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RESEARCH AND PROJECT DESIGN PROGRAMME COURSE DESCRIPTION

Code Name of the Course Unit Semester In-Class Hours (T+P) Credit ECTS Credit
SOS379 RESEARCH AND PROJECT DESIGN 5 3 3 8

GENERAL INFORMATION

Language of Instruction : Turkish
Level of the Course Unit : BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Type of the Course : Compulsory
Mode of Delivery of the Course Unit -
Coordinator of the Course Unit Prof.Dr. KAMİL KAYA
Instructor(s) of the Course Unit Assist.Prof.Dr. NAZAR BAL

OBJECTIVES AND CONTENTS

Objectives of the Course Unit: This course aims to provide the students to gain knowledge and skills in designing and projecting research subject by using information and communication technologies in order to prepare project proposal by interpreting the problems in social world with the support and observations gained in other course to apply both basic research and problem solving research.
Contents of the Course Unit: Concepts related to research design and project design are handled with care; the relations between the basic concepts are established through examples and project components such as project topic, research question, purpose, original and added value, project outputs, method, project team, work schedule and budgeting are analyzed with a holistic approach and in order to re-synthesize a project proposal from everyday life is prepared This experience will also assure the assimilation of the project logic. Concrete samples are analyzed by taking into consideration the expectations of organizations such as TUBITAK, BAP, NATIONAL AGENCY, DEVELOPMENT AGENCY. A second project proposal is prepared for projecting skills.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)

Memorizes TUBITAK, NATIONAL AGENCY, DEVELOPMENT AGENCY and GU BAP project forms
Explains the basic concepts of research design and research project
Explains the systemic relationship between project components
Employes technological tools with skill in preparing and presenting project proposal
Compares TUBITAK, BAP, NATIONAL AGENCY, DEVELOPMENT AGENCY project proposals critically based on project logic.
Creates a new research question by creating a link with a concrete fact about the research design and project design
Designs not only research projects but also activity projects for the social environment with the social responsibility consciousness
Creates a project proposal based on scientific and ethical principles by applying the logic of the project from the daily life to the concrete situation it chooses

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY

Week Preparatory Topics(Subjects) Method
1 - Basic concepts: relations between term and concept. Research, design, project concepts and mutual relations. Lecture Question and Answer Discussion
2 Preparing the assignment over examples faced in the daily life Design, project bases: What, Why, How/ (Scope, Objective, Method). Transformation of design into a project. Lecture Question and Answer Discussion
3 Preparing the assignment over examples faced in the daily life General overview to the components of the project: 5N + 3K. Project totalitarian/ holistic thinking and systematic comprehension Lecture Question and Answer Discussion
4 Reading Main components of the project -1: Project Scope (main research question / problem) How they are determined and limited; systemic analysis of relations between research question and the objectives of the project Lecture Question and Answer Discussion
5 Daily Life Examples Main components of the project -2: Relations between original value, added-value, objectives, intermediate objectives, outputs Lecture Question and Answer Discussion
6 Assignment Preparation Main components of the project -3: Choosing the right method and applying the research question Lecture Question and Answer Discussion
7 Reading Main components of the project -4: Research who, for whom and with whom?; ethic in project preparation. Lecture Question and Answer Discussion
8 - MID-TERM EXAM -
9 Reading Main components of the project -5: Project team, work schedule and budget Lecture Question and Answer Discussion
10 Assignment Preparation The shaping project-1: Preparing a project over a daily life example Lecture Question and Answer Discussion
11 Assignment Preparation Common project form analysis: TUBITAK, ULUSAL AJANS, KALKINMA AJANSI. GU BAPB project forms Lecture Question and Answer Discussion
12 Assignment Preparation The shaping project -2: Creating a research question over social world literature support and projects Lecture Question and Answer Discussion
13 Assignment Preparation The shaping project -3: Creating a research question over the social world and projects Lecture Question and Answer Discussion
14 Assignment Preparation Points to be considered in the project writing: Short abstract, literature, outputs, method, work schedule, budget Lecture Question and Answer Discussion
15 Assignment Preparation General Evaluation of term Lecture Question and Answer Discussion
16 - FINAL EXAM -
17 - FINAL EXAM -

SOURCE MATERIALS & RECOMMENDED READING

Barutcugil, I. (2016). Proje yonetimi. 2nd Edition. Istanbul: Kariyer Publications.
Blaike, N. (2010). Designing social research. UK Cambridge: Polity Press.
Gundogdu, H.,I. (2013). Proje nedir ve nasıl hazırlanir?. Istanbul: Altin Nokta Publications.
Kuada, J. (2012). Research methodology: a project guide for university students. Denmark: Narayana Press.
Luecke, R. (2015). Proje yonetimi. 3rd Edition. Istanbul: Turkiye Is Bankasi Kultur Publications.
Waliman, N. (2011). Your research project: designing and planning your work. 3rd. Edition. London: Sage Publication.

ASSESSMENT

Assessment & Grading of In-Term Activities Number of Activities Degree of Contribution (%) Description
Level of Contribution
0 1 2 3 4 5

CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES

KNOWLEDGE

Theoretical

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students define the concepts they learned and match them with their corresponding phenomena in the social world.
3
2
Students interpret concepts and theories taking into account their historical-cultural contexts.
1
3
Students compare sociological theories with reference to social problems.
1
4
Students distinguish the significance of ecological, social and economical sustainability for world’s future.
3
5
Students develop their knowledge on sustainability by the use of information and communication technologies.
3

KNOWLEDGE

Factual

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students evaluate qualitative and quantitative data of sociological research studies.
5
2
Students analyse the complicated interactions between the social, cultural, political, economical and demographical phenomena of the global world.
3

SKILLS

Cognitive

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students design a research by their acquired knowledge and experience.
5

SKILLS

Practical

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students research field study considering the principle of cultural relativity, scientific and ethical values.
5
2
Students efficiently apply the most suitable information and communication technologies in their studies.
5
3
Students use their knowledge on ecological, social and economical sustainability in all aspects of their lives.
0

OCCUPATIONAL

Autonomy & Responsibility

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students research on problems which reflect on their fields in the global world undergoing rapid and profound change.
5

OCCUPATIONAL

Learning to Learn

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students criticize their advanced knowledge and skills in an analytical manner.
3
2
Students develop their knowledge and skills within the frame of scientific, technological and current developments via adopting the principle of lifelong learning.
4
3
Students act ethically impartial in their research studies.
5

OCCUPATIONAL

Communication & Social

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students criticize their advanced knowledge and skills in an analytical manner.
4

OCCUPATIONAL

Occupational and/or Vocational

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Students apply the principle of cultural relativity, scientific and ethical values with reference to sustainability throughout their studies in their careers.
3

WORKLOAD & ECTS CREDITS OF THE COURSE UNIT

Workload for Learning & Teaching Activities

Type of the Learning Activites Learning Activities (# of week) Duration (hours, h) Workload (h)
Lecture & In-Class Activities 14 3 42
Preliminary & Further Study 12 4 48
Land Surveying 0 0 0
Group Work 2 4 8
Laboratory 0 0 0
Reading 12 4 48
Assignment (Homework) 12 3 36
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 0 0 0
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Final Exam 1 1 1
Preparation for the Final Exam 1 8 8
Mid-Term Exam 1 1 1
Preparation for the Mid-Term Exam 1 6 6
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
TOTAL 56 0 198
Total Workload of the Course Unit 198
Workload (h) / 25.5 7,8
ECTS Credits allocated for the Course Unit 8,0