| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0621 | Internal Communication and Innovation Management | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ŞAFAK ŞAHİN |
| Course Lecturer(s): |
Prof. Dr. İDİL KARADEMİRLİDAĞ SUHER |
| Course Objectives: | Upon completion of the course, students will, have information about content and functions of internal communication, relationship between organizational culture and communication, techniques used for internal communication, innovation and organizational innovation. |
|
The students who have succeeded in this course; The students who have succeeded in this course students will be able to; 1) Define the communication process and learn dynamics of communication. 2) Recognize internal communication and its concepts. 3) Identify the relationship between organizational culture and internal communication. 4)Comprehend the importance of interğersonal communication for internal communication. 5) Manage the process of data collection, management and finding innovative solutions. 6) Develop a competence to develop innovative projects in accordance with organizational identity. 7)Notice the obstacles for innovative thinking. 8)Present an innovative idea to the organizational management efficiently. 9) Recognize when an idea is precious and innovative. 10)Learn about the differences between innovative and traditional organizational cultures 11)Present innovative solutions for organizations towards internal communication. |
| Communication process, internal communication, organizational culture and its elements, types of internal communication, interpersonal communication and its characteristics,innovation and related concepts, innovation models, innovative organizational culture and protection of innovations. |
| Week | Subject | Related Preparation | |
| 1) | Introduction of the course | ||
| 2) | Definition of the communication process and its elements | ||
| 3) | Concepts of internal and external communication | ||
| 4) | Organizational culture and related concepts | ||
| 5) | The relationship between organizational culture and internal communication | ||
| 6) | Types of internal communication | ||
| 7) | Interpersonal communication and its characteristics | ||
| 8) | Interpersonal communication and its characteristics 2 - Midterm | ||
| 9) | Innovation and related concepts | ||
| 10) | Models of innovation | ||
| 11) | Management of innovation | ||
| 12) | Innovative organizational culture | ||
| 13) | Protection of innovation | ||
| 14) | Presentations | ||
| Course Notes: | The Interpersonal Communication Book. Joseph A. Devito. Strategy and Communication for Innovation. Pfeffermann & Nicole. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 1 | % 10 |
| Presentation | 2 | % 10 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 30 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 13 | 3 | 39 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 2 | 10 | 20 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 10 | 10 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 15 | 15 |
| Total Workload | 126 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 4 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 4 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 5 |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 5 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |