Teaching Research Methodology Using A Project-Based Three Course Sequence Critical Reflections On Practice

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...

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Bibliographic Details
Published in:American journal of business education 2012-05, Vol.5 (3), p.347-352
Main Authors: Braguglia, Kay H., Jackson, Kanata A.
Format: Article
Language:English
Subjects:
Active Learning
Behavioral Objectives
Business education
College students
Course Descriptions
Course Organization
Curricula
Degree Requirements
Design
Didacticism
Educational Objectives
Educational Practices
Learner Engagement
Learning
Learning Strategies
Organizational behavior
Organizational Culture
Project-based learning
Reflection
Research design
Research Methodology
Sequential Approach
Statistics
Student Centered Curriculum
Student Interests
Student participation
Student Projects
Teaching
Teaching Methods
Undergraduate Students
Undergraduate Study
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Summary: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. [PUBLICATION ABSTRACT]
ISSN:1942-2504
1942-2512
DOI:10.19030/ajbe.v5i3.7007