Program Information
Aim
Business Management program aimed training employee for manufacturing and service sectors with the knowledge and equipment to cope with routine problems that may arise in a company; to look at the problem from different angles and perspectives, gained the ability to produce innovative solutions , to perform a successful recovery and sustainable management activities in the processes with the help of data review and analysis skills.Qualification Awarded
Business Management Short Cycle (Associate's Degree) GraduatedRegistration 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 (TYT. 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 120 ECTS credits in total, to be granted with the associate'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 |
| İŞY1116336 | HUMAN BEHAVIOR and LEARNING | Turkish | 2 | 2 | 5 | |
| İŞY1127950 | FUNDAMENTALS of FINANCE | Turkish | 3 | 3 | 5 | |
| İŞY1127620 | GENERAL ACCOUNTING | Turkish | 3 | 3 | 4 | |
| İŞY1127630 | GENERAL BUSINESS | Turkish | 3 | 3 | 5 | |
| İŞY1127660 | INTRODUCTION to ECONOMICS I | Turkish | 2 | 2 | 4 | |
| İŞY1127670 | BASIC MATHEMATICS | Turkish | 3 | 3 | 4 | |
| İŞY1127510 | INTRODUCTION to LAW | Turkish | 2 | 2 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İŞY1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| İŞY1232630 | MARKETING PRINCIPLES | Turkish | 2 | 2 | 4 | |
| İŞY1229840 | STATISTICS | Turkish | 3 | 3 | 5 | |
| İŞY1277310 | INTRODUCTION to PROFESSIONAL LIFE | Turkish | 2 | 2 | 2 | |
| İŞY1228010 | TURKISH ECONOMY | Turkish | 2 | 2 | 4 | |
| İŞY1227680 | FINAL ACCOUNTING OPERATIONS | Turkish | 3 | 3 | 4 | |
| İŞY1227690 | COMMERCIAL LAW | Turkish | 2 | 2 | 4 | |
| İŞY1227720 | INTRODUCTION to ECONOMICS II | Turkish | 2 | 2 | 4 | |
| İŞY1262770 | ORGANIZATIONAL BEHAVIOR | Turkish | 2 | 2 | 5 | |
Program Qualification
Theoretical, Factual
Have knowledge to follow the scientific information about the business management literature, the ability of assessment and apply about the whole current business functions .
Have the theoretical ability to establish a relationship among business management literature and other related disciplines.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Having basic knowledge in the field. | 1 - Have knowledge to follow the scientific information about the business management literature, the ability of assessment and apply about the whole current business functions . 2 - Have the theoretical ability to establish a relationship among business management literature and other related disciplines. |
| SKILLS | |
| Cognitive, Practical | |
| 1-Ability to use the information he/she has acquired in the field of management and management in his/her decisions, practices and behaviors. | 3 - Students recognize and comment the mathematical calculations, the accounting records and financial analysis concerning their business activities. 4 - Have the knowledge and equipment to follow the relevant legislation and fulfill the legal responsibility of the company. 7 - Students able to identify, analyze and propose solutions to the problems about the issues related to the field at a basic level studies. 8 - Have a perspective to evaluate with a critical approach the basic level of knowledge and skills about the functions carried out by a company, compare the situations faced in business and literature, include the experiences on their learning process. 6 - Have the ability to develop innovative recommendations about solutions regarding the problems faced by the management, production and marketing. |
| 2- Ability to analyze, interpret and evaluate information related to the field. | 8 - Have a perspective to evaluate with a critical approach the basic level of knowledge and skills about the functions carried out by a company, compare the situations faced in business and literature, include the experiences on their learning process. 7 - Students able to identify, analyze and propose solutions to the problems about the issues related to the field at a basic level studies. 6 - Have the ability to develop innovative recommendations about solutions regarding the problems faced by the management, production and marketing. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Fulfilling the duties and responsibilities assigned to it. | 15 - Comply with the laws and rules of professional ethics about their personal responsibilities. |
| 2- Taking responsibility as a team member for problems encountered or unpredictable in practice. | 17 - Able to work in harmony with different departments and teams in the workplace. |
| Learning Competence | |
| 1- Critically evaluating the knowledge and skills acquired. | 8 - Have a perspective to evaluate with a critical approach the basic level of knowledge and skills about the functions carried out by a company, compare the situations faced in business and literature, include the experiences on their learning process. |
| 2- Demonstrating an understanding of the continuity of the learning requirement. | 18 - Aware of the need to continuously improve their knowledge and skills by understanding the importance of lifelong learning. |
| 3- Being open to participation in programs for learning needs. | 19 - By following developments in the field of business, students gain the ability to participate in programs appropriate to their learning needs and to be open to innovation. |
| Communication and Social Competence | |
| 1-Transmitting his/her thoughts and suggestions at the level of knowledge and skills he/she has acquired about his/her field to the relevant persons in writing and verbally. | 11 - Students effectively use the Turkish language in written and oral communication. 10 - Students able to communicate by expressing ideas and knowledge stating clearly and concisely both orally and in writing. |
| 2-Being prone to help his/her colleagues. | - |
| 3- The European Language Portfolio has foreign language knowledge at the A2 General Level (at least enough to follow the information in its field and to communicate with its colleagues). | 12 - Students have professional foreign language to do international correspondence in the field. |
| 4- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field. | 13 - Have ability to use communication technologies effectively that can helpful in business life. |
| Field-based Competence | |
| 1-The organization/organization acting in accordance with business and social ethical values. | 15 - Comply with the laws and rules of professional ethics about their personal responsibilities. |
| 2- Has sufficient awareness about the universality of social rights, social justice, quality and cultural
values, as well as environmental protection, occupational health and safety. | 16 - Students aware that business activities should respect on public health, environmental protection and job security issues also in their professional decisions take into consideration these issues. |
| 3- Being open to change and innovation. | - |
Employment Opportunities
Graduated students of Business Management program can be employed both in public and private sector organization departments such as human resources, marketing, accounting, sales, finance, management and customer service.Upgrading
After associate degree, taking vertical trasfer examination (DGS) students have opportinity to have a becholar degree.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. Course achievement grade is obtained by evaluating the student's midterm and midterm exams, applied studies, group studies and similar studies in the semester and the overall exam. For all courses, students who do not get at least 50 points from the general exam are considered unsuccessful. To be successful in the course at least 60 points at the end of the semester or 2,27 success times must be.Head of Department/Program
Head Of Department
Öğr.Gör. Tayyar TEPEProgramme Director
Öğr.Gör. Nagehan UZUNLearning 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 |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
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. |
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 |
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. |
Care Plan | ||
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 |
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 | 13 | 14 | 15 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BASIC MATHEMATICS | 3 | 2 | 4 | 2 | 2 | 1 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 |
| BUSINESS and PROFESSIONAL ETHICS | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 2 | 0 | 0 | 0 | 4 | 5 | 5 |
| CAPITAL MARKET and STOCK EXCHANGE | 3 | 2 | 1 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 4 | 0 | 2 | 3 | 4 | 4 |
| COMMERCIAL LAW | 2 | 3 | 3 | 5 | 3 | 1 | 3 | 3 | 2 | 2 | 3 | 1 | 2 | 2 | 3 | 1 |
| COMMUNICATION SKILLS | 0 | 0 | 0 | 0 | 0 | 3 | 3 | 4 | 0 | 5 | 5 | 0 | 2 | 0 | 2 | 0 |
| CONSUMER BEHAVIOUR | 4 | 5 | 0 | 0 | 0 | 4 | 5 | 3 | 2 | 4 | 4 | 0 | 2 | 3 | 3 | 3 |
| CUSTOMER RELATIONSHIP MANAGEMENT | 1 | 2 | 1 | 1 | 1 | 5 | 4 | 3 | 4 | 4 | 2 | 1 | 2 | 2 | 2 | 1 |
| E-COMMERCE | 1 | 4 | 0 | 0 | 1 | 2 | 2 | 2 | 1 | 0 | 0 | 0 | 4 | 2 | 1 | 1 |
| ENGLISH I | 0 | 3 | 0 | 0 | 1 | 1 | 1 | 1 | 1 | 3 | 0 | 5 | 0 | 1 | 1 | 1 |
| ENGLISH II | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 0 | 5 | 1 | 1 | 1 | 1 |
| ENTERPRENEURSHIP and INNOVATION MANAGEMENT | 1 | 3 | 1 | 1 | 2 | 4 | 3 | 2 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 1 |
| FINAL ACCOUNTING OPERATIONS | 2 | 1 | 3 | 4 | 4 | 3 | 5 | 2 | 3 | 1 | 2 | 5 | 5 | 3 | 4 | 2 |
| FUNDAMENTALS of FINANCE | 3 | 3 | 4 | 2 | 3 | 1 | 4 | 1 | 3 | 2 | 2 | 1 | 3 | 4 | 1 | 2 |
| GENERAL ACCOUNTING | 3 | 2 | 5 | 3 | 4 | 3 | 3 | 3 | 2 | 2 | 4 | 2 | 3 | 4 | 2 | 3 |
| GENERAL BUSINESS | 3 | 4 | 3 | 4 | 3 | 4 | 4 | 5 | 3 | 3 | 3 | 3 | 2 | 3 | 4 | 3 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 2 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 2 | 0 | 0 | 0 | 0 | 0 |
| HUMAN BEHAVIOR and LEARNING | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 | 0 | 0 | 4 | 0 | 5 | 3 |
| HUMAN RESOURCES MANAGEMENT | 3 | 3 | 0 | 3 | 3 | 2 | 4 | 4 | 3 | 3 | 2 | 0 | 2 | 4 | 4 | 4 |
| INFORMATION TECHNOLOGIES and TOOLS I | 3 | 1 | 0 | 0 | 1 | 4 | 2 | 3 | 4 | 1 | 1 | 0 | 5 | 3 | 4 | 1 |
| INTERNSHIP I | 4 | 3 | 3 | 3 | 2 | 3 | 4 | 4 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 |
| INTERNSHIP II | 4 | 3 | 3 | 3 | 2 | 3 | 4 | 4 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 |
| INTRODUCTION to ECONOMICS I | 4 | 4 | 2 | 1 | 4 | 2 | 3 | 2 | 1 | 4 | 3 | 2 | 1 | 2 | 3 | 2 |
| INTRODUCTION to ECONOMICS II | 2 | 5 | 2 | 1 | 5 | 3 | 2 | 1 | 4 | 2 | 2 | 1 | 1 | 3 | 2 | 3 |
| INTRODUCTION to LAW | 3 | 4 | 3 | 5 | 5 | 3 | 3 | 3 | 4 | 4 | 3 | 0 | 0 | 3 | 4 | 2 |
| INTRODUCTION to PROFESSIONAL LIFE | 0 | 2 | 0 | 0 | 0 | 0 | 2 | 4 | 0 | 3 | 0 | 0 | 0 | 0 | 4 | 4 |
| MANAGEMENT ACCOUNTING | 3 | 2 | 4 | 1 | 4 | 5 | 5 | 1 | 2 | 2 | 2 | 0 | 0 | 3 | 3 | 0 |
| MANAGEMENT and ORGANISATION | 5 | 4 | 0 | 1 | 1 | 5 | 3 | 4 | 3 | 0 | 0 | 0 | 1 | 3 | 1 | 1 |
| MARKETING PRINCIPLES | 3 | 2 | 1 | 1 | 3 | 4 | 2 | 4 | 2 | 4 | 1 | 3 | 2 | 3 | 4 | 1 |
| ORGANIZATIONAL BEHAVIOR | 2 | 3 | 1 | 0 | 0 | 1 | 1 | 1 | 2 | 2 | 1 | 3 | 1 | 3 | 1 | 1 |
| ORGANIZATIONAL CULTURE and LEARNING | 2 | 2 | 0 | 0 | 0 | 5 | 3 | 3 | 1 | 3 | 1 | 0 | 0 | 2 | 5 | 1 |
| PRODUCTION MANAGEMENT | 2 | 4 | 3 | 0 | 4 | 4 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| SEMINAR I | 5 | 4 | 3 | 2 | 2 | 3 | 4 | 2 | 5 | 2 | 2 | 0 | 0 | 1 | 5 | 5 |
| SEMINAR II | 5 | 4 | 3 | 2 | 2 | 3 | 4 | 2 | 5 | 2 | 2 | 0 | 4 | 1 | 5 | 5 |
| STATISTICS | 2 | 2 | 4 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 |
| TOTAL QUALITY MANAGEMENT | 3 | 1 | 0 | 1 | 0 | 3 | 4 | 4 | 2 | 2 | 0 | 0 | 2 | 5 | 5 | 4 |
| TURKISH ECONOMY | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 39/39 | 82 | 92 | 58 | 53 | 73 | 95 | 99 | 93 | 85 | 91 | 77 | 36 | 66 | 85 | 103 | 78 |
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 |