Program Information
Aim
The program aims to fill the gap in the Turkish construction sector for doctoral /PhD education in the interdisciplinary field of Construction Management and Law, to train researchers and to provide advanced expertise in this field, to train pioneering researchers and academics in the field of Construction Management and Law with the potential of academic contributions to literature and international knowledge transfer and with the ultimate purpose of developing scientific activities in Construction Management and Law in Turkey.Qualification Awarded
PhDRegistration and Admission Requirements
To have a master's diploma with thesis and a aminimum of 75 ALES points from the ALES score type of the program applied for; For applicants with a bachelor's degree, to have a minimum GPA of 3.00/4.00 or equivalent and to have at least 80 points from ALES in the score type required by the program applied for; To have a non-thesis master's diploma and a minimum of a75 ALES points in the score type of the program applied for, provided that the student is enrolled in non-thesis master's programs before 6/2/2013; Candidates who will apply for the doctorate program must score a minimum of 75 points from the central foreign language exams accepted by YÖK or get an equivalent score from the international foreign language exams that are accepted as equivalent; In the admission of students to doctoral programs, the success ranking is made by taking into consideration 50% of the candidates' ALES score, 20% of the graduation grade point average and 30% of the scientific evaluation and/or interview results to be made in writing; Students with a master’s degree in architecture, interior architecture, engineering and law branches will be accepted to graduate programsGraduation Requirements
In order to qualify for a doctorate degree, students admitted to the program with a bachelor's degree must take at least 18 courses, with a total of not less than 54 credits. Students admitted with a master's degree (with thesis) must take at least 10 courses, with a total of not less than 30 credits. Students must achieve a minimum of 3.0 average in these courses, successfully pass the doctoral qualifying exam to be held after the completion of the courses, and successfully complete their doctoral dissertation. All courses in the Required Core Courses pool and the PhD Seminar course must be taken in addition. Students with a bachelor's degree who successfully complete the program will have completed at least 300 ECTS in total, and students with a master's degree (with thesis) will have completed at least 240 ECTS courses, proficiency exam and thesis work. The thesis advisor must be determined by the beginning of the fourth semester at the latest after the student is admiited to the program.Recognition of Prior Learning
Students transferring from other programmes are admitted according to the relevant clauses of Istanbul Medipol University Graduate Studies Education Regulations.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 |
| İYHD1112075 | PhD SEMINAR | Turkish | - | 10 | ||
| İYHD1169810 | ADVANCED CONSTRUCTION MANAGEMENT | Turkish | 3 | 3 | 9 | |
| İYHD1169820 | ADVANCED CONTRACT ADMINISTRATION | Turkish | 3 | 3 | 9 | |
| İYHD1169830 | MODEL CONTRACTS in CONSTRUCTION CONTR. | Turkish | 3 | 3 | 8 | |
| İYHD1169840 | SPECIAL TOPICS in CONTRACT LAW | Turkish | 3 | 3 | 10 | |
| İYHD1169850 | APPLICATIONS in SCHEDULING and DELAY ANALYSIS | Turkish | 3 | 3 | 8 | |
| İYHD1169860 | DAMAGES CLAIMS in CONSTRUCTION CONTRACTS | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İYHD1269880 | ADVANCED TOPICS in RESEARCH DESIGN and METHODOLOGY | Turkish | 3 | 3 | 10 | |
| İYHD1269890 | PROCURMENT and CONTRACT ADMINISTRATION TERMINOLOGY | Turkish | 3 | 3 | 8 | |
| İYHD1269910 | DRAFTING and ADMINIS. INTERNATIONAL CONSTRUCTION CONTRACTS | Turkish | 3 | 3 | 8 | |
| İYHD1269920 | CASE STUDIES of DELAYS in CONSTRUCTION CONTRACTS | Turkish | 3 | 3 | 8 | |
| İYHD1243580 | MANAGEMENT of VARIATIONS | Turkish | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Having a systematic knowledge and understanding covering the latest developments in the research field on the basis of the competencies gained in the phd degree in order to make a remarkable and original contribution to the knowledge in its field. | 1 - 2 - 3 - 4 - 5 - 6 - |
| 2- Having the necessary knowledge and understanding of ethical principles underlying norms and standards of good practice in the field of research and publication. | 6 - 5 - 4 - 3 - 2 - 1 - |
| 3- Having the necessary knowledge and understanding about teaching / learning and evaluation strategies and their theoretical foundations. | 1 - 2 - 3 - 4 - 5 - 6 - |
| 4- Having knowledge and understanding of the latest developments in the interfaces between the research area and other areas. | - |
| 5- Having knowledge and understanding of interdisciplinary, multidisciplinary, and supra-disciplinary research strategies, tactics and techniques used in interfaces between the research area and other related fields. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1- Having the most advanced specialized skills and techniques, including synthesis and evaluation, necessary to define problems in the field of research and/or innovation, to solve important problems and to expand and redefine existing knowledge or professional practice. | - |
| 2- Having phdy in using relevant research strategies, tactics and techniques. | - |
| 3- Having the ability to conduct a pioneering academic research dialectically and has the ability to enter a pioneering academic dialogue for dialectical results. | - |
| 4- Showing that the theoretical pursuits that can improve the effectiveness and professional design understanding of the professional practice community in an academic and professional context | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Highest level of competence in academic or professional contexts, including research contexts: reveals a remarkable competence, innovation, independence, academic and professional honesty and determination in the development of new ideas or processes. | - |
| 2- Deciding and acting by associating it with knowledge and understanding of a broader social, cultural, economic and historical context. | - |
| 3- Contributing to the knowledge in its field by developing a qualified study based on original research, some of which is worth publishing in national and international refereed journals. | - |
| 4- Demonstrating leadership and innovation in working and learning conditions that require the solution of new, complex and unpredictable problems that involve many interrelated factors. | - |
| Learning Competence | |
| 1- Contributing to technological, social and cultural progress in a knowledge-based society in academic and professional contexts. | - |
| 2- Demonstrating their capacity to develop new thoughts; has a high level of understanding of learning processes. | - |
| Communication and Social Competence | |
| 1- Resolving, evaluating and synthesizing new and complex thoughts that correspond to the most advanced level in the research area with a critical and dialectical approach. | - |
| 2-Communicating effectively with peers, a wider research community, and the community in general. | - |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| Field-based Competence | |
| 1- Resolving, evaluating and synthesizing new and complex thoughts that correspond to the most advanced level in the research area with a critical and dialectical approach. | - |
| 2-Showing that it has operational interaction experience with decision-making capacity in the face of complex problems related to its field. | - |
| 3- Contributing to the knowledge in its field by developing a qualified study based on original research, some of which is worth publishing in national and international refereed journals. | - |
| 4- Conducting critical, dialectical analysis, evaluation and synthesis of new and complex thoughts. | - |
| 5- Establishing, designing, implementing and adapting a research process related to its field in academic honesty. | - |
| 6- Supporting the development of social, scientific, cultural and ethical values related to its field, contributes to the solution of problems, and is effective in decision-making processes. | - |
Employment Opportunities
Employment opportunities for students who have succesfully completed the Doctorate Program in Construction Management and Law include academic and research careers in addition to contract administration positions, construction management positions, and positions in construction law in the construction sector and in the field of law.Upgrading
May apply to post-doctoral programmes.Type of Training
Full TimeAssessment and Evaluation
Success in a course is defined by the course grade. The grade of the course is based on the midterm exam, midterm exam substitutes, such as homework, group studies and similar work, and the final exam.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. |
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 |
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) |
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 |
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 |
Short Answer 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 |
|---|---|---|---|---|---|---|
| ADVANCED CONSTRUCTION MANAGEMENT | 0 | 5 | 5 | 5 | 4 | 5 |
| ADVANCED CONTRACT ADMINISTRATION | 5 | 5 | 5 | 5 | 5 | 5 |
| ADVANCED TOPICS in RESEARCH DESIGN and METHODOLOGY | 5 | 4 | 5 | 5 | 5 | 4 |
| APPLICATIONS in SCHEDULING and DELAY ANALYSIS | 5 | 5 | 5 | 5 | 4 | 5 |
| BIM and CONTRACTUAL ISSUES | 5 | 4 | 5 | 3 | 4 | 5 |
| CASE STUDIES of DELAYS in CONSTRUCTION CONTRACTS | 5 | 5 | 5 | 4 | 4 | 4 |
| DAMAGES CLAIMS in CONSTRUCTION CONTRACTS | 5 | 5 | 5 | 5 | 4 | 4 |
| DRAFTING and ADMINIS. INTERNATIONAL CONSTRUCTION CONTRACTS | 5 | 5 | 5 | 5 | 5 | 4 |
| GUIDED RESEARCH I for IYHD | 5 | 5 | 5 | 5 | 5 | 5 |
| GUIDED RESEARCH II for IYHD | 5 | 5 | 5 | 5 | 5 | 5 |
| MANAGEMENT of VARIATIONS | 5 | 5 | 5 | 4 | 4 | 4 |
| MODEL CONTRACTS in CONSTRUCTION CONTR. | 5 | 5 | 5 | 5 | 5 | 5 |
| PRICING and CLAIMS | 5 | 5 | 4 | 5 | 5 | 4 |
| PROCURMENT and CONTRACT ADMINISTRATION TERMINOLOGY | 5 | 5 | 4 | 4 | 4 | 4 |
| SPECIAL TOPICS in CONTRACT LAW | 5 | 5 | 4 | 4 | 4 | 4 |
| İlişkili Ders Sayısı / 15/17 | 70 | 73 | 72 | 69 | 67 | 67 |
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 |