Aim
Train lawyers who detect and evaluate problems in the field of private 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
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. In case of a scientific written evaluation exam, candidates who do not get 60 points out of 100 lose their right to enter the interview. Also for the acceptance of the candidate, -ALES score of 75 and above, -At least 60 points from YDS/YÖKDİL and its equivalence by the Council of Higher Education recognised foreign language exams 60 an exam result document equivalent to the score must be submitted.Graduation Requirements
Students who successfully complete all the courses, seminar, proficiency exam, thesis proposal, doctoral thesis and receive at least 240 ECTS are entitled to receive a diploma. For students admitted with a bachelor's degree, fourteen courses, seminar, provided that they are not less than 42 credits, Proficiency exam, thesis proposal and thesis study must be completed and at least 300 ECTS must be completed.Recognition of Prior Learning
Students are accepted by lateral transfer according to the articles of Istanbul Medipol University Graduate Education and Training Regulations regarding the admission of students by lateral transfer.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 |
| ÖHKD1114703 | TEMPORARY LEGAL PROTECTION MEASURES in CIVIL PROCEDURE LAW | Turkish | 3 | 3 | 8 | |
| ÖHKD1115059 | DETERMINATION of PECU. COMPEN. in the LIGHT of the DEC. of the COURT of CASSATION | Turkish | 3 | 3 | 8 | |
| ÖHKD1182110 | SEMINAR | Turkish | 3 | - | 7 | |
| ÖHKD1129140 | CURRENT PROBLEMS of TRADEMARK LAW | Turkish | 3 | 3 | 7 | |
| ÖHKD1174430 | CONSELLATION of POSESSION TRIAL | Turkish | 3 | 3 | 7 | |
| ÖHKD1174450 | CHEQUE LAW | Turkish | 3 | 3 | 7 | |
| ÖHKD1116960 | NULLITY of TESTAMENTORY DISPOSITIONS | Turkish | 3 | 3 | 7 | |
| ÖHKD1129180 | FLEXIBLE WORKING METHODS in BUSINESS LAW | Turkish | 3 | 3 | 7 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ÖHKD1214357 | CURRENT DEVELOPMENTS in ENFERCOMENT and BANKRUPTCY LAW | Turkish | 3 | 3 | 8 | |
| ÖHKD1247890 | CONTRACT of MANDATE and SIMILAR LEGAL RELATIONSHIPS | Turkish | 3 | 3 | 8 | |
| ÖHKD1215059 | DETERMINATION of PECU. COMPEN. in the LIGHT of the DEC. of the COURT of CASSATION | Turkish | 3 | 3 | 8 | |
| ÖHKD1213471 | CASES IN ENFORCEMENT and BANKRUPTCY LAW | Turkish | 3 | 3 | 8 | |
| ÖHKD1229180 | FLEXIBLE WORKING METHODS in BUSINESS LAW | Turkish | 3 | 3 | 7 | |
| ÖHKD1229190 | BOARD of DIRECTORS in JOINT STOCK COMPANIES | Turkish | 3 | 3 | 7 | |
| ÖHKD1266080 | CURRENT ISSUES of COMPOSITION | Turkish | 3 | 3 | 7 | |
Program Qualification
Theoretical, Factual
PY1) In light of the current developments in the field of private law, develop and deepen the knowledge about the main sources, legislation and jurisprudence which related to the private law.
PY2) With understanding relationships among concept, institution and method that related to disciplines of private 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 | |
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1- Develops and deepens up-to-date and advanced knowledge in the field of humanities based on phd qualifications at the level of original thought and research and expertise, conducts studies on this and creates original definitions and concepts that will bring innovation to the field.
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2- Understanding the interdisciplinary interaction that the field of humanities is related to, analyzing new and complex ideas, discussions and developments and reaching original results by using information that requires expertise in evaluation.
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3- Recognizing domestic and foreign sources of information in the relevant field in order to develop and deepen advanced theoretical and practical knowledge in the field of humanities.
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| SKILLS | |
| Cognitive, Practical | |
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1- Evaluating, examining and using the developments and information in the field of humanities with a systematic approach.
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2- Developing a thought, method or application that brings innovation to the field of human sciences; applies a known thought, method and application to a different field in the field of human sciences.
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3- Investigating, understanding, designing, adapting and implementing an original subject.
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4- Analyzing, synthesizing and critically evaluating new and complex ideas in the field of human sciences.
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5- Using the research methods and techniques used in studies related to humanities at the highest level.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Contributing to scientific studies in the relevant field by carrying out an original study, program and project independently.
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2- Expanding the boundaries of knowledge by making original studies on the field of humanities or by bringing new interpretations to existing studies.
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3- Making international and national publications related to its field.
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4- Leading in environments that require the resolution of original and interdisciplinary problems in the field of human sciences.
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5- Participating in national or international projects and/or develops new projects.
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| Learning Competence | |
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1- Developing new thoughts, models, methods and practices related to the field by using high-level decision-making processes such as creative and critical thinking, problem solving, comparison, and planning in the field of human sciences.
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2- Explaining advanced information in the field of humanities to the people under their responsibility through theoretical and practical studies.
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| Communication and Social Competence | |
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1- Examining and developing the norms and rules that guide the relations in the field of human sciences from a critical perspective and manages the actions to change them when necessary.
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2- While discussing the subjects in his/her field with experts in the field of humanities, he/she puts forward original opinions and establishes an effective communication showing his/her competence and interdisciplinary perspective in his/her field.
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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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4- Using computer software required by the field of humanities uses information and communication technologies at an advanced level.
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| Field-based Competence | |
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1- By introducing scientific, cultural and artistic developments in the field of human sciences, it contributes to the process of becoming and maintaining the information society of the society in which it lives.
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2- Making decisions at the highest level in solving the problems encountered in the field of humanities and establishing constructive and useful interaction with the relevant persons and institutions.
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3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values.
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4- Supporting the decision-making processes of individuals and organizations related to the studies carried out to solve the problems encountered in the field of humanities.
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5- Contributing to the activities of academic and professional institutions and organizations in the relevant field for the protection of historical and cultural heritage and the environment.
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6- Acting in accordance with quality management and processes and manages these processes.
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Employment Opportunities
Graduates can work in various fields in the public and private sectors by specialising professionally. Graduates can work in research institutes or universities.Upgrading
May apply to post-doctoral 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 success of the student in the midterm exams and assignments, practical studies, group studies and similar studies that replace the midterm exams and the general exam together.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) |
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. |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
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| BOARD of DIRECTORS in JOINT STOCK COMPANIES | 2 | 2 | 3 | 1 | 1 | 0 | 1 | 2 | 1 | 0 | 3 | 2 | 3 |
| CASES IN ENFORCEMENT and BANKRUPTCY LAW | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 1 | 1 | 0 | 1 | 1 | 1 |
| CHEQUE LAW | 2 | 1 | 2 | 3 | 1 | 3 | 1 | 2 | 1 | 0 | 2 | 0 | 1 |
| CONSELLATION of POSESSION TRIAL | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 0 | 1 | 1 | 1 |
| CONTRACT of MANDATE and SIMILAR LEGAL RELATIONSHIPS | 3 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 1 | 0 | 1 | 0 | 0 |
| CURRENT DEVELOPMENTS in ENFERCOMENT and BANKRUPTCY LAW | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 3 |
| CURRENT ISSUES of COMPOSITION | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 0 | 1 | 2 | 2 |
| CURRENT PROBLEMS of TRADEMARK LAW | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 0 | 2 | 3 | 3 |
| DETERMINATION of PECU. COMPEN. in the LIGHT of the DEC. of the COURT of CASSATION | 2 | 3 | 3 | 1 | 2 | 2 | 3 | 3 | 2 | 2 | 1 | 0 | 1 |
| FLEXIBLE WORKING METHODS in BUSINESS LAW | 4 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 |
| NULLITY of TESTAMENTORY DISPOSITIONS | 2 | 3 | 4 | 3 | 2 | 3 | 2 | 2 | 3 | 0 | 2 | 0 | 1 |
| QUALIFYING EXAM PREPARATION | 4 | 4 | 3 | 3 | 2 | 0 | 3 | 3 | 1 | 0 | 1 | 0 | 0 |
| SEMINAR | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 1 |
| TEMPORARY LEGAL PROTECTION MEASURES in CIVIL PROCEDURE LAW | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 0 | 1 | 1 | 1 |
| İlişkili Ders Sayısı / 14/15 | 33 | 31 | 32 | 27 | 23 | 24 | 28 | 32 | 24 | 5 | 21 | 17 | 21 |
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 |