Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | |||||
| Course Code | IR 421 | |||||
| Course Title in English | European Integration | |||||
| Course Title in Turkish | Avrupa Entegrasyonu | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Advanced | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 128 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | None | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only undergraduate students | |||||
| Overall Educational Objective | To help students understand and critically evaluate the process of European integration. | |||||
| Course Description | This course offers a comprehensive introduction to the foundations and substance of the EU, focusing on the EU’s history, institutions, principal policies and theoretical approaches. The course begins by reviewing the historical evolution of European integration. It then introduces the main theories of European integration, ranging from intergovernmentalism to neo-functionalism. The course proceeds by studying the institutions, and principal internal and external policies of the EU. It concludes by evaluating European integration in relation to debates on the EU’s future. | |||||
| Course Description in Turkish |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Gain in-depth knowledge of the EU’s historical evolution 2) Understand and critically evaluate the process of European integration. 3) Compare and contrast the main theories of European integration. 4) Learn how the EU’s institutions work. 5) Assess the EU’s internal and external policies. 6) Develop reflections on the future of the EU. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | BEKEN SAATÇİOĞLU , January 2024 |
| Course Coordinator | BEKEN SAATÇİOĞLU |
| Semester | Fall |
| Name of Instructor | Prof. Dr. BEKEN SAATÇİOĞLU |
Course Contents
| Week | Subject |
| 1) | Presentation of Syllabus and Introduction Textbook, Chapter 1: Michelle Cini and Nieves Pérez-Solórzano Borragán, “Introduction”. |
| 2) | History of European integration I Textbook, Chapter 2: David Phinnemore, “The European Union: Establishment and Development”. |
| 3) | History of European Integration II Textbook, Chapter 3: Clive Church and David Phinnemore, “From the Constitutional Treaty to the Treaty of Lisbon and Beyond”. |
| 4) | Theories of European Integration I Frank Schimmelfennig and Berthold Rittberger (2001) “Theories of European Integration: Assumptions and Hypotheses”, In Jeremy Richardson (ed.): European Union: Power and Policy-making (New York: Routledge), p. 71-93. Textbook, Chapter 4: Carsten Strøby Jensen, “Neo-functionalism”. |
| 5) | Theories of European Integration II Textbook, Chapter 5: Michelle Cini, “Intergovernmentalism”; and Chapter 6: Ben Rosamond, “Theorizing the European Union after Integration Theory”. |
| 6) | Institutions I: The European Commission Textbook, Chapter 10: Morten Egeberg, “The European Commission”. |
| 7) | Midterm |
| 8) | Institutions II: The “Councils” of the EU Textbook, Chapter 11: Jeffrey Lewis, “The European Council and the Council of the European Union”; and Chapter 12: Charlotte Burns, “The European Parliament”. Recommended: Dinan, Desmond (2014) “Governance and Institutions: The Unrelenting Rise of the European Parliament”, Journal of Common Market Studies, Vol. 52 (1), p. 109-124. Dinan, Desmond (2015) “Governance and Institutions: the Year of the Spitzenkandidaten”, Journal of Common Market Studies, Vol. 53 (1), p. 93-107. |
| 9) | Institutions III: The European Parliament and the Court of Justice of the European Union Textbook, Chapter 13: Ilias Kapsis, “The Court of Justice of the European Union”; and Chapter 15: Simona Guerra and Hans-Joerg Trenz, “Citizens and Public Opinion in the EU”. |
| 10) | Policies and Policy-Making I Textbook, Chapter 16: Edward Best, “Policy-making in the European Union”; and Chapter 17: Michael Smith, “Trade and Development”. |
| 11) | Policies and Policy-Making II Textbook, Chapter 20: Michelle Egan, “The Single Market”; Chapter 22: Emek M. Uçarer, “The Area of Freedom, Security, and Justice”; and Chapter 23: Amy Verdun, “Economic and Monetary Union”. |
| 12) | Policies and Policy-Making III Textbook, Chapter 18: Ana E. Juncos and Nieves Pérez-Solórzano Borragán, “Enlargement”; European Commission (2020) “Enhancing the Accession Process: A Credible EU Perspective for the Western Balkans”, COM (2020) 57 final, Brussels, https://ec.europa.eu/neighbourhood-enlargement/sites/near/files/enlargement-methodology_en.pdf. |
| 13) | Policies and Policy-Making IV Textbook, Chapter 19: Ana E. Juncos and Anna Maria Friis Kristensen, “The European Union's Foreign, Security, and Defence Policies”. Karolina Pomorska and Sophie Vanhoonacker (2016) “Europe as a Global Actor: Searching for a New Strategic Approach”, Journal of Common Market Studies, Vol. 54 (Annual Review), p. 204-217. |
| 14) | Conclusion and Discussion: Future of the EU Textbook Chapter 28: Brigid Laffan, “The Future of the EU”. Nathalie Tocci (2019) “Europe’s ‘Just Do It’ Moment”, IAI Commentaries 19/57. |
| 15) | Final Examination Period |
| Required/Recommended Readings | Main textbook: Michelle Cini and Nieves Pérez-Solórzano Borragán (2019) European Union Politics, 6th Edition (Oxford University Press). | ||||||||||||||||||
| Teaching Methods | Lectures, class discussions, group work. | ||||||||||||||||||
| Homework and Projects | None. | ||||||||||||||||||
| Laboratory Work | None. | ||||||||||||||||||
| Computer Use | Yes. | ||||||||||||||||||
| Other Activities | None. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
beken.saatcioglu@mef.edu.tr 02123953678 Rules for attendance: Students are not graded based on class attendance alone but they are expected to attend regularly and are graded based on class participation. Missing a quiz: Missed quizzes cannot be made up. A reminder of proper classroom behavior, code of student conduct: Students are expected to show full respect vis-à-vis the professor and fellow students. Individuals who consistently act inappropriately in the classroom will be asked to leave. Statement on cheating: Cheating is a serious offense and will be treated according to the university’s regulations. Students caught cheating will be reported to the Dean and risk facing further disciplinary action. Any improper behavior, academic dishonesty or plagiarism is subject to the YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 2 | 56 | |||
| Quiz(zes) | 3 | 6 | 0.5 | 19.5 | |||
| Midterm(s) | 1 | 23 | 2.5 | 25.5 | |||
| Final Examination | 1 | 27 | 2 | 29 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||