Methods of Research

Ateneo Graduate School of Business
Rockwell Center, Makati City

METHODS OF RESEARCH

Ateneo-Standard MBA Program

Revised: J une 2010

Methods of Research
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ECONOMICS AND RESEARCH CLUSTER
Rockwell Center, Makati City

COURSE TITLE: METHODS OF RESEARCH

COURSE CODE: METRES

COURSE DESCRIPTION:

The course offers students basic knowledge and skills to undertake, present, and evaluate
research concerning management problems of for-profit and not-for-profit organizations. The
course is designed to enable students to apply what they learn about business research in
their other MBA courses and in their own work place.

A general framework of research integrates Lonergans basic principles of the dynamic
structure of human knowing with business research process, functions of theory in research,
and ethics in business research. This general framework creates a learning environment
that promotes critical thinking and analytical skills of students studying business research.

The course gives students opportunities to learn and apply different types of research
designs used in business research. The course guides the students how to select and use
the appropriate methods of collecting and analyzing data and information to meet research
objectives. Research topics are about customers, suppliers, employees, operations,
financial issues and other management problems of business units or organizations.

COURSE OBJECTIVES:

Upon successful completion of this course, students are expected to competently:

1. Explain how knowledge in business research, as in any other life situations, involves
experience, understanding, and judgment;

2. Understand theorys functions directing attention, organizing experience, and enabling
useful responses and apply these functions and related concepts in their research
work;

3. Describe the ethical issues in business research and know how to handle relevant
ethical issues in their own exploratory research study;

4. Conduct and write a report on their own exploratory research study concerning a real-life
management problem in their work place. Any topic about customers, suppliers,
employees, operations, financial, or other related topic can be considered.
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5. Describe the specific process and procedures required in doing research, using any
research design (focus group discussion, experience survey [or interview of a business
leader or expert], survey, observation, experimentation, or case study research); specific
approaches shall be discussed on the idiosyncrasies of the lower market segments;

6. Evaluate at least one research study that uses one research design (that is, focus group
discussion, experience survey [or interview of a business leader or expert], survey,
observation, experimentation, or case study research); and

7. Explain the concept of Mulat Diwa and appreciate ones power to make a change
through knowledge of research.

COURSE OUTLINE:

Topic Sessions

I. General framework of research:
Meaning, purpose, value and ethical issues of business research
Basic principles of Lonergans dynamic structure of human knowing
Functions of theory in research
Business research process

1 to 4

1

2
3
4

II. Sources, measurement, and analysis of data:
Measures of data and sources of information
Data analysis and presentation of results

5 to 6
5
6

III. Research designs
Overview of research designs
Qualitative research: focus group discussion and experience survey
Survey research
Experimentation research
Special Topics: case study research and observation research

8 to 12
8
9
10
11
12

IV. Presentation in class of selected students own exploratory
Research

13 and 14

V. Examinations
Mid-term examinations
Final examinations

7
15

COURSE REQUIREMENTS:
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1. ATTENDANCE:
The class for this course meets one hour and 45 minutes, once a week, for 15 weeks.
Students are expected to come to class on time and be present in class for at least 12
sessions. If an absence can not be avoided, he/she should inform the professor at least
one week before.

Schedule of presentation in class, agreed upon by both the students and professor, is
strictly enforced.

2. WRITTEN ASSIGNMENTS:
Students are required to follow the format and guidelines given by the professor for all
written reports and/or papers. They are expected to write legibly, logically and
coherently, using the standard English language. All written work must be submitted on
time, and will be graded lower, for late submission. AGSB recommends the use of
standard style guides with preference to that of the American Psychological Association
(APA). The following websites are suggested as guide references:
http://www.aresearchguide.com/styleguides.html
http://apastyle.org/electref.html
http://www.bedfordstrmartins.com/online/shrttoc.html

3. PRESENTATION IN CLASS:
Students are required to follow the format and guidelines given by the professor for all
their presentations in class. Each presentation should not be more than 30 minutes in
order to allow time for discussion and clarification of issues raised. Students must use
the appropriate presentation materials and graphics in their presentation. Presenters are
encouraged to give their classmates handouts, in hard copies or through e-mail.
Students can use the facilities computer equipment and internet connections for their
presentation.

4. TEAM WORK AND STUDY GROUPS:
The course uses various facilitation techniques that give students opportunities to learn
and share their experience with their classmates. Students are encouraged to form study
groups and communicate with each other outside the classroom by forming an E-group
for the class.

This course requires students to form teams in order to conduct, write, and present their
exploratory research, as well as to present or evaluate a formal study research in class.

A major requirement for this course is for students to submit a research study on social
or national issues and concerns. They have the option to choose any of the methodology
that they deemed appropriate. It is important that they provide recommendations which
are feasible. This will be a group report.

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INTEGRATION AND METHODOLOGY:

Students who take this course are expected to have basic knowledge and skills in Statistics
sampling design, tables and graphs, logic of hypothesis testing, as well as basic measures
of central tendencies, and associations. Students can learn more from this course if they
have completed their courses in Statistics, Business communication, and at least one
management course.

In this course, the professor uses various facilitation techniques and interactive methods to
provide the best learning environment possible, given the students educational background,
work experience, and time constraints. Topics assigned to students are based on these
given conditions, as well as on their expressed interests and demonstrated capabilities.

This syllabus serves as a guide to students and the professor. Nevertheless, the professor
may introduce new topics and modify certain lessons in order to enable students to learn
more about business research and its application in their workplace.

GRADING CRITERIA:

Grades of students are determined by their individual work (50 percent of final grade) and
their group work (also 50 percent).

Individual work consists of a combination of the following: assignments, examinations
(quizzes, and/or mid-term and final examinations), class participation, attendance, and/or
papers.

Group work consists of the students research project and presentation of the project report
in class.

ACADEMIC INTEGRITY POLICY:

Each learner is responsible to know the standards of conduct and expectations of academic
integrity that apply to academic undertakings. Academic dishonesty will not be tolerated and
will result in the maximum penalty allowable as defined in the Student Guidebook. The
following are considered serious violations by the student guidebook:
Cheating during exams.
Submitting spurious reports copied from previous materials other than his/her own.
Plagiarism.

In understanding what constitutes Plagiarism, see the following sites:
http://www.engl.niu.edu/comskills/students/plagiarism/Plagiarism.html
http://www.monet.k12.ca.us/Challenge/Plagiarism/Plagiarism.htm

In addition to those stated in the Guidebook, the following are examples of academic
dishonesty that are pertinent to the requirement of this course:
Copying another students work, including assignments and reports;
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Use of crib sheets or other hidden note for a quiz or an exam; and
Receiving assistance from anyone else for take-home quizzes.

MATERIALS OF INSTRUCTION:

1. Textbook: Cooper, Donald R. and Schindler, Pamela S.
BUSINESS RESEARCH METHODS, 10
TH
EDITION
International Edition, McGraw Hill 2008

2. Supplementary Materials: Saunders, Mark N.K., Thornhill, Adrian, Lewis, Philip
RESEARCH METHODS FOR BUSINESS
STUDENTS, 5
TH
EDITION
Prentice Hall 2009

Yin, Robert K.
Case Study Research Designs and Methods
(Applied Social Research Methods), 4
th
EDITION
Sage Publishing 2008

Bryman, Alan, and Bell, Emma
BUSINESS RESEARCH METHODS
Oxford University Press 2007

Marketing Research, J oseph F. Hair
McGraw-Hill Australia, 2008

McBurney Donald H. and White, Theresa L.
RESEARCH METHODS, 7
TH
EDITION
Thomson 2007

Journal of Business Research Starting with year
2000 issues.

3. Web References:

The following APS online library resources are available for access:
a. EBSCO
b. Hoovers
(See Appendices A & B)

The following internet resources can also be used:

http://gsociology.icaap.org/methods/

This page lists FREE resources for methods
in evaluation and social research. The focus
is on "how-to" do evaluation research and the
methods used: surveys, focus groups,
sampling, interviews, and other methods.
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Most of these links are to resources that can
be read over the web.
http://bubl.ac.uk/link/r/researchmethods.htm BUBL LINK Catalogue: Selected Internet
resources covering all academic subject
areas.
http://homepage.ntlworld.com/l.mayoux/Pag
e3_Orglearning/Resmeth/ResMeth.htm

Research methods are conventionally divided
into quantitative, qualitative and participatory
each with differing underlying approaches,
tools and techniques. Quantitative, qualitative
and participatory approaches have different
disciplinary origins, developed distinctive tools
and each has developed its critique of the
other approaches.
http://www.marketingpower.com/AboutAMA/
Pages/AMA%20Publications/AMA%20JOurn
als/Journal%20of%20Marketing%20Researc
h/JournalofMarketingResearch.aspx
Journal of Marketing Research concentrates
on the subject of marketing research, from its
philosophy, concepts, and theories to its
methods, techniques
http://www.intute.ac.uk/ A free online service that helps you to find the
best web resources for your studies and
research, with millions of resources available
in the internet. This includes Business and
management, communication and media
studies, social sciences, psychology,
education and research and a lot more.
http://www.managementhelp.org/evaluatn/fnl
_eval.htm
A Free Management that Library provides
easy-to-access, clutter-free, comprehensive
resources regarding the leadership and
management of yourself, other individuals,
groups and organizations. Content is relevant
to the vast majority of people, whether they
are in large or small for-profit or nonprofit
organizations. Over the past 15 years, the
Library has grown to be one of the world's
largest well-organized collections of these
types of resources.

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SESSION 1

INTRODUCTION

Assignment to be completed prior to session 1:

1. Read this syllabus on Methods of Research and prepare to answer on what and how
students are expected to learn from this course. Also prepare questions to ask the
professor on details concerning course objectives, content, and requirements.

2. Write the following information about oneself: (a) nickname; (b) the list of MBA courses
already completed; (c) The list of MBA courses now being taken this trimester; (d) what
was the last research course studied and when; (e) a brief description of the company
where the student is now working; (f) the duties and responsibilities of his or her current
job. If not employed, describe former company and job to answer (e) and (f) above.

3. Read Chapter 1 (Research in Business) of the textbook by Cooper and Schindler (10
th

Edition, 2008). Prepare to discuss in class the definition, purpose, different types, and
good characteristic of business research, as well as the answer to question number 7 on
page 22.

4. Read Chapter 2 (Ethics in Business Research) of the textbook by Cooper and Schindler
(10th Edition, 2008). Prepare to discuss in class ethical issues concerning participants,
researchers, and research sponsors as well as the answer to question number 3 on
page 52; and answer to question number 4 on page 53.

Learning Objectives:

At the end of this session, students are expected to competently:

1. Understand the content, objectives, and requirements of this course;

2. Explain what business research means, its value to management, and the qualities that
define good business research; and

3. Describe how ethical issues are handled in business research and how to select relevant
ethical issues to consider in their own exploratory research study.

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Activities:

1. Professor starts the session by distributing the class cards for the students to fill out and
by giving the program of activities and expected outputs for this session.

2. Students and professor introduce themselves to each other.

3. Leveling of expectations: an interactive discussion, among the professor and the
students, to clarify issues regarding the objectives, content, and requirements of the
course. The professor or a student acts as moderator.

4. Students, individually or in groups, answer and discuss questions about the following:

a. Definition of business research;

b. Types of business research;

c. Value of research skills in business;

d. Question number 7 on page 22 about the qualities of good research;

e. Ethical issues concerning participants, researcher, and sponsor in business
research; Question number 3 on page 52;

f. Question number 4 on page 53 about data mining; and

g. Guidelines on how to determine the ethical issues relevant to ones own exploratory
research work for this course.

5. Professor clarifies issues concerning topics a to g listed above.

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SESSION 2

BASIC PRINCIPLES OF LONERGANS DYNAMIC
STRUCTURE OF HUMAN KNOWING

Assignments to be completed prior to session 2:

1. Write a one or two-page paper or report on lessons learned in Session 1 and seek to
apply these in ones profession or business. Answer the question or questions given by
the professor.

2. Read the following:

a. Excerpts from Hugo Maynell (2
nd
Edition), an Introduction to the Philosophy of
Bernard Lonergan. Toronto: University of Toronto Press. 1 to 5;
b. Excerpts from J oe Fitzpatrick (1996), The Structure of Cognition by Bernard
Lonergan, pages 1 to 9;
c. Styles of thinking, sources of knowledge, and the scientific method in pages 54 to 79
of the textbook by Cooper and Schindler (10
th
Edition, 2008)

3. Answer the questions given by the professor for discussion in Session 2.



1. Illustrate how one can gain knowledge about a problem or a situation, using Lonergans
dynamic structure of human knowing that involves experience, understanding, and
judgment;

2. Show how different sources of knowledge untested opinion, method of authority,
literary style, scientific method, and postulational style compare with Lonergans
dynamic structure of human knowing;

3. Explain why it is important to apply the scientific method in business research; and

4. Choose the research problem of their own exploratory research work for this course.

Activities:

1. The professor starts the session by giving: (a) a summary of important points discussed
and agreed upon during the previous session; (b) feedback of papers and/or reports
submitted by students during the previous sessions; and (c) the program of activities and
expected outputs for this session.

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2. Interactive discussion of the class, with professor as moderator, discuss and clarify
issues about the following:

a. Meaning of insight, experience, understanding, judgment, and reality in Lonergans
basic principles of human knowing;

b. Application of scientific method in business research; and

c. Guidelines on how to choose a research problem for students own exploratory
research work in this course.

3. Students, in groups of 3 to 5, discuss and agree on the following:

a. How one can Know about a problem or situation (to be chosen by the students
and/or professor), using Lonergans dynamic structure of human knowing that
involves experience, understanding, and judgment;

b. Why or why not a decision made by a person or group (to be decided by the students
and/or professor) shows flight understanding, as defined by Lonergan; and

c. Why sources of knowledge untested opinion, method of authority, literary style,
scientific method, and postulational style agree or not agree with Lonergans
dynamic structure of human knowing.

4. Groups present their answer in class and/or submit answers to the professor for
feedback.

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SESSION 3

FUNCTIONS OF THEORY IN RESEARCH


1. Write Team Report One, according to the format and guidelines given by the professor,
Team Report One of the students own exploratory research, describes: (a) The
research problem about any one topic i.e., customers, suppliers, employees,
operations, financial, and other related management aspect and (b) the importance of
the research problem to the business unit or organization.


a. Excerpts on the functions of theory in research from Mats Alvesson and Stanley
Deetz (2000). Doing Critical Management Research. Great Britain: Redwood Books.
Pages 37 to 47; and
b. Concepts, constructs, operational definition, independent and dependent variables,
propositions and hypotheses, and models on page 56 to 71 in the textbook by
Cooper and Schindler (10th Edition, 2008).

3. Answer questions given by the professor for discussion in session 3.



1. Give concrete examples of concepts, constructs, operational definition, independent and
dependent variables, propositions and hypotheses, and models used in business;

2. Explain the function of theory directing attention, organizing experience, and enabling
useful responses and why there are important in undertaking and evaluating business
research; and

3. Identify the conceptual or theoretical framework or model relevant to the research
problem of the teams exploratory research, in order to specify the studys investigative
questions and limitation of scope of the study.

Activities:

and agreed upon during the previous session; (b) feedback of papers and /or reports
submitted by the students during the previous session; and (c) the program of activities
and expected outputs for this session.

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2. Students, in groups of 3 to 5, discuss and answer questions that ask for the meaning
and concrete examples of concepts, constructs, operational definition, independent and
dependent variables, proposition and hypotheses, and models used in specific business
problems or situations (to be chosen by students and/or professor).

3. Interactive discussion, with professor as moderator, to ask and answer questions that
clarify the meaning and issues about the following:

a. Theory as a way of thinking;

b. Why and how theory directs attention, organizes experience, and enables useful
responses;

c. Guidelines on how to identify the conceptual or theoretical framework or model
relevant to the research problem; and

d. How to derive the specific investigative questions and limitation of scope of the study
from the framework or model relevant to the research problem.

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SESSION 4

BUSINESS RESEARCH PROCESS


1. Write a one or two-page paper or report on lessons learned in session 3 answering the
question or questions given by the professor.


a. Excerpts from J oe Fitzpatrick (1996), The Structure of Cognition by Bernard
Lonergan, pages 1 to 9; and

b. Chapter 4 (the Research Process: An Overview) and Chapter 20 (Presenting
Insights and Findings: Written and Oral Reports) in the textbook by Cooper and
Schindler (10
th
Edition)

3. Answer questions given by the professor for discussion in session 4.



1. Explain the business research process and know which procedures apply to formal
research and which to exploratory research;

2. Illustrate why and how doing and evaluating research work requires one to be a critical
realist, defined by Lonergan as one who is both an empiricist and an idealist at the same
time; and

3. Apply the steps and procedures needed to conduct, write, and present their own
exploratory research for this course.

Activities:

submitted by students during the previous session; (c) the program of activities and

2. Interactive discussion, with the professor as moderator, to ask and answer questions
that clarify the meaning and issues of the following:

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a. How and why human knowing that involves experience, understanding, and
judgment, according to Lonergan, requires one who gains knowledge to be both an
empiricist and an idealist at the same time;

b. What are the procedures and steps of the research process, from selecting the
research problem to writing and presenting the research report;

c. How formal research differ from exploratory research; and

d. What are the guidelines in writing and presenting the students own exploratory
research work for this course.

3. Students, in groups of 3 to 5, do the following:

a. Discuss and agree how to be a critical realist (that is, an empiricist and idealist at the
same time) in order to know about a problem or situation (to be chosen by students
and/or professor); and

b. Present the results of their group discussion in class and/or in a report to the
professor for feedback.

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SESSION 5

MEASURES OF DATA AND SOURCES OF INFORMATION


1. Write Team Report Two, according to the format and guidelines given by the professor.
Team Report Two of the students own exploratory research contains: (a) the conceptual
or theoretical framework or model relevant to the research problem; (b) the specific or
investigative questions of study; and (c) limitations of scope of the exploratory research.

2. Read the textbook by Cooper and Schindler (10th Edition, 2008) about the following:

a. Chapter 5 (Clarifying the Research Question through Secondary Data and
Exploration), pages 100 to 134

b. Data types and error sources of measurement, Chapters 11, 12, and 13 on pages
276 to 369

3. Answer questions given by professor for discussion in session 5.



1. Give concrete examples of data types nominal, ordinal, and ratio used in business
and illustrate what are the sources of error in measurement;

2. Evaluate sources of information used in their own exploratory research; and

3. Identify the sources of information and data relevant to research in a business setting
and related social, economic, and political issues.

Activities:


2. Interactive discussion, with professor as moderator, to ask and answer questions that
clarify the meaning and issues of the following:

a. Measurement and error sources in measuring nominal, ordinal, and ratio data;

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b. Various types of information sources available for business research and related
social, economic, and political issues;

c. Evaluation of an information sources according to its purpose, authority, scope,
audience, and format;

d. The influence of question content, question wording, response strategy, and
preliminary analysis planning on question construction; and

e. Evaluate sources of measurement questions.
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SESSION 6

DATA ANALYSIS AND PRESENTATION OF RESULTS


1. Prepare a one or two-page paper or report on lessons learned in session 5 answering
questions given by the professor.

2. Read about the statistical tools, used for analyzing data and presenting results of
analyses, chosen by the professor for review in Chapter 15, 16, 17, 18, and 19 in the
textbook by Cooper and Schindler (10th Edition, 2008).

3. Read (optional): Steve Stemler (2001), An overview of content analysis, in Practical
Assessment, Research & Evaluation. Pages 1 to 7.

4. Answer the questions given by the professor for discussion in session 6.



1. Explain useful statistical tools of data analysis and presentation in formal research and
exploratory research; and

2. Determine what statistical tools to apply in their own exploratory research for this course.

Activities:

submitted by students during the previous session; and (c) the program of activities and

2. Interactive discussion, with professor as moderator, to ask and answer questions about
the following:

a. Purpose and application of chosen statistical tools of data analyses in formal
research and exploratory research;

b. Relevant statistical tools for presentation of results of analysis in business research;
and

c. Guidelines on what statistical tools of data analyses and presentation of results can
be applied in the students own exploratory research.

3. Professor review topics to be studied for the mid-term examinations in session 7.
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SESSION 7

MID-TERM EXAMINATIONS

Assignment to be completed prior to session 7:

Review topics and study lessons for the mid-term examination.



1. Answer questions about topics and lessons of the previous 6 sessions;

2. Know which lessons they have not understood well; and

3. Make students aware of the issues that affect the country (i.e. poverty, corruption,
economy, etc.) to raise social consciousness among students; and eventually enable
them to formulate programs (which may be related to business) to address or lessen
these issues.

Activities:

1. Students take the written or oral mid-term examinations for about one and a half hours.

2. After the Mid-term exams, students will be introduced the concept of Mulat Diwa. The
written assignment for submission will be explained.

All groups will conduct a research study on issues which may be national or
social concerns using the methodologies they deem appropriate. After
conducting their research, they are expected to formulate programs which could
address or lessen the occurrence of these issues. A written report shall be
submitted to the professor on Session 12.

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SESSION 8

OVERVIEW OF RESEARCH DESIGNS


1. Five groups, each made up of 2 to 3 students, read about any one of the topics listed
below:

a. Classifications of research designs on Chapter 6 - pages 138 to 159 of textbook by
Cooper and Schindler (10th Edition, 2008) and other references given by the
professor;

b. Qualitative research designs on Chapter 7 - pages 160 to 189 of textbook by Cooper
and Schindler (10th Edition, 2008) and other references given by the professor;

c. Purpose, uses, advantages and disadvantages of survey methods on Chapter 9 -
pages 212 to 240, those of observation on Chapter 8 - pages 190 to 210, and those
of experimentation on Chapter 10 - pages 242 to 274 of Cooper and Schindler (10th
Edition, 2008);

d. Definition of case study research, designs and methods. How case study research
differs from other research designs on Chapter 1 of Yin (1994); and

e. General meaning of the criteria of construct validity, internal validity, external validity,
and reliability used in business research in pages 32 to 34 of Yin (1994), pages 289
to 295 of textbook by Cooper and Schindler (10th Edition, 2008), and other related
references given by the professor.

2. Each group of students answers questions given to by the professor about each of the
topics above.



1. Identify the types of research designs according to the form of the research questions,
time dimensions, and control of events;

2. Explain the purpose, uses, advantages and disadvantages of each type of research
design; and

3. Explain the general meaning of the criteria of construct validity, internal validity, external
validity, and reliability in business research; and

4. Discuss why construct validity and reliability are essential criteria of a good research
design in both formal and exploratory research.
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Activities:

1. The professor starts the session by giving: (a) feedback about the mid-term
examinations in session 7 and about papers and/or reports submitted by students during
the previous sessions; and (b) the program of activities and expected outputs for this
session.

2. The 5 groups of students present to the class their answer to questions about the
following:

a. Types of research design according to the form of research questions, time
dimensions, and control of events;
b. Types of qualitative designs, as well as the purpose, uses, advantages and
disadvantages of each type;
c. Purpose, uses, advantages and disadvantages of survey, observation, and
experimentation;
d. What case study research is all about and how it differs from other research designs;
and
e. The general meaning of the criteria construct validity, internal validity, external
validity and reliability of good research design and why construct validity and
reliability are essential criteria for both formal and exploratory research.

3. Professor clarifies issues discussed in class during the presentation by each group of
students.

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SESSION 9

QUALITATIVE RESEARCH: FOCUS GROUP DISCUSSION
AND EXPERIENCE SURVEY


1. Write Team Report Three, according to the format and guidelines given by professor.
Team report Three of the students own exploratory research:

a. Describes the research design used by the exploratory study;

b. Explain how the study tries to meet construct validity for each of its investigative or
specific research questions;

c. Gives the limitations of the study, based on the criterion of construct validity;

d. Explains how the study tries to meet the reliability criterion in selecting respondents
or informants and/or other information sources, collecting and analyzing data and
information;

e. Gives the limitations of the study, based on the reliability criterion; and

f. Explains how the researchers handle relevant ethical issues in their own exploratory
research.

2. For team of students assigned to present focus group discussion (FGD) in class:

a. Read relevant sections in Chapter 2 (Ethics in Business Research).

b. Read pages 160 to 188 - Chapter 7 of the textbook by Cooper and Schindler (10th
Edition, 2008); Anita Gibbs, Focus Groups, in Social Research Update.

c. Answer questions about the purpose of FGD, role of moderator, selection of
participants, relevant ethical issues, and guidelines on how to conduct an FGD.

d. Prepare to conduct an FGD in class on a topic approved by the professor.

e. Select less than 10 participants among the class students who are familiar with the
chosen research topic.

3. For the team assigned to present experience survey (or interview of a business leader or
expert):

a. Read topic on Experience Survey on pages 148 to 149, pages 214 to 221 Chapter 2
(Ethics), 12 and 13 (Measurement Scales, Questionnaires and Instruments) of
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Cooper and Schindler (10th Edition, 2008); and other references on personal
interviews.

b. Select a video presentation (from CNN, CNBC, or any business news channel)
lasting 15 minutes of an interview of a business leader or expert and consult
professor about the video presentation.

c. Answer questions about what the video interview is all about: (a) research problem
and its importance; (b) qualities of the interviewer and interviewee; (c) evaluation of
questions asked in terms of question content and related issues, as well as content
wording and related issues; and (d) how ethical issues were handled in the interview.



1. Know how FGD is conducted and how the interaction of the moderator and participants
generated the information needed to meet the research objective of the FGD; and/or

2. Evaluate questions asked in a personal interview, in terms of the issues relevant to
question content and question wording.

Activities:

I. The professor starts the session by giving: (a) a summary of important points discussed

II. For focus group discuss (FGD)

1. The class is organized into 5 groups, namely, the team members, the participants of
the FGD, and 3 groups of observers (group A, B, and C).

2. The team assigned to present FGD does the following:

a. Presents to the class what FGD is all about its purpose, role of moderator,
selection of participants and important points to consider in handling ethical
issues and conducting an FGD;

b. Demonstrates how to conduct an FGD on a research topic approved by the
professor, with less than 10 students as participants; and

c. Submits, next session, a report on the FGD conducted in class to the professor.

3. After the conduct of FGD, groups of observers do the following:

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June 2010
23
a. Group A evaluates the participants and how they interacted during the FGD;

b. Group B evaluates how well (or not well) the moderator conducted the FGD; and

c. Group C evaluates why and how the FGD achieved (or not achieve) the research
objectives of the team.

III. For experience survey

1. For the team assigned to present experience survey:

a. Present to the class the 15-minute, video presentation of an interview of a
business leader or expert; and

b. Explain to the class the research objective, importance, qualities of interviewer
and interviewee, an evaluation of each of the questions asked in the personal
interview, in terms of the issues related to question wording and question
content.

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June 2010
24
SESSION 10

SURVEY RESEARCH


1. Write a one or two page paper or report on the lessons learned in session 9 and strive to
apply these in ones profession or business. Answer the question or questions given by
the professor.

2. The student or team of students, who are assigned to present survey research and
those assigned to evaluate the same survey research, do the following:

a. Select a formal research study, which uses survey as the dominant research
designed and done by the professional researchers, in the Journal of Business
Research or similar international publications; and consult professor about selected
study.
b. Read relevant sections in Chapter 2 (Ethics in Business Research), Chapter 14
(Sampling), Chapter 11 (Measurement), Chapter 12 (Measurement Scales), Chapter
9 (Survey Methods), and Chapter 13 (Questionnaires and Instruments) of the
textbook by Cooper and Schindler (10th Edition, 2008); and other references on data
analysis in survey research.

3. The student or team of students, who are assigned to present the selected survey
research, answer questions about the following:

a. What the research problem is and the specific or investigative questions of the study
are;
b. How the survey was conducted, in terms of the mode of communication, designed of
instrument or questionnaire, sampling design, data collection, statistical analyses,
presentation of findings in tables and graphs;
c. How the survey handled relevant ethical issues; and
d. What the findings, conclusions, and recommendations of the study are.

4. The student or team of students, who are assigned to evaluate the selected survey

a. Who the researchers are, their reputation and integrity;
b. Why researchers chose survey designed and not other research designed;
c. Why or why not the study meets the criteria of construct validity, internal validity,
external validity, and reliability;
d. What the limitations of the study are and whether or not frankly revealed by
researchers;
e. Whether or not findings were presented unambiguously; and
f. Whether or not the conclusions and recommendations were justified.

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June 2010
25


1. Understand the process and procedures involved in undertaking formal research that
uses survey as the dominant research designed; and

2. Explain what to consider when evaluating a formal research study that uses survey as
the dominant research design.

Activities:

submitted by students during the previous sessions; and (c) the program of activities and

2. The student or team of students, who are assigned to present the selected survey
research, explains to the class their answers to questions about the following:

a. What the research problem is and the specific or investigative questions of the study
are;
b. How the survey was conducted, in terms of the mode of communication, design of
instrument or questionnaire, sampling design, data collection, statistical analyses,
presentation of findings in tables and graphs;
c. How the survey handled relevant ethical issues; and

3. The student or team of students, who are assigned to evaluate the selected survey
research, explains to the class their answers to questions about the following:

b. Why researchers chose survey design and not other research design;
researchers;

4. The professor clarifies issues raised during the presentation and evaluation of the
selected survey research.

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26
SESSION 11

EXPERIMENTATION RESEARCH


1. Write a one or two-page paper or report on the lessons learned in session 10, answering
the question or questions given by the professor.

2. The student or team of students, who are assigned to present experimentation research
and those assigned to evaluate the same experimentation research, do the following:

a. Select a formal research study, which uses experimentation as the dominant
research design and done by professional researchers, in the Journal of Business
study.
(Sampling), Chapter 11 (Measurement), Chapter 12 (Measurement Scales), Chapter
10 (Experimentation), Chapter 17 (Hypothesis Testing), and Chapter 19 (Multivariate
Analysis: An Overview) of the textbook by Cooper and Schindler (10th Edition,
2008); Chong-ho Yu, Experiment and Non-experiment; and other references on
data analysis in experimentation research.

3. The student or team of students, who are assigned to present the selected
experimentation research, answer questions about the following:

a. What the research problem is and the specific or investigative questions of the study;
b. How the experiment was conducted selecting relevant variables, specifying the
levels of treatment, controlling the experimental environment, choosing the
experimental design, selecting and assigning subjects, pilot testing, revising and
testing, and analyzing the data;
c. How the experiment handled relevant ethical issues; and
d. What the finding conclusions, and recommendations of the study are.

4. The student or team of students, who are assigned to evaluate the selected
experimentation research, answer questions about the following:

a. Who the researcher are, their reputation and integrity;
b. Why researchers chose experimentation design and not other research design;
researchers;

Methods of Research
June 2010
27


uses experimentation as the dominant research design; and

2. Explain what to consider when evaluating a formal research study that uses
experimentation as the dominant research design.

Activities:


2. The student or team of students, who are assigned to present the selected
experimentation research, explains in class their answers to questions about the
following:

b. How the experiment was conducted selecting relevant variables, specifying the
levels of treatment, controlling the experimental environment, choosing the
experimental design, selecting and assigning subjects, pilot testing, revising and
testing, and analyzing the data;
c. How the experiment handled relevant ethical issues; and

3. The student or team of students, who are assigned to evaluate the selected
experimentation research, explain in class their answer to questions about the following:

b. Why researchers chose experimentation design and not other research design;
external validity, and reliability.
researchers;

selected experimentation research.

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28
SESSION 12

SPECIAL TOPICS: CASE STUDY RESEARCH
AND OBSERVATION RESEARCH

Assignments to be completed prior to session 12

1. Write Team Report Four, according to the format and guidelines given by the professor.
Team Report Four of the students own exploratory research:

a. Consolidates Team Reports One, Two, and Three;
b. Present the findings, which answer the investigative or specific research questions of
the study, using tables and graphs;
c. Gives the conclusions, which are the implications of the findings; and
d. Suggests recommendations for further research about the research problem of the
students own exploratory study.

2. Prepare a one or two-page paper or report on the lesson learned in session 11,
answering the question or questions given by professor.

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FOR CASE STUDY RESEARCH


1. The Student or team of students, who are assigned to present case study research and
those assigned to evaluate the same case study research, do the following:

a. Select a formal research study, which uses case study research as the dominant
research design and done by professional researchers, in the Journal of Business
study.

(Sampling), Chapter 12 (Measurement Scales), Chapter 17 (Hypothesis Testing),
and Chapter 19 (Multivariate Analysis: An Overview) of textbook by Cooper and
Schindler (10th Edition, 2008).

c. Read Chapter 1 (Introduction) and Chapter 2 (Designing Case Studies) of Yin
(1994), Case Study Research: Design and Methods; and other references on case
study research.

2. The student or team of students, who are assigned to present the selected case study

b. How the case study was conducted in terms of the 5 components of the case study
research designed the studys question, its propositions (if any), its unit or units of
analysis, the logic linking data to the proposition, and criteria for interpreting the
findings;
c. How the case study research handled relevant ethical issues; and

3. The student or team of students, who are assigned to evaluate the selected case study

b. Why researchers chose case study research design and not other research design.
researchers;

Methods of Research
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30


uses case study research as the dominant research design; and

2. Explain what to consider when evaluating a formal research study that uses case study
research as the dominant research design.

Activities:


2. The student or team of students, who are assigned to present the selected case study
research, explains in class their answers to questions about the following:

b. How the case study was conducted in terms of the 5 components of the case study
research design the studys question, its propositions (if any), its unit or units of
analysis, the logic linking data to the proposition, and criteria for interpreting the
findings;
c. How the case study research handled relevant ethical issues; and

3. The student or team of students, who are assigned to evaluate the selected case study
research, explain in class their answer to questions about the following:

b. Why researchers chose case study research design and not other research design;
researchers;

selected case study research.
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31
FOR NON-BEHAVIORAL OBSERVATION RESEARCH


1. The student or team of students, who are assigned to present non-behavioral
observation research and those assigned to evaluate the same non-behavioral
observation research, do the following:

a. Select a formal research study, which uses non-behavioral observation as the
dominant research design and done by professional researchers, in the Journal of
Business Research or similar international publications; and consult professor about
selected study.
(Observational Studies), Chapter 12 (Measurement Scales), Chapter 14 (Sampling),
and Chapter 17 (Hypothesis Testing), and Chapter 18 (Measures of Association) of
textbook by Cooper and Schindler (10th Edition, 2008); and other references on non-
behavioral observation research.

2. The student or team of students, who are assigned to present the selected non-
behavioral observation research, answer questions about the following:

b. How the observation research study was conducted in terms the studys question,
its conceptual framework or model, its unit or units of analysis, choice of time period
and place, data collection, statistical tools of data analysis and presentation;
c. How the observation study handled relevant ethical issues; and

3. The student or team of students, who are assigned to evaluate the selected non-
behavioral observation research, answer questions about the following:

b. Why researchers chose non-behavioral observation design and not other research
design;
researchers;

Methods of Research
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32


uses non-behavioral observation research as the dominant research design; and

2. Explain what to consider when evaluating a formal research study that uses non-
behavioral research as the dominant research design.

Activities:


2. The student or team of students, who are assigned to present the selected non-
behavioral observation research, explains in class their answers to questions about the
following:

b. How the observation research study was conducted in terms the studys question,
its conceptual framework or model, its units of analysis, choice of time period and
place, data collection, statistical tools of data analyses and presentation;
c. How the observation study handled relevant ethical issues; and
d. What the findings, conclusions and recommendations of the study are.

3. The student or team of students, who are assigned to evaluate the selected non-
behavioral observation research, explain in class their answers to questions about the
following:

b. Why researchers chose non-behavioral observation research design and not other
research design;
researchers;

selected non-behavioral observation research.

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33
SESSION 13

PRESENTATION IN CLASS OF SELECTED STUDENTS OWN
EXPLORATORY RESEARCH


1. Write a one or two page paper or report on the lessons learned in session 12, answering
the question or questions given by the professor.

2. Two students or two teams of students, who are selected to present their own
exploratory research in class, do the following:

a. Make revisions to their final report (Team Report Four of their own exploratory
research), according to suggestions of professor; and
b. Prepare to make a presentation (using a presentation computer program such as
PowerPoint) of their final report in class in 30 minutes.

3. Review the nine qualities of good research on pages 13 to 16 of textbook by Cooper and



1. Improve their own exploratory research; and

2. Understand other research problems of business units and organizations where their
classmates work.

Activities:

1. The professor starts the session by giving a short presentation: (a) a summary of
important points discussed and agreed upon during the previous session; (b) feedback
of papers and/or reports submitted by students during the previous session; and (c) the
program of activities and expected outputs for this session.

2. Each student or team of students present in 30 minutes the final report of their own
exploratory research. They present the following:

a. A brief profile of the company, the profile leads to the research problem being
studied;
b. The research problem and why it is important to business unit or organization;
c. The limitations of scope of their research and the limitations of data and information
generated by their own exploratory study;
Methods of Research
June 2010
34
d. Their dominant research design (that is, case study research, observation, or
survey);
e. Measures and problems followed to meet construct validity and reliability in
implementing their research design;
f. Findings, which answer their investigative or specific research questions, using
tables and graphs;
g. Conclusions, which are the implications of their findings; and
h. Recommendations for further study of their research problem.

3. Students ask questions after each presentation and professor clarifies issues raised in
the discussion.

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35
SESSION 14

PRESENTATION IN CLASS OF SELECTED STUDENTS OWN
EXPLORATORY RESEARCH


the question or questions given by professor.

2. Two students or two teams of students, who are selected to present their own
exploratory research in class, do the following:

a. Make revisions to their final report (Team Report Four of their own exploratory
research), according to suggestions of professor; and

b. Prepare to make a presentation (using a presentation computer program such as
PowerPoint) of their final report in class in 30 minutes.

3. Review the nine qualities of good research on page 13 to 16 of textbook by Cooper and



1. Improve their own exploratory research; and

2. Understand other research problems of business units and organizations where their
classmates work.

Activities:


2. Each student or team of students present in 30 minutes the final report of their own
exploratory research. They present the following:

a. A brief profile of the company, the profile leads to the research problem being
studied;
b. The research problem and why it is important to the business unit or organization;
Methods of Research
June 2010
36
c. The limitation of scope of their research and the limitation of data and information
generated by their own exploratory study;
d. Their dominant research design (that is, case study research, observation, or
survey);
e. Measures and procedures followed to meet construct validity and reliability in
implementing their research design;
f. Findings, which answer their investigative or specific research questions, using
tables and graphs;
g. Conclusions, which are the implications of their findings; and
h. Recommendations for further study of their research problem.

3. Students ask questions after each presentation and professor clarifies issues raised in
the discussion.

4. Professor reviews topics and lessons to be studied for the final examinations in session
15.

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37
SESSION 15

FINAL EXAMINATIONS


the questions given by professor.

2. Review topics and lessons to be studied for the final examinations.



1. Answer questions about important lessons from the course; and

2. Identify which lessons they have not understood well.

Activities:

1. Students take the written or oral examinations for about one and a half hours.

2. Professor integrates lessons studied in the course and explains which are the important
ones.

3. Professor and students agree on the last day for submission of all reports and/or papers.

Methods of Research
June 2010
38
Rockwell Center, Makati City, Philippines

ANNEXES TO SYLLABUS

METHODS OF RESEARCH

List of Reading Materials:

1. Excerpts from Hugo A. Maynell (2
nd
Edition), An Introduction to the Philosophy of
Bernhard Lonergan. Toronto: University of Toronto Press, pages 1 to 5.

2. Excerpts from J oe Fitspatrick (1996), The Structure of Cognition, pages 1 to 9 found in
www.bjfl.freeserve.co.uk/the_structure_of_cognition.html-5ok

3. Excerpts from Mats Alvesson and Stanley Deetz (2000), Doing Critical Management
Research. Great Britain: Redwood Books, pages 37 to 47.

4. Anita Gibbs (1997), Focus Groups, in Social Research Update, Department of
Sociology, University of Surrey, England, found in
www.soc.surrey.ac.uk/sru/SRU19.html-22

5. Chong-ho Yu, Experiments and Non-experiments, found in
seamonkey.asu.edu/~alex/teaching/WBI/doe.html-26k

6. Steve Steiner (2001), An Overview of Content Analysis, in Practical Assessment,
Research and Evaluation found in http://edresearch.org/pare/getvn.aspn?v=7&n=17

7. Robert K. Yin (1994), Case Study Research: Designs and Methods, Thousand Oaks,
California: Sage Publications Chapter 1 and 2, pages 1 to 37.

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Ateneo Graduate School of Business

Rockwell Center, Makati City

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