EDUCATIONAL ADMINISTRATION AND PLANNING (TURKISH, NONTHESIS) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
PAZ5201 | Crisis Communication | Fall | 3 | 0 | 3 | 6 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | Tr |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor HAKAN ASLAN |
Course Objectives: | The 'crisis' is a development that is likely to harm people, brands, institutions or stakeholders and that requires unexpected and quick decisions. Because the crisis is not well managed, there is losing confidence, loss of reputation and of course money. "The main point of view of the strategy to be implemented for crisis management should be to establish trust or gain confidence" It is important to establish an ethical and open attitude in this framework, to communicate with a clear, understandable and simple style. |
The students who have succeeded in this course; To be able to define the basic conditions in crisis communication To understand the dimensions of crisis communication To be able to explain the conditions of crisis To be able to define crisis types To be able to define crisis types… To be able to analyze the development of crisis communication To be able to develop pre-crisis strategies and tactics To be able to develop strategies and tactics for pre-crisis and post-crisis |
In this course, the concepts, strategies, how to create creative strategies for the structuring process and how to transform creativity into strategies by going through examples in the fields of crisis cases, crisis management and crisis communication. Successful and unsuccessful examples will be evaluated. |
Week | Subject | Related Preparation | |
1) | "What's the crisis? " | Reading | |
2) | The conceptual dimensions of the crisis | Reading | |
3) | Crisis terms | Reading | |
4) | Types of crisis | Reading | |
5) | Areas related to crisis management | Reading | |
6) | Crisis management strategies and models | Reading | |
7) | Pre-crisis management | Reading | |
8) | Crisis sequence and post-crisis | Reading | |
9) | Crisis and media | Reading | |
10) | Crisis communication and public relations | Reading | |
11) | Digital crises | Reading | |
12) | Case studies | ||
13) | Case studies | ||
14) | Review and discussion | ||
15) | Final Exam |
Course Notes: | Crisis Communication Plan Components and Model: Crisis Communication Management Readliness |
References: | Crisis Communication Plan Components and Model: Crisis Communication Management Readliness |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | % 0 | |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | % 0 | |
Seminar | % 0 | |
Midterms | 1 | % 50 |
Preliminary Jury | % 0 | |
Final | 1 | % 50 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration. | |
2) | Develop awareness and deep understanding of administrative theories, and leadership; higher education finance, law, and planning and history of educational administration and will be able to discuss on these concepts. | |
3) | Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis. | |
4) | Identify concepts related to the most recent information, tools and other scientific sources of educational administration and leadership from the perspectives of national and international standards and use these concepts in their school lives. | |
5) | Understand the roles, functions, and interrelationships among schools major constituents, including students,teachers, school administrators, staff, alumni and parents and reflect these into their own experiences. | |
6) | Promote diversity initiatives within educational settings. | |
7) | Understand developmental theories and develop ideas on these theories. | |
8) | Evaluate current educational policies in the context of its possible impact on the future of schools. | |
9) | Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems. | |
10) | Understand professional ethics principles in the field and discuss on the practices at schools. | |
11) | Critically evaluate research in the field of educational administration and apply their expertise to the further development of educational administration in both national and international platforms. | |
12) | Plan and conduct action research studies to implement emerging practices and policies in educational administration and share the results of the data analysis with the community |