• A
  • A
  • A
  • АБB
  • АБB
  • АБB
  • А
  • А
  • А
  • А
  • А
Обычная версия сайта
Магистратура 2019/2020

Методология научных исследований в сфере менеджмента науки, технологий и инноваций

Лучший по критерию «Полезность курса для Вашей будущей карьеры»
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Лучший по критерию «Новизна полученных знаний»
Направление: 38.04.02. Менеджмент
Когда читается: 1-й курс, 1 модуль
Формат изучения: без онлайн-курса
Преподаватели: Стрельцова Екатерина Александровна, Фурсов Константин Сергеевич
Прогр. обучения: Управление в сфере науки, технологий и инноваций
Язык: английский
Кредиты: 3
Контактные часы: 32

Course Syllabus


The course is delivered to the first year master students of the Master Program ‘Governance of Science, Technology and Innovation’ at the National Research University Higher School of Economics (HSE). The course length is 114 academic hours in total of which 32 are classroom hours and 82 hours are devoted to self-study. The course addresses the design, preparation and implementation of research projects. Its central objective is to equip students with the knowledge and skills necessary to independently plan and pursue academic research. To do so, the course starts with an outline of the main philosophical assumptions of qualitative and quantitative research methodologies. Students will learn to critically reflect on the implications these assumptions have for the research design and methodology. Further, the course discusses the key steps of scientific work – research topic identification and problematization, questions and hypotheses formulation, writing a comprehensive literature review, etc. Particular attention is given to the research methods often used in the field of STI studies: survey, interview, case study, secondary statistical data analysis, etc.
Learning Objectives

Learning Objectives

  • to provide students with practical knowledge and skills necessary for the successful development of a research proposal and further realization of their research projects
  • to broaden students’ knowledge on social studies research methods, especially those traditionally used in STI studies
  • to train students’ analytical and critical thinking skills
Expected Learning Outcomes

Expected Learning Outcomes

  • To develop research design and to plan its realization
  • To collect and analyze empirical data according to research objectives and questions
  • To use the key quantitative and qualitative research methods properly
  • To formulate and test research hypotheses
  • To write reviews, research proposals, and academic papers
  • To collect and analyze empirical data according to specific research objectives and questions, to use the key quantitative and qualitative research methods properly
Course Contents

Course Contents

  • Introduction to the course
    Basic guidelines and requirements of the course. Schedule and deadlines. Academic control. Criteria for written papers evaluation. Students are welcomed to share their aspirations and research interests and questions, which should be discussed at the course.
  • Term paper guidelines and regulations
    Term paper: format, content, structure, volume. Supervisor and advisor roles and responsibilities. Schedule for interaction with supervisor. Term paper submission guidelines. Term paper reviews: supervisor and blind reviewer. Defense Committee Session: decision-making and timing.
  • ‘Hot’ topics in STI studies: finding your research focus
    Key research areas and emerging topics in STI studies; current challenges. Strategies for selecting / formulating a relevant research topic.
  • Identification of a research problem: techniques and approaches
    Research topic, title and problem. Requirements to research problem, assessment of its relevance.
  • The key elements of research: questions / hypotheses / goals
    The key requirements to these elements of research. Types and features.
  • Writing academic text: structure, key elements and features
    The key steps in writing and structuring an academic text. Research proposal: structure and requirements.
  • Literature review: strategies and algorithms
    Rationale, key steps and types. Sources of information, information storage and organization. Structure. Citations.
  • Research methodologies and method selection
    Characteristics of qualitative, quantitative and mixed research. Factors influencing the process of methodology selection: research objectives, focus, nature of study, type of data and data analysis.
  • Survey research
    Aims and objectives of survey research. Advantages and limitations. Conceptualization. Operationalization. Key guidelines for development of questionnaires, questionnaire design. Types of questions and answers in research survey. Scales. Questionnaire testing. Organization of online-survey. Response rate.
  • Interview
    Structured and semi-structured interview. Focus group. Criteria for respondents selection. Recruitment of respondents. Preparation for and organization of interview.
  • Sample
    Population. Sampling frame. Random and non-random selection methods.
  • Case study
    Advantages and limitations of case study. Comparative case study. Cases selection.
  • Documents and content analysis
    Document analysis as a method of qualitative research, its advantages and limitations. Rationale and major steps.
  • Consultations on individual research projects are provided on request
Assessment Elements

Assessment Elements

  • non-blocking TP Research Proposal
  • non-blocking Written exam
Interim Assessment

Interim Assessment

  • Interim assessment (1 module)
    0.5 * TP Research Proposal + 0.5 * Written exam


Recommended Core Bibliography

  • Ben R. Martin. (2015). Twenty Challenges for Innovation Studies. SPRU Working Paper Series. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.p.sru.ssewps.2015.30
  • Cargill, M., & O’Connor, P. (2013). Writing Scientific Research Articles : Strategy and Steps (Vol. Second edition). Chichester, West Sussex, UK: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=568792
  • Fink, A. (1998). Conducting Research Literature Reviews : From Paper to the Internet. Thousand Oaks: Sage Publications Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=63272
  • Georg M. Eichler, & Erich J. Schwarz. (2019). What Sustainable Development Goals Do Social Innovations Address? A Systematic Review and Content Analysis of Social Innovation Literature. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.F879E2B0
  • Hugo, A. (2009). How to do your research project: A guide for students in education and applied social sciences. Youth Studies Australia, 28(3), 3. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=44275442
  • Jenny Rowley. (2014). Designing and using research questionnaires. Management Research Review, (3), 308. https://doi.org/10.1108/MRR-02-2013-0027?utm_campaign=RePEc&WT.mc_id=RePEc
  • Katz, M. J. (2006). From Research to Manuscript : A Guide to Scientific Writing. Dordrecht, The Netherlands: Springer. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=165671
  • Timothy J. Ellis, & Yair Levy. (2008). Framework of Problem-Based Research: A Guide for Novice Researchers on the Development of a Research-Worthy Problem. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.A95F4B40
  • Yin, R. K. . (DE-588)136005616, (DE-576)163641544. (2014). Case study research : design and methods / Robert K. Yin. Los Angeles, Calif. [u.a.]: Sage. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edswao&AN=edswao.380931494

Recommended Additional Bibliography

  • Ben Martin, Paul Nightingale, & Alfredo Yegros-Yegros. (2011). Science and Technology Studies: Exploring the Knowledge Base. Working Papers on Innovation Studies. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.p.tik.inowpp.20111004
  • Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education (00181560), 62(3), 279–301. https://doi.org/10.1007/s10734-010-9387-6
  • Haunberger, S. (2016). International Handbook of Survey Methodology. E. D. de Leeuw, J. J. Hox & D. A. Dillman, 2008. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.B0965933
  • Krippendorff, K. (DE-588)136072429, (DE-576)161833357. (2004). Content analysis : an introduction to its methodology / Klaus Krippendorff. Thousand Oaks, Calif. [u.a.]: Sage. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edswao&AN=edswao.110340264
  • Ligia MUNTEAN JEMNA. (2016). Qualitative And Mixed Research Methods In Economics: The Added Value When Using Qualitative Research Methods. Journal of Public Administration, Finance and Law, (9), 154. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.a.aic.jopafl.y2016v9p154.167
  • Petra Lietz. (2008). Questionnaire design in attitude and opinion research: Current state of an art. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.1F9B720