Methods teaching Recent developments and progression from bachelor to master programmes

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1 BADM Seminar, Horsens, Sep 2013 Methods teaching Recent developments and progression from bachelor to master programmes Carsten Bergenholtz Joachim Scholderer

2 PHILOSOPHY OF SCIENCE I: WHAT S NEW? PoS 1: 2. semester (general, basic) PoS 2: 3. semester (quantitative) PoS 3: 4. semester (qualitative)

3 The past: Questions in multiple choice tests According to Saussure, language (as langue) is a. The expression of human thoughts and ideas b. A system of differences c. What binds a community together WhatI am NOTdoing Marx concept of ideology critique implies that it is the task of science to a. Criticize the political ideologies in society b. Analyze (e.g.) a text to demonstrate which ideological prejudices it contains c. Criticize the government In which philosophy of science do we find the concept of life forms? a. Hermeneutics b. Structuralism c. Social Constructivism

4 Philosophy of Science, edition Shift of focus: From pure philosophy to a philosophy of social / business sciences what challenges are we (researchers / students) facing rather than abstract philosophical issues A clear(er) link to Philosophy of Science II / III plus all the other (economics, management, statistics etc.) courses on HA / CM Aim: Motivate + learning (my favorite evaluation: The class wasn t as boring as I thought it would be ).

5 Lecture plan Lesson Topic Literature 1 Introduction Watts What is social science: Theories, BRM 1 models and causality I 3 What is social science: Theories, BRM 2 models and causality II 4 Quantitative methods: Introduction BRM 6 5 Qualitative methods: Introduction BRM 16 6 Qualitative and quantitative methods: BRM 24 Breaking the divide 7 Scientific paradigms and Kuhn in PoS disagreements 8 A (good) scientific argument Toulmin A complex social world: Human Kahneman 2011 ch. 1+2 rationality and biases 10 A complex social world: TBA TBA 11 TBA 12 Scientific dishonesty and plagiarism + general exam preparation 13 Summing up Collection of documents in E-compendium + BRM 27

6 PHILOSOPHY OF SCIENCE II: WHAT S NEW? PoS 1: 2. semester (general, basic) PoS 2: 3. semester (quantitative) PoS 3: 4. semester (qualitative)

7 LEARNING OBJECTIVES Not Statistics III any more but a real methodology course Methods as problem-solving tools: surveys, behaviour observations, objective measures, design of experiments Higher share of exercises and a focus on the practical application of the different methods SPSS still used as software but should be phased out Examination similar to before: data set published 24 hours ahead of the exam, problem statement delivered at the beginning of the written 4-hour exam Textbook now Malhotra, Birks and Wills (2012)

8 METHODS EDUCATION IN OUR MSC PROGRAMMES: WHAT S NEW?

9 LEARNING OBJECTIVES By the end of this course, participants should be able to plan, conduct and report research projects in such a way that they will provide conclusive answers to management problems Choose research designs and data collection methods that are efficient and will provide the relevant information at sufficient levels of detail and accuracy Analyse qualitative and quantitative data with appropriate analytical techniques and correctly interpret the results of these techniques

10 THREE OVERLAPPING COURSES Business Analytics MSc Business Intelligence Management Research Methods MSc Innovation Management MSc International Business MSc Strategy, Organisation and Leadership Marketing Research MSc Marketing MSc Consumer Affairs

11 Business Analytics Management Research Methods Marketing Research Research design Research design Research design Qualitative research strategies Secondary data analysis and forecasting Qualitative data collection Qualitative data analysis Design of experiments Linear and generalised linear models Qualitative research strategies Qualitative data collection Qualitative data analysis Survey research Test construction and scale development Linear and generalised linear models Qualitative research strategies Secondary data analysis and forecasting Measurement of product preferences Survey research Test construction and scale development Linear and generalised linear models

12 THREE SEPARATE CAMPUSNET PAGES Business Analytics Management Research Methods Marketing Research

13 READINGS: A COURSE-SPECIFIC SUBSET OF

14

15

16

17 THE CENTRAL ELEMENT: A SEMESTER-LONG MIXED- METHODS RESEARCH PROJECT

18 THE RESEARCH PROJECT Parallel to the lectures, participants form teams of four and conduct a semester-long research project of their own. Each team conducts two studies: An exploratory pilot study and A more conclusive main study that would enable a company to make a management decision The research project must be documented in a project report. Only participants whose team has handed in a complete report are be able to register for the oral exam

19 THE NATURE OF THE PROJECTS WILL DIFFER BETWEEN STUDY PROGRAMMES Programme-specific instructions available on CampusNet

20 PROJECT SUPERVISORS FROM WITHIN THE PROGRAMME AREAS Business Analytics MSc BI: Hans Jørn Juhl Management Research Methods MSc IM: Mogens Dilling- Hansen MSc IB, MSc SOL: Steffen Korsgaard, Mai Skjøtt Linneberg, Anders Ryom Villadsen Marketing Research MSc MAR, MSc CA: Polymeros Chrysochou, Joachim Scholderer

21 Mogens Dilling-Hansen Hans Jørn Juhl Steffen Korsgaard Joachim Scholderer Polymeros Chrysochou Mai Skjøtt Linneberg Anders Ryom Villadsen

22 ASSIGNMENT AND ORAL EXAM The research project must be documented in a report (length: characters, equivalent to pages) The complete report must be handed in by 5 Jan 2014 The oral exam (30 min) will be individual but take point of departure in the report 1. Introduction 1.1. Background and managerial objectives 1.2. Theoretical framework 1.3. Previous research 1.4. Research questions and overview of research design 2. Study Method 2.2. Results 2.3. Discussion 3. Study Method 3.2. Results 3.3. Discussion 4. General discussion and conclusions 5. References

23 ASSESSMENT CRITERIA Grade 12 In the oral exam, the participant can convincingly explain how the research design chosen in the semester-long project addresses the managerial decision problem. The participant can convincingly demonstrate that the constructs of the chosen theoretical framework are adequately operationalised in the empirical studies. The participant can competently discuss the internal and external validity of the empirical studies. The participant can correctly interpret the results of all data analyses included in the report, including the assumptions underlying the analytical techniques and the uncertainties associated with the conclusions. The participant is able to creatively discuss alternative ways in which the managerial decision problem could have been addressed. All answers are logical and concise.

24 ASSESSMENT CRITERIA Grade 02 In the oral exam, the participant can explain the different components of the research design but cannot clarify how the research design as a whole addresses the managerial decision problem. The participant can describe the data collected in the empirical studies but is unable to explain in which way the data operationalise the constructs of the chosen theoretical framework. The participant can competently discuss the external but not the internal validity of the empirical studies. The participant can correctly interpret the main results of the data analyses included in the report but is not able to discuss the assumptions underlying the analytical techniques and the uncertainties associated with the conclusions. The participant is unable to discuss alternative ways in which the managerial decision problem could have been addressed. All answers are logical but lack conciseness and are characterised by considerable hesitation.

25 QUESTIONS???

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