COURSE UNIT TITLE

Offered By

Business Administration (English)

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR GÖKHAN KARAGONLAR

Offered to

Business Administration (English)

Course Objective

This course aims to provide students with skills and tools that are necessary to design their own research and to assess the scientific quality of empirical studies.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

A detailed reading list will be provided at the beginning of the semester

Planned Learning Activities and Teaching Methods

1. Weekly Lectures
2. Weekly Readings & Assignments
3. Article discussion and presentations
4. Field Study

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

Midterm and Final exams will cover the course material and readings.

Term work will be graded based on two different assignments:
A. ARTICLE REVIEW
Throughout the semester students will review two or three articles in terms of the articles' theoretical and methodological strengths and weaknesses. They will identify issues that reduces the theoretical and methodological rigor of the articles and thus, (if possible) should be revised. Students are expected to relate the course material to their evaluation of these articles.
This assignment will make up 40% of the Term Work Grade, and will be assesed based on the following rubric:

1. Understanding and Critique of Theoretical Framework (40 Points): Students must demonstrates a good understanding of the article's theoretical framework. They must provide a well-developed critique that identifies both strengths and weaknesses, with detailed suggestions for improvement. They must clearly relate course material to their evaluation.
2. Evaluation of Methodological Approach (40 Points): Students must provide an in-depth evaluation of the methodological approach, identifying strengths, weaknesses, and areas for revision to increase rigor. They are expected to demonstrate good ability to relate course material to their evaluation.
3. Quality of presentations and writing (20 Points): Students writing must be clear, concise, and well-organized with flawless adherence to APA style. Their presentation must be professional and involve visual aids appropriately.

B. RESEARCH PROPOSAL
Students are expected to write a research proposal (involving a survey or experiment, or both) in their topic of choice. This will make up the 60% of the Term Work grade.The rubric to assess this asignment is the following:

1. Novelty and Relevance of Research Question (15 Points): Research question must be novel, clearly formulated, and address a significant gap in the literature.
2. Theoretical Framework and Hypotheses (20 Points): Theoretical framework must be well-developed, comprehensive, and integrate existing literature adequately. Hypotheses must be novel, clearly derived from the theory, and testable.
3. Research Design and Procedures (20 Points): Students must describe a suitable research design with detailed, clear procedures for data collection.
4. Hypotheses Testing and Analysis Plan (15 Points): The proposal must have a comprehensive and clearly articulated plan for testing hypotheses, including innovative analysis methods. It must indicate a strong understanding of statistical or analytical techniques.
5. Discussion and Implications (15 Points): Discussion must be insightful, thoroughly considering the implications of findings assuming hypotheses are supported. Discusses contributions to theory, practice, design limitations and potential future research.
6. Quality of Writing and Presentation (15 Points): Writing and presentation must be clear, concise, and well-organized. Students must adhere to academic writing principles in proposal writing and visual aids must be used appropriately in oral presentation.


Each element in the above rubrics will be assessed using the following scale:
This particular element is absent or falls short of expectations, and /or it is completely out of place within the given context. Poor (0%)
This particular element is somewhat absent and does not entirely fit the context. Fair (40%)
This particular element is developed satisfactorily and fits the context at an acceptable standard. Good (60%)
This particular element is developed in a good and professional way and fits into the context. Very good (80%)
The way this particular element is developed is noteworthy and fits perfectly into the context. Excellent (100%)

Language of Instruction

English

Course Policies and Rules

1. Attending at least 70% of lectures is mandatory.
2. Plagiarism of any type will result in disciplinary action.

Contact Details for the Lecturer(s)

To be announced.

Office Hours

It will be announced later.

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes