| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| BA4111 | Services Marketing Management | Spring | 3 | 0 | 3 | 6 |
| 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 : | Dr. Öğr. Üyesi GÜLBERK GÜLTEKİN SALMAN |
| Course Lecturer(s): |
Dr. Öğr. Üyesi GÜLBERK GÜLTEKİN SALMAN Prof. Dr. İPEK ALTINBAŞAK FARİNA |
| Recommended Optional Program Components: | None |
| Course Objectives: | The course aims at providing an insight about how different frameworks and analytical procedures can best be used in order to examine the varied challenges faced by managers in different service settings. |
|
The students who have succeeded in this course; The students who have succeeded in this course; will 1. Have an in-depth appreciation and understanding of the unique challenges inherent in managing and delivering quality services. Participants will be introduced to and have the opportunity to work with tools and strategies that address these challenges. 2. Develop an understanding of the “state of the art” service management thinking. 3. Promote a customer service-oriented mindset. 4. Learn strategies, tools and approaches for addressing the unique challenges of service management and marketing; 5. Develop essential service quality knowledge and skills and be prepared to apply them in an actual business context; 6. Become a more perceptive and effective manager and consumer through understanding the complexities of service design, delivery, and communication; 7. Learn an appreciation of the inter-functional coordination necessary to deliver quality service. 8. Further develop communication skills through written projects, team-based work and oral presentations. |
| to learn critical skills and gain knowledge needed to implement quality service and service strategies for competitive advantage across industries. |
| Week | Subject | Related Preparation |
| 1) | Why Study Services? | |
| 2) | Understanding Services Process | |
| 3) | Managing Service Encounters | |
| 4) | Customer Behavior in Service Environment Relationship Marketing and Customer Loyalty | |
| 5) | Complaint Handling and Service Recovery The Service Product | |
| 6) | Pricing Strategies for Services | |
| 7) | Promotion and Education Service Positioning and Design | |
| 8) | Review | |
| 9) | Creating Delivery Systems in Place, Cyberspace and Time | |
| 10) | Creating Value Through Productivity | |
| 11) | Balancing Demand and Capacity | |
| 12) | Managing Customer Waiting Lines and Reservations PROJECT PRESENTATIONS | |
| 13) | Employee Roles in Service Organizations PROJECT PRESENTATIONS | |
| 14) | Organizing for Service Leadership PROJECT PRESENTATIONS |
| Course Notes / Textbooks: | “Principles of Service Marketing and Management”, Second Edition Christopher Lovelock and Lauren Wright Pearson Prentice Hall,2002 |
| References: | “Services Marketing-Integrating Customer Focus Acroos The Firm” 6th Edition- 2013 Valarie A. Zeithaml, Mary Jo Bitner, Dwayne D Gremler McGraw Hill |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Quizzes | 5 | % 5 |
| Homework Assignments | 10 | % 10 |
| Project | 25 | % 25 |
| Midterms | 20 | % 20 |
| Final | 30 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 15 | 42 |
| Presentations / Seminar | 7 | 7 |
| Homework Assignments | 2 | 2 |
| Final | 15 | 54 |
| Total Workload | 105 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |