Digital Game Design (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | UNI331 | ||||
Course Name: | Introduction to Marketing | ||||
Semester: | Fall | ||||
Course Credits: |
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Language of instruction: | English | ||||
Course Condition: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | University Elective | ||||
Course Level: |
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Mode of Delivery: | Face to face | ||||
Course Coordinator: | Dr. Öğr. Üy. ALPASLAN KELLECİ | ||||
Course Lecturer(s): | Alpaslan Kelleci, Faculty Member, PhD | ||||
Course Assistants: |
Course Objectives: | This course provides a comprehensive introduction to contemporary marketing practices. When students complete this course, they will be able to: • Understand basic marketing concepts and their real-world applications • Ability to apply state-of-the-art frameworks and techniques to analyze marketing problems. • Analyzing and developing a marketing plan This course examines both marketing theory and practice. We will examine established concepts, frameworks, techniques, case studies and discuss practical ways to approach marketing problems. |
Course Content: | Topics to be covered include market planning, market research, consumer behavior, advertising and promotion, branding, marketing strategy, distribution, pricing, product management, global and sustainable marketing. In addition to assignments focusing on the launch of a new product, students will apply theories to a variety of real-life examples and cases throughout the course. |
The students who have succeeded in this course;
1) Understand marketing as a process and a function 2) Understand the tools used for market segmentation and planning 3) Understand the elements of the marketing mix and their role in developing and delivering value to customers 4) Understand the importance of marketing in creating a sustainable competitive advantage 5) Understand and assess the opportunities and challenges organizations can face in today’s rapidly changing business environment and how these shape the marketing decision-making process |
Week | Subject | Related Preparation |
1) | Introduction to Marketing | |
2) | Global, Ethical and Sustainable Marketing | |
3) | Strategic Market Planning | |
4) | Market Research and Marketing Analytics | |
5) | Marketing Strategy: Segmentation, Targeting and Positioning | |
6) | Consumer and Business Markets: Consumer Behavior and B2B Marketing | |
7) | Product Management 1: Innovation and New Product Development | |
8) | Product Management 2: Product Strategy and Branding | |
9) | Advertising and Sales Promotions | |
10) | Personal Selling, PR, Social Media and Direct/Database Marketing | |
11) | Pricing | |
12) | Distribution - Delivery and Strategy | |
13) | Services Marketing and Retailing | |
14) | Revision |
Course Notes / Textbooks: | Ders notları/Lecture Notes Slaytlar/Slides |
References: | Philip Kotler & Gary Armstrong - Principles of Marketing, Eighteenth Edition, Global Edition, Pearson |
Course Learning Outcomes | 1 |
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4 |
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Program Outcomes | ||||||||
1) Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. | ||||||||
2) Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. | ||||||||
3) Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. | ||||||||
4) Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. | ||||||||
5) Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. | ||||||||
6) Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. | ||||||||
7) Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. | ||||||||
8) Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
No Effect | 1 Lowest | 2 Average | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. | |
2) | Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. | |
3) | Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. | |
4) | Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. | |
5) | Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. | |
6) | Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. | |
7) | Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. | |
8) | Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 0 |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
Course Hours | 14 | 0 | 3 | 42 | |||
Midterms | 1 | 30 | 1 | 31 | |||
Final | 1 | 50 | 1 | 51 | |||
Total Workload | 124 |