1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
Introduction
Management scholars must make many choices when pursuing a research project. This
holds for problems encountered in applied settings, as well as for theory generated
problems. In the course of this class we will identify some of those problems, and
discuss the costs and benefits of the various options available to management
researchers.
Objectives
The objective of this course is to present you with an overview of themes and topics that
fall under the general heading of “research methods”. In particular we will focus on tools
and methodologies that are commonly used by researchers studying management and
organizations.
Our focus will be one of methods and analytical approach to concrete issues. This is not
a cookbook tools course, though tools will be discussed. This is not a statistics course,
though statistical concepts, problems and analyses are frequently considered.
Learning Outcomes
When you have completed this module, you will be able to:
• Understand fundamental concepts and research methods that can be applied to
organizational problems.
• List the similarities and differences between different research methods.
• Develop and practice the knowledge and skills necessary to review, apply and
conduct organizational research.
• Distinguish between informal definitions of ‘research’ and more formal definitions.
• Recognize why knowledge creation is usefully viewed as a social activity.
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
• Identify that good research depends on the careful application of technique in
execution and reporting, rather than unusual genius or expertise in the researcher.
• Understand what it takes to write a dissertation.
• Identify the best research methods for your research question.
• Develop presentation skills for your research ideas.
Competencies
GENERAL COMPENTENCIES:
CG6: Use appropriate tools and techniques for problem solving, correction contrasting
and decision validation
SPECIFIC COMPETENCIES:
CE1: Understand the concepts of social and human sciences relevant and necessary to
carry out research projects of international level in the area of business management.
CE3: Organization, planning and implementation of a research project related to social
sciences.
CE4: Distinguishing of the different fields of management sciences and
acknowledgement of the research methodologies related to them.
CE5: Ability to understand state-of-the-art research in organization theory published in
the top academic journals (Administrative Science Quarterly, Academy of Management
Journal, Organization Science, American Journal of Sociology, etc.) and compare and
contrast the arguments developed in the papers from a logical and empirical point of
view.
CE7: Ability to articulate research questions that could extend our understanding of the
field, and design a research program to answer them.
CE9: Analyze and relate the main contributions of the economy to the study of
organizations and contrast them with statistical, econometric or qualitative methods.
CE17: Ability to critically establish, the relevance and significance of the results
obtained with respect to the proposed objectives, and prepare conclusions within the
framework of current scientific knowledge on the topic in question.
CE18: Develop a scientific / technical report or research work with the objective to
inform the scientific community on the contribution of the research conducted, making
use of adequate information technology for both acquisition and dissemination of
research results.
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
Content
The course is divided in three main parts: (1) Introduction to the field of management (2)
Assessment of different research methods (3) Presentation of research ideas. Specific
topics include:







Scientific method (induction, deduction, verification, reporting and replication),
Constructs and variables (operational definitions, data properties, reliability and
validity),
Covariation, causation and threats to validity
Connecting concepts (exploration, observation, interviews and construct maps),
Demonstrating relationships
Conducting surveys
Presenting results, limitations of findings, and implications to theory and practice
Methodology
There are three main requirements for successfully completing this class:
1. Class participation
2. Research idea presentation
3. Critique of a paper
1. You are expected to come to class prepared to discuss all the material assigned and
to contribute to class discussion. In addition to class participation, each student is
required to take the lead in presenting and discussing 1 or 2 papers each week.
You are welcome to choose a topic/paper that is of particular interest to you. You are
responsible for communicating to me in a timely fashion who will be in charge of
what for each class (usually 3 days before class). Class participation and lead
discussion will count for 35% toward your final grade.
2. You are expected to present and discuss (with particular emphasis on the
methodological issues at stake) a “research idea”. This need not be a full-blown
research proposal, but rather an opportunity for you to choose an issue that is of
interest to you, and spend some time thinking about what you need to do in order to
accomplish it. You are not required to turn in a write-up, but to present in class your
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
research idea considering several aspects such as the importance of the problem,
past work in the area, expected results, analysis strategy, etc.
These presentations will be scheduled toward the end of the class and will count for
35% toward your final grade.
3. You are expected to write up a critique of a paper that we will distribute in class one
week before the end of the course. This means that, just like you will in the future of
your career, you’ll be reviewing a paper discussing its merits and its shortcomings in
a critical way, identifying and recommending possible course of actions in order to
make the paper better. You can consider this as a take-home exam; it will count
30% toward the definition of your final grade. Review due date will be announced in
class.
Evaluation
Class participation and lead discussion will count for 35% toward your final grade.
Presentations will be scheduled toward the end of the class and will count for 35%
toward your final grade.
Critique of a paper will count 30% toward the definition of your final grade.
Course Outline & Bibliography
SESION
1
DESCRIPTION
CASO
Each one of you will be in charge of leading the discussion of Introduction (From Theory
one of these papers but note that everybody should be ready to Practice)
for this discussion!
This class is the introduction to the course. We will also discuss
some key issues and challenges in the process of conducting
research in social science, more specifically in the management
field.
Please decide the distribution among yourselves, and let me
know who will be in charge of what 3 days before class.
Make sure that ALL papers are assigned and have a leader (this
might imply that some of you will be in charge of two papers)
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Required
1. Sutton RI, Staw BM. 1995. What theory is not.
Administrative Science Quarterly 40: 371-384
2. DiMaggio PJ. 1995. Comments on "What theory is not".
Administrative Science Quarterly 40: 391-397
3. Bachrach SB. 1989. Organizational theories: some
criteria for evaluation. Academy of Management
Review 14: 496-515
4. Pfeffer J. 1993. Barriers to the advance of
organizational science: Paradigm development as a
dependent variable. Academy of Management Review
18: 599-620
5. Hambrick DC. 2007. The field of management’s
devotion to theory: Too much of a good thing?
Academy of Management Journal 50(6): 1346-1351
6. Gulati R. 2007. Tent poles, tribalism and boundary
spanning: The rigor-relevance debate in management
research. Academy of Management Journal 50(4): 775–
782
Optional
7. Whetten, D. A., Felin, T., & King, B. G. 2009. The
practice of theory borrowing in organizational studies:
Current issues and future directions. Journal of
Management, 35: 537-563.
8. Corley, KG and Gioia, DA. 2011. Building theory about
theory building: what constitutes a theoretical
contribution? Academy of Management Review. 36 (1)
12-32
9. Weick P. 1995. What theory is not, theorizing is.
Administrative Science Quarterly 40: 385-390
Assignment for class preparation:
 Appraise the theory evaluation criteria in the readings.
What are your views?
 Should management scholars strive to publish
innovative theory building and rigorous theory testing?
 In the light of Hambrick’s paper, do we really need
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
2
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
theory? Why? Why not?
 What is your position on the debate rigor/relevance?
 Skim through a recent Academy of Management
Review article of your choice. Use the criteria presented
in the papers to evaluate a theoretical paper of your
selection. What does it make it a good paper? (Be very
specific!).
In this session, we will discuss how to find a topic among your From Questions to
interests, narrow it to a manageable scope, and then question it Problems: Main issues and
to find the makings of a problem that can guide your research.
Research Strategies
Key issues like literature review, level of analysis, research
designs and generalizability will also be discussed.
Please decide the distribution among yourselves, and let me
know who will be in charge of what 3 days before class.
Make sure that ALL papers are assigned and have a leader (this
might imply that some of you will be in charge of two papers)
Required
1. Baunmeister, R.F. and Leary, M.R. Writing Narrative
Literature Reviews, Review of the General Psychology.
1997. 1 (3). 311-320
2. Scandura, T.A. and Williams, E.A. Research
Methodology in Management: Current practices,
trends, and implications for future research. Academy
of Management Journal. 2000. 43 (6). 1248-1264
3. Klein, K. J., Dansereau, F., & Hall, R. J. 1994. Levels
Issues in Theory Development, Data Collection and
Analysis. Academy of Management Review, 19(2): 195229.
4. Colquitt, J.A. 2008. Publishing laboratory research in
AMJ: A question of when, not if. Academy of
Management Journal. 2008, 51, (4) 616–620
5. Mook, D. G. 1983. In defense of external invalidity.
American Psychologist: 379-387.
Optional
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
6. Rousseau, D. 1985. Issues of level in organizational
research: Multilevel and cross-level perspectives. In L.
Cummings & B. M. Staw (Eds.), Research in
Organizational Behavior, Vol. 7: 1-37. Greenwich, CT:
JAI Press.
7. Abelson, R. P. 1995.Making claims with Statistics
(Chapter 1) in Statistics as a Principled Argument:
Lawrence Erlbaum.
Assignment for class preparation:
3
8. How would you distinguish practical and research
problems? Is there really a difference?
9. How would you find a Good Research Problem?
10. Why do we need a good literature review?
11. What are the points in common among the articles
discussing design and the articles discussing levels of
analysis?
12. What is good and what is not so good about lab
research? Implications for field research?
13. After these readings and according to your view, what
are the main issues in social science research?
Surveys are one of the most extended forms of data gathering Asking the right questions:
in social science. We will discuss key issues regarding measures,
Survey Research +
items generation and biases using this method.
Measurements
Please decide the distribution among yourselves, and let me
know who will be in charge of what 3 days before class.
Make sure that ALL papers are assigned and have a leader (this
might imply that some of you will be in charge of two papers)
Required:
1. Survey research. Krosnick, J.A. Annual Review
Psychology. 1999. 50:537-567
2. Dillman, D. A. 1991. The design and administration of
mail surveys Annual Review of Sociology, 17: 225-249.
3. Cortina, J. 1993. What is coefficient Alpha? An
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
examination of theory and applications. Journal of
Applied Psychology, 78(1): 98-104.
Optional:
4. Podsakoff, P. M., MacKenzie, S. B., Lee, J., & Podsakoff,
N. P. (2003). Common method biases in behavioral
research: A critical review of the literature and
recommended remedies. Journal of Applied Psychology,
88(October), 879-903.
5. A Brief Tutorial on the Development of Measures for
Use in Survey Questionnaires. Hinkin, T. A
Organizational Research Methods 1998 1: 104
6. Bradburn, N.Sudman, S. & Wansink, B. 2004. Asking
questions: the definitive guide to questionnaire design:
Jossey Bass. Chapter 1
Assignment for class preparation:
7. Why do we use measurement? Can one be scientific
without using measures? Can one measure without
being scientific?
8. Reliability and Validity: only for survey-based research?
9. What are the advantages of survey research? And the
disadvantages?
10. How does the internet change Dillman’s points about
survey administration?
4
In this session we will focus on how to get data from a specific
source of information (archival data) to answer such problems. Managing archival data
We will discuss the pros and cons of using archival data. Given
the limited literature on this topic, we will take a hands-on
approach. To do so, please select and read one (1) paper from
the
following
list:
http://amj.aom.org/cgi/collection/amj_article_winners_collect
These are the Best Articles of the Academy of Management
Journal. Make the selection based on your personal
preferences, alignment with your research interest, etc but
make sure that the paper contains an empirical analysis that
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
uses archival data.
Assignment for class preparation:
 How does research using available data differ from
other approaches (e.g. surveys)?
 What are the limits of archival data? And the
advantages?
 What are the relevant sources of information in
your field? How can you access them?
 What is (if any) the relationship between unit of
analysis and data availability?
 Take a minute and think of a construct that could
not be measure with archival data. Done? Now,
think what available data you could use to proxy
those construct. Be creative!
 What is the treatment of data that the author/s of
your paper made? How do they justify its use?
What constructs did they measure with archival
data?
5
Many approaches are available to conduct qualitative research.
We will review the most widely used like phenomenology,
ethnography, grounded theory but we will focus on case
studies.
Each one of you will be in charge of leading the discussion of
one of these papers. Everybody should be ready for this
discussion!
Please decide the distribution among yourselves, and let me
know who will be in charge of what 3 days before class.
Make sure that ALL papers are assigned and have a leader (this
might imply that some of you will be in charge of two papers)
If I cannot overwhelm with
my quantity, I will do it with
my quality: Understanding
Qualitative research
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Required
1. Go to our library and search any book about research
methods (in management or social science). Prepare a
few slides on different qualitative methods like
phenomenology, ethnography, grounded theory
(coordinate among yourself to cover all of them). Make
sure to include interesting examples!
2. Eisenhardt KM, Graebner ME. 2007. Theory building
from cases: Opportunities and challenges. Academy of
Management Journal 50(1): 25-32
3. Gephart J, R.P. 2004. Qualitative research and the
Academy of Management Journal. Academy of
Management Journal 47(4): 454-462
Optional
4. Siggelkow N. 2007. Persuasion with case studies.
Academy of Management Journal 50(1): 20-24
5. Langley, A. 1999. Strategies for Theorizing from Process
Data. Academy of Management Review, 24(4): 691710.
Assignment for class preparation:
 What are the situations in which qualitative
research is the preferred approach?
 Is qualitative research well accepted in your
subfield? What types of journal publish qualitative
research in your area? (If you don’t know, do a little
bit of research on your own: ask your advisor,
google, etc).
 Can the validity if qualitative research be
determined? How?
 Is qualitative research easier, more difficult or
equally difficult than quantitative research? Why is
criticized for being “soft”?
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
6
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
This class will serve to explore the some other important forms Triangulation, Metaof research analysis. The final part of the class will be allocated Analysis, Content Analysis
and other research
to discuss some details about the final report.
methodologies.
Please decide the distribution among yourselves, and let me
know who will be in charge of what 3 days before class.
Make sure that ALL papers are assigned and have a leader (this
might imply that some of you might be in charge of the same
paper) During class will be dedicated to meta-analysis, content
analysis, and other research methodologies.
Required
1. Mixing Qualitative and Quantitative Methods:
Triangulation in Action Jick, T. Administrative Science
Quarterly, 24(4), 1979,pp. 602-611
2. What does a great meta-analysis look like? Humphrey,
S. E. Organizational Psychology Review. 2011. 1 (2) 99103
3. Replication, Meta-Analysis, Scientific Progress, and
AMJ’s Publication Policy. 2002. Academy of
Management Journal. 45(5) 842-846
Optional
4. Short JC, Palmer TB. 2008. The Application of DICTION
to Content Analysis Research in Strategic Management.
Organizational Research Methods 11: 727-752
5. Sonpar K, Golden-Biddle K. 2008. Using Content
Analysis to Elaborate Adolescent Theories of
Organization. Organizational Research Methods 11:
795-814
Assignment for class preparation:
 Look in top management journals a meta-analysis of
your interest. Identify the topic, the procedure on how
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
7
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
it was conducted and be ready to explain it.
 Why are meta-analyses necessary/useful?
 What areas/topics are interesting to conduct a metaanalysis?
 Is content analysis a quantitative or qualitative research
method?
 What are the pros and cons of triangulation?
Getting your work published is a major part of the research Publishing your work
process as it allows diffusion of knowledge. Yet, it is at the same
time perhaps the most challenging step in conducting research.
We will discuss a “real” case in class.
Please decide the distribution among yourselves, and let me
know who will be in charge of what 3 days before class.
Make sure that ALL papers are assigned and have a leader (this
might imply that some of you will be in charge of the same
paper)
Required:
1. Manuscript (doc file)
2. Letter from the editor (doc file)
3. Bergh, D. 2006. Editing the 2004 AMJ best article award
winner. Academy of Management Journal, 49(2): 197202
Optional
1. Gans, J. S. & Sheperd, G. B. 1994. How the mighty fallen
are: rejected classic articles by leading economists. The
Journal of Economic Perspectives, 8(1): 165-179.
2. Maxwell, S. E. & Cole, D. A. 1995. Tips for writing (and
reading) methodological articles. Psychological Bulletin,
118(2): 193-198.
Assignment for class preparation:
 Read the file entitled “1. manuscript.doc” What key
shortcoming do you see in the paper?
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
 Then read the file entitled “2. Letter from the editor”.
What are the major aspects that the editors and
reviewers are highlighting? How would you respond to
their concerns?
 When is a paper “good enough” to be sent out for
review?
 What do you think of the review process as an author
trying to get his/her paper out? What are its
advantages and disadvantages? How could it be
improved upon?
 What is your reaction to Gans and Sheperd’s article? Is
that good or bad news for us?
Reviewing
8
During this session we will address your role as a reviewer, the
DOs and DON’Ts, etc. This is an important class given that many
of the concepts and processes will be useful for your critique
write up (30% of your grade!!).
Required
1. Go to
http://journals.aomonline.org/amj/reviewer_guidelines
.html and read the review guideline of AMJ.
2. Benos DJ, Kirk KL, Hall JE. 2003. How to review a paper.
Advances in Psychology Education 27(2): 47-52
3. Lee T. 2002. Obligations and obfuscations in the review
process. Academy of Management Journal 46(6): 10791084
4. Lepak D. 2009. What is good reviewing? Academy of
Management Journal 34(3): 375-381
Optional
1. Carpenter MA. 2009. Mentoring colleagues in the craft
and spirit of peer review. Academy of Management
Journal 34(2): 191-195
2. Miller CC. 2006. Peer review in the organizational and
management sciences: prevalence and effects of
reviewer hostility, bias, and dissensus. Academy of
Management Journal 49(3): 425-431
1st Year MRM
2014- 2015 2nd Term
Research Methods SBS
COURSE OUTLINE
Prof. Pascual Berrone
EMAIL: PBerrone@iese.edu
Assignment for class preparation:
9
 What makes a good review? And a bad one?
 Have you ever reviewed a paper? If so, be ready to
share with the group how you do it.
 Being a reviewer is a nice thing to do or is it a must in
our profession? Elaborate arguments to support your
position.
Good research is made useful by delivering its purpose, Research Ideas
methodology, results, and implications. Thus, communication Presentations I
(both oral and written) is essential to avoid wasting all the
effort that went into research. If communication is poorly done,
research will never disseminate knowledge nor be used to aid
decision making.
During this class, half of you will present your “research ideas”
(with emphasis on the methodology). This session is intended
to develop communication abilities needed in the research
business and get some feedback on your research ideas. Details
about number of slides, length, time, etc will be provided once
the course starts.
Same as above
10
Research Ideas
Presentations II
Professor’s Biography
http://www.iese.edu/en/faculty-research/professors/faculty-directory/pascual-berrone/