ECTS - Economics of Innovation
Economics of Innovation (ECON442) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Economics of Innovation | ECON442 | General Elective | 3 | 0 | 0 | 3 | 6 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Team/Group, Brain Storming, Role Play. |
| Course Lecturer(s) |
|
| Course Objectives | This course aims to scrutinize the role innovation in the economic development of developing countries. With a particular emphasis on technology, innovation and commercialization, this course aims to equip the students with a general background on how innovation can promote economic development. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The role of science, technology and innovation in economics at the macro and at the micro level; the diffusion and absorption of innovation; issues concerning the measurement of innovation; the national, regional systems of innovation and clusters; the relationship between R&D support mechanisms and economic performance in Turkey. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Why should science, technology and innovation be studied? | Freeman, Chris and Luc Soete, 1997. The Economics of Industrial Innovation (Third Edition) MIT Press, Chapter 1 |
| 2 | What makes societies successful innovators? | Freeman, Chris and Luc Soete, 1997. The Economics of Industrial Innovation (Third Edition) MIT Press, Part 1 |
| 3 | The Macroeconomic Perspective. Science and Technology as factors of growth. | Freeman, Chris and Luc Soete, 1997. The Economics of Industrial Innovation (Third Edition) MIT Press, Part 3 |
| 4 | Macroeconomic Implications of the Diffusion of Innovations | Freeman, Chris and Luc Soete, 1997. The Economics of Industrial Innovation (Third Edition) MIT Press, Part 3 |
| 5 | The Microeconomic Perspective. Are Innovative firms any different? | William LAzonick, The Innovative firm, in Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 The Oxford Handbook of Innovation, Oxford University Press, Chapter 2. |
| 6 | Innovation and diffusion | Bronwyn Hall, Innovation and diffusion, Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 The Oxford Handbook of Innovation, Oxford University Press, Chapter 17. |
| 7 | Midterm | |
| 8 | Methodology of Measurement of Innovation | Hall, B., Mairesse, J. and Mohnen, P. (2010) Measuring the Returns to R&D. |
| 9 | Methodology of Measurement of Innovation | Smith, Keith (2005) Measuring Innovation in Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 The Oxford Handbook of Innovation, Oxford University Press |
| 10 | Systemic Nature of Innovation | Charles Edquist, Systems of Innovation: Pespectives and Challenges in Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 The Oxford Handbook of Innovation, Oxford University Press, Chapter 7 |
| 11 | Systemic Nature of Innovation | Bjorn Asheim and Meric Gertler: The Geography of Innovation in Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 The Oxford Handbook of Innovation, Oxford University Press, Chapter 10 |
| 12 | Innovation and Economic Performance | Bart Verspagen, Innovation and Economic Growth in Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 The Oxford Handbook of Innovation, Oxford University Press, Chapter 19 |
| 13 | Innovation and Economic Performance | Manuel M. Godhino and Jan Fagerberg: Innovation and Catching –up in Fagerberg, D.C. Mowery and R.R. Nelson (eds) 2005 the Oxford Handbook of Innovation, Oxford University Press,Chapter 20 |
| 14 | R&D Support and outcomes in Turkey | Özçelik, E. and Taymaz, E. (2008) R&D support programs in developing countries: The Turkish experience, Research Policy vol 37,pp 258–275. |
| 15 | General Review | |
| 16 | Final Exam |
Sources
| Course Book | 1. Freeman, Chris and Luc Soete, (1997). The Economics of Industrial Innovation (Third Edition) MIT Press |
|---|---|
| Other Sources | 2. Fagerberg, D.C. Mowery and R.R. Nelson (eds) (2005) The Oxford Handbook of Innovation, Oxford University Press |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 5 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | 1 | 15 |
| Project | 1 | 25 |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 15 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 19 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Integrates and utilizes the information, skills, and approaches obtained from basic, clinical, and medical sciences, behavioral sciences, and social sciences when offering healthcare services. | |||||
| 2 | Offers healthcare services to patients with a biopsychosocial approach where the sociodemographic and sociocultural backgrounds of these individuals are taken into consideration, focusing on the universal human values, ethical principles, and professional duties; without exercising discrimination on the basis of language, religion, race, or sex. | |||||
| 3 | Aims to protect, improve, and develop individual and public health when offering healthcare services. | |||||
| 4 | Performs the necessary studies in sustaining and improving health, taking into the individual, public, social, and environmental factors to affect it. | |||||
| 5 | Trains healthy individuals/ patients, their relatives, and other healthcare workers in healthcare upon determining the features, requirements, and expectations of their target audience. | |||||
| 6 | Exercises a safe, rational, and effective approach in the procedures of prevention, diagnosis, treatment, follow-up, and rehabilitation; while offering healthcare services. | |||||
| 7 | Implements interventional and/or non-interventional practices in a way that is safe and effective for patients during the procedures of diagnosis, treatment, follow-up, and rehabilitation. | |||||
| 8 | Offers healthcare services taking into account the health and safety of patients and employees. | |||||
| 9 | Takes the regional and global changes in physical and socioeconomic settings to affect health, as well as the changes in the individual features and behaviors of patients referring to them into account, while offering healthcare. | |||||
| 10 | Takes the good medical practices into account while performing their duties. | |||||
| 11 | Undertakes the tasks and duties within the framework of their professional ethical rules, as well as their legal rights and duties. | |||||
| 12 | Stands for the improvements in the manner in which healthcare services are offered, taking into account the concepts of social reliability and social duty, in an effort to protect and improve individual and public health. | |||||
| 13 | Evaluates the effects of health policies and healthcare practices on public health indicators, and, where required, amends their evaluation on the grounds of scientific and social needs; in an effort to help improve the quality of healthcare services. | |||||
| 14 | Leads their healthcare team while offering healthcare services, in a participative, and collaborative manner. | |||||
| 15 | Establishes positive relationships within their healthcare team; and where needed, easily adapts to various positions among their team. | |||||
| 16 | Exercises effective communication with patients, the relatives of patients, healthcare professionals, and groups from other professions, as well as institutions and organizations. | |||||
| 17 | Plans and conducts scientific studies on the society to which they serve, and use the results of these, or those from other studies, to benefit the society. | |||||
| 18 | Accesses the current literature on their profession, and evaluates them with a critical approach. | |||||
| 19 | Chooses the correct sources of learning to improve the healthcare services that they offer, and regulates their own learning process. | |||||
| 20 | Demonstrates the skills of obtaining and evaluating new information, integrating newer pieces of information with their current ones, as well as adapting to changing conditions throughout their professional life. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 14 | 3 | 42 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | 1 | 5 | 5 |
| Project | 1 | 7 | 7 |
| Report | |||
| Homework Assignments | 1 | 57 | 57 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 2 | 2 |
| Prepration of Final Exams/Final Jury | 1 | 2 | 2 |
| Total Workload | 143 | ||