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2021/2022 BA-BEBUO1010U Statistics
| English Title | |
| Statistics |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Mandatory (also offered as elective) |
| Level | Bachelor |
| Duration | One Semester |
| Start time of the course | Autumn |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Study board |
Study Board for BSc in European Business
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| Course coordinator | |
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| Teaching methods | |
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| Last updated on 21/12/2021 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||
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| Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||
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Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 2
Compulsory home
assignments
There will be a total of three compulsory activities consisting of short written exercises. Each student will have to hand in up to five pages for each mandatory. Two out of three activities must be approved to qualify for the exam. No further attempts to pass the mandatory activities will be provided before the ordinary exam. If a student has not had the required number of activities approved, the student will not be able to attend the ordinary exam. For students who submitted at least two out of the three ordinary assignments, or have documented illness the following applies: Students who fail to qualify for the ordinary exam must before the retake submit a ten page paper, covering the substance of the required number of mandatory activities. Specific requirements are provided by the course coordinator. When the paper is approved by the course coordinator, the student may be registered for the retake. Students who neither submitted two out of three ordinary assignments, nor had documented illness cannot qualify for the retake. After the hand-in students will receive general feedback on the compulsory assignments in the lectures. |
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| Examination | ||||||||||||||||||||||||
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| Course content, structure and pedagogical approach | ||||||||||||||||||||||||
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The course aims to prepare students to conduct quantitative data analysis. The focus is on the capacity to conduct independent analyses using different types of data material, to interpret their results, and to understand and evaluate the assumptions on which the analyses rest.
The course consists of lectures, workshops and exercises. The lectures will have a teacher driven review of a focused part of the theoretical course content. Student will be involved through brief peer-to-peer discussions and class discussions.
The workshops and exercises will focus on applying the methods from the curriculum and lectures to solve data analytical problems. In addition to a focus on understanding and interpreting statistical methods, a key element will be the introduction to a statistical software program such as Stata or R. Since the purpose of the exercises is to facilitate that the students apply the methods to real data problems, a high degree of student involvement is expected.
The exercise teacher will assist students in applying the methods and direct discussions and interpretations of results.
The problem sets in the exercise will to the extent that it is possible rely on data that is relevant to European Business.
Fulfilment of the learning objectives of the course will make the students able to evaluate an appropriately formulated research questions in for example a Bachelor's thesis using statistical methods. |
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| Description of the teaching methods | ||||||||||||||||||||||||
| Lectures, workshops, and exercises. Students are
expected to take active part in both lectures and exercises.
Especially the exercises will be centered around student
involvement.
Students are strongly encourage not to bring their laptops to the lectures, but instead rely on pen and paper for taking notes, since research suggests that using laptops has a negative effect on learning outcomes.* *Carter, Susan Payne, Kyle Greenberg, and Michael S. Walker. "The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy." Economics of Education Review 56 (2017): 118-132. Students are expected to bring a laptop to the exercises and workshops. |
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| Feedback during the teaching period | ||||||||||||||||||||||||
| Feedback and continuous learning is integrated in
several aspects of the course:
- In the weekly exercise classes and workshops, students will work with problem sets to assure that they progress continuously at the same pace as the curriculum. These exercises and activities will have teacher facilitated feedback, and student-teacher interactions as well as class-based problem solving. - The students are required to hand in two more comprehensive homework assignments during the semester in order to provide them an opportunity to assess their level, and where they need to focus additional attention. - After the hand-in of mandatory assignments, students will receive collective feedback on the assignments during lectures. |
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| Student workload | ||||||||||||||||||||||||
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| Expected literature | ||||||||||||||||||||||||
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The full curriculum will be announced in the Fall, but it will include:
Kosuke Imai (2017): Quantitative Social Science. Princeton University Press.
Carter, Susan Payne, Kyle Greenberg, and Michael S. Walker. "The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy." Economics of Education Review 56 (2017): 118-132.
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