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Course Syllabus

Master 2022/2023

Seminar of the Mentor “Scientific Research Methods for STI”

Type: Compulsory course (Science, Technology and Innovation Management and Policy)
Area of studies: Management
Delivered by: Department of Educational Programmes
Where: Institute for Statistical Studies and Economics of Knowledge
When: 1 year, 1-4 module
Mode of studies: offline
Open to: students of one campus
Instructors: Yury Dranev, Dirk Meissner, Alena Nefedova, Ekaterina Streltsova
Master’s programme: Governance of Science, Technology and Innovation
Language: English
ECTS credits: 6
Contact hours: 68

Course Syllabus

Full Syllabus

Abstract

This compulsory course is delivered to students of the Master Program ‘Science, Technology and Innovation Management and Policy’ at the National Research University Higher School of Economics (HSE). It is delivered during both years of studies, and its length is 456 academic hours in total of which 132 are classroom hours and 324 hours are devoted to self-study. The first part of the course (1st year) 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. The course then continues with a block of lectures and seminars on data analysis, interpretation and presentation. The second part of the course (2nd year) is designed to extend students’ expertise in the field of STI studies: to introduce them to the forefront research topics and practical issues, addressed by experts and academic community; to share the first-hand experience of using different methods for STI-related research projects; and to discuss the typical mistakes and helpful research tips. Equally, the course aims to assist students in choosing relevant topics for their master research, writing their master theses research proposals (MTRPs), and their further realization in master theses. The course is reading- and writing-intensive. The final grade is based on the number of activities organized during the two years of studies.
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

  • Basic understanding of scientific research: procedure, design and methodology
  • Analytical skills and critical thinking
  • Ability to identify and describe problems, develop problem solution strategies, find information and data sources and process these (1).
Course Contents

Course Contents

  • 1.1. Introduction to the course
  • 1.2. Term paper guidelines and regulations
  • 2. STI studies: overview of the academic field
  • 3.1. Research design and its key elements: research topic, problem, questions, goals, hypotheses
  • 3.2. Literature review: strategies and algorithms
  • 4.1. Research methodologies and method selection
  • 4.2. Interview and focus group
  • 4.3. Survey research
  • 4.4. Sample
  • 4.5. Case study
  • 4.6. Document analysis and content analysis
  • 5.1. Introduction to data analysis
  • 5.2. Quantitative data analysis
  • 5.3. Qualitative data analysis
  • 6. Delivering your research results. Presentation and analytical reports.
  • 7. Research proposal
Assessment Elements

Assessment Elements

  • non-blocking TP Research Proposal
    TPRP is a brief introduction of a research project designed to write a term paper. It should include the following elements: - Title; - Introduction, including (preliminary) literature review and problem statement; - Research questions and/or hypotheses; - Aims and goals; - Methodology (methods and techniques to be used, incl. explanation of the choice); - Scientific and/or practical novelty/relevance of research; - Time plan. TPRP is not limited in volume, the minimum is 3 pp. TPRP is evaluated by the course director on the following criteria: - Aims and objectives: research question, aims and objectives are concisely elaborated. Significance emerges logically from construction of argument and clearly articulated. - Background and literature review: creative and organised literature review that outlines the background and context for the research project. - Methodology: creative and appropriate methodology is clearly articulated and justified. - Presentation: proposal is logical in its construction with minimal spelling, punctuation or grammatical errors. In-text and reference list consistently adhere to a single Author-date system throughout.
  • non-blocking In-class participation
    For some classes, there are special tasks designed to control the preparation for the session (based on required and optional readings) and understanding of the topic under discussion (quizzes, short essays, work in groups, participation in group discussions, pitch presentations, etc.). A successful completion of a task and/or a valuable contribution made to the class by a student’s participation are rewarded with a pass. The grade for this control form equals to the number of ‘passes’ of a student during the course.
  • non-blocking Homework
    There are three homework tasks during the course. The first one (made in groups) is devoted to a questionnaire design. The second one (individual) in on quantitative data analysis (identifying the level of measurement within a questionnaire; calculating basic descriptive statistics). The third (in groups) is devoted to qualitative data analysis followed by a presentation of the results. The tasks are evaluated according to the quality (of the design or analysis) and presentation (coherence, clarity) of the results. The 10-points scale is used. Each task weights 10% in the final grade for the course.
  • non-blocking Master Thesis Research Proposal (written)
    MTRP is a brief introduction of a research project designed for a master thesis. It should include the following elements: • Title; • Introduction, including (preliminary) literature review and problem statement; • Research questions and/or hypotheses; • Aims and goals; • Methodology (methods and techniques to be used, incl. explanation of the choice); • Scientific and/or practical novelty/relevance of research; • Time plan. For a perfect evaluation, MTRP should meet the following criteria: • Research topic is relevant for the field of STI management and appropriate for a master thesis research project; • Research problem / motivation is clearly stated and reasoned; • Research question(s) / aim(s) is reasonable, clearly formulated and can be answered / achieved as a result of a study; • Preliminary literature review provides a sufficient background for the further study; a sufficient number of papers is critically analyzed; • The methods chosen are appropriate and well-reasoned; • The novelty of a project is explained; • Research plan is feasible; • The quality of argumentation is appropriate; • The structure of MTRP follows the recommended template and includes all the required elements; • The quality of communication (language, text coherence) is appropriate. MTRP is evaluated by the course director. MTRP is not limited in volume, the minimum is 3 pp. Deadline for submission (via e-mail, to the course director) is announced at the first seminar.
  • non-blocking Master Thesis Research Proposal (defense)
    MTRP is to be presented and defended orally, in a form of a presentation of 15-20 minutes. The presentation should cover all the elements required in written MTRP. The oral defense is graded by a commission of at least two faculty members according to the following criteria: • Content: relevance and reasonability of MTRP elements (research problem, question and/or aims and goals, methods to be used, novelty and/or relevance of research); • Quality of communication: communication of ideas, transparency of argumentation; • Q&A’s: capability to answer the questions.
  • non-blocking Mentor's Seminar (1st year)
Interim Assessment

Interim Assessment

  • 2022/2023 4th module
    Year 1 = 35% In-class participation + 30% Homework + 35% TP Research Proposal Year 2 (total for the course) = 20% Mentor’s Seminar (1st year) + 30% In-class participation + 30% MTRP (written) + 20% MTRP (defense)
  • 2023/2024 3rd module
    Year 1 = 35% In-class participation + 30% Homework + 35% TP Research Proposal Year 2 (total for the course) = 20% Mentor’s Seminar (1st year) + 30% In-class participation + 30% MTRP (written) + 20% MTRP (defense)
Bibliography

Bibliography

Recommended Core Bibliography

  • 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
  • Kuckartz, U. (2019). Qualitative Content Analysis: From Kracauer’s Beginnings to Today’s Challenges. Forum: Qualitative Social Research, 20(3), 1–19. https://doi.org/10.17169/fqs-20.3.3370

Recommended Additional Bibliography

  • 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
  • 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
  • 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
  • Norman M. Bradburn, Seymour Sudman, & Brian Wansink. (2004). Asking Questions : The Definitive Guide to Questionnaire Design —— For Market Research, Political Polls, and Social and Health Questionnaires: Vol. Rev. ed. Jossey-Bass.
  • 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