2243 Public Administration(Without Thesis)

Department of political science at the high license, management science, urbanization and environmental problems in the fields of sciences and law courses.

Without thesis of the MA program, both academic career doing political science, political science and public administration, and similar sections as well as those who wish to become faculty members who want to improve their professional skills, and current governor, lieutenant governor, expert, auditor, inspector, commissioner, officer, judge, prosecutor, deputy director-manager, lawyer, to ensure proficiency in titles as department employees, to provide students with in-depth information, offer different perspectives, methods to teach them according to criteria of academic publishing, research and the level is to prepare the report....

Admission Requirements
BA degree in related field, acceptable score on centralized graduate entrance exam, oral/written exam by the program and the institute, and certificate of English proficiency

Graduation Requirements
- Required course load (min. 10 courses) - Min. 30 PAU credits - Min. CGPA of 3.00/4.00 - Presenting a graduation project.

Career Opportunties
Public and private institutions, and academy

Qualification Awarded
Public Administration

Level of Qualification
Second Cycle (Master's Degree)

Recognition of Prior Learning
Recognition of previous structured lectures in Turkish Higher Education Institutions, transitions in vertical, horizontal and university are realized within the scope of the "Higher Education Regulations", "REGULATION BETWEEN THE BACHELORS AND GRADUATE DEGREE PROGRAMS, ON HIGHER EDUCATION AND TRANSITION BETWEEN DOUBLE MAJOR DALL, SIDE DALL AND CREDIT TRANSFER STANDARDS

Qualification Requirements and Regulations
- Required course load (min. 10 courses) - Min. 30 PAU credits - Min. CGPA of 3.00/4.00 - Presenting a graduation project.

Access to Further Studies
May apply to PhD programs

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
 Prof. Dr. HÜSEYİN ALİYAR DEMİRCİ+90 258 296 2712 ademirci@pau.edu.tr

1Have theoretical knowledge and equipment of master degree in administrative science, political science and sociology, law, urbanization.
2Have demonstrated knowledge and understanding which provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context of administrative science, political science, sociology, law and urbanization.
3Apply their theoretical knowledge and understanding, and problem solving abilities in solving new problems within multidisciplinary contexts related to administrative science, political science, sociology, urbanization and law.
4 Have ability to conceive, design, implement, adapt and evaluate a substantial process of research with scholarly integrity in the fields of administration, law, politics, sociology, urbanization contexts, at national and international level.
5Have the ability to integrate research results and literature and formulate judgments in the fields of administrative science, political science, sociology, law, and urbanization.
6 Have the ability of working and studying independently with an interdisciplinary perspective on the issues of administrative science, political science, sociology, law, urbanization.
7Assume there are different schools of thought which alternatives to each other in political science, public administration, law and urbanization; compare, criticize and investigate those schools. Embrace an analytical perspective for the problems in political, social, administrative legal, financial, urbanization contexts.
8 Embrace a responsibility for sharing new information with peers and a strong motivation for following international literature in the related fields.
9Use computer science and statistics techniques and programs in order to analysis social issues in the field of administrative science, political science, law, sociology and urbanization, with an interdisciplinary perspective.
10Develop himself/herself for various levels of careers of management such as human resources, public relations, financial management and audit at public agencies and institutions, political institutions, the private sector and civil society organizations.
11Have ability to follow new theoretical and practical innovations and produce new approaches in administrative science, political science, law, sociology and urbanization.
12Identify and consider ethical implications of scientific investigations and the importance of being objective during the scientific research.
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Meaning Analysis ChartsThe Meaning Analysis Charts is a method that allows students to participate actively in class. Students learn by working on a two-dimensional table. For example, if in one dimension there are animals and in the other dimension food is shown, students have the opportunity to learn by
Concept CaricaturesCreates opportunities to learn and discuss by caricaturizing and representing information about concepts in a thought-provoking way that can lead to debates. Generally Concepts Caricatures draw attention and create opportunities to think by giving information in a contradicting
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Simulation Expresses situations where in real life learning is dangerous, difficult to reach and expensive and where students work on models which are very similar to the real thing. For example, before airplane pilots and astronauts embark their aircrafts and spacecrafts, they perform applications
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Technical TourIs a method that takes learning to the out of the classroom. It is a method that provides students to make direct observations and to gain information by taking them to places, such as factories, museums, libraries, various government agencies, mountains, forests, lakes, parks and gardens.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
Testing Means reaching results by using various information with certain mechanisms, which are set up to imitate natural events in artificial environments and to have students take a certain topics and applying them to reach certain aims/objectives. Nature researchers, scientists, and educators
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
Programmed InstructionAt its basis lays the Individualization of instruction. Programmed instruction is an individual teaching technique, guided by the reinforcement principles of Skinner. Its Basic principles are: the principle of small steps, the principle of effective participation, the achievement principle, the
Teaching with Analogy / MetaphorsIs a way for learning, which compares abstract issues and concepts with concrete objects.
DebateDebate is a type of discussion on a topic in compliance with certain rules and procedures. Debate, is two groups of students in either twos or threes, putting forward points, which are for or against an idea, proposal, point, action or recommendation.  The aim is to discuss topic ideas that
Six Hat ThinkingThe Six hat thinking technique, is based on looking at a topic from different angles. Individuals learn to, develop the ability to face events from different points of view and to improve their empathizing skills. Because thoughts are looked upon from of every aspect, issues raised can be
Vision Development This technique is not all the students in small groups, but all students participating in a study as a class. It is a discussion technique, used to teach students to respect others views and improve their vision, when thinking about conflicting points of view. Topics with apparent contradictions 
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESLearning Competence 01

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCommunication and Social Competence 06
COMPETENCIESCommunication and Social Competence 07
COMPETENCIESCommunication and Social Competence 08
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESCompetence to Work Independently and Take Responsibility 04
COMPETENCIESCompetence to Work Independently and Take Responsibility 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 06
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESField Specific Competencies 04
COMPETENCIESField Specific Competencies 05
COMPETENCIESField Specific Competencies 06
COMPETENCIESField Specific Competencies 07
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02