Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Pedagógiai és Pszichológiai Kar

Szervezet

PPK Felnőttképzés-kutatási és Tudásmenedzsment Intézet

Kód

HRCM21-108

Cím

Research Methodology Seminar

Tervezett félév

Tavaszi

ECTS

3

Nyelv

en

Oktatás célja

Students will understand concepts and tools related to the design and implementation of empirical research; know the qualitative and quantitative research methods; learn the principles and opportunities of application of the triangulation method; become familiar with the most important features of significant empirical studies carried out in the field of human resources in Hungary and in the EU; learn the important works of domestic theorists of research methodology; elaborate the basic literature on research methodology acquire the theoretical background and the most important principles of research design, gain insight into the latest trends in empirical research in the international specialized press; learn to consciously process the possibilities and limitations of applying empirical research in human resources counseling; consciously develop their source-exploration style in the professional area. Learning outcomes and competences Knowledge: to have a broader perspective on research methods, to learn the tools of research methodology and the specificities of their application in the field, to know the limits of the designability of empirical researches. Attitude: propensy of independent literature processing openness to understanding trends and new systemic organization of knowledge openness to exchange thoughts and ideas and to experimentation and reflection Skills: to be able to analyze the changes affecting adult education and the labor market and to interpret their consequences in the light of empirical research creativity, associative ability to be able to produce an empirical research plan to be able to analyze research plans and processes to be able to integrate the results of empirical surveys into scientific frameworks ability to conceptual thinking being able to keep up to date with the professional literature ability to integrate the experiences, opinions and attitudes of others

Tantárgy tartalma

Main content and thematic units Planning a research work – steps and elements of a research plan. Making a Gantt chart. Research goal and topic selection. Formulation of research hypotheses. A research ethics permission. Content and formal requirements. Collecting and critical processing of literature. Search strategies and processing techniques. Creating an own literature database. Data collection: the relationship between research strategies and research methods. Analysis: processing, analyzing and evaluating data. Qualitative and quantitative methods for analyzing data. Publishing the results of a research work. The basic questions and techniques of writing a scientific publication. Planned learning activities and teaching methods Frontal, small group and individual work for processing theoretical knowledge.

Számonkérés és értékelés

Requirements: Active participation in classes at least 80% Final exam and seminar test Topic: The final exam is for checking the knowledge received during the semester. The subject of the seminar paper is the preparation of a comprehensive empirical research plan covering all major research steps from the formulation of the research hypotheses to the dissemination of the results. (development of research tools, preparation of research ethics, Gantt diagram, etc.). Method of evaluation: five grade Aspects of evaluation: the appropriateness, professionalism and accuracy of knowledge current knowledge of the subject interpretation of interrelations, deduction of conclusions applying persuasion and writing stylistic tools reasoning skills, structure of the papers

Irodalomjegyzék

Readings: Watkins, D. C. (2017). Rapid and rigorous qualitative data analysis: The “RADaR” technique for applied research. International Journal of Qualitative Methods, 16(1), 1609406917712131 Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. Van Saane, N., Sluiter, J. K., Verbeek, J. H. A. M., & Frings‐Dresen, M. H. W. (2003). Reliability and validity of instruments measuring job satisfaction—a systematic review. Occupational medicine, 53(3), 191-200. Hayman, J. (2005). Psychometric Assessment of an Instrument Designed to Measure Work Life Balance, Research and Practice in Human Resource Management, 13(1), 85-91 Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42(5), 533-544. Thomas, S. L., & Heck, R. H. (2001). Analysis of large-scale secondary data in higher education research: Potential perils associated with complex sampling designs. Research in higher education, 42(5), 517-540. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42(5), 533-544. Reeves, S., Albert, M., Kuper, A., & Hodges, B. D. (2008). Why use theories in qualitative research? Bmj, 337. Sutton, R. I., & Staw, B. M. (1995). What theory is not. Administrative science quarterly, 371-384. Wallis, S. E. (2009). Seeking the robust core of organisational learning theory. International Journal of Collaborative Enterprise, 1(2), 180-193. Zacher, H., Rudolph, C. W., Todorovic, T., & Ammann, D. (2019). Academic career development: A review and research agenda. Journal of Vocational Behavior, 110, 357-373. Anderson, V. (2017). Criteria for evaluating qualitative research. Human Resource Development Quarterly, 1-9. Bleijenbergh, I., Korzilius, H., & Verschuren, P. (2011). Methodological criteria for the internal validity and utility of practice oriented research. Quality & Quantity, 45(1), 145-156. Example study Ruel, H. J., Bondarouk, T. V., & Van der Velde, M. (2007). The contribution of e‐HRM to HRM effectiveness: Results from a quantitative study in a Dutch Ministry. Employee relations.

Kurzus szakjai