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 326 | ||||
| Course Title in English | Security and Intelligence | ||||
| Course Title in Turkish | Güvenlik ve İstihbahrat | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 135 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 | None | ||||
| Overall Educational Objective | To learn to analyze basic security and intelligence issues and processes | ||||
| Course Description | This course aims at facilitating students’ understanding of security and intelligence concept, better understanding the intelligence requirements of today’s world. The course explains main objectives, functions and structures of security at all levels. There is a major disagreement about whether the main focus of inquiry should be on “individual”, “national” or “international” security. The course discusses “the key issue is for whom security becomes a consideration in relation to whom”. The course explains main objectives of intelligence. Also it explores how and where that information is to come from ? | ||||
| Course Description in Turkish | Bu ders, öğrencilerin güvenlik ve istihbarat kavramını anlamalarını kolaylaştırmayı ve günümüz dünyasının istihbarat gereksinimlerini daha iyi anlamalarını amaçlamaktadır. Ders, bütün seviyelerde güvenliğin temel amaçlarını, işlevlerini ve yapılarını açıklar. Güvenliğin ana odağının "bireysel", "ulusal" veya "uluslararası" güvenlik olması gerektiği konusunda büyük bir anlaşmazlık vardır. Ders, “kimin güvenliğinin kiminle ilgisiolduğu”kritik konu dikkate alınarak tartışılır. Kurs, istihbaratın temel amaçlarını açıklar. Ayrıca bu bilginin nasıl ve nereden geldiğini inceler? |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Describe the historical background and theoretical approaches in the establishment and evolution of security concerns; 2) list basic security and intelligence issues and processes; 3) discuss reasons why states create intelligence organizations; 4) demonstrate situational awareness of intelligence and process. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 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 | MEHMET ALKANALKA , December 2023 |
| Course Coordinator | AYŞEGÜL KİBAROĞLU |
| Semester | Fall |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Introduction: overall discussion on the contents and methodology of the course |
| 2) | What is theoreticalmeaning of security? What is the level of security? (BarryBuzan, Chapter 1) |
| 3) | What is individual security and national security (Barry Buzan, Chapter 1) |
| 4) | What is the relationship between nationalsecurityandthenature of thestate? (BarryBuzan, Chapter 2) |
| 5) | National insecurity and the nature of threats (Barry Buzan, Chapter 3) Group Debate |
| 6) | What is intelligence? What does it mean? (J.Ransom Clark, Chapter 1) |
| 7) | How do we get intelligence? (J.Ransom Clark, Chapter 2) |
| 8) | |
| 9) | What is counter intelligence? (J.Ransom Clark, Chapter 4) |
| 10) | How do we protect ourselves against foreign activities? (J.Ransom Clark, Chapter 4) |
| 11) | What are the paradoxes of strategic intelligence and the problem of strategic surprise? (Richard K.Betts, Thomas G.Mahnken, Chapter 1) |
| 12) | Introducing of open source intelligence and social media intelligence (Christopher Hobbs, Matthew Moran and Daniel Salisbury, Chapter 1) |
| 13) | Towards the Discipline of Social Media Intelligence (Christopher Hobbs, Matthew Moran and Daniel Salisbury, Chapter 2) |
| 14) |
| Required/Recommended Readings | People, States, andFear: National Security Problem in International Relations, BarryBuzan, Sussex, WheatsheafBooks LTD, 1983. IntelligenceandNational Security: A Reference Handbook, J.RansomClark, Praeger Security International, 2007. Paradoxes of Strategic Intelligence: Essays in Honor of Michael I.Handel, Richard K.Betts, Thomas G.Mahnken, Frank Cass Publisher,2003. Open Source Intelligence in TheTwenty-First Century New ApproachesandOpportunities, ChristopherHobbs, MatthewMoranand Daniel Salisbury, PalgraveMacmillan, 2014. | |||||||||||||||
| Teaching Methods | Manner of telling with with memorable examples from history and up to date world | |||||||||||||||
| Homework and Projects | Two Main Homework will be given to learn aspects of Security and Intelligence | |||||||||||||||
| Laboratory Work | - | |||||||||||||||
| Computer Use | - | |||||||||||||||
| Other Activities | - | |||||||||||||||
| Assessment Methods |
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| Course Administration |
mehmet.alkanalka@mef.edu.tr 05433149870 MEF university values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures. 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 | 3 | 3 | 2 | 112 | ||
| Presentations / Seminar | 1 | 6 | 1 | 7 | |||
| Project | 1 | 8 | 1 | 9 | |||
| Homework Assignments | 1 | 6 | 1 | 7 | |||
| Total Workload | 135 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||