Program Information
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.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
- Holding a bachelor's degree, - The ALES requirement does not apply to non-thesis master's programs. - 50% of the undergraduate GPA and 50% of the interview score are combined. Applications for the announced graduate programs must be submitted in accordance with the prescribed procedures and within the timeframes specified in the announcement.Graduation Requirements
A non-thesis master’s degree program consists of at least ten courses and one semester project course, provided that the program comprises a minimum of 30 credits and 60 ECTS credits. Students who successfully complete their credit-bearing courses and semester project and submit the required documents to the institute within one month of completion are awarded a non-thesis master’s degree diploma.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 |
| ÖHKY1110961 | CONSTRUCTION CONTRACTS | Turkish | 3 | 3 | 8 | |
| ÖHKY1116373 | SALES CONTRACT | Turkish | 3 | 3 | 8 | |
| ÖHKY1116870 | ARBITRATION within the FRAME of HMK | Turkish | 3 | 3 | 7 | |
| ÖHKY1112139 | The PRINCIPLE of CAPITAL PROTEC. at JOINT STOCK COMP. | Turkish | 3 | 3 | 7 | |
| ÖHKY1115682 | INTERNETIONAL INVESTMENT ARBITRATION | Turkish | 3 | 3 | 7 | |
| ÖHKY1129690 | HMK with in the FRAME of SUPREME COURT of APPEAL'S DECISION | Turkish | 3 | 3 | 8 | |
| ÖHKY1130730 | PLENARY COMMITTEE at INCORPARATED COMPANY | Turkish | 3 | 3 | 7 | |
| ÖHKY1114530 | CONFISCATING without EXPROPRIATING | Turkish | 3 | 3 | 7 | |
| ÖHKY1129730 | LAW on INTELLECTUAL and ARTISTIC WORKS | Turkish | 3 | 3 | 7 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ÖHKY1215055 | INTEREST BALANCE within the JOINT STOCK COMPANY | Turkish | 3 | 3 | 8 | |
| ÖHKY1215057 | ATYPICAL CONTRACTS | Turkish | 3 | 3 | 8 | |
| ÖHKY1210962 | EMPLOYMENT ASSURANCE | Turkish | 3 | 3 | 8 | |
| ÖHKY1211792 | ALTERNATIVE DISPUTE RESOLUTION in TURKISH and INTERNATIONAL LAW | Turkish | 3 | 3 | 7 | |
| ÖHKY1212825 | TERMINATION of WORK AGREEMENT | Turkish | 3 | 3 | 7 | |
| ÖHKY1213711 | INTERNAL RELATIONSHIPS in SIMPLE PARTNERSHIP | Turkish | 3 | 3 | 8 | |
| ÖHKY1214520 | PRINCIPLES of LAW of BANKING | Turkish | 3 | 3 | 7 | |
| ÖHKY1215056 | CONDOMINIUM | Turkish | 3 | 3 | 8 | |
| ÖHKY1216615 | ARTIFICIAL INTEL. from the PERSPEC. of CORPORATE LAW | Turkish | 3 | 3 | 8 | |
| ÖHKY1229760 | CURRENT PROBLEMS of EXECUTION and BANKRUPCTY LAW | Turkish | 3 | 3 | 8 | |
| ÖHKY1229790 | CONSTRUCTION for ALLOTMENT AGREEMENTS | Turkish | 3 | 3 | 7 | |
| ÖHKY1274330 | BILL of EXHANGE | Turkish | 3 | 3 | 7 | |
Program Qualification
Theoretical, Factual
Özel hukuk alanında yer alan güncel gelişmeler ışığında özel hukukla ilgili temel kaynaklar, mevzuat ve yargı içtihatları hakkında bilgilere sahiptir.
Özel hukuk alanı ile ilgili disiplinlere ait kavram, kurum ve yöntemler arasındaki ilişkiyi kavrayarak bağlantı kurar.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
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 third cycle 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 |
|---|---|---|
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. |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ARBITRATION within the FRAME of HMK | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 |
| ATYPICAL CONTRACTS | 3 | 2 | 3 | 1 | 4 | 2 | 2 | 1 | 2 | 1 | 1 | 0 | 1 | 1 |
| BILL of EXHANGE | 2 | 3 | 3 | 1 | 3 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 3 |
| CONDOMINIUM | 2 | 1 | 2 | 1 | 2 | 3 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 |
| CONSTRUCTION CONTRACTS | 4 | 4 | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 |
| CONSTRUCTION for ALLOTMENT AGREEMENTS | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 0 | 2 | 2 |
| CURRENT PROBLEMS of EXECUTION and BANKRUPCTY LAW | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 1 | 1 | 1 |
| EMPLOYMENT ASSURANCE | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 1 | 4 | 4 | 2 | 3 | 4 |
| HMK with in the FRAME of SUPREME COURT of APPEAL'S DECISION | 3 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 2 |
| INTEREST BALANCE within the JOINT STOCK COMPANY | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 3 | 0 | 2 | 1 | 0 | 0 | 1 |
| INTERNETIONAL INVESTMENT ARBITRATION | 4 | 3 | 3 | 2 | 3 | 1 | 2 | 2 | 1 | 1 | 2 | 0 | 1 | 1 |
| LAW on INTELLECTUAL and ARTISTIC WORKS | 2 | 2 | 2 | 2 | 1 | 3 | 2 | 1 | 0 | 1 | 1 | 1 | 1 | 1 |
| PLENARY COMMITTEE at INCORPARATED COMPANY | 2 | 3 | 1 | 2 | 2 | 3 | 2 | 1 | 1 | 1 | 2 | 1 | 0 | 1 |
| PRINCIPLES of LAW of BANKING | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 |
| SALES CONTRACT | 2 | 1 | 2 | 3 | 1 | 3 | 2 | 3 | 1 | 2 | 2 | 0 | 1 | 1 |
| TERM PROJECT | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 0 | 0 | 2 | 0 |
| TERMINATION of WORK AGREEMENT | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 |
| The PRINCIPLE of CAPITAL PROTEC. at JOINT STOCK COMP. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 0 | 3 | 5 |
| İlişkili Ders Sayısı / 18/22 | 44 | 39 | 43 | 38 | 43 | 42 | 37 | 35 | 26 | 40 | 36 | 16 | 29 | 35 |
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; |