Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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MIY110 | MEDIA ECONOMY | 2 | 3 | 3 | 7 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | , TYY: + , EQF-LLL: , QF-EHEA: |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | This course aims to introduce the basic economic concepts of the media sector, to transfer the revenue and expenditure model of the media, to examine the behaviour patterns and market structure of the decision-making units of the sector, to introduce the approaches and methods for analyzing the effects of socio-economic changes on the national and global levels. |
Contents of the Course Unit: | Contents of the course include the subjects such as the new and powerful position of the media industries in economies, the momentum gained by the media after the 1980s and overview on media economy. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Discuss the balance of income and expense of the media in a common currency in local and global markets. |
Discover how the media in Turkey changes hands under the political and economic conditions. |
Analyze the causes of power loss in the face of internet journalism of traditional journalism in the direction of circulation, reader profiles, reader trends and online image numbers / data. |
Predict what outcomes certain developments can lead to with the basic knowledge related to policy and economics. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Reading, Presentation, Creating a debate content, following social media. | Defining media and economy | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
2 | Reading, Presentation, Creating a debate content, following social media. | Place of printed media in the Turkish media economy | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
3 | Reading, Presentation, Creating a debate content, following social media. | Newspaper incomes; sales | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
4 | Reading, Presentation, Creating a debate content, following social media. | Newspaper incomes and advertisement | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
5 | Reading, Presentation, Creating a debate content, following social media. | 24 January resolutions and impacts of the following period on the press. | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
6 | Reading, Presentation, Creating a debate content, following social media. | Promotion period in Turkish media (lottery) | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
7 | Reading, Presentation, Creating a debate content, following social media. | Subsidies on the press | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
8 | - | MID-TERM EXAM | - |
9 | Reading, Presentation, Creating a debate content, following social media. | Operation income and expenditure of newspapers | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
10 | Reading, Presentation, Creating a debate content, following social media. | Migration and its reflections on journalism | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
11 | Reading, Presentation, Creating a debate content, following social media. | History of the Turkish media | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
12 | Reading, Presentation, Creating a debate content, following social media. | TV, Radio, Internet, Newspapers, Magazines and income and expenditure models | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
13 | Reading, Presentation, Creating a debate content, following social media. | CPT (Cost Person Thousand) counting | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
14 | Reading, Presentation, Creating a debate content, following social media. | Place and importance of TV ON the Turkish media economy | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
15 | Reading, Presentation, Creating a debate content, following social media. | Shares of media in the advertisement and change in years | Presentation and Lecture. PowerPoint presentation by students and, debates on the course subjects |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Alexander, A, Owers, J., Carveth, R., Hollifield, A. ve Greco, A. (2004). Media Economics: Theory and Practice, Mahwah, NJ: Lawrence Erlbaum Associates. (USA). |
Kuyucu, M. (2012). Turkiye’de Medya Ekonomisi. Esen Books. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Explains communication theories, mass media and the history of communication
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4 | |||||
2 |
Defines the concepts related to communication, new media and journalism.
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4 | |||||
3 |
It compares traditional journalism with digital journalism.
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5 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
It relates the concept of democracy with the fields of journalism and new media.
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3 | |||||
2 |
Interprets new concepts in the media on a national and international scale within the framework of journalistic activity.
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4 | |||||
3 |
Interprets the historical development process of the media.
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4 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He uses the theoretical knowledge he has acquired in the field of communication in the field of journalism.
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4 | |||||
2 |
Analyzes the side meanings and subtexts of media contents.
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5 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Prepares creative content in a new media environment.
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3 | |||||
2 |
Creates news content; publishes it in print, visual and digital media.
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3 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
It produces content in traditional media and new media and prepares it for publication.
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4 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
It follows scientific and sectoral developments on issues related to new media and journalism, interprets changes and innovations by associating them with its field.
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5 | |||||
2 |
Analyzes the direct relationship of the discipline of journalism with democracy.
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4 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
It provides cooperation with stakeholders in the sector by using databases related to new media and journalism, information and communication technologies.
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4 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
It combines new media technologies with the practice of journalism.
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4 | |||||
2 |
Performs data analysis and design.
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3 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 13 | 5 | 65 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
Assignment (Homework) | 0 | 0 | 0 |
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 | 10 | 5 | 50 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 5 | 4 | 20 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 44 | 0 | 179 |
Total Workload of the Course Unit | 179 | ||
Workload (h) / 25.5 | 7 | ||
ECTS Credits allocated for the Course Unit | 7,0 |