Aim
Train lawyers who detect and evaluate problems in the field of public law, make proposals to the resolution of dispute, have scientific research skills and expertise in specific areas and generate original ideas.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
a) To have a master's degree with thesis. b) To have at least 75 points from ALES in the score type of the program applied or an equivalent score from international exams accepted by the Interuniversity Board. c) For those who apply with a bachelor's degree, to have an undergraduate graduation grade point average of at least 3.00 out of 4.00 or equivalent and to have at least 80 points from ALES in the score type of the program they apply for. (4) Candidates who will apply to the PhD program must score at least 60 points from the central foreign language exams accepted by YÖK or an equivalent score from international foreign language exams accepted as equivalent. required. It is possible for the relevant departments to require a higher score. (5) In the success ranking of the candidate students, 50% of the ALES score, 20% of the graduation grade point average and 30% of the scientific evaluation and/or interview result to be made in writing are taken into consideration. (6) In case of a written scientific evaluation exam, candidates who fail to score 60 points out of 100 lose their right to enter the interview. (8) Applications for the announced graduate programs must be made duly within the periods specified in the announcement.Graduation Requirements
(2) Doctorate program; a) For students admitted with a master's degree with thesis, it consists of at least seven courses, seminar, proficiency exam, thesis proposal and thesis study, provided that it is not less than 21 credits in total. The program consists of at least 240 ECTS credits in total, provided that an education period is not less than 60 ECTS credits. Candidates can graduate after completing seven courses, seminar, proficiency exam, thesis proposal and thesis with not less than 21 credits and 240 ECTS credits.Recognition of Prior Learning
Candidates who have been successful in an institute department at the university or in a postgraduate program of another higher education institution can apply.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 |
| KHKD1129590 | CREATION of CONSTITUTION | Turkish | 3 | 3 | 8 | |
| KHKD1117060 | CRIMES AGAINST LIBERTY | Turkish | 3 | 3 | 8 | |
| KHKD1182110 | SEMINAR | Turkish | 3 | - | 7 | |
| KHKD1112192 | REPETITION of an OFFENCE WITH ITS NEW DIMENSION in CRIMINAL LAW | Turkish | 3 | 3 | 7 | |
| KHKD1112193 | MISDEMENAOR LAW | Turkish | 3 | 3 | 7 | |
| KHKD1112194 | POLITICAL PARTICIPATION and POLITICAL RİGHTS | Turkish | 3 | 3 | 7 | |
| KHKD1116990 | ADMINISTRATIVE PROCEDURES | Turkish | 3 | 3 | 8 | |
| KHKD1117020 | RESPONSIBILITY of the ADMINISTRATION | Turkish | 3 | 3 | 7 | |
| KHKD1129610 | MODERN POLITICAL IDEOLOGIES | Turkish | 3 | 3 | 7 | |
| KHKD1117080 | EVIDENCE LAW | Turkish | 3 | 3 | 7 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| KHKD1212195 | FIRST EXAMINATION on PETITIONS in ADMISITRATIVE JUSTİCE | Turkish | 3 | 3 | 8 | |
| KHKD1213467 | CRIMINAL and CRIMINAL PROCEDURE LAW in CONSTITUTIONAL COURT DECISIONS | Turkish | 3 | 3 | 8 | |
| KHKD1216980 | GENERAL STRUCTURE and PROCESS of OTTOMAN LAW | Turkish | 3 | 3 | 8 | |
| KHKD1210473 | TAXATION OF ELECTRONIC TRADE | Turkish | 3 | 3 | 7 | |
| KHKD1212197 | CRIMES AGAINST the SAFETY and FUCTI. of the PUBLIC ADM. | Turkish | 3 | 3 | 7 | |
| KHKD1213804 | PHILOSOPHICAL and SOCIOLOGICAL ROOTS of TURKISH LAW | Turkish | 3 | 3 | 7 | |
| KHKD1217090 | PUBLIC PROCUREMENT LAW | Turkish | 3 | 3 | 7 | |
| KHKD1229630 | GOVERNMENT ORGANIZATION at CONSTITUTIONS | Turkish | 3 | 3 | 7 | |
| KHKD1238530 | COLLECTION PROCEDURE of PUBLIC RECEIVABLES | Turkish | 3 | 3 | 7 | |
| KHKD1261980 | GLOBALIZATION and TRANSFORMATION of THE NATION STATE | Turkish | 3 | 3 | 7 | |
Program Qualification
Theoretical, Factual
PY1) In light of the current developments in the field of public law, develop and deepen the knowledge about the main sources, legislation and jurisprudence which related to the public law.
PY2) With understanding relationships among concept, institution and method that related to disciplines of public law, come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Defining and applying basic sciences, mathematics, computing and computer sciences at a high level.
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2- Having extensive and in-depth knowledge including the latest developments in the field.
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| SKILLS | |
| Cognitive, Practical | |
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1-Reaching the latest information in a field and has a high level of competence in the methods and skills necessary to conduct research by understanding them.
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2- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field.
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3- Identifying, Designing, implementing, concluding and managing an original research process independently.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Contributing to the literature of science and technology by publishing the outputs of academic studies in reputable academic environments.
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| Communication and Social Competence | |
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1- Conducting critical analysis, synthesis and evaluation of ideas and developments in the field of expertise.
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2- Establishing effective written and verbal communication with employees in the field of expertise and with wider scientific and social communities.
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3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level.
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| Field-based Competence | |
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1- Evaluating scientific, technological, social and cultural developments and explaining them to society with scientific impartiality and ethical responsibility.
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Employment Opportunities
Graduates of the Public Law Doctorate Program can find positions in various fields in the public and private sectors by specializing in the subject they want to work in the different courses offered.Upgrading
May apply to post-doctoral programmes.Type of Training
Full TimeAssessment and Evaluation
Passing and graduation success criteria and passing grade for each course in graduate programs are carried out according to the provisions of Higher Education and other legislation. In our Public Law PhD Program, course success is measured in essay, oral and written procedures. The Qualifying Exam is the most important milestone. After taking all the necessary courses, the student's readiness to write a thesis is measured by a very comprehensive "Qualifying Exam". The most important success criterion in doctoral education is the candidate's capacity to conduct original research on his/her own. For this purpose, research projects and articles are written in all courses.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 |
|---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
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) |
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 |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
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 |
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 |
Multiple-Choice Exam | ||
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 |
Peer Assessment Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADMINISTRATIVE PROCEDURES | 3 | 3 | 3 | 3 | 2 | 0 | 1 | 1 | 1 | 0 | 0 | 3 | 0 |
| COLLECTION PROCEDURE of PUBLIC RECEIVABLES | 2 | 3 | 2 | 2 | 3 | 1 | 2 | 3 | 2 | 1 | 3 | 3 | 3 |
| CREATION of CONSTITUTION | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 |
| CRIMES AGAINST LIBERTY | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 3 | 3 |
| CRIMES AGAINST the SAFETY and FUCTI. of the PUBLIC ADM. | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 0 | 1 | 2 | 2 |
| CRIMINAL and CRIMINAL PROCEDURE LAW in CONSTITUTIONAL COURT DECISIONS | 3 | 1 | 2 | 0 | 3 | 2 | 2 | 3 | 1 | 0 | 3 | 0 | 2 |
| EVIDENCE LAW | 0 | 1 | 5 | 0 | 3 | 0 | 2 | 3 | 1 | 0 | 2 | 2 | 2 |
| FIRST EXAMINATION on PETITIONS in ADMISITRATIVE JUSTİCE | 3 | 3 | 2 | 3 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 4 | 1 |
| GENERAL STRUCTURE and PROCESS of OTTOMAN LAW | 0 | 5 | 3 | 2 | 0 | 3 | 3 | 4 | 2 | 0 | 0 | 2 | 3 |
| GLOBALIZATION and TRANSFORMATION of THE NATION STATE | 3 | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 4 | 3 |
| GOVERNMENT ORGANIZATION at CONSTITUTIONS | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 |
| MISDEMENAOR LAW | 2 | 2 | 2 | 3 | 1 | 1 | 2 | 2 | 3 | 1 | 2 | 1 | 1 |
| MODERN POLITICAL IDEOLOGIES | 0 | 2 | 3 | 4 | 1 | 1 | 4 | 2 | 3 | 2 | 1 | 3 | 4 |
| PhD DISSERTATION | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 |
| PHILOSOPHICAL and SOCIOLOGICAL ROOTS of TURKISH LAW | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 4 | 3 | 0 | 1 | 4 | 4 |
| POLITICAL PARTICIPATION and POLITICAL RİGHTS | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 2 | 3 |
| PUBLIC PROCUREMENT LAW | 2 | 3 | 3 | 2 | 2 | 2 | 1 | 2 | 2 | 0 | 1 | 1 | 2 |
| QUALIFYING EXAM PREPARATION | 3 | 4 | 3 | 3 | 3 | 1 | 3 | 4 | 3 | 0 | 1 | 2 | 2 |
| REPETITION of an OFFENCE WITH ITS NEW DIMENSION in CRIMINAL LAW | 3 | 2 | 2 | 2 | 2 | 1 | 2 | 5 | 2 | 0 | 1 | 1 | 1 |
| RESPONSIBILITY of the ADMINISTRATION | 4 | 4 | 2 | 2 | 3 | 1 | 2 | 2 | 3 | 0 | 1 | 4 | 4 |
| SEMINAR | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 1 |
| TAXATION OF ELECTRONIC TRADE | 0 | 1 | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 22/22 | 45 | 54 | 54 | 46 | 43 | 31 | 43 | 54 | 44 | 19 | 34 | 50 | 47 |
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 |