Child Development
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code: UNI021
Course Name: Leadership Strategies
Semester: Spring
Course Credits:
ECTS
5
Language of instruction: Turkish
Course Condition:
Does the Course Require Work Experience?: No
Type of course: University Elective
Course Level:
Bachelor TR-NQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Mode of Delivery: E-Learning
Course Coordinator: Dr. Öğr. Üy. EMEL TÖRE
Course Lecturer(s): Ögrt.Gör.Dr.Emel Töre
Course Assistants:

Course Objective and Content

Course Objectives: The aim of the course is to provide participants with the knowledge and skills of leading managerial positions within the framework of contemporary Leadership approaches. To contribute to the training of future Leaders by teaching students the necessary skills and practices to take successful steps in the change process and achieve good results, by blending them with Leader approaches to the employee-manager relationship in the changing business world.
Course Content: This course covers basic Leadership concepts / Strategic Leadership management, development of leadership and management personality, development of managerial skills through decision making and problem solving, team formation and management, leadership strategies, leadership types management.

Learning Outcomes

The students who have succeeded in this course;
1) Explains the relationship between the leader and related concepts.
2) To understand and relate the evolutionary process of manager and leadership theories.
3) Interprets the effects of leaders inside and outside the business.
4) Understands leaders` decision-making process and employee relations.
5) Explain different types of Leadership and approaches.

Course Flow Plan

Week Subject Related Preparation
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) Leadership and Approaches ERDĞAN İ. (1994), İşletmede Davranış, İ. Ü İşletme Fakültesi Yayını, İşletmelerde Davranış, Beta Yayınları, İstanbul.
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
1) LEADERSHIP AND HISTORICAL APPROACHES: ACADEMIC HISTORY AND PREVIOUS STUDIES PRESENTATION SLIDE LEADING
2) Leader`s Power Sources and New Approaches EREN E. (2003), Yönetim Psikolojisi. 4. Baskı, İstanbul: Beta Yayıncılık
3) Differences Between Leadership and Management BAŞARAN İ.E. (1998), Örgütsel Davranışın Yönetimi, Beta Yayınları
4) Strategy and Studies KIREL Ç. (1998), Örgütsel Davranış, AÜ AÖF Yayınları, Eskişehir
5) Strategic Leadership ZEL U. (2006), Kişilik ve Liderlik, Nobel Yayınları, İstanbul.
6) Strategic Leadership Characteristics ERÇETİN Ş. (1998), Lider Sarmalında Vizyon. 2. Baskı, Nobel Yayın Dağıtım
7) Strategic Leadership Elements PAKSOY M.(2002), Çalışma ortamında İnsan ve Toplam Kalite Yönetimi, İ.Ü. İşletme Fakültesi Yayınları Yayın, İstanbul.
8) MIDTERM EXAM Liderin Takım Çantası: Cem Kozlu, Remzi Kitapevi,2013
9) Strategic Competencies DİNÇER Ö.(1996), İşletme Yönetimi, Beta Yayınları,
10) Strategic Management DİNÇER Ö.(1996), İşletme Yönetimi, Beta Yayınları
11) Women Leaders in History Opfell, Olga S. (1993). Women PrimeMinisters and Presidents. Jefferson, NC: McFarland.
12) Male Leaders in History Northouse, Peter G.,(2014), Liderlik Kuram Ve Uygulamalar, (Ed.Cengiz Şimşek),İzmir, Sürat Yayınları
13) Book recommendation KEÇECİOĞLU T. (1998), Liderlik ve Liderler, Kalder Yayınları, İstanbul.
14) General Topic Review, Video content Case Studies BALTAŞ A. (2000), Ekip Çalışması ve Liderlik. 1. Baskı, Remzi Kitabevi, İstanbul.
15) Final Exam

Sources

Course Notes / Textbooks: Liderlik, Kadri Mirze
References: -
Öğretim üyesi ders notları

Course - Program Learning Outcome Relationship

Course Learning Outcomes

1

2

3

4

5
Program Outcomes
1) Uses the fundamental theoretical knowledge of Child Development within health, education and support service systems and evaluates professional practices in line with the Sustainable Development Goals and global developments.
2) Integrates Child Development with health, education, psychology and other related disciplines and effectively uses digital information and communication technologies in professional practice.
3) Actively participates as an individual and as a member of interdisciplinary teams in educational, judicial, cultural, health and related institutions; develops and implements projects and assumes responsibility in interdisciplinary teamwork.
4) Analyzes national and international developments through the perspectives of Sustainable Development Goals and children`s rights by applying fundamental concepts, approaches and theories in the field of Child Development.
5) Conducts professional practices in accordance with ethical principles, human rights, environmental sustainability and social responsibility.
6) Identifies problems encountered in the field of Child Development and develops and implements innovative and entrepreneurial solutions based on professional knowledge and skills.
7) Identifies professional learning needs, follows scientific developments and plans and maintains lifelong professional development.
8) Communicates effectively with children, families and relevant stakeholders through oral, written and digital communication appropriate to their social and cultural contexts and collaborates effectively within multidisciplinary teams.
9) Plans, develops, evaluates and effectively utilizes traditional and digital educational materials and content required in the field of Child Development.
10) Applies occupational health and safety principles, environmental awareness and quality culture in professional practices carried out in educational, judicial, cultural, health and related institutions.
11) Acts in accordance with ethical principles, professional ethics, social responsibility and social awareness in professional practice and social relationships.
12) Develops and conducts national and international social responsibility and entrepreneurship-based projects aimed at raising public awareness of Child Development.
13) Effectively uses information and communication technologies, digital platforms and artificial intelligence-supported applications in professional practice in accordance with ethical principles.
14) Demonstrates at least B1 level English proficiency in accordance with the Common European Framework of Reference for Languages (CEFR) to follow national and international scientific resources in the field.
15) Observes the principles of children`s rights, universality of social rights, Sustainable Development Goals, quality culture, environmental awareness, and occupational health and safety in professional practice.

Course - Learning Outcome Relationship

No Effect 1 Lowest 2 Average 3 Highest
       
Program Outcomes Level of Contribution
1) Uses the fundamental theoretical knowledge of Child Development within health, education and support service systems and evaluates professional practices in line with the Sustainable Development Goals and global developments. 1
2) Integrates Child Development with health, education, psychology and other related disciplines and effectively uses digital information and communication technologies in professional practice. 1
3) Actively participates as an individual and as a member of interdisciplinary teams in educational, judicial, cultural, health and related institutions; develops and implements projects and assumes responsibility in interdisciplinary teamwork. 1
4) Analyzes national and international developments through the perspectives of Sustainable Development Goals and children`s rights by applying fundamental concepts, approaches and theories in the field of Child Development. 1
5) Conducts professional practices in accordance with ethical principles, human rights, environmental sustainability and social responsibility. 1
6) Identifies problems encountered in the field of Child Development and develops and implements innovative and entrepreneurial solutions based on professional knowledge and skills. 1
7) Identifies professional learning needs, follows scientific developments and plans and maintains lifelong professional development. 1
8) Communicates effectively with children, families and relevant stakeholders through oral, written and digital communication appropriate to their social and cultural contexts and collaborates effectively within multidisciplinary teams. 1
9) Plans, develops, evaluates and effectively utilizes traditional and digital educational materials and content required in the field of Child Development. 1
10) Applies occupational health and safety principles, environmental awareness and quality culture in professional practices carried out in educational, judicial, cultural, health and related institutions. 1
11) Acts in accordance with ethical principles, professional ethics, social responsibility and social awareness in professional practice and social relationships. 1
12) Develops and conducts national and international social responsibility and entrepreneurship-based projects aimed at raising public awareness of Child Development. 1
13) Effectively uses information and communication technologies, digital platforms and artificial intelligence-supported applications in professional practice in accordance with ethical principles. 1
14) Demonstrates at least B1 level English proficiency in accordance with the Common European Framework of Reference for Languages (CEFR) to follow national and international scientific resources in the field. 1
15) Observes the principles of children`s rights, universality of social rights, Sustainable Development Goals, quality culture, environmental awareness, and occupational health and safety in professional practice. 1

Assessment & Grading

Değerlendirme Yöntemleri ve Kriterleri Number of Activities Level of Contribution
Attendance 14 % 10
Project 1 % 20
Midterms 1 % 30
Final 1 % 40
total % 100

Workload and ECTS Credit Calculation

Activities Number of Activities Preparation for the Activity Aktivitede Harcanan Süre Completing the Activity Requirements Workload
Course Hours 14 1 3 56
Study Hours Out of Class 14 2 28
Midterms 1 20 1 21
Final 1 20 1 21
Total Workload 126