Aim
The purpose of the Business Management Master's program is to develop skills and talents of planning and implementation of strategicaly distinguished decisions for managers and candidates.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Graduation Requirements
In order to graduate from the program, students must earn 90 to 120 ECTS by successfully completing at least 10 courses and a term project.Recognition of Prior Learning
Students can apply to be exempt from the courses they have taken and passed from the higher education institutions they have previously enrolled in or from an institution whose equivalence has been accepted. Exemption requests are decided by the board of directors, by taking the opinion of the instructor teaching the course, when necessary.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
BUSY1113575 | STRATEGIC MANAGEMENT | English | 3 | 3 | 9 | |
BUSY1113576 | RESEARCH METHODS and SCIENTIFIC ETHICS | English | 3 | 3 | 9 | |
BUSY1113577 | MANAGEMENT ACCOUNTING and AUDITING | English | 3 | 3 | 9 | |
BUSY1113578 | FINANCIAL MANAGEMENT | English | 3 | 3 | 9 | |
BUSY1113579 | EXPORT and IMPORT APPLICATIONS | English | 3 | 3 | 9 | |
BUSY1113581 | CURRENT ISSUES in ORGANIZATIONAL BEHAVIOR | English | 3 | 3 | 9 | |
BUSY1113582 | MODERN MANAGEMENT PERSPECTIVES | English | 3 | 3 | 9 | |
BUSY1113583 | MARKETING MANAGEMENT | English | 3 | 3 | 9 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
BUSY1213591 | ORGANIZATIONAL THEORY and DESIGN | English | 3 | 3 | 9 | |
BUSY1213585 | STRATEGIC HUMAN RESOURCES MANAGEMENT | English | 3 | 3 | 9 | |
BUSY1213587 | ADVANCED STATISTICS APPLICATIONS | English | 3 | 3 | 9 | |
BUSY1213588 | MANAGEMENT and EVALUATION of INVESTMENT PROJECTS | English | 3 | 3 | 9 | |
BUSY1213589 | CONFLICT MANAGEMENT and NEGOIATIONS | English | 3 | 3 | 9 | |
BUSY1213713 | STATE, MARKET and DOING BUSINESS | English | 3 | 3 | 9 | |
BUSY1214775 | GLOBAL BUSSINESS MANAGEMENT | English | 3 | 3 | 9 | |
BUSY1215134 | CONSUMER BEHAVIOR | English | 3 | 3 | 9 |
Program Qualification
Theoretical, Factual
Alanındaki güncel bilgileri içeren ders kitapları, uygulama araç-gereçleri ve diğer kaynaklarla desteklenen ileri düzeydeki kuramsal ve uygulamalı bilgilere sahip olma
İşletmecilik alanında yer alan güncel gelişmeler ışığında İşletme Yönetimi ile ilgili temel kaynaklar, güncel trendler ve yaklaşımlar hakkında bilgilere sahip olma.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1-Having comprehensive knowledge about the analysis and modeling methods used in the solution of information problems and their limitations.
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2- Having in-depth knowledge of Information and Communication Technologies at a level that will make advanced applications.
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SKILLS | |
Cognitive, Practical | |
1-To be able to access information in an expanded and in-depth manner by conducting applied research in the field of Information and Communication Technologies, evaluates and applies the information.
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2- Completing and implementing information with scientific methods using limited or incomplete data; integrating information from different disciplines.
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3- Developing a method to solve the problems of identified information and communication technologies and applies these innovative methods.
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4- Applying modeling and experimental research; resolving complex situations encountered in this process.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Leading multidisciplinary teams in the field of information and communication technologies.
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Learning Competence | |
1- Being aware of the new and developing practices of his/her profession and examining and naming them when necessary.
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2- Developing a method to solve the problems of identified information and communication technologies and applies these innovative methods.
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Communication and Social Competence | |
1- Conveying the processes and results of the written, verbal and visual studies systematically in national and international environments in that field or outside the field.
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2- Recognizing at least one foreign language, reads and communicates verbally and in writing using the author and this language at least at the General Level of the European Language Portfolio B2.
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3-Naming the social and environmental dimensions of IT applications.
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Field-based Competence | |
1- Observing social, scientific and ethical values in the collection, interpretation, application and announcement of data and in all professional activities.
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Employment Opportunities
Upgrading
Type of Training
Full TimeAssessment and Evaluation
Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
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Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
Course | 1 | 2 | 3 |
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ADVANCED STATISTICS APPLICATIONS | 3 | 2 | 2 |
CONSUMER BEHAVIOR | 2 | 2 | 1 |
FINANCIAL MANAGEMENT | 2 | 1 | 2 |
MANAGEMENT ACCOUNTING and AUDITING | 1 | 3 | 0 |
MANAGEMENT and EVALUATION of INVESTMENT PROJECTS | 2 | 1 | 1 |
MARKETING MANAGEMENT | 2 | 2 | 2 |
MODERN MANAGEMENT PERSPECTIVES | 3 | 2 | 4 |
ORGANIZATIONAL THEORY and DESIGN | 3 | 2 | 2 |
RESEARCH METHODS and SCIENTIFIC ETHICS | 1 | 2 | 3 |
STATE, MARKET and DOING BUSINESS | 1 | 2 | 1 |
STRATEGIC HUMAN RESOURCES MANAGEMENT | 1 | 2 | 2 |
STRATEGIC MANAGEMENT | 1 | 2 | 1 |
TERM PROJECT | 2 | 2 | 1 |
İlişkili Ders Sayısı / 13/17 | 126 | 107 | 32 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
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Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |