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|
Type: |
OB | Curs: |
1 | Period: |
S semester |
ECTS Credits: |
2.5 ECTS |
Group | Teacher | Department | Language |
---|---|---|---|
Joan M. Batista Foguet | Dirección de Personas y Organización | ENG |
13. Learn to design a specific research project in business management-related areas |
7. Ability to synthesise and generalise information |
27. Ability to work independently |
29. Focused on quality |
6. Ability to reason analytically and reflectively |
9. Ability to apply knowledge to research and innovation in specific business management areas |
24. Ability to work in an international setting |
11. Skillful in the use of quantitative methods |
21. Interpersonal skills |
22. Ability to work in multidisciplinary and multicultural teams |
18. Decision-making skills |
13 | 7 | 27 | 29 | 6 | 9 | 24 | 11 | 21 | 22 | 18 | |
writing assigment. Critical Review | |||||||||||
Class participation | |||||||||||
two Quiz | |||||||||||
Online identification sessions | |||||||||||
teamwork. Peer evaluation |
1. Introduction-Sources of knowledge. Rationalistic Approach. What¿s Science and what¿s not?-Theories, Research questions and hypotheses. Research perspectives and Designs -The logic of research. Quantitative Research Design: Experimental, Quasi-Experimental & Non-Experimental - Basic terms of Research design. Units, time, outcomes and settings, design evaluation. |
2. Research methods. Research and Causality- The scientific method and its characteristics. Putting Theories to the Test and rule out other explanations- The variables in the research and sources of variation. Statistical Significance. Research design aims - The research phases |
3. The research designs. Validity and its threats- Validity of the research and its threats: Typologies of Cook and Campbell, and Kish- Validity of the statistical conclusions - Internal validity - Construct validity: of causes and of effects - External validity - Threats to each type of validity |
4. Experimental designs- Classification of the designs: Kirk¿s classification (1995)- Randomness and assignment - Confounding effect - The designs and the control of the error variance - Explanation of some of the most frequent designs: between and intrasubject and mixed |
5. Quasi-experimental designs- Concept and Classification- Non-equivalent groups - With both control group and pre-test - Lacking either a control group or a pre-test - Two common QE designs: Regression Discontinuity & Interrupted time series - Relationships among Pre and Post designs- Enhancing design inference - Designing designs for research |
6. Introduction to the Meta-analysis- Basic concepts & The logic of Meta-analysis. Purpose and requirements.- Benefits and Drawbacks - Steps in Meta-analysis. From deciding the research question to sensitivity analysis - Potential sources of bias |
1 | 2 | 3 | 4 | 5 | 6 | |
writing assigment. Critical Review | ||||||
Class participation | ||||||
two Quiz | ||||||
Online identification sessions | ||||||
teamwork. Peer evaluation |
Description | % |
---|---|
writing assigment. Critical Review | 35 |
Class participation | 10 |
two Quiz | 30 |
Online identification sessions | 10 |
teamwork. Peer evaluation | 15 |
Group | Teacher | Department |
---|---|---|
Joan M. Batista Foguet | Dirección de Personas y Organización |