| Learning objectives |
The purpose of the course is to equip students
with the knowledge and skills necessary to identify, design, and
implement rigorous experiments to investigate causal hypotheses.
Thus, central to the course is the idea of causal reasoning as well
as the ability to (a) transform vague research questions into
specific cause-and-effect relationships and (b) devise an
appropriate methodological architecture to conduct experimental
studies that test these relationships in a valid and reliable way.
To achieve a grade 12, students should meet the following
objectives with no or only minor errors:
- Describe the logic of causality, conceptualize causal claims,
and develop well-justified causal hypotheses.
- Apply alternative experimental study designs to test causal
research hypotheses.
- Utilize appropriate techniques and operationalizations of
experimental procedures and elements.
- Critically assess the relative strengths and weaknesses of
different methodological choices by reflecting on the external,
ecological, and internal validity of experimental studies.
- Discern (and avoid) questionable research practices, evaluating
their impact on the veracity and reproducibility of experimental
results.
- Describe the role of statistical testing and explain how key
statistical concepts apply to experimental research
methods.
|
| Examination |
|
Eksperimentel
metode:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Individual exam |
| Size of written product |
Max. 15 pages |
|
(assignments may reasonably be shorter but - with
all relevant material considered- should not exceed the maximum
page length) |
| Assignment type |
Written assignment |
| Release of assignment |
An assigned subject is released in
class |
| Duration |
Written product to be submitted on specified date
and time. |
| Grading scale |
7-point grading scale |
| Examiner(s) |
One internal examiner |
| Exam period |
Winter |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
|
Description of the exam
procedure
Students have to identify a novel research idea/phenomenon
within a subject area that is relevant to "business and
psychology" (eg, marketing, consumer behavior,
advertising, behavioral economics, creativity, innovation,
organizational psychology , etc.), formulate causal hypotheses
, and propose the complete methodological
architecture of an experimental study designed to address these
hypotheses.
More specifically, the assignment should start with the
motivation behind the overall research idea, along with a
justification of the main research hypotheses (Objective
1) , and then focus on developing a detailed methodological
plan for an experiment (or more) that can test the hypotheses in a
valid and reliable way. The latter should address all aspects
necessary to conduct the experiment (eg, design,
participants, stimuli and experimental material, pretests,
manipulations, instructions, dependent measures, procedure ,
and so on) and should also consider real-life practicalities and
the feasibility of implementation (eg, resources and
other constraints ) (Objective 2-3, 6) . All
decisions regarding the methodological approaches adopted need to
be justified and properly backed up! The proposed study should be
pre-registered and the pre-registration plan should be part of the
assignment (Objective 5-6) .
The assignment should conclude with a critical reflection on the
specifications of the proposed experimental methodology,
identifying strengths, weaknesses, and potential threats in
establishing internal and external/ecological validity
(Objective 4) .
Overall, the assignment requires identifying a theoretically
substantiated causal claim and proposing a robust and feasible
methodological plan that relies on justified experimental design
options and which critically reflects on the methodological and
analytical consequences of these
options.
|
|
| Course content, structure and pedagogical
approach |
|
The course content does not involve cramming and
memorizing selected texts. Instead, it develops an experimental
way of thinking and acting by
placing emphasis on understanding the elements and mechanics
of experimental methods. The topics discussed include:
-
Causal Inference and Experimental
Research
-
Conceptual Modeling and Operationalization of
Experiments
-
Elements, Techniques, and Procedures of
Experimentation
-
Experimental Designs
-
Validity and Reliability
-
Experimental Studies: Behind the
scenes
-
Statistical Inference and Experimental
Data
-
Research Ethics: Replicability,
Reproducibility, and Questionable Research Practices
(QRPs)
|
| Research-based teaching |
|
CBS’ programmes and teaching are research-based. The following
types of research-based knowledge and research-like activities are
included in this course:
Research-based knowledge
- Classic and basic theory
- Teacher’s own research
- Methodology
- Models
Research-like activities
- Development of research questions
- Discussion, critical reflection, modelling
- Peer review including Peer-to-peer
- Activities that contribute to new or existing research
projects
- Students conduct independent research-like activities under
supervision
|
| Description of the teaching methods |
| The course combines face-to-face with online
(live and recorded) sessions. Lectures do not have a normative
nature and involve elaborating on a topic through in-class
discussions and by utilizing hands-on examples and multiple cases
of experimental studies to illustrate the relevant ideas and
concepts. |
| Feedback during the teaching period |
Students are expected to actively participate,
ask and answer questions, and raise issues relevant to the course.
Among other things, such interaction offers the possibility to make
relevant adjustments and ensure that the learning objectives are
delivered effectively.
Throughout the semester we will hold interactive sessions (in-class
or online), dedicated to problem-solving, clarifications, and
additional feedback. In these sessions, students can present their
ideas and receive feedback both from the professor and their peers.
Such interactive activities provide additional time and space for
inquiries and allow students to reflect on the course’s material
from different angles. |
| Student workload |
| Teaching |
36 hours |
| Preparation |
153 hours |
| Examination |
65 hours |
|
| Expected literature |
|
The course draws on recent (as well as classic) published papers
and online resources which incorporate the best and most up-to-date
practices in the field of experimental methods. Hence, the study
material is primarily guided by a selection of articles and online
resources that is provided through Canvas as well as by the lecture
slides and the lecture notes (if available). The content of the
course is also covered by the following textbooks:
|
Shadish, William R., Cook, Thomas D. & Campbell, Donald T.
(2002). Experimental and Quasi-Experimental Designs for
Generalized Causal Inference . New York: Houghton Mifflin.
Shaughnessy, John J., Zechmeister, Eugene B. & Jeanne S.
Zechmeister. (2012) Research methods in psychology
(9 th ed.), McGraw-Hill.
Price, Paul C., Jhangiani, Rajiv S. & Chant A. Chiang.
(2015). Research Methods in Psychology , 2nd Canadian
Edition [licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0
License].
|
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