2024/2025 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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Main academic disciplines | |
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Teaching methods | |
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Last updated on 07/06/2024 |
Relevant links |
Learning objectives | ||||||||||||||||||||||
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Examination | ||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||
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. Students 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 the statistical software program 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. - Optional homework assignments will be published to provide the students with an opportunity to assess their level, and to identify where they need to focus additional attention. The homework assignments furthermore serve as practice for the exam. Two or three optional homework assignments will be provided over the course of the semester. After the hand-in of the assignments, students will receive collective feedback during the lectures. |
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Student workload | ||||||||||||||||||||||
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Expected literature | ||||||||||||||||||||||
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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