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Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

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Title: Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice
Language: English
Authors: Braguglia, Kay H., Jackson, Kanata A.
Source: American Journal of Business Education. 2012 5(3):347-352.
Availability: Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2012
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Research Methodology, Teaching Methods, Active Learning, Student Projects, Educational Practices, Sequential Approach, Undergraduate Students, Student Centered Curriculum, Course Descriptions, Course Organization, Statistics, Organizational Culture, Reflection
ISSN: 1942-2504
Abstract: This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student developed research projects, student-centered learning experiences, and public presentation of research projects are reflected upon. In 2001, the Department of Management reviewed the curriculum and established a research sequence linking major management course offerings. Three courses: Statistics, Research Methodology and Organizational Behavior were selected to be taught in sequence and designed to build research expertise. This article addresses the processes, procedures and practices for implementing and sustaining an undergraduate research sequence. Techniques are included for course design, development, and facilitation that emphasize product based learning strategies and interactive elements. Techniques for garnering student engagement and excitement for research projects will be presented.
Abstractor: As Provided
Number of References: 8
Entry Date: 2015
Accession Number: EJ1056204
Database: ERIC
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  Data: Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
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  Data: This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student developed research projects, student-centered learning experiences, and public presentation of research projects are reflected upon. In 2001, the Department of Management reviewed the curriculum and established a research sequence linking major management course offerings. Three courses: Statistics, Research Methodology and Organizational Behavior were selected to be taught in sequence and designed to build research expertise. This article addresses the processes, procedures and practices for implementing and sustaining an undergraduate research sequence. Techniques are included for course design, development, and facilitation that emphasize product based learning strategies and interactive elements. Techniques for garnering student engagement and excitement for research projects will be presented.
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        StartPage: 347
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Active Learning
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      – SubjectFull: Student Projects
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      – SubjectFull: Educational Practices
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      – SubjectFull: Sequential Approach
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      – SubjectFull: Course Organization
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      – SubjectFull: Statistics
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      – SubjectFull: Organizational Culture
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      – SubjectFull: Reflection
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