Aim
Our goal as Finance Program; mathematics and an interest in economics, careful, responsible, able to communicate well with others, the preparation works in the workplace of the economic report him capable of the tasks, monitor their receivables with the expenses of the institution is to train professionals capable of preparing statements and reports about them.Qualification Awarded
Short Cycle (Associate's Degree)Registration and Admission Requirements
In order to be admitted to this program, it is necessary to have completed a high school or equivalent education and to have a diploma. Students are admitted to the program according to the TYT score type and the principles determined by the Higher Education Council. Foreign students are accepted according to the success criteria determined by the Senate.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 120 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 |
| MLY1132730 | TURKISH TAX SYSTEM | Turkish | 2 | 2 | 4 | |
| MLY1127620 | GENERAL ACCOUNTING | Turkish | 3 | 3 | 4 | |
| MLY1127630 | GENERAL BUSINESS | Turkish | 3 | 3 | 5 | |
| MLY1127660 | INTRODUCTION to ECONOMICS I | Turkish | 2 | 2 | 4 | |
| MLY1127670 | BASIC MATHEMATICS | Turkish | 3 | 3 | 4 | |
| MLY1142440 | ORGANIZATIONAL COMMUNICATION | Turkish | 2 | 2 | 5 | |
| MLY1127510 | INTRODUCTION to LAW | Turkish | 2 | 2 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| MLY1232840 | MANAGEMENT and ORGANISATION | Turkish | 2 | 2 | 4 | |
| MLY1277310 | INTRODUCTION to PROFESSIONAL LIFE | Turkish | 2 | 2 | 2 | |
| MLY1228010 | TURKISH ECONOMY | Turkish | 2 | 2 | 4 | |
| MLY1228030 | PUBLIC FINANCE | Turkish | 3 | 3 | 4 | |
| MLY1277410 | LOCAL TAXATION | Turkish | 2 | 2 | 4 | |
| MLY1233240 | FINANCIAL MANAGEMENT | Turkish | 2 | 2 | 4 | |
| MLY1227680 | FINAL ACCOUNTING OPERATIONS | Turkish | 3 | 3 | 4 | |
| MLY1227720 | INTRODUCTION to ECONOMICS II | Turkish | 2 | 2 | 4 | |
Program Qualification
Theoretical, Factual
Secondary and won the high school level, including current information on the basis of competence in the field of books and documents, to have the basic theoretical and practical knowledge supported with other sources.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
Employment Opportunities
Graduates; They can work in many different areas such as ministries, public institutions and public banks. In the private sector, they can work in many different fields such as private banks, financial institutions, insurance companies, reinsurance companies, investment firms, consultancy firms, customs consultancies and logistics companies. Finance graduates; can work in different areas such as analysis, planning, reporting and management. Within these areas, there are various areas of specialization such as financial analysis, investment management, risk management, financial consultancy, budget management, tax consultancy, financial accounting, financial consultancy, debt management and portfolio management.Upgrading
After graduation from associate degree programs, there is an opportunity to study in undergraduate programs as a result of Vertical Transfer Exam (VTE/DGS).Type of Training
Full TimeAssessment and Evaluation
Head of Department/Program
Head Of Department
Dr.Öğr.Üye. İrfan ERSİNProgramme Director
Dr.Öğr.Üye. Adem Bağış ALÇİÇEKLearning 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. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
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) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
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 |
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 |
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 | ||
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 |
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADMINISTRATIVE LAW | 3 | 3 | 3 | 0 | 5 | 3 | 2 | 2 | 3 | 0 | 4 | 3 |
| BASIC MATHEMATICS | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 2 |
| BUDGET THEORY and POLICY | 3 | 4 | 4 | 3 | 4 | 4 | 3 | 5 | 4 | 2 | 1 | 1 |
| CAPITAL MARKETS TRANSACTIONS | 3 | 5 | 5 | 3 | 4 | 3 | 4 | 5 | 4 | 0 | 2 | 1 |
| COMPUTERIZED ACCOUNTING | 3 | 4 | 4 | 0 | 4 | 4 | 0 | 0 | 3 | 0 | 0 | 0 |
| COST ACCOUNTING | 0 | 4 | 0 | 3 | 0 | 3 | 0 | 1 | 0 | 5 | 4 | 1 |
| ENGLISH I | 2 | 2 | 2 | 2 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| ENGLISH II | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 3 | 1 | 1 |
| ENTERPRENEURSHIP and INNOVATION MANAGEMENT | 0 | 1 | 2 | 1 | 2 | 1 | 1 | 1 | 2 | 0 | 1 | 1 |
| FINAL ACCOUNTING OPERATIONS | 4 | 5 | 5 | 0 | 3 | 3 | 4 | 4 | 3 | 0 | 0 | 0 |
| FINANCIAL MANAGEMENT | 3 | 3 | 5 | 2 | 4 | 1 | 3 | 1 | 4 | 0 | 1 | 0 |
| FINANCIAL POLICY | 4 | 4 | 3 | 5 | 3 | 4 | 5 | 4 | 4 | 0 | 5 | 3 |
| FINANCIAL STATEMENTS ANALYSIS | 3 | 4 | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 0 | 2 | 0 |
| GENERAL ACCOUNTING | 5 | 5 | 4 | 4 | 4 | 4 | 0 | 0 | 2 | 0 | 2 | 0 |
| GENERAL BUSINESS | 3 | 4 | 4 | 3 | 3 | 3 | 0 | 3 | 3 | 0 | 0 | 0 |
| INTERNSHIP I | 0 | 5 | 5 | 3 | 3 | 2 | 4 | 4 | 2 | 5 | 2 | 5 |
| INTERNSHIP II | 0 | 5 | 5 | 3 | 3 | 2 | 4 | 4 | 2 | 5 | 2 | 5 |
| INTRODUCTION to ECONOMICS I | 1 | 4 | 3 | 2 | 2 | 4 | 5 | 5 | 4 | 0 | 3 | 2 |
| INTRODUCTION to ECONOMICS II | 3 | 4 | 4 | 3 | 4 | 4 | 0 | 4 | 4 | 0 | 0 | 0 |
| INTRODUCTION to LAW | 3 | 5 | 3 | 1 | 3 | 1 | 3 | 4 | 4 | 4 | 1 | 1 |
| INTRODUCTION to PROFESSIONAL LIFE | 2 | 2 | 0 | 0 | 4 | 0 | 3 | 0 | 0 | 0 | 0 | 1 |
| LAW of OBLIGATIONS | 1 | 1 | 3 | 4 | 4 | 1 | 1 | 3 | 3 | 0 | 1 | 5 |
| LOCAL TAXATION | 1 | 2 | 4 | 2 | 3 | 3 | 2 | 3 | 4 | 0 | 5 | 5 |
| ORGANIZATIONAL COMMUNICATION | 1 | 1 | 2 | 2 | 2 | 3 | 3 | 4 | 5 | 2 | 3 | 3 |
| PUBLIC ADMINISTRATION | 3 | 3 | 1 | 1 | 0 | 3 | 2 | 4 | 0 | 2 | 4 | 4 |
| PUBLIC FINANCE | 5 | 5 | 4 | 3 | 2 | 3 | 4 | 5 | 4 | 0 | 1 | 1 |
| SEMINAR I | 0 | 0 | 4 | 3 | 2 | 4 | 3 | 2 | 2 | 1 | 5 | 3 |
| SEMINAR II | 0 | 0 | 4 | 3 | 2 | 4 | 3 | 2 | 2 | 1 | 5 | 3 |
| TAX LAW | 5 | 3 | 3 | 3 | 5 | 3 | 2 | 5 | 3 | 0 | 5 | 4 |
| TAX THEORY and POLICY | 4 | 4 | 5 | 4 | 4 | 3 | 5 | 5 | 5 | 0 | 5 | 3 |
| TURKISH ECONOMY | 3 | 4 | 3 | 3 | 3 | 3 | 0 | 3 | 3 | 0 | 0 | 0 |
| TURKISH TAX SYSTEM | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 2 | 2 | 3 |
| İlişkili Ders Sayısı / 32/41 | 76 | 103 | 105 | 77 | 91 | 88 | 75 | 96 | 91 | 35 | 70 | 62 |
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 |