Our goal in Managing Educational Institutions Graduate Program is to produce graduates who are skilled in both knowledge and leadership. Our mission is to cultivate leaders who understand where our strength lies in our current organization, and identify weaknesses to mend and repair. We aim at preparing leaders who would lead the organizations toward best practices that will create innovative, and effective systems of education that work for all students.
Our program is an exciting learning experience that combines academic work with practice. It represents a combination of knowledge, research, theory, and practice that prepares our students to lead schools, universities, and other educational organizations, to lead change, to lead people, and lead learning.
Our program presents students with the opportunity to meet and consult with some of the most distinguished practitioners and experts in the field. Through a flexible curriculum that balances theory, management skills, and research, you will explore issues like:
– Best practice in 21st-century education
– Leadership and relations in social-change organizations
– Educational Management and Evaluation
– Leading and fostering skilled teams
– The use of data to improve teaching and learning
– Innovation and Education
Assist Prof. Mehmet Akın Bulut
Through a combination of theory, research, and practice, our Managing Educational Institutions Graduate Program is devoted to paving the way to positive societal change and to solving real educational problems. Our program includes an internship and mentoring component that allows our students to meet and work with experts in the field.
Our school prides itself on being multilingual and multicultural with a large population of international students.
Visit the MA Programs Application Requirements page.
Visit the department page for Teaching Staff.
The aim of this course is: 1) To strengthen the research focus; 2) to sharpen and refine the research question; 3) To clarify various theoretical and methodological approaches and research ethics; 4) To obtain practical information about the internet and library research.
This course focuses on its nature, steps, key concepts, ethical codes, types of scientific research, and its historical and philosophical foundations of it. It will also examine qualitative, quantitative, and mixed-method research comparatively by using examples related to the educational management area. The students will gain essential skills for developing, planning, conducting, analyzing, discussing, and reporting educational research.
The course takes a particular interest in the role of education in the transformation (or modernization) of Turkey. The early modernization efforts. Basic Education Laws Foreign expert reports on Turkish Education, Imam Hatip Schools, Minority Schools, Structure-function and operation of Advisory bodies of the Ministry of National Education, Entrance exams as a means of social engineering.
This course approaches understanding the behavior of human beings in an organization. It starts with the level of the individual including personality, emotions, perception, and decision-making. The next level deals with groups and teams involving the concepts of communication, power and politics, group behavior, and decision-making. The last level of organizational behavior discusses the organizational culture, leadership, conflicts and negotiation, and change.
Briefly, Human Relations and Administration course provides a comprehensive analysis of individual and group behavior in organizations. It aims to provide an understanding of how organizations can be managed more effectively and at the same time, how the quality of employees’ work life can be enhanced.
Leadership in organizations requires accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. Organizers ask three questions: who are my people, what is their challenge, and how can they turn the resources they have into the power they need to meet that challenge. In this course, students accept responsibility for organizing a “constituency” to achieve an outcome by the end of the semester. Students learn as reflective practitioners of the leadership of their campaign: building relationships committed to a common purpose; turning value into motivated action through narrative; strategizing to turn resources into the power to achieve outcomes; taking effective action, and structuring leadership collaboratively.
Elective Courses I
During this workshop-style course, students practice creating small, innovative learning communities as alternatives to traditional ways of organizing public education systems. This course examines a wide range of issues related to the philosophy, planning, governance, and sustenance of nontraditional schools. The course is intended for students with significant experience as teachers or administrators and for those who wish to become school leaders or program or policy designers. Students will be expected to reflect on their own experiences as material for analysis in written assignments and class discussions.
This course discusses the interacting elements of learning organizations, such as horizontal structure, employee empowerment, information sharing, emergent strategy, and strong culture. Explores the characteristics of organizations with long-term success. Students learn how organizations operate as systems and how the core processes support and are supported by organizational culture. Students learn about key concepts of organizational design and managing change. It also examines educators’ professional learning in organizations and its contributions to organizational change, learning, and renewal.
All individuals and programs need feedback in order to improve, but how do organizations gain the capacity to use that information to engage in continuous improvement and build a culture of learning through evaluation? This course is designed to introduce students to key concepts in improvement theory as well as common approaches to formative evaluation, such as theory-based and developmental evaluation. It is meant for students who will be working or leading in educational settings where they will be asked to collect and use the information to build organizational capacity and affect change, as well as for students interested in an introduction to the practice of evaluation. Students will acquire a practical set of skills, such as understanding and diagramming logic models, communicating with key stakeholders, and generating relevant evaluation questions. Students will practice these skills in an authentic setting by working closely with a real organization and practitioners to document their program theories and develop a program evaluation proposal.
Students gain familiarity and facility with traditional and modern conceptions of leadership and organizations. Students apply these conceptions to problem situations and organizational development and reform issues. Pre-K – 12 focused students should take this survey of major theoretical traditions to understand rational and non-rational behaviors of organizations. This knowledge can be applied to schools, colleges, universities, and non-profits as formal organizations.
This course examines the processes an organization uses to attract, retain, motivate, and develop the best people for their jobs. Students will study organizational recruitment, employer value proposition, retention, engagement, identification, and development of high potential employees, succession planning, and employee development from the perspective of the organization’s leaders and talent management professionals. This course is about the challenges of managing human resources, with a focus on teachers and the education sector. The course is motivated by practical questions:
whom to hire, fire, or promote; when to provide on-the-job training; how to evaluate job performance; whether to tie pay to performance; how to design jobs; how to structure retirement benefits, and others.
We will examine these questions using tools from economics, especially labor and personnel economics. Underlying these questions are several essential economic concepts that this course will introduce: opportunity costs, asymmetric information, decisions under uncertainty, investments in human capital, principal-agent problems, and incentives, among others. To illustrate these questions and concepts we will use examples drawn from recent empirical research on teachers. As those examples will demonstrate, the topics of this course are directly relevant to several current education policy debates that we will discuss in class: examples, tenure rules, accountability, and evaluation pay for performance or credentials. This is a course for (aspiring) educational entrepreneurs, managers, and researchers; it is a course about strategic decisions, not a course on the day-to-day tasks of human resources offices.
How do group dynamics and social identity interact with leadership? What overt and covert dynamics come to life in diverse groups that influence our ability to access power, exercise leadership, and mobilize followership? How can we learn to identify those dynamics and then enhance the effectiveness of our leadership actions in diverse groups? This course will explore these questions and provide opportunities to learn about fundamental patterns that emerge in groups and influence progress. Participants will have opportunities to discover, explore, and examine these questions through methods that are personally salient and relevant to their institutional contexts and leadership aspirations. Using concepts from psychology and adaptive leadership, this course will examine facets of social identity and psychological ‘othering,’ in relation to authority, power, and the exercise of leadership. Participants will learn to examine social systems through the lens of social and psychodynamic psychology and apply core concepts in adaptive leadership to promote adaptive change. The course utilizes methods of ‘case-in-point experiential learning, whereby the classroom becomes a learning laboratory, as well as individual exploratory learning exercises, case methods, and traditional lectures.
This course is designed as an introduction to and application of applied statistics in education research. The course will provide students with a basic understanding of statistical concepts, including common statistical techniques and applications and proper interpretation and analysis. The course is conceptual rather than formula-driven. It requires no advanced math or prior statistics. This course covers the basic principles of elementary statistics, providing a good foundation for students intending to do further course work and research involving the use of statistical analyses. Topics will include basic descriptive measures; sampling and sample size estimation; testing for differences between means, correlation, and measures of association; techniques for analyzing categorical data; and summarizing and presenting statistical results. There will be a heavy emphasis on applications of basic statistical concepts to a wide variety of problems encountered in educational and policy-related research. The focus will be on understanding how to use and interpret the statistical procedures commonly used in quantitative research. The use of computer packages for assisting in data analysis will be emphasized throughout the course. There will be several problem sets involving the core concepts covered in class as well as several take-home assignments and a final project involving data analysis and the interpretation and reporting of research results.
This course is developed with the goal of educational research taking account of the cultural and social context in which the individual develops and with which effective educational practice must interact. This course introduces qualitative methods for analyzing how meaning is managed and how one makes sense of experience through dialogue and interpretation within a cultural context. The course will introduce students to the main epistemological debates around the analysis of textual material. Students will use naturalistic and interview-based material and literary sources (including film) to explore a range of methods. The course will comprise weekly three-hour sessions that include lectures and classwork. For assignments, students will work on analyzing appropriate material. Texts or data may derive from an approved source and in any approved format, or from students’ own research. The second half of the course will include a group activity looking in-depth at data.
This course focuses on specifically the management of educational institutions. Throughout the semester firstly, the theoretical framework of the management will be drawn and later necessary administrative processes required for the management of educational organizations will be introduced. The history of management thought functions of management, managerial roles, and skills are among the course content. Besides, the course introduces strategic management, human resources management, leadership, operations management, etc. as advanced levels of management functions (planning, organizing, leading, and controlling). This content is enriched by presentation and class discussion of case studies selected from the educational field. Class discussions enhance competency in theory and provide variety in practice.
Elective Courses on Primary and Secondary Education
How culture, immigration, race, language, poverty, social change, urban pressures, and rural isolation affect the work of schools and other educational institutions, based upon reading, discussion, field research, and extensive writing by students.
This course’s main goal is to provide the students with the opportunity to learn more about and discuss the latest issue around best practices in education with experts in the field. This course is to create a platform that will enable educators to come together to share their best practices from within the context of their widely varied experiences. Presentations, as well as discussions enriched with problem-solving workshops, would facilitate a dialogue to debate and discuss the latest reform initiatives and innovations in education. Every week, new approaches, concepts, and reform movements from all over the world will be explored and discussed. The students will get a hands-on experience in what it means to assess, analyze and examine trends in student development with school principals and experts with varied backgrounds and in current educational policy practices.
The application of conceptual & behavioral skills to the resolution of administrative problems through the utilization of simulated situations, role-playing, & case analyses. The course studies the theory and practice of program evaluation as it is applied to various program or process initiatives in an organizational setting. Special attention to the integration of evaluation and performance, evaluation strategies including balanced scorecards, measuring key results and indicators, assessing returns on expectations and investment, and crafting the role of evaluation in providing evidence to secure, create, and implement any process or change initiative that adds value to the organization’s performance.
This module provides an intensive introduction to the Data Wise Improvement Process, a step-by-step approach to using data to improve instruction and student achievement in schools. The primary objective is to prepare students to lead collaborative analysis of a wide range of data sources, including annual standardized tests, periodic formative assessments, daily student work, and observation of classroom practice. In a hands-on, interactive format, students will learn tools for presenting, discussing, and acting on data. Students will also practice concrete strategies for cultivating habits of mind around (1) a shared commitment to action, assessment, and adjustment; (2) intentional collaboration; and (3) a relentless focus on evidence. Additionally, through case studies, large group presentations, and small group discussions, students will analyze the challenges and successes experienced by a diverse group of school leaders engaged in this work. Finally, students will complete a final project that allows them to apply their learning to a real-world context in which they address the adaptive and technical challenges involved in using data wisely. The module is designed to leverage the experiences of students and practitioners and to promote learning both within and across these groups.
The goal of this course is to give students a comprehensive understanding of education policy related to students with disabilities. To do this, we will examine special education policies enacted by government bodies of education. In particular, we will explore (1) how students are identified for special education; (2) how students with disabilities are educated in school, and (3) how students with disabilities are included within accountability systems. We will learn about policy and implementation problems including over-representation of minority students in special education, access to schools, and appropriate assessment of students with disabilities. We will also explore potential solutions including response to intervention and universal design for learning. The course will draw connections among these issues to promote a comprehensive understanding of education policy pertaining to students with disabilities and its implementation. Students will read relevant regulations, research, and commentary; write reflection posts and policy memos; and actively engage in course activities and assignments.
Students will become familiar with key concepts, facts, and trends regarding k-12 and higher education, including school budgets, college revenue sources and the drivers of expenditures, the many roles of financial aid, controversies related to admission policies, efforts to improve student persistence, and degree completion, the impact of ranking systems and growing competition, and the debate about higher education accountability covering issues from the relation of schooling, to economic outcomes, to the analysis of how schooling and students’ family backgrounds influence student performance in schools, to analyses of teacher labor markets (including issues such as teacher incentive pay).
Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload: costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Elective Courses on Higher Education
An introduction to the history and philosophy of higher education. Focus on the interplay between the goals of the university and the demands placed on higher education by society. In this course, all the following will be discussed; Laws in the Higher Education Legislation (2547, 2809, 2914, 4483, 2923, 1416, 5978, 5746, 6735, 3843, 5102, 3628, 4857, 5510, 6114, 657), statutory decrees (124, 78, 7100), The decisions of the Council of Ministers, regulations, regulations, the establishment of the committees and their duties are generally considered in terms of understanding the university and the legislation. Non-profit, foundation-supported education in foundation universities, formal education in higher education, dual education, distance education, open education, associate degree, undergraduate and graduate (master’s, doctorate) department/program opening works, inspection works, correspondence rules, filing archive. budget preparation, international cooperation, protocol, legislation preparation (regulation, preparation of guidelines and guidelines), YÖKSİS, issues will be addressed.
Examines crucial issues facing higher education administration, including curriculum, governance, finance, and mission.
This course is designed to equip students with the knowledge and skills needed to lead a department, organization, school, and/or school district in planning more effectively for a constantly changing internal and external environment. Emphasis will be placed on the components and the discipline of strategic planning and implementation. Primarily through in-class workshops, supplemented by lectures, presentations, readings, assignments, and other activities, students will learn about the entire strategic planning and implementation process, applying the concepts and skills learned to their own practice as aspiring or developing leaders and developing a strategic planning document on projects of their choice.
Using the case method, this course considers issues that arise in the administration of institutions of higher education and the ethical and legal principles applicable to their resolution.
Focuses on decision-making in higher education and identifies, from a historical perspective, the changing roles of trustees, faculty, administrators, and students in the governance process, including an examination of how external forces influence decisions at a campus level. Accountability of the governing bodies and decision-makers will be addressed.
In this course; Law No. 2547 in higher education institutions, especially the law on education and learning, decree-laws, regulations, and principles are discussed. Formal education in higher education, dual degree education, distance education, open education. Associate degree, undergraduate, and graduate (master’s or doctorate) department/program opening work. Supervision procedures, Student services; records, attendance monitoring, transfers, double major, minor branches, exemption and adjustment, health and social services, examinations, discipline, graduation, and diploma procedures are discussed in this course. Many valuable university lessons are learned outside of the classroom. Through selected readings, class discussions, and guest lectures, this course will provide an overview of non-academic learning opportunities for students fostered by the departments that constitute student affairs divisions.
This course examines the influence of technology, public policy, for-profits, and social change – and the role that faculty and administrators play in guiding innovation and reform within the landscape of higher education.
This course discusses how schools, colleges, and other education settings are affected by the growing pluralism of our society; the tension between respect for diversity and the maintenance of a common purpose. Includes strategies of integration and separate development, as well as remediation and enrichment.
This module provides a conceptual and practical overview of the institutional advancement function within colleges and universities, with particular emphasis on the role of institutional advancement in shaping and implementing comprehensive campus strategy. All three central components of a robust advancement operation (fundraising, alumni relations, and communications) will be considered. Through the use of case studies, a segment of the course will examine institutional advancement in action, highlighting how, at their best, resource development activities should complement and reinforce larger campus strategic priorities and objectives. In-class student debates focusing on two current controversies in institutional advancement will also be conducted. The module draws exclusively on examples and practices from the higher education sector. Career Focus: This foundational course will be useful for students interested in positions in multiple areas of higher education administration (academic affairs, student services, finance and administration, development and alumni relations, etc.).
The aim of the course is to provide the basic knowledge and skills in marketing educational services. In addition to the basic principles of marketing to be introduced at the theoretical level, real-life examples and practice of marketing by case analysis will also be discussed. Within the scope of the course, Public Relations which is considered part of marketing will be examined in detail. The basic principles and models of public relations, the functions of public relations, the process and organization of public relations, the tools and methods to be used in public relations, the new technologies, the internet, and the media are some of the issues to be addressed.