This document provides a course description for a Mathematics for Business course. The course is a compulsory 3 credit unit taught face-to-face in English. It aims to introduce students to concepts like functions, graphs, matrices, probability, and statistics and how they apply to business. Over 14 weeks students will learn topics through lectures, homework, and a midterm exam worth 75% and final exam worth 40% of their overall grade. The workload is estimated at 129 hours earning students 5 ECTS credits.
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Prof.dr. halit hami oz 12-sağlık kurumlarında bilgi sistemi-tele radyoloji-pa...Prof. Dr. Halit Hami Öz
KAFKAS ÜNİVERSİTESİ
ATATÜRK SAĞLIK HİZMETLERİ MESLEK YÜKSEK OKULU
SAĞLIK KURUMLARI BİLGİ SİSTEMİ DERS NOTLARI ve SUNUMLARI
Prof.Dr. Halit Hami ÖZ
Kafkas Üniversitesi
Mühendislik Mimarlık Fakültesi
Bilgisayar Mühendisliği Bölümü
Bilgisayar Yazılımı Anabilim Dalı
Kars, Türkiye
12. Prof.Dr. Halit Hami OZ-12-Sağlık Kurumlarında Bilgi Sistemi-Tele Radyoloji-Patoloji-Dermatoloji-Psikiyatri
This complete outline of Res 1-Methods of Research indents to give an overview of the course for the whole semester with 54 hours equal to 3 units credit. Lessons are excluded in this outline and will be presented per meeting of 1.5 hours twice a week meeting.
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
BUSI1191 Introduction to Business ResearchUndergraduate ProgVannaSchrader3
BUSI1191
Introduction to Business Research
Undergraduate Programmes 2020/21
SUMMATIVE ASSIGNMENT
The assessment of this module consists of two parts. If there is anything you do not understand then please contact Oonagh Harness (for Part 2) for assistance.
Part 2: Epiphany Term
Qualitative Research Proposal
Overall word limit: (1000 words)
You have to write a research proposal for a qualitative project on a topic of your choice (connected to business and management research). You cannot choose the same topic as that of the formative assignment. Your proposal needs to rely on one (or several) of the methods that will be discussed during the first term. For this assignment, you do not have to conduct any primary research. Your task is to design a research proposal that would explain how you would conduct the research. Your report should adopt the following structure: (i) introduction (100 words), (ii) literature review (400 words), (iii) proposed methodology (Research methods, sample size, ethics) (400 words), (iv) conclusion (100 words). The report should be no more than 1000 words (excluding references and the appendix). This accounts for 30 % of your final mark on this module.
Suggested structure:
Introduction (around 100 words)
Literature review (around 400 words)
Proposed methodology (research methods, sample size, ethics) (around 400 words)
Conclusion (around 100 words)
Assignments should be typed, using 1.5 spacing and an easy-to-read 12-point font. Assignments and dissertations/business projects must not exceed the word count indicated in the module handbook/assessment brief.
The word count should:
· Include all the text, including title, preface, introduction, in-text citations, quotations, footnotes and any other items not specifically excluded below.
· Exclude diagrams, tables (including tables/lists of contents and figures), equations, executive summary/abstract, acknowledgements, declaration, bibliography/list of references and appendices. However, it is not appropriate to use diagrams or tables merely as a way of circumventing the word limit. If a student uses a table or figure as a means of presenting his/her own words, then this is included in the word count.
Examiners will stop reading once the word limit has been reached, and work beyond this point will not be assessed. Checks of word counts will be carried out on submitted work, including any assignments or dissertations/business projects that appear to be clearly over-length. Checks may take place manually and/or with the aid of the word count provided via an electronic submission. Where a student has intentionally misrepresented their word count, the School may treat this as an offence under Section IV of the General Regulations of the University. Extreme cases may be viewed as dishonest practice under Section IV, 5 (a) (x) of the General Regulations.
Very occasionally it may be appropriate to present, in an appendix, material which does not properly ...
According to the Tuckman and Jensen Model for group processes, the f.docxrhetttrevannion
According to the Tuckman and Jensen Model for group processes, the final stage in a group’s activity involves adjourning. In an online course, the last week of activity is a time for reflection and ending the formal group interaction. The same strategy can be applied to the end of a program of study. Therefore, we would like to model adjourning by offering you this space to reflect, debrief, and bring closure to our time together in this course and the MATLT program.
To participate in the Reflection discussion, post a media-rich farewell that reflects on your learning experiences in this course and then the MATLT program as a whole. Next, reflect on any design and development challenges you experienced during the creation of your final project for this course and make at least one constructive suggestion for how the final project experience could be improved. Conclude with a reflection on your journey from enrollment to this moment in the MATLT program. You are encouraged to highlight friends, family, instructors or fellow learners and even your Ashford University staff contacts, such as an advisor or librarian, who has contributed to your success!
Attach or link your creation to your response. The reflection might be a brief video, such as with YouTube or VoiceThread, a narrated PowerPoint using Snap!, or a Glogster, or any other media-rich presentation addressing the questions. Remember to cite any graphics, audio, video, and ideas you incorporate into your creation that are not yours. I WOULD PREFER POWER POINT AND THEN I WILL ADD NARRATION.
This Capstone course requires students to synthesize their skills and knowledge acquired throughout the MATLT program. The Capstone project must present a practical application that is appropriate for a professional environment in the students’ chosen field of work, be appropriate for inclusion in a professional portfolio, and incorporate a relevant problem or issue that can be supported through formal research. Furthermore, the project should demonstrate significant content across the spectrum of MATLT courses and promote the accomplishment of professional and personal goals. In addition, students will create a professional brochure highlighting their skills, strengths, and educational preparation.
Course Design
The EDU697 MATLT Capstone course design follows principles of effective learning design and satisfies the description of the course in the catalog according to the established Program Learning Outcomes and Course Learning Outcomes at the time of redesign (Submitted to developers September 10, 2012).
The Course Learning Outcomes (CLOs) are focused on the application of instructional design principles and theory in the redesign of prior coursework activities into an educationally sound capstone project, use of previous MATLT content in that project, and a general reference to reflection on design and development challenges encountered. Therefore, weekly learning activities were designed.
WILMINGTON UNIVERSITYCOLLEGE OF TECHNOLOGYSYLLABUSFACULTY ME.docxambersalomon88660
WILMINGTON UNIVERSITY
COLLEGE OF TECHNOLOGYSYLLABUS
FACULTY MEMBER: Greg Hughes TERM: Summer 2016 Block 2
COURSE TITLE: IT Policy & Strategy
COURSE NUMBER: IST.7100
TEXTBOOK: TITLE:
AUTHOR:
If you would like more precise information regarding the textbook(s) for this class, please visit the bookstore website at http://www.wilmcoll.edu/bookstore
METHOD OF CONTACT:
PREREQUISITE: IST7000, IST7020, IST7040, IST7060
All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code.
I. COURSE DESCRIPTION
The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies, while experimenting with selected emerging technologies; and 5) The role of the CIO.
II. RATIONALE
Students develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. Working students and students with post-baccalaureate experience will be able to examine the current and potential impact of information and information technology on all aspects of their position, firm, and industry.
III. MAJOR INSTRUCTIONAL GOALS
Goal A. Understand the role of IT in reaching business objectives
Learning Outcomes: The student will be able to:
A-1 Differentiate between strategy, vision and strategic objectives
A-2 Differentiate between effective business strategies based on a company’s vision, strategy, and mission statements
A-3 Identify the significance of the five levels of Strategic Alignment Maturity
A-4 Identify the primary differences between strategic, tactical and operational processes
Goal B. Understand the role of governance and communication in the selection and use of organizational processes to make decisions about how to obtain and deploy IT resources
Learning Outcome:The student will be able to:
B-1 Understand the components of a strategic plan
B-2 Identify organizational types and use in case study application
B-3 Identify the components of IT architecture
B-4 Identify .
Similar to S1 9786-mat135-mathematics for business-i (17)
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
Sağlık kurumlarında kalite yönetimi unite 05-sağlık kurumlarında müşteri memn...
S1 9786-mat135-mathematics for business-i
1. BUSINESS MANAGEMENT (in English) PROGRAMME
COURSE DESCRIPTION
Name of the Course
Unit
Code Year Semester
In-Class
Hours (T+P)
Credit
ECTS
Credit
MATHEMATICS FOR
BUSINESS-I
MAT135 1 1 3+0 3.0 5.0
General Information
Language of
Instruction
English
Level of the Course
Unit
Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First
Cycle
Type of the Course Compulsory
Mode of Delivery of
the Course Unit
Face-to-face
Work Placement(s)
Requirement for the
Course Unit
Yes
Coordinator of the
Course Unit
Instructor(s) of the
Course Unit
Assistant(s) of the
Course Unit
Prerequisites and/or co-requisities of the course unit
Prerequisites and/or
co-requisites course
I
No prerequisite/co-requisite course
Prerequisites and/or
co-requisites course
II
No prerequisite/co-requisite course
Prerequisites and/or
co-requisites course
III
No prerequisite/co-requisite course
CATEGORY OF THE COURSE UNIT
Category of the Course Unit
Degree of
Contribution (%)
Fundamental Course in the field -
2. Course providing specialised skills to the main field -
Course providing supportive skills to the main field -
Course providing humanistic, communication and management skills -
Course providing transferable skills % 100
Objectives and Contents
Objectives of the
Course Unit
The course is designed for two semesters. The objective in the first
semester is to make an introduction to maths, by focusing on the college
algebra and to give comprehensive idea of usage of math in social
sciences.
Contents of the
Course Unit
The course topics are the idea of function, graphs of real valued functions,
transcendental functions, mathematics of finance, matrices and their
applications, introductory probability and statistics, limits and continuity
of functions.
No Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 Define the idea of function.
2 Draw the graphs of real valued functions.
3 Implement transcendental functions.
4 Comprehend mathematics of finance.
5 Solve matrices and their applications.
6 Comprehend introductory probability and statistics.
Learning Activities & Teaching Methods of the Course Unit
Learning Activities
& Teaching
Methods of the
Course Unit
Lecture & In-Class
Activities
Land Surveying
Group Work Laboratory
Reading Assignment (Homework)
Project Work Seminar
Internship Technical Visit
Web Based Learning Implementation/Application/Practice
Practice at a workplace Occupational Activity
Social Activity Thesis Work
Field Study Report Writing
3. Weekly Course Contents and Study Materials for Preliminary & Further Study
Week Topics (Subjects)
Preparatory &
Further Activities
1 Ch 0&1 Introductory mathematical concepts No file found
2 Ch 2 Functions, function types and graphing techniques No file found
3 Ch 3 First and second degree functions, and systems of equations No file found
4 Ch 4 Exponential and logarithmic functions No file found
5 Review No file found
6 Ch 5 Finance mathematics No file found
7 Ch 6 Matrices and their algebra No file found
8 Review No file found
9 Ch 7 Linear programming No file found
10 Review No file found
11 Ch 8 Introduction to Probability and Statistics No file found
12 Review No file found
13 Ch 9 Additional Topics in Probability No file found
14 Review No file found
SOURCE MATERIALS & RECOMMENDED READING
Haeussler, E. F.; Paul, Richard S.; Wood, Richard J. Introductory Mathematical Analysis for
Business, Economics, and the Life and Social Sciences, 13th Ed. ISBN: 0321643720
MATERIAL SHARING
Course Notes No file found
Presentations No file found
Homework No file found
Exam Questions &
No file found
Solutions
Useful Links No file found
Video and Visual
No file found
Materials
Other No file found
Announcements No file found
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME
LEARNING OUTCOMES
KNOWLEDGE
Theoretical
4. No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Comprehend the fundamental concepts and theories of business
administration science.
X
2
Analyze the relationships between fundamental concepts and
theories of business administration science.
X
3 Illustrate the theoretical frame drawn from business operations. X
Factual
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Comprehend the context of the underlying cases of national and
international business administration.
X
2
Describe cause-effect relationships in the context of cases covered
by national and international business administration cases.
X
3
Synthesis information on popular issues related to business
administration.
X
SKILLS
Cognitive
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Comprehend the role of business in the operation of global and
national economic systems.
X
2
Analyze the effect and the contributions of external stakeholders to
the relationships between business organizations.
X
3
Analyze comments the power and benefit relationship between
internal stakeholders.
X
4
Synthesis social and technical dimensions based on the integration
between business operations.
X
Practical
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Use creative, innovative and analytical thinking skills to solve
business administration problem.
X
2
Use modern methods and technologies of business administration
in the business environment.
X
5. 3 Behave as a leader or follower when necessary.
X
4
Act as a team player to operate and to make a decision in business
organizations.
X
5
Analyze data about business administration issues by qualitative
and quantitative techniques.
X
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF
THE FOLLOWING GROUPS
Autonomy & Responsibility
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1 Organise the business operations with an entrepreneurial spirit. X
2
Solve business problems quickly and effectively in the national and
global competition environment and uses initiative.
X
3
Develop innovative and creative projects for industry by using the
accumulation of knowledge and skills.
X
4
Keep up to date the accumulation of knowledge and skill by
following developments in the economics and business
administration issues.
X
5
Closely follow the developments that may occur in the business
profession.
X
Learning to Learn
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Develop the planning, organisation, operation, coordination and
auditing functions of the business management.
X
2
Develop the operations to comply with the structure of a business
organization.
X
3
Adopt their way of behavior that will ensure compliance with the
new conditions as parallel to changes in business administration.
X
Communication & Social
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Communicate actively and constantly with other stakeholders in
business administration profession.
X
2
Solve problems by using advanced level of information
technology.
X
3 Use English language to communicate effectively and fluently.
X
6. Occupational and/or Vocational
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Act in accordance with moral and ethical concepts related to
business administration.
X
2
Analyze the relationships between business organization and
stakeholders.
X
3
Apply the innovative and creative thinking in the business
administration fields.
X
4
Become conscious intended for the universality of democracy and
human rights of the business environment, organizational justice,
socio-cultural values in the way of business administration, and the
environmental issues.
X
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High,
5- Very High
Assessment
Assessment & Grading of In-Term Activities
Number
of
Activities
Degree of
Contribution (%)
Mid-Term Exam 1 % 75
Computer Based Presentation 0 -
Short Exam 0 -
Presentation of Report 0 -
Homework Assessment 1 % 25
Oral Exam 0 -
Presentation of Thesis 0 -
Presentation of Document 0 -
Expert Assessment 0 -
TOTAL 2 %100
Contribution of In-Term Assessments to Overall Grade 2 %60
Contribution of Final Exam to Overall Grade 1 %40
TOTAL 3 %100
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
7. Workload for Learning & Teaching Activities
Type of the Learning Activites
Learning
Activities
(# of week)
Duration
(hours,
h)
Workload
(h)
Lecture & In-Class Activities 14 4 56
Preliminary & Further Study 14 1 14
Land Surveying 0 0 0
Group Work 0 0 0
Laboratory 0 0 0
Reading 0 0 0
Assignment (Homework) 5 1 5
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 14 1 14
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Total Workload for Learning & Teaching
- - 89
Activities
Workload for Assessment Activities
Type of the Assessment Activites
# of Assessment
Activities
Duration
(hours,
h)
Workload
(h)
Final Exam 1 3 3
Preparation for the Final Exam 1 14 14
Mid-Term Exam 1 3 3
Preparation for the Mid-Term Exam 1 20 20
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
Total Workload for Assessment Activities - - 40
Total Workload of the Course Unit - - 129
8. Workload (h) / 25.5
5.1
ECTS Credits allocated for the Course
Unit
5.0