| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| - | EYD616 | 3 + 0 | 3.0 | 10.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Graduate |
| Course Type | |
| Mode of delivery | face to face |
| Course Coordinator |
Prof. Dr. Süleyman GÖKSOY |
| Instructor(s) |
Süleyman GÖKSOY |
| Assistants | |
| Goals | To be able to understand, interpret, analyze, synthesize and evaluate organizational culture and to develop suggestions and models for the educational system. |
| Course Content | General culture and organzational culture relationship, definitions of organizational culture, components and functions of organizational culture, factors that effect the development of organizational culture, characteristics determines and theories of organizational culture, ethical culture, cultural change and modals of organizational culture are among the content of this course. |
| Learning Outcomes |
- To be able to absorb the relationship between organizational culture and organizational effectiveness - The ability to analyze and synthesize the reflections of globalization on school culture (positive, negative) - Creating the perception of school as a cultural system that produces culture |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Some concepts related to organizational culture (values, norms, traditions, rules) | |
| 2. Week | Dimensions of organizational culture 1- the history of the organization 2- the values and beliefs of the organization 3- stories and myths that explain the organization 4- the cultural norms of the organization 5- traditions and customs 6- the heroes of the organization | |
| 3. Week | Dimensions of organizational culture 1- the history of the organization 2- the values and beliefs of the organization 3- stories and myths that explain the organization 4- the cultural norms of the organization 5- traditions and customs 6- the heroes of the organization | |
| 4. Week | What is adhocracy culture? What is a clan cult? What is market culture? What is hierarchy culture? And the relationship among them. | |
| 5. Week | The relationship between organizational culture and organizational philosophy | |
| 6. Week | The relationship between organizational culture and organizational efficiency Cultural leader and organizational culture relationship | |
| 7. Week | The relationship between organizational culture, organizational change, resistance to change. | |
| 8. Week | The relationship between school culture and decision making. The role of organizational culture as a control mechanism | |
| 9. Week | The relationship between learning organization, organizational culture and cultural identity | |
| 10. Week | The relationship between organizational socialization and culture shock | |
| 11. Week | Multiculturalism, cultural diversity Cultural awareness | |
| 12. Week | Organizational alienation Cultural protection and transformation Cultural centrism | |
| 13. Week | The relationship between organizational ecology and culture The relationship between sustainability and culture | |
| 14. Week | Learning culture in schools Visual culture of schools |
| Göksoy, S. (2020). Küreselleşme ve Eğitime Yansımaları. Uluslararası Liderlik Eğitimi Dergisi (ULED), Cilt I (Sayı), I, 1-16. https://dergipark.org.tr/tr/pub/ijolt/issue/53773/721422 |
| Göksoy, S. (2018). Eğitimde Etkililiğinin arttırılabilmesi İçin Sistem Modelinin Okul ve Öğrenme Ortamına Uyarlanabilirliği, Uluslararası Liderlik Eğitimi Dergisi (ULED), Cilt (sayı), 1-1.1-10. |
| Göksoy, S. (2020). Millî Eğitim Bakanlığının Mülteci Öğrencilere Yönelik Eğitim Politikaları ile İlgili Eğitimci Görüşleri. EKEV AKADEMİ DERGİSİ. Yıl: 24 Sayı: 81 (Kış 2020), 1-18. http://ekevakademi.org/Makaleler/601193305_23%20Suleyman%20GOKSOY.pdf |
| Göksoy, S. (2017). ‘Eğitimde Eşitsizlik Kapsamında Okullarda Altyapı Yeterlliliği’ Uluslararası Liderlik Eğitimi Dergisi (ULED), Cilt (sayı), 1-1.1-10. |
| Göksoy, S. (2014). Okul yönetiminde karara katılım. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 253-268. |
| Göksoy, S. (2014). To what extent should schools be autonomous? Educational Research and Reviews Vol. 9(1), pp. 24-33, 10 January, 2014, DOI: 10.5897/ERR2013.1679 ISSN 1990-3839 © 2014 Academic Journals http://www.academicjournals.org/ERR- 1-10 |
| Göksoy, S. (2016). How autonomous should schools be? Research based on teacher opinions. International Journal of Human Sciences, 13(1), 582-591. doi: 10.14687/ijhs.v13i1.3553 |
| Göksoy, S. (2017). Situations that Make Students Happy and Unhappy in Schools. Universal Journal of Educational Research 5(12A): 77-83, DOI: 10.13189/ujer.2017.051312 |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | Measurement Method |
|---|
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Midterm 1 | 14 | 3 | 42 |
| Midterm 2 | 14 | 2 | 28 |
| Homework 1 | 9 | 3 | 27 |
| Homework 2 | 14 | 4 | 56 |
| Quiz 1 | 10 | 3 | 30 |
| Quiz 2 | 10 | 3 | 30 |
| Final | 14 | 3 | 42 |
| Total Workload | 255 | ||
| ECTS Credit of the Course | 10.0 | ||
