A.

COURSE INFORMATION
Course Number Act 198: Methods in Business Research

Course 3-unit lecture, 3 hours lecture

Component,
Hours/Week
Course Description The course involves the conceptualization of an acceptable research proposal in accountancy. Students are introduced to the
philosophy of accounting which informs the nature of research, hypothesis formulation, argumentation and empirical work.
Students are assumed to have completed the basic accounting theory courses and quantitative methods so that the research
involves the empirical verification of a theory. Completion of this course requires a successful defense of the proposal before a
panel.
Course Objectives At the end of the course,
1. The students will demonstrate the ability to use appropriate data to solve business problems.
2. The students will identify the scientific method of research and be able to differentiate between descriptive, historical,
correlational, and experimental research methods.
3. The students (maximum of 5 members in a group) will develop a research proposal including an Introduction, Review of
related literature, Theoretical Framework, and Methodology.
Reference/s Sekaran, U., & Bougie, R. (2019). Research methods for business: A skill building approach (8th ed.). Sussex, United Kingdom:
John Wiley & Sons, Ltd.

B. LEARNING PLAN

Time Topics Course Intended Learning Outcomes (CILO) Teaching and Assessment
Allotted Learning Tasks
Activities
4.5 hrs. 1. Introduction to research At the end of each topic, the student should be  Lecture Submit propose
1.1. Definition and types, of business able to:  Discussion topic
research  Describe what research is and how it is
1.2. Ethics and business research defined.
1.3. The building blocks of science in  Discuss what research means to you and
research describe how you, as manager, might apply
the knowledge gained about research.
 Be aware of the role of ethics in business
research.

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  Explain why managers should know about
research.
 Describe the building blocks of science
4.5 hrs. 2. Defining and refining the problem At the end of each topic, the student should be  Lecture
2.1. Problem definition able to:  Discussion Submit
2.2. What makes a good problem statement?  Identify problem areas that are likely to be Concept paper
2.3. Research objectives studied in organization
 Narrow down a broad problem into a feasible
topic for research using preliminary research
 Develop a good problem statement.
6.0 hrs. 3. The critical literature review At the end of each topic, the student should be  Discussion
3.1. Data sources able to:  Consultation
3.2. Searching for literature  Discuss the functions of a literature review.
3.3. Evaluating the literature  Write a literature review on any given topic,
3.4. Documenting the literature review documenting the references in the prescribed
manner.
 Discuss the ethical issues of documenting the
literature review.
6.0 hrs.* 4. Theoretical framework and hypothesis At the end of each topic, the student should be  Discussion  Submit
1.5 hrs.** development able to:  Consultation Identified
4.1. Various types of variables  Discuss the need for a theoretical framework theoretical
4.2. The components of theoretical in deductive research. framework
framework  Describe four main types of variables and
4.3. Drafting hypotheses identify and label variables associated with
any given situation.
 Develop a set of hypotheses to be tested.

6.0 hrs.* 5. Elements of research design At the end of each topic, the student should be  Discussion Submit first
1.5 hrs.** 5.1. Research strategies able to:  Consultation draft of
5.2. Extent of researcher interference with  Explain what is meant by a research design. research
the study  Develop an appropriate research design for proposal
5.3. Study setting: Contrived and non- any given study.
contrived  Explain why a researcher might be
constrained to settle for less than the “ideal”
5.4. Unit of analysis
research design.
 Demonstrate awareness of the role of the
manager in the area of research design.

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  Demonstrate awareness of the role of ethics
in primary data collection.
9.0 hrs. 6. Data collection methods At the end of each topic, the student should be  Discussion Submit final
6.1. Sources and types of data able to:  Consultation copy research
6.2. Data collection overview  Differentiate primary from secondary data proposal
6.3. Ethics in data collection collection methods.
 Design questionnaires to tap different
variables.
13.5 hrs 7. Integration weeks At the end of each topic, the student should be  Proposal Defend the
able to: defense research
 Defend the research proposal proposal to a
research panel
Note: those with * means time allotted for lecture and discussion; those with ** means time allotted for written quizzes and/or exams

C. ASSESSMENT

C.1 Rubric A: For essay questions

Rubric A:
Score Content Organization and Development
4 Answer is appropriate to the question. Content is Clear sense of order. Points are presented in logical progression. Develops each point
factually correct with specific details. Answers question completely. Uses technology appropriately and
correctly. No major grammatical or spelling errors.
3 Answer is appropriate to the question. Content Points are presented in logical progression. Develops each point with specific details. All
may have minor factual errors important points included. There is reasonable word choice. No more than 2 major errors
and a few minor errors.
2 Content related peripherally to the question. Points presented in seemingly random fashion, but all support argument. Sparse details
Contains significant factual errors or evidence. Question is partially answered. Ordinary word choice. Some serious errors.
1 Content unrelated to question Lacks clear organizational flow. Reader is confused. Statements are unsupported by any
detail or explanation. Repetitive, incoherent, illogical development. Limited vocabulary.

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 C.2 Rubric for Oral presentation
Categories 4 3 2 1
Body language Movements seemed fluid and Movements or gestures Movements or gestures No movement or
helped the audience visualize. enhance articulation. enhance articulation. descriptive gestures.
Eye Contact Holds attention of entire Consistent use of direct eye Minimal eye contact with No eye contact with
audience with the use of direct contact with some audience. audience. audience.
eye contact.
Speaking Skills  Poised, clear articulation Clear articulation but not as  some mumbling  inaudible or too loud
polished
 proper volume  uneven rate  rate too slow/fast

 steady rate  little or no expression  speaker seemed

uninterested and used
 good posture monotone

 enthusiasm

 confidence

Organization  delivers clear opening and  displays introductory or  displays some level of  displays neither clear
closing remarks that closing remarks, but organization with introductory nor
capture the attention of the segments of the body of discernible theme, but closing remarks
audience and set the mood the presentation are not the presentation is not
presented in a coherent organized clearly or in  does not present the
 provides a “road map” for manner a coherent manner. segments of the body
the audience of the presentation in
 presents the segments of  introductory and a coherent manner
 each segment relates to the the body of the closing remarks are
others according to a presentation in a coherent missing.  irrelevant statements
carefully planned manner, but introductory are made
framework. or closing remarks are
missing.  leaves the audience
wondering where the
presentation is

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 Categories 4 3 2 1

headed.

Voice Use of fluid speech and Satisfactory use of inflection Displays some level of Consistently uses a
inflection maintains the but does not consistently use inflection throughout monotone voice
interest of the audience. fluid speech. delivery.
Visuals  gave audience ample time  gave audience almost  ran too quickly Used no visuals.
to absorb information on enough time to absorb through visuals and
visual material, but occasionally spoke more to the
read the slide screen than to the
 spoke to the audience, not audience
the screen  visuals added to the
presentation  visuals did not detract
 visuals greatly enhanced from the presentation.
presentation

Language  correct use of grammar  correct grammar  one or two minor Multiple grammar errors
grammar errors. and use of inappropriate
 use of some advanced  vocabulary mostly vocabulary.
language appropriate for the  vocabulary use is too
purpose and the audience elementary or not
 effective use of appropriate effective
vocabulary for the purpose
and for the audience

Note: This rubric is adopted from [Link]

C.3 Rubric for Teamwork (Rating for peers)

Categories 4 3 2 1
Contributions Routinely provides useful ideas Usually provides useful Sometimes provides useful Rarely provides useful
when participating in the group ideas when participating in ideas when participating in ideas when participating in
and in classroom discussion. A the group and in classroom the group and in classroom the group and in classroom

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 Categories 4 3 2 1
leader who contributes a lot of discussion. A strong group discussion. A satisfactory discussion. May refuse to
effort. member who tries hard! group member who does participate.
what is required.
Problem-solving Actively looks for and suggests Refines solutions Does not suggest or refine Does not try to solve
solutions to problems. suggested by others solutions but is willing to problems or help others
try out solutions suggested solve problems. Let others
by others. do the work
Attitude Is never publicly critical of the Is rarely publicly critical Is occasionally publicly Is often publicly critical of
project or the work of others. of the project or the critical of the project or the the project or the work of
Always has a positive attitude work of others. Often work of other members of other members of the
about the task(s). has a positive attitude the group. Usually has a group. Is often negative
about the task(s). positive attitude about the about the task(s).
task(s).
Focus on the task Consistently stays focused on the Focuses on the task and Focuses on the task and Rarely focuses on the task
task and what needs to be done. what needs to be done what needs to be done and what needs to be
Very self-directed most of the time. Other some of the time. Other done. Let others do the
group members can count group members must work.
on this person. sometimes nag, prod, and
remind to keep this person
on task.
Working with Almost always listens to, shares Usually listens to, shares, Often listens to, shares Rarely listens to, shares
Others with, and supports the efforts of with, and supports the with, and supports the with, and supports the
others. Tries to keep people efforts of others. Does not efforts of others, but efforts of others. Often is
working well together. cause "waves" in the sometimes is not a good not a good team player
group. team member.
Note: 1. This rubric is adopted from [Link]
learning-activities/[Link]

C.4 Criteria for assessing the research proposal (both by the Instructor and panel members)

CRITERIA

Novelty (25%)

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The paper has innovative features, clearly demonstrating the unique contribution it has made either theoretically (i.e., expansion of established ideas,
provision of new insights to a management-related issue) or practically (i.e., new design/approach introduced)

Impact (30%)

This refers to the contribution of the paper to the knowledge base of the discipline and its clear and practical applications to the resolution of a problem
or problems in management and related fields.

Quality of Review of Related Literature (25%)

It must strike a balance between sources supporting and opposing a particular aspect or argument
It should be wide enough to cover or provide enough information required on the subject
It must be narrow enough to eliminate irrelevant information from your research
The writer must follow the stipulated formatting style
The sources must be relevant and authoritative.
It must clearly address the research question and the theoretical framework
It must identify studies and models that support your topic
Quality of Research Methodology (10%).

The methods and research design are appropriate to the research question. The study followed procedures to assure reliability and accuracy of data.

Overall Quality of the Written Document (10%)

This includes style and organization, use of language, and quality of review of literature. The document shows evidence of a mature, scholarly voice.
Critical understanding of literature is evident. Sources are rich and diverse

TOTAL (100%)