Course INFORMATION

SubjectName: Research Methods

Code:
Coordinating Faculty: Faculty of Economics, Kardan University.
Credits: Four
Pre-requisites : Inferential Statistics

Coordinator Teacher name : Shams Ul Hayat

1. COURSE DESCRIPTION

This course is designed to familiarize students with the research process and provide them with
the necessary foundation in designing and conducting research which can be applied to
pragmatic problems encountered by organizations

2.COURSE OBECTIVES

The main objective of this course is that students will be able to know the research process and
will provide them with the necessary foundation in designing and conducting research which can
be applied to pragmatic problems encountered by organizations.

3.LEARNING OUTCOMES

- The students will understand the basic concepts of research.

- The students will be able to conduct a research for degree requirement.
- It will help students to apply the techniques of research in solving problems inside their
organizations.
4.LEARNING REFERECNCES
- Uma Sekaran (2016). Research Methods for Business--A Skill Building
Approach. John Wiley. New York. 7th Edition

5.CLASS EVALUATION TECHNIQUES:

5.1 The muddiest point
This technique will help you determine which key points were missed by the students. In todays
lesson what was least clear to you?
5.2 One-minute paper
This is a useful technique because it is anonymous and encourages the quieter students to ask
questions. what was most meaninfull topic to you?
5.3Listing
Use this technique when you want to assess retention. List short phrases to ask them what that
mean to you.

5.4 Application cards

This technique helps you to determine if the students really “understand” the material you have
just taught them. Ask the students to list the knowledge and skills you have learned in todays
class in columns
5.5 Memory matrix
A matrix is simply a square or rectangle which is divided into horizontal rows and vertical
columns. You can include as many rows and columns as you like. The purpose is to assess the
students’ recall of information and their ability to categorize it.
5.6 One-sentence summaries
One-sentence summaries can determine if your students understand the full meaning of a topic.
By answering the seven questions, they can write one sentence which sums up the topic. These
summary sentences will help you assess their understanding and will also help the students
organize their thoughts.
5.7 Summarizing
The summarizing technique shows what your students learned from a lecture or reading
assignment. It also helps to develop their communication skills
5.8 Pre and Post Tests:
Test the students befor start and end of class/ semester know know level of improvment in
them. Pre and post testing is a assessment model designed to examine the change in overall
critical thinking skills or dispositions in a group of test takers.
 6.TEACHING METHODS
6.1.leacture:
Oral presntation by lecturers focuses on explaining topics, ideas and theoris
6.2Conferences/ Discussion:
two -way communication with and among the groups of students
6.3Audiovisual:
Static books or dynamic media (vedios and expert clips
6.4 Experiential Technques:
Case studiess and Role plays
6.5 Computer Based practices:
Network computer labs
6.6 S IMULATIONS
When students use a model of behavior to gain a better understanding of that behavior, they
are doing a simulation. For example: When students are assigned roles as buyers and sellers of
some good and asked to strike deals to exchange the good, they are learning about market
behavior by simulating a market. When students take on the roles of party delegates to a political
convention and run the model convention, they are learning about the election process by
General Guidelines for instructors in managing class activities

Activity 1: Ice-breaker/inclusion activity

Introduction:
Introduction of the instructor: Name, Present Job, Educational Background Work
Experience, Future Goals, Professional Societies Involvement, etc. ( only for new
students )
Participants stand and introduce themselves.
Pre-class test. For evaluation and assessment of students.

Activity 2: lesson Objectives

Time
Instructors presents the session learning objectives, and the process of session activities
Activity 3: Group Work
Form for instances five groups (5 people each) according to group distribution list and
provide each group with the title of session description. They need to develop their
information based on the title they received. Elicit answers and ask other studens to Time
present their opinion on the answers given by other participants. Facilitator corrects and
summaries the views of participants.

Activity 4: Class Discussion

Ask one group to exchange their descriptions with another group. Each group should
write on flip chart paper their feedback regarding the description provided by each Time
group. All the groups return to the plenary. Each group presents the feedback it has
given to the plenary.
Activity 5: Role Play: Time
Facilitator asks participants form 5 groups (5 persons per group) and assigned group to
practice working and identifying the contents within session objective. The Instructor
will explain all topic of session Objectives on the screen with projector.
Two members from previous groups (A & B) present a role play on description with
each other (role players should be given orientation prior to the session as to how to play
their roles)
Activity 6: Gallery Walk:
Same groups as in the previous group (as activity 4) get together to discuss the given
Time
topics The students have to present the answer for the above question on the screen with
projector.
Activity 7: Class contribution
Participants are asked to come to plenary. The facilitator summarizes the session
Time

Activity 8: Presentation
Facilitator distributes the soft or hard handouts get additional information on the Time
objective of session. Asking them prepare present the contents
Activity 9: Questioning
The participants ask their questions and the instructor answers the questions as well help Time
studens to practice all lecture on their note book or computer.
Activity 10: Simulation
When students use a model of behaviour to gain a better understanding of that
behaviour, they are doing a simulation
Time
For instance: When students are assigned roles as buyers and sellers of some good and
asked to strike deals to exchange the good, they are learning about market behaviour by
simulating a market. 
Activity 11: Conclusion
Lecturers Conclude and evaluate the session by asking studens the questions.
Post -class test. For evaluation and assessment of studens.
Time
Students answer the questions. Trainer corrects their answers and summarizes the view
of participants.

simulating a political convention. When students create an electric circuit with an online

program, they are learning about physics theory by simulating an actual physical set-up. 
6.7 PRESENTATION
students are given topics and opportunities for revision and preparation and present the given
topic in front of the class. The purpose is to develop student self efficacy and verbal speech skills

POLICIES & GUIDELINES

Guidelines for Format of Assignments: (General Recommendations)
The following guidelines will help your work become more professional. These skills are
expected in the work environment for reports, projects, etc. Unprofessional appearance of work
will be graded accordingly:
1. Papers should always be typed and stapled and properly assembled.
2. Papers should always have title pages listing assignment, date, course and Professor.
3. All pages should be numbered correctly.
4. Spell words correctly (use spell check, proof read papers!)
5. Assignments should be TURNED IN ON TIME. Papers may not be accepted late, and in case
when they
are accepted, one letter grade per day late will be deducted.
6. Double space when appropriate.
7. As necessary include the Table of Contents.
8. As necessary label different sections of the paper.
9. All papers and any and all course work submitted will be subject to plagiarism verification by
software.

COURSE SCHEDULE / CONTENTS

Week Topics for Discussion Book Suggested Remarks

No. Chapter # Activity
1 Introduction to Research Chapter 01 of Review of lecture
Concept of research & Business Sekaran’s at home
Research Book
Fundamental types of Business
Research
Managers and research
2 Hallmarks of scientific research Chapter 02 of Review of lecture
Sekaran’s at home
Book
3 Approaches to Research Case Examples
The hypothetico-deductive
method
4 Research Process Chapter 03 of Identifying Assignment
Broad problem area Sekaran’s sources of 01
Preliminary data gathering Book secondary data.
(Background information of the
organization)
Literature Review (Purpose,
conducting & sources of
literature review)
5 Problem definition APA style
Formulation of objectives from practice
problem statement
The need for a theoretical
framework
6 Components of theoretical Chapter 05 of Review of lecture
 framework Sekaran’s at home
Types of variables Book
Concept of hypothesis
7 Hypothesis development Hypothesis Quiz 01
Statement of hypothesis formats development
(Directional and non- practice
directional)
Null & Alternative hypothesis
8 Concept of research design Chapter 06 of Examples of
Purpose of research study Sekaran’s types of
(Exploratory, Descriptive & Book researches
Hypothesis testing)
Type of investigation (causal
versus co relational
investigation)
9 Extent of researcher interference Review of lecture
with the study at home
Study setting: contrived and
non-contrived setting
Unit of Analysis
Time horizon
10 Measurement of variables. Chapter 11 of SPSS Practice
Operationalization of concept. Sekaran’s
Concept of scales. Book
Nominal scale
11 Ordinal scale Chapter 12 of SPSS Practice
Interval scale Sekaran’s
Ratio Scale Book
12 Scaling, reliability and validity SPSS Practice
Attitudinal scales
Methods of Scaling
Rating Method of scaling
13 Ranking method of scaling Review of lecture Quiz 02
Reliability & Validity at home
14 Data Collection Sources & Chapter 08 of Case examples Assignment
Methods Sekaran’s 02
Primary sources (with methods) Book
15 Secondary sources Questionnaire
Designing questionnaire Administration
16 Sampling Chapter 13 of Case Examples
Population & Sample, Element Sekaran’s
& subject, sampling frame Book
Reasons of sampling
17 Probability and non-probability Chapter 13 Case Examples Quiz 03
sampling approach with and 14 of
methods Sekaran’s
Data Analysis & Interpretations Book
18 Thesis & proposal formats Chapter 17 of Studying
 Sekaran’s Proposals
Book
Terminal Examination
COURSE ASSESSMENT
SUMMARY
TYPE PERCENTAGE RATIONALE
Internal Assessment 25 % Equal weightage is assignments and quizzes
- Assignments: 10% and at the same time emphasizing on the
- Quizzes: 10% importance of class participation.
- Attendance: 5%
Program Assessment 75% Students develop an examination sense
- Midterm: 25% through midterm examination hence 25%
- Terminal: 50% weightage is appropriate. Midterm duly
followed by terminal examination providing
50% weightage which is an opportunity to
improve scores appropriately.
GRADING
MARK RANGE GRADE POINT GRADE EXPECTED RESULT
90 and above 4.0 A At least 25% expected to
secure A grade
80 – 89 3.0 B At least 35% expected to
secure B grade
70 – 79 2.0 C At least 30% expected to
secure C grade
60 – 69 1.0 D At least 7% expected to
secure D grade
59 and below 0.0 F At least 3% expected to
secure F grade

Kardan University Policy on Plagiarism:

All examinations and quizzes will be “closed book” unless otherwise instructed. At the time of
examination all students are requested to clear their desks and are not allowed exchanging any
notes or electronic (text) messages to other students. All cellular phones should be in silent mode
and student will not be allowed to use it during the examination other than medical/family/work
emergency. All students are expected to adhere to these policies and procedures.

Conduct and Important Policies:

Any student found guilty of a breach of ethics will be subject to dismissal from the University.
a) Breach of ethics includes, but is not limited to plagiarism (the copying of other’s ideas and
passing them off as one’s own); copying or other forms of cheating on examinations, papers, and
reports; the sale, purchase, or distribution of term papers It is within an instructor’s discretion to
impose a lesser penalty, e.g., “zero” grade on a given assignment.
b) Course registration is charged by the management. Please approach the management for any
queries about course enrolment, class quota, etc.
In no circumstances should you approach the lecturers who have no control on this.
c) Make-up exam for midterm and terminal exam is available only for those individuals, who are
not able to attend their exams for valid reasons. Usually make-up exam starts a week after the
regular exam finishes.
d) There is no make-up session for the oral presentations and quizzes. If you are absent from the
oral presentation/ quiz without eligible reasons/documents, you will not earn any marks.
e) All examinations and quizzes will be “closed book” unless otherwise instructed. At the time of
examination all students are requested to clear their desks and are not allowed exchanging any
notes or electronic (text) messages to other students. All cellular phones should be in silent mode
and student will not be allowed to use it during the examination other than medical/family/work
emergency. All students are expected to adhere to these policies and procedures.
f) There is no supplementary exam for any failed course. Individuals, who fail the course, must
retake the module.
Attendance:
Your regular and punctual attendance at lectures and seminars is expected in this course.
University regulations indicate that if students attend less than 70% of scheduled classes they
may be refused final assessment.

Dean Signature..........................................................
VC Signature ............................................................