This document provides the course outline for INFS4887 Business Research Methods. It includes information on the course staff, units of credit, aims and learning outcomes. The course involves lectures, workshops and assignments to develop skills in research instrument design, data analysis and research methodology. Students will complete individual assignments on data analysis, quantitative instrument design and qualitative instrument design, and must participate actively in workshops. The course aims to prepare students to conduct independent research projects and theses.
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
(revision date 02252014)Introduction to Concept Paper.docxmercysuttle
(revision date: 02/25/2014)
Introduction to Concept Paper Development
and the University Review Process
Northcentral University
The Graduate School
February 2014
Overview of the PresentationWhat is a Concept Paper?Problem Statement DevelopmentResearch QuestionsWhat is a “brief” literature review?What is required in the methods section?A note on alignmentComponent resourcesAvailable Northcentral University resourcesThe University Review Process: An introductionThe role of the Graduate SchoolHow to accept and incorporate scholarly feedbackA note about multiple reviewsSatisfactory Academic ProgressQuestions & Answers
*
What is a Concept Paper?
The Concept Paper (CP) is a “pre-proposal” or abbreviated proposal. A well-done CP is the basis of a strong proposal. Approval of a CP indicates that the research topic and problem are tenable and grounded in recent and key research on the topic.
A Concept Paper must:have problem and purpose statements and research questions in near final format.contain an articulated but not final research design.offer an explanation of how the study will contribute to theory (PhD studies) or practice (Professional Applied Doctorates).be well-written with proper Northcentral University and APA formatting.
*
Problem Statement DevelopmentArticulation of a concise problem statement is key to a successful proposal/dissertation manuscript. The problem statement is a brief discussion and documentation of a problem that demonstrates the need for and importance of the study. Describe and document a problem that leads directly to the study purpose.The problem statement should summarize what we know about an area and what we still do not know. Dissertation research aims to add to our knowledge and fill in some of the “what we still do not know” part of the problem statement. Present a focused problem that leads to the need for a research response. For some degree programs (DBA, EdD) the problem identified might be a practical problem or issue. The problem must be documented and relevant beyond any particular study site.
*
What is Required in the Methods Section?
Because the research plan is in the concept paper stage, a highly detailed research design is not expected. The concept paper, however, provides a foundation for the next step in the dissertation process, the development of the proposal. A well-conceived and well written and researched concept paper serves as a foundation or blueprint for the remainder of dissertation work.In the concept paper include the proposed research method (quantitative, qualitative, or mixed) and present a rationale for the appropriateness of the method and design.Include a brief discussion of why the method/design(s) is chosen over others. Discussion is not simply a listing and description of research designs; rather, elaboration demonstrates how the proposed method and design will accomplish the study goals, why the design is the optimum choice for the proposed ...
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Course Objectives:
1. To offer the opportunity for the young students to acquire on job the skills, knowledge, attitudes, and perceptions along with the experience needed to constitute a professional identity.
2. To provide means to immerse students in actual supervised professional experiences
3. To gain deeper understanding in specific areas
BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
(revision date 02252014)Introduction to Concept Paper.docxmercysuttle
(revision date: 02/25/2014)
Introduction to Concept Paper Development
and the University Review Process
Northcentral University
The Graduate School
February 2014
Overview of the PresentationWhat is a Concept Paper?Problem Statement DevelopmentResearch QuestionsWhat is a “brief” literature review?What is required in the methods section?A note on alignmentComponent resourcesAvailable Northcentral University resourcesThe University Review Process: An introductionThe role of the Graduate SchoolHow to accept and incorporate scholarly feedbackA note about multiple reviewsSatisfactory Academic ProgressQuestions & Answers
*
What is a Concept Paper?
The Concept Paper (CP) is a “pre-proposal” or abbreviated proposal. A well-done CP is the basis of a strong proposal. Approval of a CP indicates that the research topic and problem are tenable and grounded in recent and key research on the topic.
A Concept Paper must:have problem and purpose statements and research questions in near final format.contain an articulated but not final research design.offer an explanation of how the study will contribute to theory (PhD studies) or practice (Professional Applied Doctorates).be well-written with proper Northcentral University and APA formatting.
*
Problem Statement DevelopmentArticulation of a concise problem statement is key to a successful proposal/dissertation manuscript. The problem statement is a brief discussion and documentation of a problem that demonstrates the need for and importance of the study. Describe and document a problem that leads directly to the study purpose.The problem statement should summarize what we know about an area and what we still do not know. Dissertation research aims to add to our knowledge and fill in some of the “what we still do not know” part of the problem statement. Present a focused problem that leads to the need for a research response. For some degree programs (DBA, EdD) the problem identified might be a practical problem or issue. The problem must be documented and relevant beyond any particular study site.
*
What is Required in the Methods Section?
Because the research plan is in the concept paper stage, a highly detailed research design is not expected. The concept paper, however, provides a foundation for the next step in the dissertation process, the development of the proposal. A well-conceived and well written and researched concept paper serves as a foundation or blueprint for the remainder of dissertation work.In the concept paper include the proposed research method (quantitative, qualitative, or mixed) and present a rationale for the appropriateness of the method and design.Include a brief discussion of why the method/design(s) is chosen over others. Discussion is not simply a listing and description of research designs; rather, elaboration demonstrates how the proposed method and design will accomplish the study goals, why the design is the optimum choice for the proposed ...
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Course Objectives:
1. To offer the opportunity for the young students to acquire on job the skills, knowledge, attitudes, and perceptions along with the experience needed to constitute a professional identity.
2. To provide means to immerse students in actual supervised professional experiences
3. To gain deeper understanding in specific areas
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. INFS4887 – Business Research Methods 2
INFS4887
BUSINESS RESEARCH METHODS
Course Outline
Semester 1, 2013
Part A: Course-Specific Information
Please consult Part B for key information on ASB policies (including
those on plagiarism and special consideration), student
responsibilities and student support services.
Australian School of Business
Information Systems, Technology and
Management
2. INFS4887 – Business Research Methods 2
Table of Contents
PART A: COURSE-SPECIFIC INFORMATION 3
1 STAFF CONTACT DETAILS 3
2 COURSE DETAILS 3
2.1 Teaching Times and Locations 3
2.2 Units of Credit 3
2.3 Summary of Course 3
2.4 Course Aims and Relationship to Other Courses 3
2.5 Student Learning Outcomes 4
3 LEARNING AND TEACHING ACTIVITIES 6
3.1 Approach to Learning and Teaching in the Course 6
3.2 Learning Activities and Teaching Strategies 7
4 ASSESSMENT 7
4.1 Formal Requirements 7
4.2 Assessment Details 7
4.3 Assessment Format 7
4.4 Late Submission 8
9
5 COURSE RESOURCES 9
6 COURSE EVALUATION AND DEVELOPMENT 9
7 COURSE SCHEDULE 10
3. INFS4887 – Business Research Methods 3
PART A: COURSE-SPECIFIC INFORMATION
1 STAFF CONTACT DETAILS
Position Name Email Room Phone
Lecturer-in-
charge
Dr Lesley Land l.land@unsw.edu.au QUAD2099A 93854738
The best way to contact your lecturer is via email or during their consultation times.
Please note that only your UNSW email account will be used for formal notices and
correspondence regarding the course.
Location Consultation Day/Time
Lesley Land QUAD2099A Wed 2-4pm
If you need to contact the school urgently, ring 93855320 or email
ISTM@unsw.edu.au.
2 COURSE DETAILS
2.1 Teaching Times and Locations
Lectures start in Week 1(to Week 12): The Time and Location are: Wednesday 4-7 pm,
in Electrical Eng 218 (K-G17-218).
2.2 Units of Credit
The course is worth 6 units of credit. There is no parallel teaching in this course.
2.3 Summary of Course
Building on Principles of Research Design this course aims to extend and deepen the
understanding of different research approaches and methodologies in order to prepare
students for their own research projects in their business discipline. This course will
assist students in identifying, discussing and formulating a research problem, in
selecting and applying appropriate research approaches and methods of inquiry (both
quantitative or qualitative), and in presenting their results. Successful completion of this
course should be sufficient for students to undertake a research project.
2.4 Course Aims and Relationship to Other Courses
While Principles of Research Design introduces students to IS research literature,
research approaches and methodologies, its major aim is help develop a research
proposal, driven and justified from the literature. In doing so, the philosophical and
epistemological assumptions underpinning the research approaches and
methodologies should be clearly presented.
This course follows from the Principles of Research Design to provide deeper
knowledge and experience in applying commonly used qualitative and qualitative
4. INFS4887 – Business Research Methods 4
research methods to the research process. In particular, this current course
concentrates on the different methods and techniques used in the field of IS. Students
engage in the research process, from identifying, discussing and formulating a
research problem, to selecting and applying appropriate research approaches and
methods of inquiry (both quantitative or qualitative), and in presenting their results. The
course aims to provide an in-depth study of the IS field and the different methods and
techniques essential to the execution of high quality research in business and/or in IS.
The objectives are to:
• Advance knowledge in IS research methods and techniques of data collection
and analysis;
• Prepare students for conducting an independent study including formulating
research questions and selecting a research approach, applying research
methodology – designing a study and selecting specific methods and
techniques appropriate for answering the questions;
• Develop practical skills in developing instruments for both qualitative and
quantitative methods;
• Develop practical skills in analysing both quantitative and qualitative data.
The course is essential for students' ability to conduct research and therefore INFS
4887 is a mandatory course for all honours students in the IS discipline offered by the
School of Information Systems, Technology and Management. Principles of Research
Design and Business Research Methods courses are designed to prepare students for
independent research studies for their honours or masters thesis.
2.5 Student Learning Outcomes
The learning outcomes for this course include:
1. Discuss and apply different research approaches and methodologies
2. Develop data collection instrument according to the underlying theoretical
framework.
3. Explain how to conduct data collection (quantitative and qualitative)
4. Analyse quantitative data (e.g., using PLS) and qualitative data (e.g., using
NVivo)
5. Refine research questions to meet high level research objectives/questions.
6. Construct and document an appropriate research design, including
argumentation for data collection and analysis methods/techniques
7. Discuss limitations and potential contribution to theory and practice of research
The Course Learning Outcomes are what you should be able to DO by the end of this
course if you participate fully in learning activities and successfully complete the
assessment items.
The Learning Outcomes in this course also help you to achieve some of the overall
Program Learning Goals and Outcomes for all undergraduate coursework students in
the ASB. Program Learning Goals are what we want you to BE or HAVE by the time
you successfully complete your degree (e.g. ‘be an effective team player’). You
demonstrate this by achieving specific Program Learning Outcomes – what you are
able to DO by the end of your degree (e.g. participate collaboratively and responsibly
in teams’).
5. INFS4887 – Business Research Methods 5
ASB Undergraduate Program Learning Goals and Outcomes
1. Knowledge: Our graduates will have in-depth disciplinary knowledge applicable in local and
global contexts.
You should be able to select and apply disciplinary knowledge to business situations in a local and global
environment.
2. Critical thinking and problem solving: Our graduates will be critical thinkers and effective
problem solvers.
You should be able to identify and research issues in business situations, analyse the issues, and propose
appropriate and well-justified solutions.
3. Communication: Our graduates will be effective professional communicators.
You should be able to:
a. Prepare written documents that are clear and concise, using appropriate style and presentation
for the intended audience, purpose and context, and
b. Prepare and deliver oral presentations that are clear, focused, well-structured, and delivered in a
professional manner.
4. Teamwork: Our graduates will be effective team participants.
You should be able to participate collaboratively and responsibly in teams, and reflect on your own
teamwork, and on the team’s processes and ability to achieve outcomes.
5. Ethical, social and environmental responsibility: Our graduates will have a sound awareness of
the ethical, social, cultural and environmental implications of business practice.
You should be able to:
a. Identify and assess ethical, environmental and/or sustainability considerations in business
decision-making and practice, and
b. Identify social and cultural implications of business situations.
The following table shows how your Course Learning Outcomes relate to the overall
Program Learning Goals and Outcomes, and indicates where these are assessed.
Program Learning
Goals and Outcomes
Course Learning Outcomes Course Assessment
Item
This course helps you
to achieve the following
learning goals for all
ASB undergraduate
coursework students:
On successful completion of the course, you
should be able to:
This learning outcome
will be assessed in the
following items:
1 Knowledge • Explain how to conduct data collection
(quantitative and qualitative).
• Explain how to conduct data collection
(quantitative and qualitative).
• Construct and document an appropriate
research design, including argumentation
for data collection and analysis
methods/techniques
∗ Class participation
∗ Data analysis
2 Critical thinking
and problem
solving
• Develop data collection instrument
according to the underlying theoretical
framework.
• Analyse quantitative data (e.g., using
PLS) and qualitative data (e.g., using
NVivo)
• Refine research questions to meet high
level research objectives/questions.
∗ Class participation
∗ Data analysis
∗ Instrument
development
(quantitative and
qualitative
6. INFS4887 – Business Research Methods 6
• Discuss limitations and potential
contribution to theory and practice of
research
3a Written
communication
Write up instrument design and data analysis
approach and findings.
∗ Research design
report
∗ Instrument
development
report
∗ Data analysis
report.
3b Oral
communication
Communicate ideas in a succinct and clear
manner.
∗ Instrument design
will be presented
orally and
presentation will
be marked.
5a. Ethical
responsibility
Identify ethical considerations in the research
context.
∗ Not specifically
assessed. But
ethical
considerations for
research will be
discussed.
3 LEARNING AND TEACHING ACTIVITIES
3.1 Approach to Learning and Teaching in the Course
This course adopts the principles of student-centred learning and dialectics. This
involves a combination of providing information to students and motivating them to use
this information in problem-solving environments. The manner in which students
present and argue the reasoning behind their solutions demonstrates their knowledge
of the area, as one cannot convincingly argue something that is not understood.
Arguing an issue also expands one’s understanding of a topic as one is forced to
consider alternative points of view. Finally, dialectics empower students to
collaboratively negotiate, rather than passively learn, an area or topic. This has
implications for teaching strategies and assessment (discussed below) as well as for
students’ role, responsibilities and expected contribution to knowledge creation.
First, the lecturer is responsible for creating a learning environment that is stimulating
and interesting, and that encourages collaboration, knowledge sharing and co-creation
by all participants. The learning environment includes both the physical and virtual
spaces where learning and teaching activities take place. The aim is to develop an
atmosphere of cooperation and a spirit of learning, inquiring and innovating in all
activities, underpinned by a sense of responsibility for our individual and collective
learning.
Second, students as active participants are expected to take responsibility for their own
individual and collective learning. While this course is designed to foster students’
active participation and contribution to knowledge co-creation, this will not happen
unless students take seriously their roles and responsibilities. As active contributors
students are expected to be prepared for each class and take active role in
discussions and other learning activities.
7. INFS4887 – Business Research Methods 7
3.2 Learning Activities and Teaching Strategies
The course involves lectures, workshops, presentations, discussions, and individual
and group learning activities and assignments. Each class will have a topic, specific
tasks and reading material set in advance. A class will typically involve a
lecture/seminar – presenting a new topic and related readings – followed by hands on
activities related to the topic for the week. Students will be expected to present or
discuss pre-specified reading material in the class. Please bring your printed
preparation work to class because these may be collected in selected weeks. These
activities will be assessed.
4 ASSESSMENT
4.1 Formal Requirements
To receive a pass grade in this course, you must meet ALL of the following criteria:
• attain an overall mark of least 50%;
• attend at least 80% of all scheduled classes;
• attain a satisfactory performance in each component of the course. A mark of
45% or higher is normally regarded as satisfactory;
• attain a mark of at least 45% in the final exam;
• in the case of peer assessed group work, the mark assigned to each member of
the group may be scaled based on peer assessment of each member’s
contribution to the task.
4.2 Assessment Details
Assessment in this course is based on class participation, and two individual
assignments. Details of the assignments will be posted on the course website.
Assessment Task Weighting Length Due Date
Class Participation 20% N/A Ongoing from week 2
Data Analysis 20% 5 A4 pages maximum 24 April due.
Quantitative instrument
design
30% 7 A4 pages maximum 8 May due.
Qualitative instrument
design
30% 7 A4 pages maximum 22 May due
Oral presentations of both
designs in weeks 12 and 13.
Total 100%
4.3 Assessment Format
The following subsection describes each assessment component.
Class Participation
Class activities are specified for each class on the course webpage. Students are
expected to read the prescribed material, keep notes on their reading and complete
any tasks required before a class. Students may also be asked to submit their
homework in class. These will indicate their level of preparation before class. Students’
attendance and participation are marked from Weeks 2-12. The assessment rubric for
class participation is below:
8. INFS4887 – Business Research Methods 8
Assessment Rubric for Class Participation
Mark Conditions for which it will be awarded
0
(Unacceptable)
Below 80% of lab and workshop attendance as required by school.
0.5 – 4
(Very poor)
>80% attendance.
Overall minimal *preparation and participation in the workshop.
4.5 – 9.5
(Poor)
>80% attendance.
Overall poor *preparation and participation in workshop.
10 – 14
(Fair)
>80% attendance.
Overall average *preparation and some participation in workshop
discussions in some weeks.
14.5 – 18
(Good)
>80% attendance.
Overall good *preparation and active participation in workshop discussions
in most instances. Have contributed to good arguments, discussed in
relevant and constructive ways.
18.5-20
(Excellent)
>80% attendance.
Overall, excellent *preparation and very active participation in workshop
discussions. Commonly presents good to excellent arguments in class.
Have demonstrated excellence in their contribution to the dynamics of the
course.
*Preparation will be assessed in 2 forms, via the completion and quality of class discussions
and homework submissions.
Data Analysis (20%)
This assignment is to be completed as an individual assignment. The purpose of this
assignment is to demonstrate your ability to analyse a given set of data using either
SPSS or plsgraph. Details of the assignment including the marking scheme will be on
the course website.
Quantitative Instrument Design (30%)
This assignment is to be completed as an individual assignment. The purpose of this
assignment is to demonstrate your ability to design a research study using a
quantitative method. You will choose from a range of topics and questions. Details of
the assignment including the marking scheme will be on the course website.
Qualitative Instrument Designs (30%)
This assignment is to be completed as an individual assignment. The purpose of this
assignment is to demonstrate your ability to design a research study using a qualitative
method. You will choose from a range of topics and questions. Details of the
assignment including the marking scheme will be on the course website.
4.4 Late Submission
The late submission of assignments carries a penalty of 10% of the maximum marks
for that assignment per day of lateness (including weekends and public holidays),
unless an extension of time has been granted. An extension of time to complete an
assignment may be granted by the course co-ordinator in case of misadventure or
illness. Applications for an extension of time should be made to the course co-ordinator
by email or in person. You will be required to substantiate your application with
appropriate documentary evidence such as medical certificates, accident reports etc.
Please note that work commitments, competing deadlines of assignments from other
9. INFS4887 – Business Research Methods 9
courses, and computer failures are usually consider insufficient grounds for an
extension.
5 COURSE RESOURCES
The required text is:
Neuman, W.L. (2011). Social Research Methods: Qualitative and Quantitative
Approaches, 7th edition, International edition, Pearson.
The text is available from the UNSW Bookshop and at http://www.amazon.com.
Additional references:
Yin, R. K. (2009). Case Study Research: Design and Methods, 4th edition,
Sage,Thousand Oaks, CA.
Others will be uploaded on Blackboard.
6 COURSE EVALUATION AND DEVELOPMENT
Each year feedback is sought from students and other stakeholders about the courses
offered in the School and continual improvements are made based on this feedback.
UNSW's Course and Teaching Evaluation and Improvement (CATEI) Process is one of
the ways in which student evaluative feedback is gathered. In this course, we will seek
your feedback primarily through end of semester CATEI evaluations.
Quality Assurance
The ASB is actively monitoring student learning and quality of the student
experience in all its programs. A random selection of completed assessment tasks
may be used for quality assurance, such as to determine the extent to which
program learning goals are being achieved. The information is required for
accreditation purposes, and aggregated findings will be used to inform changes
aimed at improving the quality of ASB programs. All material used for such
processes will be treated as confidential and will not be related to course grades.
10. INFS4887 – Business Research Methods 10
7 COURSE SCHEDULE
Workshops start in Week 1 and finish in Week 12.
Week Topic Chapter Activities
Week 1
4 March
Introduction to business research
methods
1 ,3, 4 Discussion on research
questions to work on, refining
questions, and examining
possible research methods.
Week 2
11 March
Planning and Preparation:
• measurement (quantitative and
qualitative) and scales
• reliability and validity
• sampling
Ethical considerations
3, 6-8
Planning and preparing for
your research.
Week 3
18 March Design of a survey instrument 10
Design questions for
constructs
Week 4
25 March
Quantitative data analysis 1:
Answering research questions
using descriptive statistics,
correlation and regression
Note: Friday this week is Good
Friday holiday.
Creswell
13, Yin
Hands on SPSS.
Mid-Session Break: Week 1-7 April
Week 5
8 April
Quantitative data analysis 2: Path
modeling using PLS
Hands on plsgraph
Week 6
15 April Designing a case study – protocols
and interview guides
13, Yin Develop interview guidelines
for a question.
Hands on with NiVivo
Week 7
22 April
Qualitative data analysis 1: Open,
axial and selective coding. (Dr
Michael Calahane)
Note: Thursday this week is Anzac
Day holiday.
15
3 selected research designs
will be presented.
Data analysis report due 24
April in workshop.
Week 8
29 April
Qualitative data analysis 2:
Repertory Grid Techniques
10 Hands on RepGrid
interviewing.
Week 9
6 May
Manipulation 1:
Design and conduct of experiments
9
Designing an experiment,
protocols, variables.
Quantitative instrument
design due 8 May in
workshop.
Week 10
13 May
Manipulation 2: Action research
and design science
Examining published papers
using these methodologies.
Week 11
20 May
Mixed Methods
Creswell Examining examples of mixed
designs.
Qualitative instrument
design due 22 May.
Week 12
27 May
Reporting research Individual presentations of
research design and
instrument.
Week 13
3 June
Continue on presentations.
Note that the course schedule is subject to change.