MA in Managing Educational Institutions (in 30% English)
Our goal at 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 practice 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 which prepares our students to lead schools, universities and other educational organizations, to lead change, to lead people and to 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
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 programs is two-year long with thesis; with English as the language of instruction.
- The first year is devoted to completing course requirements, and the second year to thesis preparation based on original research, alongside an internship.
- Internships are arranged in collaboration with governmental and non-governmental organizations, such as schools, educational or advisory centers.
Our school prides itself in being multilingual and multicultural with a large population of international student.
|Track||Course Code||Course Title||T||P||Credit||ECTS|
|1||Required||K-12 & Higher Education||ED502||Educational Policy in the Republican Period of Turkey||3||0||3||7,5|
|2||Required||K-12 & Higher Education||ED501||Introduction to Educational Research: Methods and Procedures in Educational Administration||3||0||3||7,5|
|3||Elective||K-12 & Higher Education||ED518||Administration Sciences and Processes||3||0||3||7,5|
|4||Elective||K-12 & Higher Education||ED521||Best Practices in Educational Administration||3||2||4||7,5|
|1||Required||K-12 & Higher Education||ED541||Change Management in Education||3||0||3||7,5|
|2||Required||K-12 & Higher Education||ED504||Human Relations in Management||3||0||3||7,5|
|3||Elective||K-12||ED524||Build Your Dream School||3||2||4||7,5|
|Higher Education||ED540||Build Your Dream University||3||2||4||7,5|
|4||Elective||K-12 & Higher Education||ED525||Critical Issues in Special Education Policy and Practice||3||0||3||7,5|
|K-12 & Higher Education||ED500||Seminar||0||0||0||5|
|ED510||Organizational Theory and Learning Organizations||3||0||3||7,5|
|ED511||Using Data to Improve Leadership||3||0||3||7,5|
|ED514||Organizing People, Power, Change||3||0||3||7,5|
|ED516||Quantitative Methodology: Statistics for Research||3||0||3||7,5|
|ED517||Quantitative Design and Methods in Education: Analyzing Culture Through Dialogue, Discourse, and Theme||3||0||3||7,5|
|ED518||Administration Sciences and Processes||3||0||3||7,5|
|Primary and Secondary Education Oriented Electives|
|Course Code||Course Title||T||P||Credits||ECTS|
|ED520||Current Issues in Educational Management||3||0||3||7,5|
|ED521||Excellent School Workshop||3||0||3||7,5|
|ED522||Strategic Management of Education||3||0||3||7,5|
|ED523||Data Wise: Using Data to Improve Teaching and Learning||3||0||3||7,5|
|ED524||Building an Effective School||3||0||3||7,5|
|ED525||Critical Issues in Special Education Policy and Practice||3||0||3||7,5|
|ED526||Economics of Education||3||0||3||7,5|
|Higher Education Oriented Electives|
|Course Code||Course Title||T||P||Credits||ECTS|
|ED530||Perspectives on Higher Education||3||0||3||7,5|
|ED531||Contemporary Issues in Higher Education Administration||3||0||3||7,5|
|ED532||Strategic Planning and Administration in Higher Education||3||0||3||7,5|
|ED533||Legal Issues in Higher Education||3||0||3||7,5|
|ED534||Governance and Decision Making in Higher Education||3||0||3||7,5|
|ED535||Student Affairs in Higher Education||3||0||3||7,5|
|ED536||Innovations in Higher Education||3||0||3||7,5|
|ED537||Diversity and Justice in Higher Education||3||0||3||7,5|
|ED538||Mission and Money: Institutional Advancement in Higher Education||3||0||3||7,5|
|ED539||Marketing Management and Public Relations||3||0||3||7,5|
EDU501 Introduction to Educational Research: Methods and Procedures in Educational Administration
This course focuses on the nature, steps, key concepts, ethical codes, and types of scientific research, and 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.
EDU502 Educational Policy in the Republican Period of Turkey
The course takes a particular interest in the role of education in 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 Ministry of National Education, Entrance exams as a mean of social engineering.
EDU518 Administration Sciences and Processes
This course focuses on specifically management of educational institutions. Throughout the semester firstly, the theoretical framework of the management will be drawn and later necessary administrative processes required for 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 educational field. Class discussions enhance competency in theory and provide variety in practice.
EDU521 Best Practices in Educational Administration
This course’s main goal is providing the students with the opportunity to learn more about and discuss the latest issue around best practice 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.
EDU541 Change Management in Education
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 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 leadership of their campaign: building relationships committed to 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.
EDU504 Human Relations and Administration
This course approaches to understand the behavior of human being in an organization. It starts with the level of 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.
EDU524 Build Your Dream School
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 experience as material for analysis in written assignments and class discussions.
EDU525 Critical Issues in Special Education Policy and Practice
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 in 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.
EDU503 Becoming an Educational Leader
● This course is designed to support students preparing to lead educational organizations. Its primary objective is to help aspiring leaders develop the knowledge, skills, and personal attributes central to leading educational organizations, leading people, and leading learning.
● Leadership in such contexts must go beyond generic leadership theories that focus solely on individual or organizational performance to include theories that incorporate broader commitments to public, professional, and social values.
● Students gain familiarity and facility with traditional and modern theories of leadership.
● The focus is on how organization leaders guide, influence, coach, advise, support, teach and lead groups.
● Definitions of leadership and leadership roles within colleges and universities.
● Through an examination of leadership transitions, initiatives, and issues, students will develop a greater appreciation of the complexity of academic institutions and the range of knowledge, skills, and expertise needed by effective leaders.
● This course also provides an understanding of the main roles, applications, and specializations of executive coaching.
● Students meet with educational experts to discuss current and future leadership challenges in K – 12 schools, as well as four-year colleges.
● This course also provides case study analysis of the problems and challenges facing today’s higher education administrators.
EDU510 Organizational Theory and Learning Organizations
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.
EDU 511 Data-Driven Management
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 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.
EDU512 Organizational Behaviour
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.
EDU513 Talent Management
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 problem, 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: for example, 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.
EDU515 Adaptive Leadership, Power, and Difference
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 method, and traditional lecture.
EDU516 Quantitative Methodology: Statistics for Research
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.
EDU517 Qualitative Research Design
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 class work. For assignments, students will work on analyzing appropriate material. Texts or data may derive from any 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.
EDU520 Current Issues in Educational Administration
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.
ED522 Strategic Management of Education
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 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.
EDU523 Data Wise: Using Data to Improve Teaching and Learning
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.
EDU526 Economics of Education
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.
EDU530 Perspectives 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, foundationsupported 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.
EDU531 Contemporary Issues in Higher Education Administration
Examines crucial issues facing higher education administration, including curriculum, governance, finance, and mission.
EDU532 Strategic Planning and Administration
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.
EDU533 Legal Issues in Higher Education
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.
EDU534 Governance and Decision Making in Higher Education
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.
EDU535 Student Affairs in Higher Education
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 works. 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 discussion, 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.
EDU536 Innovations in Higher Education
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.
EDU537 Diversity and Justice in 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 common purpose. Includes strategies of integration and separate development, as well as remediation and enrichment.
EDU538 Mission and Money: Institutional Advancement in Higher Education
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 (fund raising, alumni relations, and communications) will be considered. Through 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.).
EDU539 Marketing Management and Public Relations
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 are considered as 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.