| Language of instruction: |
English |
| Type of course: |
Non-Departmental Elective |
| Course Level: |
Bachelor’s Degree (First Cycle)
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| Mode of Delivery: |
Face to face
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| Course Coordinator : |
Prof. Dr. ELİF OKAN |
| Recommended Optional Program Components: |
None |
| Course Objectives: |
Our lives are governed by organizations in almost all aspects. From birth to different levels of education and work, we find ourselves in many organizational contexts. Among the reasons for the presence of many organizations in our daily lives are they provide order in the larger society and act as places to help people achieve their goals when they cannot or do not want to achieve them alone. So, it is possible to define an organization as a group of people (and systems) oriented towards a common goal.
Organizations sustain their lives through management, which can be defined as the art and science of helping people achieve their goals together. Managers determine the direction for the organization and how the goals are to be realized. More formally, managers formulate and implement strategies at all levels within an organization. While managing organizations, they need to address the behavioral dynamics within an organization. This course aims at these dynamics, which concern the individuals, practices, processes and structure. The content, readings and activities we engage in will help you better understand the elements of organizational life, and how to effectively contribute to the organizations you join. |
| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the course |
Overview of the syllabus
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| 2) |
What is Organizational Behavior?
|
Robbins: Chapter 1 |
| 3) |
Job Performance and Organizational Attitudes
|
Robbins: Chapter 3
|
| 4) |
Personality, Individual & Cultural Values |
Robbins: Chapter 4 |
| 5) |
Perception, Learning and Decision Making |
Robbins: Chapter 5 |
| 6) |
Motivation Concepts and Applications |
Robbins: Chapters 7 & 8 |
| 7) |
Managing Groups and Teams |
Robbins: Chapters 9 & 10 |
| 8) |
Leadership |
Robbins: Chapter 13 |
| 9) |
Organizational Culture |
Robbins: Chapter 15 |
| 10) |
Organizational Culture |
Robbins: Chapter 15
Progress report submissions via Itslearning |
| 11) |
Organizational Change and Stress Management |
Robbins: Chapter 17 |
| 12) |
Quiz |
|
| 13) |
Group Presentations |
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| 14) |
Group Presentations |
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| Course Notes / Textbooks: |
Robbins, S. P. and Judge, T. A. (2019). Organizational Behavior, 18th Edition (Global Edition), Pearson Education. |
| References: |
Colquitt, J., Lepine, J. and Wesson, M. (2016). Organizational Behavior: Improving Performance and Commitment in the Workplace, 5th edition. McGraw-Hill/Irwin.
Periodicals including New York Times, The Economist, Bloomberg, Financial Times, etc…
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| |
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, |
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| 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, |
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| 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,
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| 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, |
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| 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, |
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| 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, |
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| 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. |
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