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 | PSYC 338 | ||||
| Course Title in English | Gender Issues in Organizations | ||||
| Course Title in Turkish | Örgütlerde Toplumsal Cinsiyet Konuları | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 138 hours per semester | ||||
| Number of Credits | 6 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | Research Methods in Psychology | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | At the end of the course the students should be able to: • Understand the organizational implications of gender in several aspects of work • Recognize the impact of gender on careers and work experiences of employees • Realize the specific situations and conditions affected by gender of employees • Link their or other people’s assumptions and attitudes to theoretical explanations | ||||
| Course Description | The focus of this course is the organizational implications of gender based on the principles of social psychology. The impact of gender as an element of self and identity will be explored with regard to several aspects of work and organizations. The specific topics will cover discrimination in organizations, career development, work-life balance, women in management, power and politics in relation to gender, and the case of expatriates. In addition, specific cases of individuals outside the organizations, and the representation of these issues in the media will be examined. | ||||
| Course Description in Turkish | Bu dersin odak noktası sosyal psikoloji ilkelerine dayalı olarak toplumsal cinsiyetin örgütsel etkileridir. Benliğin ve kimliğin bir unsuru olarak cinsiyetin etkisi, iş ve organizasyonların çeşitli yönleriyle ilgili olarak araştırılacaktır. Spesifik konular; organizasyonlarda ayrımcılık, kariyer gelişimi, iş-yaşam dengesi, yönetimde kadınlar, cinsiyete bağlı güç ve politika ile yabancıların durumunu kapsayacaktır. Ayrıca örgüt dışındaki bireylerin spesifik durumları ve bu konuların medyada temsili incelenecektir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) The theoretical explanations behind the visible implications of gender in the workplace 2) Specific areas of work where gender plays a role and impacts behaviors and decision |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 |
|---|---|---|
| 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. | S | Exam,Participation |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | Select,Presentation |
| 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,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | H | HW,Participation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | S | Exam,HW |
| 6) | Internalization and dissemination of professional ethical standards. | H | HW,Participation |
| 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. | H | Select,Participation,Presentation,Project |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | S | Project |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Presentation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Participation,Presentation |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. NESLİHAN TURNALAR ÇETİNKAYA |
Course Contents
| Week | Subject |
| 1) | Introduction |
| 2) | Gender, Self & Identity |
| 3) | The Gendered Organization |
| 4) | Career Development |
| 5) | Work-Life Balance |
| 6) | Gender Discrimination |
| 7) | Midterm Exam |
| 8) | Movie |
| 9) | Women in Management |
| 10) | Power and Politics |
| 11) | Global Issues - Expatriation |
| 12) | Diversity – Beyond Men vs. Women |
| 13) | Outside the Realm of Organizations |
| 14) | Representations in the Media |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | TENTATIVE READING LIST 1) Gender, Self & Identity Brannon, L. (2011). Gender: Psychological perspectives. Boston, MA: Pearson. Chapter 3: Gender stereotypes: Masculinity and femininity Myers, D.G. (2012). Exploring social psychology. New York, NY: McGraw Hill. Module 3: Self concept: Who am I? Module 13: Gender, genes, and culture 2) The Gendered Organization Price, K. (2008). Keeping the dancers in check: The gendered organization of stripping work in The Lion's Den. Gender & Society 22(3), 367 – 389. Sasson-Levy, O. (2011). The military in a globalized environment: Perpetuating an ‘extremely gendered’ organization. In E.L. Jeanes, D. Knights, & P.Y. Martin (Eds.), Handbook of gender, work, and organization (pp. 391 – 410). West Sussex, UK: Wiley. 3) Career Development Gupta, V. K., Turban, D. B., Wasti, S. A., & Sikdar, A. (2009). The role of gender stereotypes in perceptions of entrepreneurs and intentions to become an entrepreneur. Entrepreneurship Theory and Practice, 33(2), 397-417. Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18(3), 326-339. 4) Work-Life Balance Burr, V. (1998). Gender and social psychology. New York, NY: Routledge. Chapter 4: Work and family Rajadhyaksha, U., Korabik, K., & Aycan, Z. (2015). Gender, gender-role ideology, and the work–family interface: A cross-cultural analysis. In M.J. Mills (Ed.), Gender and the work-family experience (pp. 99 – 117). Switzerland: Springer. 5) Gender Discrimination Cleveland, J.N., Vescio, T.K., & Barness-Farrell, J.L. (2013). Gender Discrimination in Organizations. In R.L. Dipboye & A. Colella (Eds.). Discrimination at work: The psychological and organizational bases. Mahwah, NJ: Lawrence Erlbaum. Rudman, L. A., & Phelan, J. E. (2008). Backlash effects for disconfirming gender stereotypes in organizations. Research in Organizational Behavior, 28, 61 – 79. 6) Women in Management Baumgartner, M. S., & Schneider, D. E. (2010). Perceptions of women in management: A thematic analysis of razing the glass ceiling. Journal of Career Development, 37(2), 559 – 576. Eagly, A. H., & Carli, L. L. (2007). Women and the labyrinth of leadership. Harvard Business Review, 85(9), 62 – 72. 4 Sandberg, S. (2013). Lean in: Women, work, and the will to lead. Croydon, UK: WH Allen. Chapter 1: The leadership ambition gap Chapter 2: Sit at the table Schein, V. E. (2007). Women in management: reflections and projections. Women in Management Review, 22(1), 6 – 18. 7) Power and Politics Okimoto, T. G., & Brescoll, V. L. (2010). The price of power: Power seeking and backlash against female politicians. Personality and Social Psychology Bulletin, 36(7), 923-936. Salin, D., & Hoel, H. (2013). Workplace bullying as a gendered phenomenon. Journal of Managerial Psychology, 28(3), 235 – 251. 8) Global Issues – Expatriation Caligiuri, P. M., & Cascio, W. F. (1999). Can we send her there? Maximizing the success of western women on global assignments. Journal of World Business, 33(4), 394 – 416. Selmer, J., & Leung, A. S. (2003). International adjustment of female vs. male business expatriates. International Journal of Human Resource Management, 14(7), 1117 – 1131. 9) Diversity – Beyond Men vs. Women Thanem, T. Embodying transgender in studies of gender, work, and organization. In E.L. Jeanes, D. Knights, & P.Y. Martin (Eds.), Handbook of gender, work, and organization (pp. 191 – 204). West Sussex, UK: Wiley. Schilt, K. (2006). Just one of the guys? How transmen make gender visible at work. Gender & Society, 20(4), 465 – 490. Ozturk, M. B. (2011). Sexual orientation discrimination: Exploring the experiences of lesbian, gay and bisexual employees in Turkey. Human Relations, 64(8), 1099 – 1118. 10) Outside the Realm of Organizations Forret, M. L., Sullivan, S. E., & Mainiero, L. A. (2010). Gender role differences in reactions to unemployment: Exploring psychological mobility and boundaryless careers. Journal of Organizational Behavior, 31(5), 647 – 666. Chen, M. A. (2001). Women and informality: A global picture, the global movement. Sais Review, 21(1), 71 – 82. Williams, M. J., & Chen, S. (2014). When “mom’s the boss”: Control over domestic decision making reduces women’s interest in workplace power. Group Processes & Intergroup Relations, 17(4), 436 – 452. 11) Representations in the Media Pullen, A. & Rhodes, C. (2011). Gender, work, and organization in popular culture. In E.L. Jeanes, D. Knights, & P.Y. Martin (Eds.), Handbook of gender, work, and organization (pp. 51 – 64). West Sussex, UK: Wiley. | ||||||||||||||||||||||||
| Teaching Methods | |||||||||||||||||||||||||
| Homework and Projects | Assignments, reflection paper, midterm and final exams, media content analysis | ||||||||||||||||||||||||
| Laboratory Work | |||||||||||||||||||||||||
| Computer Use | |||||||||||||||||||||||||
| Other Activities | |||||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr |
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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 | 3 | 70 | |||
| Homework Assignments | 3 | 10 | 2 | 36 | |||
| Midterm(s) | 1 | 12 | 2 | 14 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 138 | ||||||
| Total Workload/25 | 5.5 | ||||||
| ECTS | 6 | ||||||