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
It is sufficient for the candidate to apply to the program to have a bachelor's degree. There is no ALES score requirement for application.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 for the exemption of the courses which they have taken and passed at a previous higher education institution or equivalent organization. If needed, the view of the instructor is received and exemption requests are settled by the faculty board .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 |
İŞYY1113462 | RESEARCH METHODS in SOCIAL SCIENCES and ETHICS | Turkish | 3 | 3 | 6 | |
İŞYY1111137 | GLOBAL ECONOMY | Turkish | 3 | 3 | 6 | |
İŞYY1111139 | MARKETING MANAGEMENT | Turkish | 3 | 3 | 6 | |
İŞYY1111144 | BUSINESS INFORMATION SYSTEMS | Turkish | 3 | 3 | 6 | |
İŞYY1111147 | GLOBAL BUSINESS | Turkish | 3 | 3 | 6 | |
İŞYY1113805 | CURRENT ISSUES on LABOR and SOCIAL SECURITY | Turkish | 3 | 3 | 6 | |
İŞYY1164880 | FINANCIAL MANAGEMENT | Turkish | 3 | 3 | 6 | |
İŞYY1164890 | CURRENT ISSUES in ORGANIZATIONAL BEHAVIOUR | Turkish | 3 | 3 | 6 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
İŞYY1264870 | STRATEGIC MANAGEMENT and BUSINESS POLICY | Turkish | 3 | 3 | 6 | |
İŞYY1213463 | SUSTAINABLE ECONOMIC GROWTH and DEVELOPMENT | Turkish | 3 | 3 | 6 | |
İŞYY1211145 | APPLIED NUMERICAL DECISION MAKING METHODS | Turkish | 3 | 3 | 6 | |
İŞYY1211146 | MANAGEMENT, ORGANIZATION AND BEHAVIOR | Turkish | 3 | 3 | 6 | |
İŞYY1211148 | DIGITAL MARKETING STRATEGY | Turkish | 3 | 3 | 6 | |
İŞYY1211151 | BIG DATA ANALYSIS AND DECISION MAKING IN BUSINESS | Turkish | 3 | 3 | 6 | |
İŞYY1211153 | STRATEGIC HUMAN RESOURCES MANAGEMENT | Turkish | 3 | 3 | 6 | |
İŞYY1213465 | PRODUCTION and SUPPLY CHAIN MANAGEMENT | Turkish | 3 | 3 | 6 | |
İŞYY1213715 | HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | Turkish | 3 | 3 | 6 | |
İŞYY1247860 | MANAGEMENT and EVALUATION of INVESTMENT PROJECTS | Turkish | 3 | 3 | 6 |
Program Qualification
Theoretical, Factual
In light of the current developments in the field of business, have knowledge about the main sources, process and design which are related to the field.
With understanding relationships among concept, institution and method that related to disciplines of business management, establish a connection between them.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
Employment Opportunities
The graduates of the program can be employed by public institutions, private sector, non-governmental organizations, research institutes and universities.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's midterm exams, studies that replace midterm exams, and the general exam together. The final grade point average must be at least 65, valid for all courses. After completing the course load, the student prepares the term project in accordance with the thesis writing guide and defends it orally in front of the jury. Project defense is evaluated as successful (G+) or unsuccessful (G-).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 |
---|---|---|
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 |
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) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
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. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
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. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
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 |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
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 |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
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 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
APPLIED NUMERICAL DECISION MAKING METHODS | 4 | 2 | 3 | 0 | 0 | 3 | 3 | 0 | 1 | 3 | 0 | 3 | 1 | 0 |
BUSINESS INFORMATION SYSTEMS | 3 | 1 | 0 | 0 | 0 | 4 | 3 | 0 | 0 | 4 | 0 | 5 | 2 | 0 |
CURRENT ISSUES on LABOR and SOCIAL SECURITY | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 0 | 1 | 0 | 3 | 2 |
DIGITAL MARKETING STRATEGY | 5 | 5 | 4 | 5 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
FINANCIAL MANAGEMENT | 5 | 4 | 5 | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 4 |
GLOBAL BUSINESS | 0 | 3 | 2 | 0 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 0 | 1 | 0 |
MANAGEMENT, ORGANIZATION AND BEHAVIOR | 5 | 5 | 3 | 3 | 3 | 4 | 3 | 5 | 3 | 4 | 3 | 2 | 4 | 3 |
MARKETING MANAGEMENT | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
PRODUCTION and SUPPLY CHAIN MANAGEMENT | 4 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 2 | 2 | 3 | 3 | 2 | 3 |
STRATEGIC HUMAN RESOURCES MANAGEMENT | 3 | 4 | 4 | 3 | 2 | 3 | 3 | 3 | 0 | 4 | 3 | 1 | 2 | 3 |
STRATEGIC MANAGEMENT and BUSINESS POLICY | 0 | 1 | 2 | 2 | 2 | 0 | 2 | 0 | 1 | 2 | 3 | 0 | 2 | 3 |
TERM PROJECT | 2 | 2 | 3 | 2 | 1 | 0 | 3 | 0 | 0 | 2 | 1 | 0 | 1 | 0 |
İlişkili Ders Sayısı / 12/19 | 39 | 36 | 35 | 28 | 26 | 35 | 38 | 30 | 23 | 36 | 29 | 27 | 31 | 28 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
---|---|---|---|---|---|---|
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 |