TUSCULUM COLLEGE
GRADUATE AND PROFESSIONAL STUDIES
COURSE SYLLABUS
RESEARCH METHODS IN MANAGEMENT - RESC 508
Instructor Name
Phone (w)
E-mail
Course Dates:
(h)
MAOM ______
Course Description:
The competent design and use of research for managers. Students will identify an
organizational problem, conduct an extensive review of related literature, and select an
appropriate research methodology prior to collecting data. (3 credit hours)
Required Texts:
Zikmund, W. G. (2003). Business research methods (7th ed.). Mason, Ohio: SouthWestern.
Supplemental Materials:
American Psychological Association. (2001). Publication manual of the
American Psychological Association (5th ed.). Washington, DC:
Author.
Salkind, N.J. (2000). Statistics for people who think they hate statistics. Thousand
Oaks, CA: Sage.
Tusculum College Graduate and Professional Studies Student Handbook and
Research Guide. (2002). Greeneville, TN: Tusculum College.
(Indicate any other supplemental materials here)
Course Goals:
This course will:

provide students with experience in the competent design and use of research for
managers
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
present a conceptual and functional understanding of the research process.

address the role of research in problem solving and decision making in
management.

identify significant developments in research in management and trends for future
research.

teach students how to critically analyze published research reports.

review the concepts of different research methodologies and their appropriate uses.

help students to identify a relevant research topic, present a research question or
hypothesis, and select an appropriate methodology for a project.

assist students in successfully completing Chapters 1 and 2 of the research project.
Course Objectives:
Upon completion of this course, the student will be able to:

identify the steps used in the scientific method and their role in research in the social
sciences.

describe the limitations of the scientific method when used in the field of social
sciences.

define and appropriately use common terms, symbols, and concepts used in
research.

identify and describe the main elements covered in research reports.

explain important ethical issues involved in conducting research.

search the literature and analyze it for appropriate background information.

compile a list of no less than 20-30 references and correctly cite each in the text.

correctly apply APA formatting to the research project

describe various types of sampling methods and how samples may be appropriately
selected for individual research projects.
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
describe and distinguish between various sampling errors and sampling biases.

explain the nature of constructs and how to measure them.

distinguish between constitutive and operational definitions of terms.

identify and describe how to construct survey questions.

describe common scaling methods and their appropriate uses.

identify sources of instrumentation bias and error as well as response bias.

define validity and reliability and determine the extent to which they exist in
instruments in general and in instruments used in their individual research projects.

apply the concepts of validity and reliability to sampling and determine the
validity/reliability of the sample used in their research project.

describe the nature of common research designs used in social science and give
examples of studies which use them.

differentiate between historical, descriptive, correlational, quasi-experimental and
experimental research and between quantitative v. qualitative research.

describe threats to the interval validity of studies and suggest those that may apply
to individual research projects and ways to address them.

discuss the nature of external validity of studies.

distinguish between internal and external validity threats.

successfully complete Chapters 1 and 2 of the Research Project.
Advanced Competencies:
The five Advanced Competencies must be addressed in the course.
The Advanced Competencies are:
1. Critical Thinking—narrowing of focus, sorting ideas generated, identifying the
most reasonable ones. This involves recognizing opinions vs. facts, being
honest with oneself, resisting manipulation, overcoming confusion, asking
questions, acknowledging complexity, finding connections between subjects,
and being intellectually independent.
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2. Synthesis of Information—taking independent bits of information,
understanding their relevance, and bringing them together into a meaningful
order.
3. Problem Solving—defining the problem, thinking about problem is both
narrowed and expanded, possibilities are generated, a plan is created and
performed.
4. Ethical Decision Making—values and plan in life are clear to the student,
information needed to make decisions is available, values are applied to
information, and action is taken.
5. Data Analysis and Interpretation—organizing qualitative and/or
quantitative data, selecting appropriate analyses or statistical tools, gleaning
for similar content/calculating, deriving a finding, interpreting, and practically
applying it.
These competencies will be addressed in this course. You should indicate how each
is addressed in your course format. Some suggestions are listed below, in italics.

Critical Thinking - students will demonstrate critical thinking via analysis of a
problem situation and development of a method through which they can investigate
the problem. Critical thinking will also be demonstrated through their analysis of
previous research on their chosen topic.

Synthesis of Information – students will demonstrate synthesis of information in
their development of the Literature Review section of their research proposals. An
integrated discussion (synthesized) of the topic should be evident in their write-up of
the literature.

Problem Solving - students will display their problem solving abilities as they
grapple with identifying and then limiting the research problem which they will
investigate. Refining the details of their research methodology will also demonstrate
students’ problem solving abilities.

Ethical Decision Making – students will demonstrate ethical decision making as it
applies to treatment of research subjects. Students will display an understanding of
the difference between anonymity and confidentiality as they apply to research
subjects’ information.

Data Analysis and Interpretation – students will demonstrate their analytical and
interpretation abilities through their analysis of previous research and how it applies
to their topic of study. Critical review of others’ research will also provide evidence
of their ability to analyze and interpret data.
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Students With Disabilities:
Tusculum provides individuals with disabilities reasonable accommodations to
participate in educational programs, activities, and services. Students with disabilities
requiring accommodations to participate in class activities or meet course requirements
should contact Lori McCallister at (423) 636-7300, extension 651 or 1-800-729-0256,
extension 651.
Tusculum College Learning Center:
If any student requires additional academic support, they may obtain it through the
Tusculum College Learning Center. For this service, please contact Lori McCallister at
(423) 636-7300, extension 651; 1-800-729-0256, extension 651; or by email at
lmccalli@tusculum.edu. The Learning Center is located in Room 100 of Annie Hogan
Byrd. The mailing address is Tusculum College Learning Center, Box 5025,
Greeneville, Tennessee, 37743.
Course Schedule:
Include a description of Weekly Individual Assignments and a description of Weekly
Study Group Assignments. Include both individual and study group assignments
prior to the first class meeting.
Grading System:
Instructors must reveal their own grading system.

The grading system should include the relative weights and percentages of
assignments, tests, etc.

Instructors should be specific on how the percentages are derived and what
assessment measures are utilized to determine the grade. Separate criteria to
measure a particular assignment should be included either here in the syllabus or
provided as an attachment to the syllabus. Grading criteria should be aligned with
the learning outcomes.

Grading for study group assignments should be included in the system (the study
group assignments should equal around 20% of the grade). Individual
performances of study group members should be evident in the grading of study
group assignments. Instructors should guard against some members of the study
group “carrying” weak students.
Grading Scale:
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The scale set forth by Tusculum College must be used for all courses. The grading
system used by instructors must be converted to this grading scale.
95 - 100
90 - 94
87 - 89
83 - 86
80 - 82
77 - 79
73 - 76
70 - 72
0-69
A
AB+
B
BC+
C
CF
Explanation of Assignments:
All assignments should be described. Information may include nature and objectives of
assignments, length, grading criteria, due date, and any other relevant information.
Collectively, all of the assignments, tests, and any other activities should contribute to
measuring the extent to which students are performing on the course objectives and the
Advanced Competencies. All individual and study group assignments should be
included in this section.
Research Assignment:
Faculty members should ensure that there is a specific research assignment that
requires the students to utilize the Tusculum College library resources either in person
or via the Tate Library website: http://library.tusculum.edu. Librarians are available to
assist faculty in developing assignments and in instructing and assisting students in
their research. Several of the online resources may also be accessed from home with a
username and password provided by library staff. For more information, contact Anne
Reever, Asst. Library Director for Distance Education, in Greeneville at 423-636-5320
or 1-800-729-0256 extension 5801 or Mary Halliburton, Distance Education Librarian
Southeast, in Knoxville at 865-693-1177 or 1-800-729-0116 extension 5016.
Course Attendance Policy:
The Tusculum College Professional Studies attendance policy is found in the college
catalog. Please note that attendance is mandatory and is monitored across the
program, as well as in individual courses. Sanctions may be imposed for excessive
misses across the program. Within each course, any student missing more than one
third of any course will receive an “F”. Instructors must adhere to Tusculum’s policy,
but may specify additional policies on attendance, lateness, and making up work.
Instructors must carefully document student attendance including late arrivals and early
departures. Any combination of missing that is greater than 1/3 of the class time is an
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automatic “F” and the student is to be assigned the “F” by the instructor. This is an
institutional policy and is not up to the discretion of the instructor. Instructors are
expected to hold students accountable for class time missed due to absences.
Instructors are encouraged to require additional assignments/activities be completed to
ensure that the student has covered the material missed. A statement to this effect and
how the absence may affect the grade should be included.
Academic Misconduct:
Plagiarism is a violation of the Ethics of Social Responsibility competency. As stated in
the Graduate and Professional Studies Student Handbook and Research Guide, and in
the Tusculum College Catalog, plagiarism is a form of academic dishonesty. It consists
of knowingly presenting in writing or in speech the intellectual or creative work of others
as if it were one’s own. This includes, but is not limited to:
1. Failing to identify direct or word-for-word quotations by use of appropriate
symbols and reference to the source
2. Restating in your own words the work (ideas, conclusions, words) of another
without reference to the source
3. Presenting as your own the creative work (for instance, music or photographs) of
another without proper acknowledgement.
See the Graduate and Professional Studies Student Handbook and Research Guide
and the Tusculum College Catalog for other forms of academic dishonesty and the
sanctions for dishonest performance.
Other Policies:
Instructors should provide students with any other policies to which they will adhere
during the course.
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Sample Study Group Activities
(Make sure that students have meaningful assignments that fulfill the requirement of
meeting an additional four hours per week in study group. The faculty member may
want to have a weekly assignment as well as a large project that will take several
weeks of preparation.)
Week:
1. Problem ID ex – Prior to the first night of class, students should review and discuss the
information provided on the Tusculum College website, Professional Studies link,
Research Projects page, section entitled Student Information Concerning the Research
Process. Students should also look at two or three of the abstracts given on the page
and develop some questions to discuss with the instructor during the first night of class.
During the first night of class students will work in their study group to identify a research
topic and the class and instructor will help to brainstorm on search words to use for
electronic database searching.
2. Library Exercise – Students will work in the library to identify different types of sources
(books, journal articles, general periodicals, theses/dissertations) for a given topic
3. Information needs ex. - Students will work with their study group to outline their projects
and receive feedback from their fellow students. The outline should address the
following items:
1. Give the statement of the problem.(This will become part of Ch. 1 as will Items 2 and
3 below. Items 5, 6, 7,8, and 9 will become part of Ch. 2 of their reports).
2. List the information needed to solve the problem. (usually the research questions)
3. Identify the value of the information (significance of the study)
4. Identify internal resource requirements (most importantly access to the population
you intend to study, but also mail costs, copying costs, etc.)
5. Specify population, sample frame, and also sample size and design (who will
participate in the study and how will they be selected)
6. Provide a mock-up of the instrumentation/or ideas for survey questions
7. Note the response task (what will those who participate have to agree to do)
8. Describe the data collection method (how and when will surveys be passed out and
returned/or how and when will observations be conducted)
9. What kind of data processing will be done
(frequencies/percents/means/comparisons?)
4. Journal Article Critique – Students will be provided with a research journal article and be
asked to critique it. They will identify: the appropriateness and timeliness of the
literature review, what research questions/hypotheses were addressed, who was the
population and sample and any weaknesses in them; what measurement instruments
were used and how validity/reliability of them were addressed; what type of research
design was used and any weaknesses in it; the methods used to report the findings and
their appropriateness/clarity; the overall findings of the study; and, most importantly, any
deficiencies of the study and their likely impact on the findings.
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5. Sampling/Measurement Exercise – Students will role play as a research team and be
given a project during which they must identify and present to the class the sample and
measurements which will be used in the study to answer the research questions posed.
6. Study Guide Review – Students will be given a study guide and practice test in order to
review for the final exam.