EBS
English

12625 ENGLISH LANGUAGE AND LITERATURE - Programme for Bachelor's Degree Holders
LEVEL: Doctorate Degree, TYYÇ Level: 8, EQF-LLL Level: 8, QF-EHEA Level: Third Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Develop advanced knowledge and new ideas on literature, in particular in English and American Literature. %0
2 Possess an in-depth knowledge of the interdisciplinary interaction with which English Literature is related. %0
3 Deepen the current knowledge of advanced reseach techniques and skills in English Literature. %0
4 Gain a comprehensive knowledge of researching, evaluating designing, adapting and implementing an original subject in the field. %0
5 Conceive a research, an evaluation, a design, an adaptation and implemention on an original subject in the field. %0
6 Define innovative research, critical analysis, synthesis and evaluation in English Literature and the related fields. %0
7 Describe processes involved in developing an original work at doctoral level. %0
8 Conceive the interdisciplinary interaction with which English Literature is related. %0
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Evaluate new and complex information on English literature under a systematic and interdisciplinary approach. %0
2 Analyze and synthesize the advanced theories and approaches in English Literature and related fields. %0
3 Apply comparative and intercultural approaches to the analysis of literary texts. %0
4 Examine advanced literary and cultural texts with respect to different authors, themes and different literary traditions. %0
5 Carry out an original research with innovate methods and techniques in the field. %0
6 Formulate original resarch questions in English Literature and related fields. %0
7 Adapt research methods to the field of English literature derived from interdisciplinary interaction. %0
8 Adapt research methods to the field of English literature derived from interdisciplinary interaction. %0
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Contribute to the progression of English Literature by producing innovative ideas. %0
2 Broaden the borders of the knowledge in English Literature by producing an original work. %0
3 Publish at least one scientific paper in the field of English Literaure in national and/or international refereed journals. %0
4 Demonstrate leadership in literary contexts requiring innovative and interdisciplinary problem solving. %0
Learning to Learn Percentage of Success
1 Develop new ideas and methods in English Literature by using high level mental processes such as creative and critical thinking, problem solving and decision making. %0
2 Demonstrate an understanding of aspects of the writing profession including literary publishing, performance, reviewing, and participating in professional conferences. %0
3 Develop an intellectual ability to manage change in English Literature and related fields. %0
4 Demonstrate an a self-regulated learning method by using high level mental processes such as creative and critical thinking, problem solving and decision making. %0
Communication & Social Percentage of Success
1 Investigate and improve social connections and their conducting norms in English literature and related fields. %0
2 Effectively communicate orally, visually, in writing, with peers in English. %0
3 Defend original views when exchanging ideas in English Literature and related fields with professionals. %0
4 Communicate effectively with professionals by showing competence in English Literature and related fields. %0
Occupational and/or Vocational Percentage of Success
1 Support the development of social, scientific, cultural and ethical values in the fields. %0
2 Contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements. %0
3 Demonstrate functional interaction by using strategic decision making processes in solving problems encountered in the field. %0
4 Contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field. %0
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.