Aim
This program aims to graduate students who will have the competency to work in marketing communications and advertising sectors. Graduates will use effective communications in work environment, follow up the new trends, have good command on the new communication technologies and have ethical responsibility.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor graduates are entitled to apply. The student has to have at least 55 from academic personnel and postgraduate education entrance exam (ALES).Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.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 |
PİRY1164410 | INTEGRATED MARKETING COMMUNICATIONS | Turkish | 3 | 3 | 8 | |
PİRY1164430 | RESEARCH METHODS for SOCIAL SCIENCES | Turkish | 3 | 3 | 8 | |
PİRY1115021 | ADVERTISING STRATEGIES and THEORIES | Turkish | 3 | 3 | 7 | |
PİRY1115023 | COMMUNICATION and PERSUASION | Turkish | 3 | 3 | 7 | |
PİRY1115024 | BRAND MANAGEMENT and IMAGE | Turkish | 3 | 3 | 7 | |
PİRY1115025 | SOCIAL TRANSFORMATION and CONSUMER BEHAVIORS | Turkish | 3 | 3 | 7 | |
PİRY1115026 | REPUTATION MANAGEMENT | Turkish | 3 | 3 | 7 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
PİRY1264480 | DIGITAL MARKETING and ADVERTISING | Turkish | 3 | 3 | 8 | |
PİRY1264490 | SEMINAR | Turkish | 3 | - | 8 | |
PİRY1215029 | ADVERSITING CAMPAIGN PROCESS | Turkish | 3 | 3 | 7 | |
PİRY1215032 | CREAIVE WRITING | Turkish | 3 | 3 | 7 | |
PİRY1215035 | MARKETING COMMUNICATION in HEALTHCARE INSTITUTIONS | Turkish | 3 | 3 | 7 | |
PİRY1215037 | MANAGEMENT of STRATEGIC PUBLIC RELATIONS | Turkish | 3 | 3 | 7 | |
PİRY1215041 | PUBLIC RELATIONS COPYWRITING and CONSULTANCY | Turkish | 3 | 3 | 7 |
Program Qualification
Theoretical, Factual
Knows the basic concepts and theoretical grounds related to the field.
Determines the facts related to Marketing Communications including Advertising and analyzes these facts with various dimensions.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on master's qualifications.
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2- Understanding the interdisciplinary interaction to which the field is related; reaches original results by using new and complex ideas, information that requires expertise in analysis, synthesis and evaluation.
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SKILLS | |
Cognitive, Practical | |
1- Evaluating, using and conveying new information in its field with a systematic approach.
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2- Developing a new thought, method, design and/or application that brings innovation to its field or applying a known thought, method, design and/or application to a different field, investigates, understands, designs, adapts and implements an original subject.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Conducting critical analysis, synthesis and evaluation of new and complex thoughts.
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2-Having high level skills in using research methods in studies related to his/her field.
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3- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field.
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Learning Competence | |
1- Expanding the boundaries of knowledge in the field by publishing at least one scientific article about the field in national and/or international refereed journals.
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2- Leading in environments that require the resolution of original and interdisciplinary problems.
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3- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making.
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Communication and Social Competence | |
1- Developing a positive attitude towards lifelong learning with the knowledge and skills acquired in the field.
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2- Examining, developing and guiding social relations and the norms that guide these relationships from a critical point of view.
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3- Defending their original views in the discussion of the subjects in their field with experts and establishes an effective communication showing their competence in his/her field.
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4- 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 | |
1-Specializing special subjects in its field.
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2- Introducing technological, social or cultural developments in an academic and professional context and contributing to the process of becoming an information society.
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3- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field.
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Employment Opportunities
Graduates will have the opportunity to work in a broad business environment, both in private and public sector. The graduates can work in national/international advertising agencies, public relations companies, digital communication companies, media organizations, event management companies, media planning and purchasing companies, non-profit organizations, political parties. They can also work as a strategic communication expert, corporate communication expert or public relation expert in national and international companies.The graduates would also have the opportunity of starting from scratch and build their own agency. Besides they may proceed with masters and doctorate degree and be an academician or have a pedagogic formation education and teach in high schools.Upgrading
Students may apply for PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
In order to be successful in the course, the course grade average must be at least 70 at the end of the semester. For the thesis, the student participates in an interview consisting of a 3-member jury.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 |
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 |
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 |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
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ADVERSITING CAMPAIGN PROCESS | 3 | 4 | 0 | 4 | 3 | 2 | 0 | 4 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 |
ADVERTISING STRATEGIES and THEORIES | 1 | 2 | 0 | 0 | 2 | 1 | 1 | 0 | 2 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
BRAND MANAGEMENT and IMAGE | 3 | 3 | 2 | 3 | 1 | 3 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 1 | 2 | 2 | 0 |
COMMUNICATION and PERSUASION | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 0 | 3 | 0 | 1 | 0 | 0 | 2 | 0 |
CREAIVE WRITING | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
DIGITAL MARKETING and ADVERTISING | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 4 | 3 | 4 | 3 | 3 |
INTEGRATED MARKETING COMMUNICATIONS | 4 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
MANAGEMENT of STRATEGIC PUBLIC RELATIONS | 3 | 2 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 3 | 3 | 0 | 1 | 0 | 0 | 2 | 2 | 2 | 3 |
MARKETING COMMUNICATION in HEALTHCARE INSTITUTIONS | 2 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
PUBLIC RELATIONS COPYWRITING and CONSULTANCY | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 |
REPUTATION MANAGEMENT | 3 | 3 | 4 | 4 | 3 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 3 |
RESEARCH METHODS for SOCIAL SCIENCES | 0 | 0 | 1 | 1 | 0 | 2 | 0 | 0 | 0 | 2 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 1 | 2 |
SEMINAR | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 |
SOCIAL TRANSFORMATION and CONSUMER BEHAVIORS | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
İlişkili Ders Sayısı / 14/14 | 28 | 26 | 23 | 25 | 23 | 21 | 23 | 26 | 19 | 22 | 29 | 18 | 16 | 11 | 18 | 15 | 21 | 21 | 17 |
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 |