prereading
|
| 10) |
Manage complaints and fix service
|
Prereading
|
| 11) |
To improve service quality and productivity
|
Prereading
|
| 12) |
SERVQUAL and alternative service quality measuring instruments
|
Prereading
|
| 13) |
Student Presentations
|
|
| 14) |
Overview
|
|
| 15) |
Final Exam |
|
| Course Notes / Textbooks: |
"1. Lovelock, C and Wirtz, J., Services Marketing, Prentice Hall
2. Karahan, Kasım., Hizmet Pazarlaması, Beta Dağıtım
3. Öztürk, Sevgi Ayşe., Hizmet Pazarlaması, Ekin Dağıtım
4. Ahmet Hamdi İSLAMOĞLU, Hizmet Pazarlaması, Beta Basım Yayım, 2006"
|
| References: |
"Makaleler, ders notları, sektörel dergiler, vakalar. Valarie A. Zeithaml, Mary Jo Bitner and Dwayne Gremler (2008), Services Marketing: Integrating Customer Focus Across the Firm, 5th ed., McGraw-Hill/Irwin.
Christian Gronroos (2007), Service Management and Marketing: Customer Management in Service Competition, 3rd ed., Wiley.
Adrian Palmer (2011), Principles of Services Marketing, 6th ed., McGraw-Hill Higher Education."
|
| |
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. |
4 |
| 2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
5 |
| 3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
3 |
| 4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines, |
4 |
| 5) |
To be able to solve the problems encountered in the field by using research methods. |
5 |
| 6) |
Being able to independently carry out a work that requires expertise in the field. |
3 |
| 7) |
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. |
4 |
| 8) |
Being able to lead in environments that require the resolution of problems related to the field. |
4 |
| 9) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
5 |
| 10) |
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. |
4 |
| 11) |
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. |
5 |
| 12) |
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. |
4 |
| 13) |
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. |
4 |
| 14) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
4 |