Methods of Research STANDARD

Ateneo Graduate School of Business
Rockwell Center, Makati City
METHODS OF RESEARCH
Ateneo-Standard MBA Program
Revised: March 2014

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 Lonergan’s 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 theory’s 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.
5. Describe the specific process and procedures required in doing research, using any
research design (focus group discussion, experience survey [or interview of a
Methods of Research 1
March 2014
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 one’s power to make a change
through knowledge of research.
COURSE OUTLINE:
Topic Sessions
I. General framework of research: 1 to 4

 Meaning, purpose, value and ethical issues of business research
 Basic principles of Lonergan’s dynamic structure of human knowing 1
 Functions of theory in research
 Business research process 2
3
4
II. Sources, measurement, and analysis of data: 5 to 6

 Measures of data and sources of information 5
 Data analysis and presentation of results 6
III. Research designs 8 to 12

 Overview of research designs 8
 Qualitative research: focus group discussion and experience survey 9
 Survey research 10
 Experimentation research 11
 Special Topics: case study research and observation research 12
IV. Presentation in class of selected students’ own exploratory 13 and 14

Research
V. Examinations
 Mid-term examinations 7
 Final examinations 15
COURSE REQUIREMENTS:
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 cannot 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.
March 2014
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
The following rubric will be used in assessing the quality of written assignments:
Traits 1 2 3 4
Effective Analysis Presents a
Presents an Presents a Presents
superficial
incomplete thorough insightful and
analysis of
analysis of analysis of thorough
some of the
the issues most issues analysis of all
issues
identified. identified; issues
identified; includes most identified;
omits necessary includes all
necessary financial necessary
financial calculations. financial
calculations. calculations.
Percentage of Failed to 70-79% of 80-89% of 95-100% of
Requirements meet 70% of the the the
(Exercises/Problems/Cases) the requirements requirements requirements
Completed requirements. are are are
completed. completed. completed.
Writing Mechanics Writing is Writing lacks Writing is Writing
unfocused, clarity or accomplished demonstrates
rambling, or conciseness in terms of a
contains and contains clarity and sophisticated
serious numerous conciseness clarity,
errors; lacks errors; gives and contains conciseness
detail and insufficient only a few and
relevant data detail and errors; correctness;
and relevant data included includes
information; and sufficient thorough
poorly information; details and details and
organized. lacks relevant data relevant data
organization. and and
information; information;
well- extremely
organized. well-
organized.
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.
March 2014
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.
The following rubric will be used in assessing the quality of the presentation:
Traits 1 2 3 4
Content Presentation Presentation Presentation Presentation
Did the contained little had moments had a good had an
presentation to no valuable where valuable amount of exceptional
have valuable material. material was material amount of
material present but as (occasionally valuable
relevant to the a whole content using exercises material (using
topics was lacking. and problems exercises and
assigned? to illustrate a problems to
concept or illustrate a
citing actual concept, citing
business actual business
cases) and cases) and was
benefited the beneficial to the
class. class.
Organization The There were Presentation Presentation
Was the presentation minimal signs had organizing was well
presentation lacked of organization ideas but could organized, well
well organized organization or preparation. have been prepared and
and easy to and had little much stronger easy to follow.
follow? evidence of with better
preparation. preparation.
Presentation Presenters Presenters Presenters Presenters
Did the were were not were were all very
presenters unconfident consistent with occasionally confident in
speak clearly? and the level of confident with delivery and
Did they demonstrated confidence/ their they did an
engage the little evidence preparedness presentation excellent job of
class? of planning they showed however it was engaging the
Was it obvious prior to the classroom not as class.
the material presentation. but had some engaging as it Preparation is
had been strong could have evident.
rehearsed? moments. been for the
class.
Collaboration The members The members The members The members
Did everyone never worked sometimes worked from always worked
contribute to from others’ worked others’ ideas from others’
the ideas. from others’ most of the ideas.
presentation? It seems as ideas. time. And it It was evident
Did everyone though However it seems like that all
seem well only a few seems everyone did contributed
versed in the people as though some work, but equally to the
material? worked on the certain some people presentation.
presentation. people did not are carrying the
do presentation.
March 2014
as much work
as
others.
Use of Media Media is Relies heavily Looks at the Media are used
Did the group superfluous or on the media materials often effortlessly to
use any media nothing was used. Materials to keep track of enhance
or materials to used during the rarely support the presentation.
support their presentation. the presentation. Materials are
presentation? presentation. They are easy appropriate,
Did they to use and easy to
reinforce the understand. understand,
presentation and attractive.
and are
appropriate,
easy to
understand and
attractive?
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 that are feasible. This will be a group report.
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.
March 2014
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://library.uoregon.edu/guides/plagiarism/students/index.html
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page363223
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 student’s work, including assignments and reports;
 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, 11TH EDITION
International Edition, McGraw Hill © 2011
2. Supplementary Materials: Zikmund, William G., Babin, Barry J., Carr, Jon C.,
Griffin, Mitch
BUSINESS RESEARCH METHODS, 8TH EDITION
South-Western, Cengage Learning © 2010
March 2014
Saunders, Mark N.K., Thornhill, Adrian, Lewis,
Philip
RESEARCH METHODS FOR BUSINESS
STUDENTS, 5TH EDITION
Prentice Hall © 2009
Yin, Robert K.
Case Study Research Designs and Methods
(Applied Social Research Methods), 5th EDITION
Sage Publishing © 2013
Bryman, Alan, and Bell, Emma

BUSINESS RESEARCH METHODS
3rd Edition, Oxford University Press © 2011
Aaker, David A., Kumar, V., Day, George S. and

Leone, Robert P.
MARKETING RESEARCH, 9TH EDITION
International Student Version, John Wiley and Sons
(Asia) Pte Ltd © 2011
McBurney Donald H. and White, Theresa L.

RESEARCH METHODS, 9TH EDITION
Thomson © 2012
Journal of Business Research – Starting with

year 2009 issues.
3. Web References:
The following APS online library resources are available for access:
a. EBSCO
b. Accessing Marketline Advantage Online
(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.
Most of these links are to resources that can
be read over the web.
http://homepage.ntlworld.com/l.mayoux/Pag Research methods are conventionally divided
e3_Orglearning/Resmeth/ResMeth.htm 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/ Journal of Marketing Research concentrates
March 2014
Pages/AMA%20Publications/AMA%20JOurn on the subject of marketing research, from its
als/Journal%20of%20Marketing%20Researc philosophy, concepts, and theories to its
h/JournalofMarketingResearch.aspx 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 A Free Management that Library provides
_eval.htm 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.
http://moodle.fhs.cuni.cz/pluginfile.php/2249 Case Study Research: Design and Methods –
6/mod_resource/content/0/YIN_K_ROBERT- Robert K. Yin, Volume 5, Sage
-1.pdf
March 2014
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

(11th Edition, 2011). Prepare to discuss in class the definition, purpose, different
types, and good characteristic of business research, as well as the answer to
question numbers 6 and 7 on page 22.
4. Read Chapter 2 (Ethics in Business Research) of the textbook by Cooper and

Schindler (11th Edition, 2011). Prepare to discuss in class ethical issues concerning
participants, researchers, and research sponsors as well as the answer to question
number 3 on page 50; and answer to question number 4 on page 51.
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.
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.
March 2014
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 numbers 6 and 7 on page 22 in reference to the qualities of good

research;
e. Ethical issues concerning participants, researcher, and sponsor in business

research; Question number 3 on page 50;
f. Question number 4 on page 51 about ethics on data mining; and
g. Guidelines on how to determine the ethical issues relevant to one’s own

exploratory research work for this course.
5. Professor clarifies issues concerning topics a to g listed above.
March 2014
SESSION 2
BASIC PRINCIPLES OF LONERGAN’S DYNAMIC

STRUCTURE OF HUMAN KNOWING
Assignments to be completed prior to session 2:
1. Write a one or two-page paper or report on the lesson learned in session 1. It is

iportant to include how one applies these lessons on the job or in one’s business.
2. Answer the following as part of the assignment for submission on Session 2: page 76
in textbook by Cooper and Schindler (11th Edition, 2011) – question numbers: 3 (a to
h); Making Research Decisions: numbers 6 and 7 and, From Concept to Practice:
number 10 (a to c).
3. Read the following:
a. Excerpts from Hugo Maynell (2nd Edition), an Introduction to the Philosophy of

Bernard Lonergan. Toronto: University of Toronto Press. 1 to 5;
b. Excerpts from Joe 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 52 to
77 of the textbook by Cooper and Schindler (11th Edition, 2011)
4. 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
Lonergan’s 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 Lonergan’s
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.
March 2014
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.
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

Lonergan’s 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 Lonergan’s 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 Lonergan’s
dynamic structure of human knowing.
4. Groups present their answer in class and/or submit answers to the professor for
feedback.
March 2014
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 Chapter 3: Thinking Like
a Researcher on page 52 to 77 in the textbook by Cooper and Schindler (11th
Edition, 2011). Refer to other sources about this subject matter for interactive
discussion.
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 team’s exploratory research, in order to specify the study’s
investigative questions and limitation or scope of the study.
Activities:
discussed 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
March 2014
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.
March 2014
SESSION 4
BUSINESS RESEARCH PROCESS
1. Write a one or two-page paper or report on the lesson learned in session 3. It is

important to include in the lessons learned, how one applies these on the job or in
one’s business. Answer questions given by the professor.
a. Chapter 4 (the Research Process: An Overview)

b. Chapter 14 (Sampling in pages 362 – 398)
c. Chapter 20 (Presenting Insights and Findings: Written and Oral Reports in pages
560 - 595)
d. Chapter 21 (Presenting Insights and Findings: Oral Presentation in pages 596 -
631) in the textbook by Cooper and Schindler (11th Edition, 2011);
e. Review: Excerpts from Joe Fitzpatrick (1996), “The Structure of Cognition by
Bernard Lonergan,” pages 1 to 9; and
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;
3. Planning the research design; sampling
4. Learn the importance of presenting insights, findings, quality reports and oral
presentations; and
5. Apply the steps and procedures needed to conduct, write, and present their own
exploratory research for this course.
March 2014
Activities:
and/or reports submitted by students during the previous session; (c) the program of
activities and expected outputs for this session.
2. Interactive discussion, with the professor as moderator, to ask and answer questions
that clarify the meaning and issues of the following:
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, sampling, data gathering to writing and presenting the
research report;
c. How to link decision statements, objectives and hypotheses; 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.
March 2014
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 (11th Edition, 2011) about the following:
a. Data types, measurement, Questionnaire, Instruments and sources of error,

Chapters 11, 12, and 13 on pages 268 to 360
i. Chapter 5 – Clarifying the Research Question Through Secondary Data and
Exploration; pages 96 to 134
ii. Chapter 11 – Measurement in pages 268 to 289
iii. Chapter 12 – Measurement Scales in pages 290 to 317
iv. Chapter 13 – Questionnaires and Instruments in pages 318 to 361
3. Individual assignment: answer in textbook by Cooper and Schindler (11th Edition,

2011) pages 123, question number 6; page 124, question number 12 from a to d;
4. Read the APA format guidelines

(http://spirit.tau.ac.il/empp/downloads/BibliographicCitation.pdf); and read the topic
on how to avoid plagiarism
5. Answer question 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;
3. Identify the sources of information and data relevant to research in a business setting
and related social, economic, and political issues;
4. Understand guidelines when designing and formulating questions; and
5. IMPORTANT LEARNING: Know how to document sources of data to avoid

plagiarism.
March 2014
Activities:
and/or reports submitted by the students during the previous session; and (c) the
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;
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. Guidelines when formulating questionnaires; and
f. Discuss how one commits plagiarism.
March 2014
SESSION 6
DATA ANALYSIS AND PRESENTATION OF RESULTS
1. Prepare a one or two-page paper or report on the lesson learned in session 5. It is

one’s business. Answer questions given by the professor.
2. Review previous lessons on Management Statistics (MANSCI) on statistical tools.
3. 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 (11th Edition, 2011) pp. 400 - 559.
a. Chapter 15 – Data Preparation and Description
b. Chapter 16 – Exploring, Displaying, and Examining Data
c. Chapter 17 – Hypotheses Testing
d. Chapter 18 – Measures of Association
e. Chapter 19 – Multivariate Analysis: An Overview
4. Read (optional): Steve Stemler (2001), “An overview of content analysis,” in Practical
Assessment, Research & Evaluation. Pages 1 to 7.
5. 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:
and/or reports submitted by students during the previous session; and (c) the
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
March 2014
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.
March 2014
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,
cheating for profit, global warming, 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.
March 2014
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 136 to 156 of textbook

by Cooper and Schindler (11th Edition, 2011) and other references as listed in
the supplementary readings in the syllabus and those given by the professor;
b. Qualitative research designs on Chapter 7 - pages 158 to 185 of textbook by

Cooper and Schindler (11th Edition, 2011) and other references as listed in the
supplementary readings in the syllabus and those given by the professor;
c. Survey on Chapter 10 - pages 238 to 266; Purpose, uses, advantages and

disadvantages of survey methods; Observation on Chapter 8 - pages 186 to 205;
and Experiments on Chapter 9 - pages 206 to 237 of Cooper and Schindler (11th
Edition, 2011) – likewise use other references as listed in the supplementary
readings in the syllabus and those given by the professor;
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 208, 217 – 219, 280 to 286 of textbook by Cooper and Schindler (11th
Edition, 2011), and other references as listed in the supplementary readings in
the syllabus and those 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
March 2014
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.
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.
March 2014
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 158 to 185 - Chapter 7 (Qualitative Research) of the textbook by

Cooper and Schindler (11th Edition, 2011); Anita Gibbs, “Focus Groups,” in
Social Research Update. Read up on the topics using various references as cited
in this syllabus.
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 8 participants among the class students who are familiar with the
chosen research topic.
March 2014
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 146 to 147, pages 214 to 221
Chapter 2 (Ethics), Chapters 12 and 13 (Measurement Scales, Questionnaires
and Instruments) of Cooper and Schindler (11th Edition, 2011); 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. 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. 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
3. 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
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).
March 2014
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. The team assigned to conduct the FGD 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:
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.
March 2014
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 one’s 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 10
(Survey Methods), Chapter 11 (Measurement), Chapter 12 (Measurement
Scales), and Chapter 13 (Questionnaires and Instruments) and Chapter 14
(Sampling), of the textbook by Cooper and Schindler (11th Edition, 2011); 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, 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
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
research, answer questions about the following:
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.
March 2014
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:
and/or reports submitted by students during the previous sessions; and (c) the
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:
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.
March 2014
SESSION 11
EXPERIMENTATION RESEARCH
1. Write a one or two page paper or report on the lessons learned in session 9 and
strive to apply these in one’s profession or business. Answer 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 Research or similar international publications; and consult professor
about selected study.
(Sampling), Chapter 11 (Measurement), Chapter 12 (Measurement Scales),
Chapter 9 (Experimentation), Chapter 17 (Hypothesis Testing), and Chapter 19
(Multivariate Analysis: An Overview) of the textbook by Cooper and Schindler
(11th Edition, 2011); 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:
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;
March 2014
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:
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
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.
March 2014
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 student’s 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. It is
one’s business.
March 2014
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 Research or similar international publications; and consult professor

(Sampling), Chapter 12 (Measurement Scales), Chapter 17 (Hypothesis Testing),
and Chapter 19 (Multivariate Analysis: An Overview) of the textbook by Cooper
and Schindler (11th Edition, 2011). Likewise use other sources – refer to the
supplementary list in this syllabus.
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 research, answer questions about the following:
study;
b. How the case study was conducted in terms of the 5 components of the case
study research designed – the study’s 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, answer questions about the following:

b. Why researchers chose case study research design and not other research
design.
researchers;
March 2014
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:
study;
b. How the case study was conducted in terms of the five (5) components of the
case study research design – the study’s 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.
March 2014
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
(Observation 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 (11th Edition, 2011); 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:
study;
b. How the observation research study was conducted in terms – the study’s
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;
uses non-behavioral observation research as the dominant research design; and
March 2014
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:
study;
b. How the observation research study was conducted in terms – the study’s
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.
March 2014
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 12 to 15 of textbook by Cooper

and Schindler (11th Edition, 2011).
1. Improve their own exploratory research; and
2. Understand other research problems of business units and organizations where their
classmates work
3. Appreciate how business research can help organizations reach management

decisions to solve issues.
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;
March 2014
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.
March 2014
SESSION 14
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 13,
answering 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 (9) qualities of good research on page 12 to 15 of textbook by

Cooper and Schindler (11th Edition, 2011).
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;
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);
March 2014
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.
March 2014
SESSION 15
FINAL EXAMINATIONS
1. 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.
March 2014
Rockwell Center, Makati City, Philippines
ANNEXES TO SYLLABUS
METHODS OF RESEARCH
List of Reading Materials:
1. Excerpts from Hugo A. Maynell (2nd Edition), An Introduction to the Philosophy of

Bernhard Lonergan. Toronto: University of Toronto Press, pages 1 to 5.
2. Excerpts from Joe 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.
March 2014

Methods of Research STANDARD

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Methods of Research STANDARD

Uploaded by

Copyright:

Available Formats

Ateneo Graduate School of Business

Rockwell Center, Makati City

Revised: March 2014

COURSE TITLE: METHODS OF RESEARCH

COURSE CODE: METRES

A general framework of research integrates Lonergan’s basic principles of the dynamic

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

2. Understand theory’s functions – directing attention, organizing experience, and

I. General framework of research: 1 to 4

II. Sources, measurement, and analysis of data: 5 to 6

III. Research designs 8 to 12

IV. Presentation in class of selected students’ own exploratory 13 and 14

4. TEAM WORK AND STUDY GROUPS:

INTEGRATION AND METHODOLOGY:

Individual work consists of a combination of the following: assignments, examinations

ACADEMIC INTEGRITY POLICY:

Each learner is responsible to know the standards of conduct and expectations of

In understanding what constitutes Plagiarism, see the following sites:

1. Textbook: Cooper, Donald R. and Schindler, Pamela S.

Bryman, Alan, and Bell, Emma

Aaker, David A., Kumar, V., Day, George S. and

McBurney Donald H. and White, Theresa L.

Journal of Business Research – Starting with

The following internet resources can also be used:

http://gsociology.icaap.org/methods/ This page lists FREE resources for methods

Assignment to be completed prior to session 1:

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

4. Read Chapter 2 (Ethics in Business Research) of the textbook by Cooper and

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

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

2. Students and professor introduce themselves to each other.

3. Leveling of expectations: an interactive discussion, among the professor and the

a. Definition of business research;

b. Types of business research;

c. Value of research skills in business;

d. Question numbers 6 and 7 on page 22 in reference to the qualities of good

e. Ethical issues concerning participants, researcher, and sponsor in business

f. Question number 4 on page 51 about ethics on data mining; and

g. Guidelines on how to determine the ethical issues relevant to one’s own

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

BASIC PRINCIPLES OF LONERGAN’S DYNAMIC

Assignments to be completed prior to session 2:

1. Write a one or two-page paper or report on the lesson learned in session 1. It is

3. Read the following:

a. Excerpts from Hugo Maynell (2nd Edition), an Introduction to the Philosophy of

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

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

2. Show how different sources of knowledge – untested opinion, method of authority,

a. Meaning of insight, experience, understanding, judgment, and reality in

b. Application of scientific method in business research; and

c. Guidelines on how to choose a research problem for students’ own exploratory

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

c. Why sources of knowledge – untested opinion, method of authority, literary style,

FUNCTIONS OF THEORY IN RESEARCH

Assignments to be completed prior to session 3:

2. Read the following:

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

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

1. Give concrete examples of concepts, constructs, operational definition, independent

2. Explain the function of theory – directing attention, organizing experience, and

3. Identify the conceptual or theoretical framework or model relevant to the research

a. Theory as a way of thinking;

c. Guidelines on how to identify the conceptual or theoretical framework or model

BUSINESS RESEARCH PROCESS