HOLY ANGEL UNIVERSITY
SCHOOL OF BUSINESS AND ACCOUNTANCY Graduate School of Business
Doctor of Business Management
COURSE OUTLINE: Advanced Research Methods (DBMMETHRES) FACULTY: JOHN PAOLO R. RIVERA, Ph.D.
First Trimester, SY 2016-2017
HOLY ANGEL UNIVERSITY VMGOS
Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.
Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.
Core Values: Christ-Centeredness, Integrity, Excellence, Community, and Societal Responsibility Strategic Objectives:
1. Academic Quality and Organizational Excellence 2. Authentic Instrument for Countryside Development 3. Great University to Work for
4. Faithful Catholic Education
GRADUATE SCHOOL OF BUSINESS VMGOS Vision Statement
A premiere graduate business education in the Asia-Pacific Region dedicated to helping professional, entrepreneurs and public servants become competent and socially responsible leaders and to contribute to countryside development.
Mission
To provide advanced and high quality business education in the field of management, accountancy, entrepreneurship, public governance and hospitality to professionals and leaders through a wide range of relevant, educational experience.
Goal
To provide our sincerest service to our graduate students as we are committed to the shared ideals of integrity, excellence, community service and societal responsibility.
GSB Strategic Objectives
1. To offer programs that are more relevant and responsive to the shifting needs of the real world.
2. To promote practitioner-research oriented that will allow us to participate in the furtherance of knowledge and elevate our GSB programs to higher level of excellence.
3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.
4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.
5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.
DBM Program Educational Objectives
1. Students will be able to produce business research using multivariate analytical tools.
2. Students will be able to integrate the emerging topics and issues of organization in the global context.
3. Students will be able to solve problems arising from corporate finance using business analytical tools.
4. Students will be able to judge whether business practices conform to the ethical standards in business.
HAU Strategic Objectives GSB Strategic Objectives MBM
Program Educational Objectives
Institutional Students’
Learning Outcomes 1. Academic Quality and
Organizational Excellence
1. To offer programs that are more relevant and responsive to the shifting needs of the real world.
#1, #2, #3 and #4 Civic and Global Learning
Applied and Collaborative Learning
Critical and Creative Thinking
2. Authentic Instrument for 2. To promote practitioner- #1, #2, #3 and #4 Civic and Global
Countryside Development research oriented that will allow us to participate in the furtherance of knowledge and elevate our GSB programs to higher level of excellence.
Learning
Applied and Collaborative Learning
Critical and Creative Thinking
3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.
#1, #2, #3 and #4 Civic and Global Learning
Applied and Collaborative Learning
Communication and Interpersonal Skills
3. Great University to Work For 4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.
#5 Communication and
Interpersonal Skills
Valuing and Ethical Reasoning
4. Faithful Catholic Education 5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.
#5 Valuing and Ethical
Reasoning
Communication and Interpersonal Skills
COURSE LEARNING OUTCOMES
At the end of the course, the student should be able to:
1. Demonstrate a clear understanding of the fundamental concepts, techniques and processes of educational research.
2. Identify and discuss research designs.
3. Critique research designs in samples and scholarly journal articles.
4. Conceptualize and appreciate a research plan.
5. Be proficient in crafting research problems, hypothesis, literature review, and research frameworks at the doctoral level.
COURSE DESCRIPTION
This is a hands-on learning course where students are: (1) familiarized with a general approach for conducting a basic scientific research project and (2) expected to implement the process of doing research with the end result of producing an extensive review of related literature and a dissertation proposal.
NUMBER OF UNITS: 3 units COURSE REFERENCES
American Psychological Association (APA). (2010). Publication manual of the American Psychological Association (6th edition). Washington, DC: APA
Baunfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. Los Angeles: Sage Publications.
Burns, H. (2012). Visualizing social science research, maps, methods, and meaning. Journal of Mixed Method Research, 10(1080), 328-329.
Creswell, J.W., & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA:
Sage.
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd edition). Thousand Oaks, CA: Sage.
De Dios, E.S. (2003). Forms and functions: A guide to technical writing in Economics. Quezon City: University of the Philippines.
Denzin, N., & Lincoln, Y. (1994). Handbook of Qualitative Research. Sage Publications, London
DiPaola, M., & Tschannen-Moran. (2003). The principalship at a crossroads: A study of the conditions and concerns of principals. NASSP Bulletin, 87, 43-65.
Fraenkel, J., & Wallen, N. (1996). How to design and evaluate research in education (3rd edition). Singapore: McGraw- Hill, Inc.
Hodges, B.D. (2008). Discourse analysis. BMJ, 337(879).
Howe, K. (2012). Mixed methods, triangulation and causal explanation. Journal of Mixed Method Research, 337(6), 89-96.
McNiff, J., & Whitehead, J. (2002). Action research: Principles and practice (2nd edition). London; Routledge Falmer.
Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd edition). Thousand Oaks, CA: Sage.
Murname, R.J., & Willett, J. B. (2011). Methods matter: Improving causal inference in educational and social science research. New York: Oxford University Press.
Patton, M. (2002). Qualitative research and evaluation methods (3rd edition). Thousand Oaks, CA: Sage Publications.
Plata, S., Mirador, J., Dayag, D., & Chua, H. (2002). Thinking and writing research: A complete guide to independent research and paper writing. Manila: De La
Salle University.
Rees R., & Oliver, S. (2012) Stakeholder perspectives and participation in systematic reviews. In: Gough, D, Oliver, S, Thomas, J (Eds.). An Introduction to Systematic Reviews. London: Sage Publications Ltd
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research. Sage Publications, London
COURSE CONTENT
Topic Week Learning Activities
Understanding the Nature of Research 1. What is research?
a. Qualitative research
b. Quantitative and Empirical research 2. Data management
a. Different kinds of data (cross section, time series, panel, longitudinal) b. Organizing data in spreadsheets 3. Correlation versus Causation
4. Construct versus Variable 5. Modeling relationships
6. The basic components of scientific research 7. Conceptualization and formulation of a
research problem
8. Creating a title, writing an abstract, selecting keywords
1 Syllabus Discussion, Group Dynamics, Expectations Setting, Lecture, Discussion, Conceptualization of proposed topic
Topic Week Learning Activities Choosing and Evaluating Topics for Research /
Finding a Research Focus
1. Ethical aspects of scientific research 2. Conducting a review of related literature 3. Creating a literature map
4. Identifying research gaps
5. Refining the chosen topic and preliminary data gathering
2
Lecture, Discussion, Recitation, Critique Deliverable: A proposed research topic (with working title, draft abstract, and research problem)
Familiarization with Various Research Methodology
1. Planning your research design a. Creating a concept map
2. Importance of theoretical foundations in research and the development of conceptual framework
3. Writing the operational framework and methodology
4. Creating a survey design
a. Population, Sample, Data Sampling b. Data Collection, Data Gathering
Procedures
c. Instruments for Data Collection 5. Understanding the role of ordinary least
squares in quantitative research
3
Lecture, Discussion, Recitation, Critique Deliverable: A preliminary draft of Chapter 1 (Introduction)
Coherence and Cohesiveness of the Research 1. Preparation of research drafts
2. Preparation of results and discussion, conclusions, and recommendations 3. Preparation of reference list and citation 4. Tips of technical writing and Writeshop
4
Lecture, Discussion, Recitation, Critique Deliverable: A revised draft of Chapter 1
(Introduction) and a preliminary draft of Chapter 2 (Review of Related Literature)
Summing Up
1. Critique of research drafts
2. Writeshop 5
Lecture, Discussion, Recitation, Critique
Deliverable: A final draft of Chapter 1 (Introduction), revised draft of Chapter 2 (Review of Related
Topic Week Learning Activities
Literature), and preliminary draft of Chapter 3 (Framework)
EXPECTATIONS FROM STUDENTS
Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions.
Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s handbook.
ACADEMIC INTEGRITY POLICY
It is the mission of HAU to train its students in the highest levels of professionalism and integrity. In support of this goal, academic integrity is highly valued at HAU and violations are considered serious offenses.
Examples of violations of academic integrity include, but are not limited to, the following:
Plagiarism - using ideas, data or language of another without specific or proper acknowledgement. Example:
Copying text from a web site without quoting or properly citing the page URL, paraphrasing a source’s spoken or written words without attribution, etc. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf. For citation styles, students may refer to
http://www.indiana.edu/~wts/pamphlets/apa_style.pdf .
Cheating - using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade, etc.
Fabrication - submitting contrived or improperly altered information in any academic requirement. Examples:
Making up data for a research project, changing data to bias its interpretation, citing nonexistent articles, contriving sources, etc.
Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at: http://www.upenn.edu/almanac/v43/n03/codechar.html.
POLICY ON ABSENCES
1. A student who incurs two (2) absences in any subject shall be given a mark of “FA” as his final rating for the trimester, regardless of his performance in the class.
2. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.
COURSE ASSESSMENT
Final Paper (Dissertation Proposal) 60%
Introduction 20%
Review of Related Literature 20%
Framework 20%
Assignments and Drafts 20%
Class Participation 20%
GRADING SYSTEM
Numerical Grade Percentage Letter Grade Classification
1.00 >97 A Outstanding
1.25 94-96 A- Excellent
1.50 91-93 B+ Superior
1.75 88-90 B Very Good
2.00 85-87 B- Good
5.00 <85 C Failed
6.00 FA Failure due to absences
8.00 UW Unauthorized Withdrawal
9.00 DRP Dropped with Permission
EVALUATION RUBRIC
CATEGORY EXEMPLARY
4 SATISFACTORY
3 DEVELOPING
2 BEGINNING
1 Reflection/
critique/ learning papers
Work presented and well- organized; covers
significant issues with empirically-base arguments beyond expectations
Significant issues covered in work are organized, with empirical support within expectation
Significant issues are not properly
organized and arguments mostly opinionated
Work has basic ideas randomly presented with minimum arguments Oral Presentation Student demonstrates full
knowledge by answering all class questions with explanations and elaboration.
Student presents information in logical, interesting sequence which audience can follow.
Student is at ease with expected answers to all questions, without elaboration. Student presents information in logical sequence which audience can follow.
Student is
uncomfortable with information and is able to answer only rudimentary
questions. Audience has difficulty
following presentation because student jumps around.
Student does not have grasp of information;
student cannot answer questions about subject.
Audience cannot understand presentation because there is no sequence of information.
Research Prospectus
Clearly and concisely states the paper’s purpose in a single sentence, which is engaging, and thought provoking. The
introduction is engaging, states the main topic and previews the structure of the paper. Each
paragraph has thoughtful supporting detail
sentences that develop the main idea. Writer
demonstrates logical and subtle sequencing of ideas
Clearly states the paper’s purpose in a single
sentence. The
introduction states the main topic and previews the structure of the paper.
Each paragraph has sufficient supporting detail sentences that develop the main idea. Paragraph development present but not perfected. Some cited works, both text and visual, are done in the correct format.
States the paper’s purpose in a single sentence. The introduction states the main topic but does not adequately preview the structure of the paper. Each paragraph lacks supporting detail sentences. Logical organization;
organization of ideas not fully developed.
Few cited works,
Incomplete and/or unfocused. There is no clear
introduction or main topic and the structure of the paper is missing.
Each paragraph fails to develop the main idea. No evidence of structure or organization. No citations.
through well-developed paragraphs; transitions are used to enhance
organization. All cited works, both text and visual, are done in the correct format with no errors.
Inconsistencies evident. both text and visual, are done in the correct format.
Field Work Meticulous observation of detail that escapes the notice of most observers.
Can persuade others that the chosen steps for data collection will yield
optimum insight into the ecosystem
Collection of samples is consistent, and can explain the importance of this consistency. Makes multiple measurements over time, location or population to improve representation.
Individual measurement is repeated if necessary to improve data accuracy.
Fluent use of appropriate scales
and measures. Notes are meticulous, detailed and extensive.
Can describe and explain the steps for data
collection
Consistent collection of samples for varying populations, times or locations. Key
measurements over time, location and population are appropriate and largely complete.
Gaps in measurement do not call overall accuracy into question. Uses all scales and instruments accurately and
appropriately. Takes careful notes and organizes them appropriately. Uses appropriate digital recording technology to capture salient detail. It would be possible for someone to use the same procedures to replicate the measurements, observations or
Can describe steps for data collection, but may be unable to explain the steps clearly.
Collects samples for varying populations, times or locations with some
consistency. Some key measurements may be missing, or some may be inappropriate.
Unsystematic approach to
measurement calls accuracy into question
Some confusion about the appropriate use of scales and instruments. Field notes and sketches lack extensive detail Limited use of digital
Unable to describe and explain steps for data collection:
where, when, why.
Sampling is inconsistent and unsystematic.
Takes minimal measurement, or misses many key measurements over time, location and population Does not understand different scales and instruments required for measurement.
Field notes and sketches are disorganized and lack detail
Technology such as digital cameras and other
Creative use of digital recording technology to capture a wide range of salient detail.
Someone using the same procedures could be confident in replicating the measurements,
observations or conclusions. Makes sophisticated and insightful connections between field data and other sources of
information gained through research.
conclusions. Makes accurate and interesting connections between field data and other sources of information gained
through research.
Analysis indicates some insight into the complexity and interdependence of variables.
recording devices. It would be difficult for someone to use the same procedures to replicate the
measurements, observations or conclusions.
Makes appropriate connections between field data and other sources of
information gained through research.
Analysis is accurate, but incomplete in some regards.
recording devices are not used appropriately It would not be possible for
someone following procedures
outlined in notes to replicate the
measurements, observations or conclusion.
Makes sketchy, superficial or inaccurate connections between field data and other sources of information gained through research.
