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University of Maryland Eastern Shore
Organizational Leadership Ph.D. Program
Quantitative Research Methods – ORLD 611-0101 (#2070) (3 credits)
Hazel Hall 1012
Fall 2012
Todd Matthews, Ph.D.
Associate Professor and Coordinator, ORLD Program
Office: 1106 Spaulding Hall
Phone: (410) 651-8361(O)
Email: tmatthews@umes.edu
ORLD Educational Model
The ORLD program utilizes the cohort model; students who begin their doctoral journey the
same semester, follow the same schedule of courses until they reach their electives and the
dissertation stage. The cohort model is a powerful pedagogical tool that allows students to
pursue the core of the Ph.D.courses at the same pace and facilitates the development of a
multidisciplinary knowledge base in leadership studies. Through the cohort model, students are
able to reinforce each other by sharing face-to-face and e-learning experiences. The ORLD
program intends to develop and equip students for lifelong learning.
The Ph.D. Program in Organizational Leadership (ORLD) is based on a blended educational
model that uniquely combines face-to-face classes during alternate weekends with intermittent
online delivery of instructional materials and integrative assignments. The program emphasizes
student autonomy and self-directed learning in the development of a scholarly understanding of
leadership theory, research, practice, and applications.
Course Description
The purpose of ORLD 611 is to develop research skills and competencies necessary to conduct
scholarly research in leadership studies. This course emphasizes quantitative reasoning, critical
thinking skills, and problem solving. ORLD 611 introduces doctoral students to frequently used
quantitative concepts of psychometric theory (i.e., scales of measurement, reliability and validity
of leadership instruments), as well as the role of theory in leadership research. The specific
leadership research methods covered in this course include survey research (both conventional
and online), experimental and quasi-experimental designs, longitudinal and field studies. Also
covered is the issue of the generalizability of quantitative data, and ethical issues in quantitative
leadership research. As a first doctoral course in research methodology, the focus is on the entire
range and depth of topics/issues in quantitative leadership research. Students are expected to
complete and critically evaluate empirical articles illustrating the different research methods,
generate discussion questions and integrate various literatures into a unified approach to
quantitative research methods. Upon completion of the course students will have the necessary
background and knowledge to conduct an extensive leadership research project from the
beginning to the end.
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Course Objectives
Upon completion of this course, students will be able to:
 Understand the role of leadership theories in quantitative leadership research
 Analyze the role of theory in quantitative leadership research
 Describe the major concepts of psychometric theory
 Understand and apply a variety of quantitative methodologies
 Design empirical leadership studies using quantitative methodologies
 Derive theory-based research hypotheses
 Differentiate between strong and weak quantitative research designs
 Be fluent in the terminology of quantitative leadership research
 Effectively communicate quantitative research concepts
 Conduct research that satisfies the ethical principles in research with human participants
as postulated by the American Psychological Association (APA)
 Reflect on their own leadership development and personal growth
Attendance and Participation
Punctual attendance is expected in all face-to-face classes and in Blackboard discussion sessions.
Participation means that students come to class having completed the assigned readings and
have prepared some discussion questions based on their understanding of the assigned readings.
Requirements
This syllabus should be regarded as a contract that may be subject to change. Each assignment is
designed to incorporate readings, discussion, and students’ real life experiences. Due dates for
assignments are set, so please mark your calendars. Late submissions will only be accepted under
extenuating circumstances. In-class learning activities must be submitted on time and cannot be
made up.
Research Proposal - 40%
The proposal accounts for 40% of the final grade. It should be 1,000-1,500 words and conform to
the APA style (6th edition). The proposal is an overall assessment of your understanding of this
course. Therefore, you should be able to present a research hypothesis and design an appropriate
research strategy to address it. The proposal can be structured as follows: 1. Introduction, 2.
Literature review or Theory development & hypotheses (organize this section based on your
hypotheses: 1) Dependent variable and Independent variable 1…; 2) Dependent variable and
independent variable 2…), and 3) Method (sample/participants, data collection procedure,
method, & measurements). You are encouraged to talk with me about your papers as you are
working on them. I will expect your topic before the end of the first weekend.
Note: Ten (10%) of the total grade for this assignment will be derived from a 25-minute oral
presentation scheduled for Residence 2.
Final research proposals are due Wednesday December 5th, 2012
Word Count: 1000-1500 words
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Review of a Quantitative Leadership Research Article – 20%
Each member of the class will select an article from the required readings (articles a – w) listed in
this syllabus to present on the scheduled date. Each presentation is 20 minutes, in which
important concepts or critical analysis should be presented. When you present, you should do the
following: 1) describe what the study is about; 2) identify any hypotheses and/or research
questions; 3) identify the research strategy used and its relative strengths and weaknesses; 4)
discuss the sample type(s) and sampling procedure; 5) discuss the data collection type(s) and
collection procedure; 6) determine what the data analysis technique is (I do not expect you to
understand the analysis in most cases – you will learn that later in the program); 7) summarize
the results of the study. In addition to the oral presentation, this assignment also requires a
written analysis of the research article selected, which should focus on the elements noted above.
You’re required to inform me which article you want to present by Friday, October 12th.
Articles selected on the basis of first come, first serve. I will email a final list to your cohort by
Monday October 15th.
Reviews are due Monday November 26th, 2012
Word Count: 750 words
Final Exam - 40%
The final exam is designed to assess students’ fundamental grounding in quantitative research
methods discussed in this course, their ability to apply research methods to contemporary
leadership problems, their ability to integrate information from a variety of sources including
texts books, journal articles, class discussions, and outside readings.
The final exam is set up like a comprehensive doctoral exam – in class, open book, time limited to provide students with the opportunity to practice.
The final exam is scheduled for Sunday November 4th, 2012, 1:30-5:30PM
Grading Scale
This course is not graded on a curve AND there will be NO extra credit. The assignments will be
combined using a weighted average grading scheme with the corresponding weights given
below.
97 -100 = A+
93 - 96 = A
90 – 92 = A87 – 89 = B+
83 – 85 = B
80 – 82 = B70 – 79 = C
60 - 69 = D
Below 60 =F
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Submission Guidelines
All written assignments MUST be typed and should be submitted to me via the Blackboard
system. Note that you should develop a contingency plan in case of computer problems (i.e.,
backing up files on another computer); computer breakdowns are not an excuse for late
submissions. As a backup, you should send a copy to my UMES email account
(tmatthews@umes.edu) from YOUR UMES account – emails from other addresses may be filtered
through junk mail and not get through, so use YOUR UMES account to be safe!
The files should be named in the following manner:
Last name-ORLD611-assignment
For example: Smith ORLD611–research proposal
Plagiarism
Plagiarizing materials without giving credit where credit is due is a major offense which will
result in termination from the program. The ORLD program uses several software programs to
check for plagiarism. See the ORLD position on plagiarism on the ORLD website.
Required Texts
De Vaus, D. (2004). Research design in social research. Thousand Oaks, CA: Sage.
Brewerton, P., & Millward, L. (2008). Organizational research methods. Thousand Oaks, CA: Sage.
Fowler, F. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage.
Shadish, W., Cook, T., & Campbell. D. (2002). Experimental and quasi-experimental designs for
generalized causal inference. New York: Houghton Mifflin Company.
Various articles (see list below)
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COURSE SCHEDULE
Pre-Residence Readings and Assignment:
Students are required to read all pre-readings assignments before the weekend classes begin. The
alternate weekend format used in the ORLD program is very challenging; to ensure that course
objectives and learning outcomes are accomplished requires excellent time management skills. By
becoming familiar with the set of pre-readings, students will be able to gain a good start on their
coursework.
The following pre-reading materials will help you to begin your doctoral journey successfully:
Required Readings from Texts

De Vaus, D. (2004). Research design in social research. Chapters 1-3

Fowler (2008). Survey research methods. Chapters 1-3

Brewerton, P., & Millward, L. (2008). Organizational research methods. Chapters 1-5
Additional Required Readings
NOTE: The additional required readings are intended to achieve the following purposes:
1.
To test and consolidate the understanding of the major leadership paradigms, the role of
theory in leadership research, fundamental concepts of psychometric theory, survey
research and longitudinal designs.
2.
To continue to develop a thorough grounding in the leadership literature that was
started in ORLD 601.
3.
To understand the need to remain current in leadership research – both for the conduct
of individual research projects throughout the program and dissertation research.
4.
To establish a literature base in preparation for comps and dissertation research.
5.
To become increasingly familiar with the major leadership journal as a potential
publication outlet for students’ research.
THE READINGS ARE AS FOLLOWS:
(1) Lowe, K., & Gardner, W. (2000). Ten years of The Leadership Quarterly: Contributions
and challenges for the future. The Leadership Quarterly, 11(4), 459-514.
(2) Gardner, W., Lowe, K., Moss, T., Mahoney, K., & Cogliser, C. (2010). Scholarly
leadership of the study of leadership: A review of The Leadership Quarterly’s second
decade, 2000-2009. The Leadership Quarterly, 21, 922-958.
(3) Avolio B., Walumbwa. F., & Weber. T. Leadership: Current theories, research, and
future directions. Annual Review of Psychology, 60(1), 421-449.
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Weekend 1 – Residence 1 (on campus October 19-21, 2012)
Topics
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Introduction to research methods
Major leadership paradigms
Philosophical assumptions underlying leadership research
Role of theory in leadership research
Psychometric theory
Survey research methods
Off Campus Weeks (October 22 – November 1, 2012)
Required Readings from Texts

De Vaus (2001), Chapters 4-9
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Fowler (2009), Chapters 9-12

Shadish et al. (2002), Chapters 1-6, 14

Brewerton & Millward (2008), Chapters 6-8
Additional Readings (note – this is part of the list of articles you select from for your article
presentation)
These readings are intended for students to test and consolidate their understanding of
leadership paradigms, the role of theory in leadership research, psychometric theory, survey
research, and longitudinal designs. They are also intended as an introduction to different
research and leadership journals.
a.
Scandura, T., & Williams, E. (2000). Research methods in management: Current
practices, trends and implications for future research. Academy of Management Journal,
43(6), 1248-1264. (TO BE PRESENTED 10/19)
b.
Bacharach, S. (1989). Organizational theories: Some criteria for evaluation. Academy of
Management Review, 14(4), 496-515. (TO BE PRESENTED 10/19)
c.
Locke, E. (2007). The case for inductive theory building. Journal of Management, 33(6),
867-890. (TO BE PRESENTED 10/19)
d. Shropshire, K., Hawdon, J., & White. J. (2009). Web survey design: Balancing
measurement, response, and topical interest. Sociological Methods & Research, 37(3),
344-370. (TO BE PRESENTED 10/20)
e.
Cronbach, L., & Mehl, P. (1955). Construct validity in psychological tests.
Psychological Bulletin, 52(4), 281-302. (TO BE PRESENTED 10/19)
f.
Friedrich, T., Byrne, C., & Munford, M. (2009). Methodological and theoretical
considerations in survey research. The Leadership Quarterly, 20(1), 57-60. (TO BE
PRESENTED 10/20)
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g.
Zimsek, Z., & Veiga, J. (2001). A primer on Internet organizational surveys.
Organizational Research Methods, 4(3), 218-235. (TO BE PRESENTED 10/20)
Residence 2 (on campus November 2-4, 2012)
Topics
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


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
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Longitudinal research methods
Experimental research designs
Laboratory experiments
Field experiments
Quasi-experimental designs
Methodological artifacts in quantitative leadership research
Practical issues in experimental design
Ethical issues in experimental design
Additional Required Readings (note – this is part of the list of articles you select from for your
article presentation)
NOTE: In reading the empirical articles in this set, students should focus on the theories the
authors used in deriving their research hypotheses, the research hypotheses themselves, the
research methods employed in these studies and the discussion section. In most cases, you can
skip the results section since few students have been exposed to multivariate statistics. The
purpose of these readings is to demonstrate how a researcher sets up an experimental study and
why this design is the optimal choice to answer many research question(s). Included in the
readings below are examples of a lab, field, quasi-experimental, and longitudinal studies.
h. Epitropaki, O., & Ronin, M. (2005). From ideal to real: A longitudinal analysis of
implicit leadership theories on leader member –exchanges and employee outcomes.
Journal of Applied Psychology, 90, 659-676. (TO BE PRESENTED 11/2)
i.
Giesser, S., van Knippenberg, D., & Sleebos, E. (2005). License to fail? How leader
group prototypicality moderates the effects of leader performance on perceptions of
leadership effectiveness. The Leadership Quarterly, 20, 434-451. (TO BE PRESENTED
11/2)
j.
Goodwin, V., Wofford, J., & Boyd, N. (2000). A laboratory experiment testing the
antecedents of leader cognitions. Journal of Organizational Behavior, 21(7), 769-781. (TO
BE PRESENTED 10/21)
k.
Highhouse, S. (2009). Designing experiments that generalize. Organizational Research
Methods, 12(3), 554-566. (TO BE PRESENTED 10/21)
l.
Evers, W., Brouwers, A., & Tomic, W. (2006). A quasi-experimental study on
management coaching effectiveness. Consulting Psychology Journal: Theory and
Practice, 58(3), 174-182. (TO BE PRESENTED 10/21)
m. Brown, D., & Lord, R. (1999). The utility of experimental research in the study of
transformational/charismatic leadership. The Leadership Quarterly, 10(4), 531-539. (TO
BE PRESENTED 10/21)
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n. Greenberg, J., & Tomlinson, E. (2004). Situated experiments in organizations:
Transplanting the lab to the field. Journal of Management, 30(5), 703-724. (TO BE
PRESENTED 10/21)
o.
Podsakoff, P., Mclenzie, S., Podsakoff, N., & Lee, J. (2003). Common method bias in
behavioral research: A critical review of the literature and recommended remedies.
Journal of Applied Psychology, 88(5), 879-903. (TO BE PRESENTED 11/2)
p. Rowe, W.G., Cannella, Jr. A. A., Rankin, D. & Gorman, D. (2005). Leader succession
and organizational performance: integrating the common-sense, ritual scapegoating,
and vicious-circle succession theories, The Leadership Quarterly, 16(2), 197-219. (TO BE
PRESENTED 11/2)
q.
Steel, D. (2004), Social Mechanisms and Causal Inference. Philosophy of the Social
Sciences, 34, 55-78. (TO BE PRESENTED 10/19)
r.
Casimir, G. (2001). Combinative aspects of leadership style: the ordering and
temporal spacing of leadership behaviors. The Leadership Quarterly 12; 245-278. (TO
BE PRESENTED 10/20)
s.
Wansink, Brian, Collin R. Payne, and Koert van Ittersum. (2008). Profiling the Heroic
Leader: Empirical Lessons from Combat-Decorated Veterans of World War II.
Leadership Quarterly, 19, 547-555. (TO BE PRESENTED 10/20)
t.
Lyons, J. B. & Schneider, T. R. (2009). The effects of leadership style on stress
outcomes. The Leadership Quarterly, 20, 737-748. (TO BE PRESENTED 10/21)
u. Arnold, J., Arad, S., Rhoades, J., & Drasgow, F. (2000). The empowering leadership
questionnaire. Journal of Organizational Behavior, 21(3), 249-263. (TO BE PRESENTED
10/20)
v. Chen, G., Gully., S., & Eden, D. (2001). Validation of a New General Self-Efficacy
Scale. Organizational Research Methods, 4(1), 62-83. (TO BE PRESENTED 10/20)
w. Choi, Y., & Mai-Dalton, R. (1999). The model of followers’ responses to self-sacrificial
leadership: An empirical test. The Leadership Quarterly, 10(3), 397- 421. (TO BE
PRESENTED 11/2)
ONCE AGAIN, NOTE: The dates to present your articles are shown in the
parentheses. For example, if you choose Article a, you should get ready to present it on
Oct. 19.
RESEARCH PROPOSALS ARE DUE December 5, 2012
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Tentative Residence Schedule
Residence 1 – October 19-21, 2012
Date
Friday
Oct. 19
Hazel 1012
Saturday
Oct. 20
Hazel 1012
Sunday
Oct. 21
Hazel 1012
Time
5:30-7:30
Topic
Welcome Cohort 2012:
Introductions, Course Overview
7:45-8:45
Leadership Research: Past, Present, and
Future
8:45-10:30
Introduction to Quantitative Research:
Research Strategies
8:30-9:00
Summary of Key Points and Issues from
Friday session
9:00-10:30
10:45- 12:30
Psychometric Theory: Scales of
Measurement, Reliability and Validity
Survey Research
12:30-1:30
1:30-3:30
Lunch
Survey Research
3:45-4:30
Analyses of Empirical Leadership Research
using Survey Design
Summary of Key Points and Issues from
Saturday session
8:30-9:00
9:00-12:00
Experimental Research Designs and
Quasi-Experimental Research Designs
12:00-1:00
1:30-2:30
Lunch
Experimental Research Designs and
Quasi-Experimental Research Designs
Analyses of Empirical Leadership Research
using Experimental or Quasi-experimental
Designs
2:45-5:30
Readings/Activities
Getting organized and review
of pre-residence required
readings
READINGS: Lowe & Gardner
(2000), Avolio et al. (2009), and
Gardner et al. (2010)
Review of pre-residence
required readings, and
Student presentations
(Articles a, b, c, e & q)
Group activity
READINGS: See Articles d, f,
g, r, s, u & v
READINGS: DeVaus Chapter
10 and Fowler Chapters 1-10
READINGS: DeVaus Chapter
10 and Fowler Chapters 1-10
Student presentations
(Articles d, f, g, r & s)
Group activity
READINGS: Shadish et al.
Chapters 1-5, 8 and Articles j,
k, l, m, n & t
READINGS: DeVaus Chapters
4-6 and Articles j, k, l, m, n & t
Student presentations
(Articles j, k, l, m, n & t)
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Residence 2 – Nov. 2-4, 2012
Date
Friday
Nov. 2
Hazel 1012
Saturday
Nov. 3
Hazel 1012
Sunday
Nov. 4
Hazel 1012
Time
5:30-6:00
Topic
Welcome to Residence 2
Readings/Activities
Review of off-campus
activities and readings
7:00-9:00
Longitudinal Research Designs
9:00-10:30
Analyses of Empirical Leadership Research
using Longitudinal Design
Summary of Key Points and Issues from
Friday session
READINGS: De Vaus
Chapters 7-9 and
Articles h, i, o, p & w
Student presentations
(Articles h, i, o, p & w)
Group activity
8:30-9:00
9:00-12:30
12:30-1:30
1:30-5:00
5:00-5:30
8:30-12:00
Student Presentations
Lunch
Student Presentations
Open Discussion
Student Presentations
12:00-1:00
1:00-1:30
Lunch
Open Discussion
1:30-5:30
Final Exam
Proposal presentations
Proposal presentations
Final Exam Q & A
Proposal presentations
Review of remaining course
requirements
Final Exam