Program Information
Aim
In this department, it is aimed to provide our students with operational, tactical and strategic talents and skills required for the sustainable achievement of a corporation in today’s competitive business environment. It is also aimed to keep our students updated with modern techniques as the requisites of modern management.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (LYS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement ( LYS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.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 |
| BUS1117517 | MATHEMATICS I | English | 3 | 3 | 5 | |
| BUS1134320 | BUSINESS COMMUNICATION I | English | 4 | 4 | 4 | |
| BUS1155460 | FUNDAMENTALS of LAW | English | 3 | 3 | 4 | |
| BUS1165260 | INTRODUCTION to BUSINESS | English | 3 | 3 | 5 | |
| BUS1139490 | MICROECONOMICS | English | 3 | 3 | 5 | |
| BUS1124520 | INFORMATION TECHNOLOGY | English | 2 | 2 | 5 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BUS1216961 | MATHEMATICS II | English | 3 | 3 | 5 | |
| BUS1224590 | INTRODUCTION to FINANCE | English | 3 | 3 | 5 | |
| BUS1234480 | PRINCIPLES of ACCOUNTING | English | 3 | 3 | 5 | |
| BUS1241260 | BUSINESS COMMUNICATION II | English | 4 | 4 | 4 | |
| BUS1239540 | MACROECONOMICS | English | 3 | 3 | 5 | |
| BUS1211008 | MANAGEMENT and ORGANIZATION | English | 3 | 3 | 5 | |
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
Describes the necessary qualitative and quantitative methods in the field of business and management.
Defines the theoretical issues in the field of business administration
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
Employment Opportunities
Managerial and related subordinate positions at private and public entities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
To measure program student's achievement for the program requirements, all students must complete the major courses defined in the program. To succeed a course, there will be some measurement techniques, tools and assignments to be used including exams, presentations, quiz and project appointments. To succeed a course, students should have a grade of 50 for the final exam and a grade of 60 points for the average of all required appointments and remaining measures.Head of Department/Program
Head Of Department
Prof.Dr. Elif BAYKALLearning 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 |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
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 |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BACHELORS DISSERTATION | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 3 | 0 | 0 | 4 | 0 |
| BANKING and REGULATION | 1 | 0 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 0 | 4 | 3 |
| BRAND MANAGEMENT | 3 | 2 | 0 | 0 | 0 | 2 | 3 | 0 | 2 | 0 | 4 | 1 |
| BUSINESS and SOCIAL SECURITY LAW | 2 | 0 | 0 | 0 | 0 | 2 | 2 | 0 | 3 | 0 | 1 | 0 |
| BUSINESS CASE STUDIES | 2 | 1 | 1 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 |
| BUSINESS COMMUNICATION I | 2 | 3 | 2 | 5 | 2 | 3 | 1 | 5 | 1 | 2 | 3 | 2 |
| BUSINESS COMMUNICATION II | 2 | 1 | 1 | 3 | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 |
| CAPITAL MARKETS | 1 | 2 | 2 | 3 | 2 | 1 | 0 | 3 | 2 | 0 | 4 | 3 |
| CHANGE MANAGEMENT | 1 | 0 | 0 | 1 | 1 | 1 | 3 | 1 | 2 | 0 | 3 | 3 |
| CORPARATE GOVERNANCE and SOCIAL RESPONSIBILITY | 4 | 1 | 0 | 2 | 3 | 2 | 2 | 2 | 3 | 4 | 1 | 1 |
| COST MANAGEMENT and ACCOUNTING | 1 | 2 | 0 | 3 | 3 | 1 | 3 | 3 | 0 | 0 | 3 | 3 |
| CRITICAL THINKING | 1 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 3 | 2 | 0 | 1 |
| CURRENT ISSUES in BUSINESS | 1 | 0 | 0 | 1 | 1 | 2 | 2 | 1 | 2 | 0 | 2 | 3 |
| DIGITAL MARKETING | 2 | 2 | 3 | 3 | 1 | 3 | 2 | 3 | 2 | 2 | 2 | 1 |
| E-COMMERCE | 3 | 2 | 0 | 0 | 0 | 2 | 3 | 0 | 2 | 0 | 4 | 1 |
| EMERGING MARKETS and BUSINESS TRENDS | 2 | 0 | 0 | 2 | 0 | 2 | 3 | 1 | 3 | 0 | 2 | 1 |
| ENTREPRENEURSHIP | 3 | 0 | 0 | 2 | 2 | 4 | 3 | 0 | 2 | 0 | 3 | 4 |
| FINANCIAL ACCOUNTING | 1 | 2 | 0 | 0 | 1 | 2 | 3 | 0 | 0 | 0 | 4 | 2 |
| FINANCIAL MANAGEMENT | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 1 | 3 | 3 |
| FUNDAMENTALS of LAW | 0 | 0 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 3 | 0 |
| GAME THEORY | 0 | 2 | 0 | 3 | 0 | 0 | 2 | 2 | 0 | 0 | 3 | 0 |
| GLOBAL BUSINESS | 3 | 0 | 1 | 1 | 2 | 3 | 2 | 3 | 1 | 1 | 1 | 2 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 |
| HUMAN RESOURCES MANAGEMENT | 3 | 2 | 0 | 0 | 2 | 2 | 3 | 0 | 0 | 0 | 2 | 3 |
| INFORMATION TECHNOLOGY | 1 | 2 | 4 | 3 | 2 | 3 | 1 | 2 | 4 | 2 | 1 | 2 |
| INTERNATIONAL ECONOMIC ORGANIZATIONS | 2 | 2 | 3 | 2 | 3 | 1 | 2 | 4 | 3 | 3 | 1 | 1 |
| INTERNATIONAL MARKETING | 3 | 1 | 0 | 0 | 2 | 2 | 3 | 0 | 2 | 0 | 4 | 1 |
| INTERNSHIP | 0 | 0 | 0 | 0 | 2 | 1 | 4 | 2 | 0 | 0 | 3 | 0 |
| INTRODUCTION to BEHAVIORAL SCIENCE | 2 | 2 | 0 | 1 | 3 | 1 | 2 | 0 | 3 | 1 | 0 | 0 |
| INTRODUCTION to BUSINESS | 4 | 2 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 1 | 2 |
| INTRODUCTION to FINANCE | 3 | 3 | 1 | 3 | 3 | 2 | 3 | 3 | 2 | 1 | 3 | 3 |
| INVESTMENT ANALYSIS and PORTFOLIO MANAGEMENT | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 1 | 3 | 3 |
| LAW of OBLIGATIONS | 0 | 0 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 3 | 0 |
| MACROECONOMICS | 2 | 2 | 1 | 3 | 2 | 4 | 2 | 3 | 2 | 1 | 3 | 4 |
| MANAGEMENT and ORGANIZATION | 3 | 2 | 1 | 2 | 2 | 3 | 4 | 4 | 3 | 2 | 3 | 3 |
| MANAGEMENT THEORY | 3 | 2 | 0 | 2 | 0 | 1 | 3 | 2 | 0 | 1 | 2 | 2 |
| MATHEMATICS I | 1 | 4 | 0 | 0 | 0 | 1 | 2 | 0 | 0 | 0 | 1 | 0 |
| MATHEMATICS II | 1 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 2 | 2 |
| MICROECONOMICS | 2 | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 1 | 2 |
| NEGOTIATION MANAGEMENT and PROBLEM SOLVING | 3 | 1 | 0 | 0 | 0 | 1 | 3 | 2 | 2 | 1 | 3 | 2 |
| NEW PRODUCT DEVELOPMENT | 2 | 2 | 0 | 2 | 3 | 2 | 2 | 2 | 1 | 0 | 2 | 4 |
| ORGANIZATIONAL BEHAVIOUR | 4 | 2 | 1 | 1 | 3 | 0 | 2 | 1 | 3 | 0 | 0 | 0 |
| ORGANIZATIONAL DESIGN | 3 | 0 | 0 | 0 | 1 | 2 | 3 | 0 | 4 | 3 | 2 | 2 |
| PRINCIPLES of ACCOUNTING | 4 | 2 | 1 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 |
| PRINCIPLES of MARKETING | 3 | 2 | 0 | 3 | 0 | 3 | 4 | 3 | 3 | 2 | 4 | 2 |
| PRODUCTION MANAGEMENT | 2 | 3 | 2 | 3 | 1 | 2 | 3 | 3 | 2 | 1 | 0 | 4 |
| QUANTITATIVE METHODS | 0 | 3 | 0 | 0 | 3 | 0 | 2 | 3 | 2 | 0 | 3 | 0 |
| RESEARCH METHODS in SOCIAL SCIENCES | 3 | 3 | 3 | 1 | 3 | 1 | 2 | 2 | 3 | 1 | 2 | 3 |
| SALES MANAGEMENT | 3 | 2 | 0 | 0 | 0 | 2 | 3 | 0 | 2 | 0 | 4 | 1 |
| STATISTICS | 1 | 3 | 3 | 0 | 3 | 0 | 2 | 1 | 0 | 0 | 3 | 3 |
| STRATEGIC MANAGEMENT | 4 | 0 | 0 | 0 | 2 | 3 | 4 | 0 | 3 | 3 | 2 | 3 |
| SUPPLY CHAIN MANAGEMENT | 2 | 1 | 0 | 3 | 2 | 3 | 3 | 4 | 1 | 1 | 0 | 3 |
| TARGET PRODUCIT and TARGET COUNTRY ANAL. in EXP. | 0 | 0 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 |
| TOTAL QUALITY MANAGEMENT | 3 | 3 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 0 |
| TURKISH LANGUAGE I | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 4 | 1 | 1 | 1 | 1 |
| TURKISH LANGUAGE II | 1 | 1 | 1 | 1 | 1 | 3 | 1 | 3 | 1 | 1 | 4 | 1 |
| İlişkili Ders Sayısı / 57/63 | 109 | 82 | 47 | 90 | 90 | 102 | 123 | 106 | 101 | 56 | 129 | 100 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |