NATIONAL TEXTILE UNIVERSITY

FACULTY OF MANAGEMENT SCIENCES

Course Specifications

Advace Research Methods

MGT-6091

Fall 2018

http://www.ntu.edu.pk/
 COURSE SPECIFICATIONS

Basic Information

Course Title: Advance Research Methods

Course Code: MGT-6091

Course credits/week: Theory: 03 Lab: Total:
Nil 03
Pre-requisite(s):

Co-requisite(s):

Program(s) on which the course is given: MBA

Is the course major or minor element of the program: Major:  Minor:
Department offering the program: Management sciences

Department offering the course: Management sciences

Academic year/level: 2nd

Revision #:

Last revised on (date):

 Master of Science in Business Administration (MSBA)
PROGRAM LEARNING OUTCOMES (PLOs)

No. ATTRIBUTES OUTCOMES

An ability to understand and apply theoretical knowledge

1 Core Business Education related to core business subjects at a level expected from
graduates with MSBA degree.

An ability to do research to understand, analyze and contribute

2 Research Skills in the academic discussions at a level expected from graduates
with MSBA degree.

An ability to demonstrate critical thinking approach to research

3 Critical Thinking
at a level expected from graduates with MSBA degree.

An ability to communicate and disseminate knowledge at

4 Teaching Skills
higher education level.
Overall Aims of the Course
This course builds upon the foundation of quantitative research methods commonly covered in most
undergraduate and postgraduate courses at a Master level. It aims to provide advanced training in
quantitative research methods with topics designed for students in gaining a deeper understanding in
the concepts and principles of quantitative methodologies, as well as to acquire advanced skills in
research in education, social sciences, and humanities. Students will develop competence in
quantitative techniques through hands-on practices in study design, data collection, and management,
as well as the analysis and interpretation of data.

Linking to
PROGRAM
Taxonomy
Sr. No. Course Learning Outcomes (CLOs) Domain LEARNING
Level
OUTCOMES
(PLOs)
1 Employ advanced statististical techniques Cognitive 2-3 2
for data management and analysis

2 Acquire the ability to interpret research Cognitive 3 2

results and establish the substantive
meaning and implications of the findings
for managerial practice

Business-Related Theoretical And Applied Problems

Lectures/Class discussions/Individual class participation
The lectures are the devoted to discussion of the topics shown in the course outline. You
will be expected to come to the class having completed the reading schedule and prepare to
participate in class discussion.
Proposal Writing
Proposal writing will be discussed during this practice. These have been selected to
illustrate the problems. The case requires individual preparation, and should be thoroughly
read and analyzed. Course participants are expected to be ready for the instructor to call on
them to present + defend their proposal.

Course Schedule
Week Module Recommend Intended Learning Outcomes/Topic to be Covered
No. ed Reading At the end of the lecture, students will be able to understand:
Able to understand Ethical issues in research, Able to
understand Pledgrism policy of NTU and HEC, Able
1
to identify quality Journals, HEC recognizes journals,
Overview How to access and use HEC digital resources,
Defining and Identify problem areas that are likely to be studied in
2 refining the organizations, Narrow down a broad problem into a
problem feasible topic for research using preliminaryresearch,
 Develop a good problem statement, Develop a
research proposal, Be aware of the role of the
manager in the early stages of the research process.,
Be aware of the role of ethics in the early stages of
the research process.
Discuss an article
The terminology used by professional researchers
employing scientifi c thinking, Be able to
Thinking Like a differentiate between Independent, Dependent and
3
Researcher Moderating variables,Mediating and control
variable, Understand the uses and purposes of
different research design.
Know how to locate a problem to investigate,
Understand how to source primary and secondary
information and documents, Be able to conduct a
The critical library and Internet search, locating appropriate
4 literature databases, Know how to write up a collated review of
review relevant information and document, Be able to cite
references in the appropriate form, Able to Use
Mendley Software
Discuss an article
Be able to state a research question that defines
predicted relationships between your abstract
Problem concepts, Be able to define a management problem,
Definition, Be able to develop conceptual and theoretical
5 Frameworks, frameworks, Understand why we operationalize
and Research variables, Be able to differentiate between
Design Independent, Dependent and Moderating variables,
Understand the uses and purposes of different
research design.
Understand what a hypothesis is and why a
hypothesis must be testable and operationally stated,
Understand the logic behind testing the null
hypothesis, Be able to formulate a testable
hypothesis, Understand how statistical significance
Hypothesis levels act as criteria in testing null hypotheses, Be
Formation, able to distinguish between one-tailed and two-tailed
6
Types of Error tests and the implications of each, Be able to
and Estimation distinguish between the concepts of Type I and Type
II error and their implications, Understand the use of
sample statistics in point and interval estimation, Be
able to develop conceptual and theoretical
frameworks
Discuss an article
 Define sampling, sample, population, element,
sampling unit, and subject, Describe and discuss the
sampling process, Describe and discuss the different
sampling designs. Identify the use of appropriate
sampling designs for different research purposes.
Explain why sample data are used to test hypotheses.
7 Sampling Discuss precision and confidence. Estimate sample
size. Discuss the factors to be taken into consideration
for determining sample size. Discuss efficiency in
sampling. Discuss generalizability in the context of
sampling designs. Apply the material learned in this
chapter to class assignments and projects.
Discuss an article
Compare and contrast different types of
questionnaires. Design questionnaires to tap different
variables. Discuss the issues related to cross-cultural
research. Discuss the advantages and disadvantages
of various data collection methods in survey research.
Discuss the advantages of multisource and
Design
8 multimethod of data collection. Demonstrate
Questionnaire
awareness of the role of the manager in primary data
collection. Demonstrate awareness of the role of
ethics in primary data collection. Able to understand
some advance concept related to reliability and
validity

MID TERM EXAM

How qualitative methods differ from quantitative
methods. The controversy surrounding qualitative
Qualitative research. The types of decisions that use qualitative
9
Research methods. The variety of qualitative research methods
able to understand Grounded theory and action
research.
How variables are measured, Operational definition
Measurement of
10 International dimension of operational definition.
variables
Discuss an artical
Linear relationships between variables, the linear
Simple Regression correlation coefficient, modelling linear relationships
11
with randomness, the least squares regression line,
statistical inferences, the coefficient of determination.
Multiple regression What is multiple regression models, why to apply
models multiple regression, Linear relationship models and
12
least squares regression line. Properties of OLS, Error
term.
Introduction to Multicollinearity, Multicollinearity
13 Data Problems
and data types, why to detect and remove it. What
 happens if the Regressors are correlated. Defining the
problem of heteroscedasticity, why it is important to
detect the heteroscedasticity, What happens if the
error variance is Nonconstant, What is
Autocorrelation, What happens if the error terms are
correlated? What is Durbin Watson test, working of
Durbin Watson test etc. Defining the goodness of fit,
importance of R2, what is adjusted R2, why it is
important to have a higher R2,
Understand the meaning of structural equation
modeling (SEM) and its relationship to multivariate
An Introduction data analysis. Describe the basic considerations in
to Structural applying multivariate data analysis. Comprehend the
14 Equation basic concepts of partial least squares structural
Modeling equation modeling (PLS-SEM). Explain the
differences between covariance-based structural
equation modeling (CB-SEM) and PLS-SEM and
when to use each.
Understand the basic concepts of structural model
specification, including mediation and moderation.
Explain the differences between reflective and
formative measures and specify the appropriate
measurement model. Comprehend that the selection
Specifying the of the mode of measurement model and the indicators
Path Model and must be based on theoretical/conceptual reasoning
Examining Data before data collection. Explain the difference
between multi-item and single-item measures and
15 assess when to use each measurement type. Describe
the data collection and examination considerations
necessary to apply PLS-SEM. Learn how to develop
a PLS path model using the smart PLS 3 software.
Gain an overview of stage 5 of the process for using
PLS-SEM, which deals with the evaluation of
measurement models. Describe stage 5a: evaluating
reflectively measured constructs. Use the smart PLS
3 software to assess reflectively measured constructs
in the corporate reputation example.
 Final report
16 Submission
 Presentsation
17 END TERM EXAM
 Teaching and Learning Methods
-Lectures
-Discussion of Case Studies
-Class Discussion
Required Learning Resources
Text Book(s): Research Methods for Business (Six edition)
(Title, Author, Edition, Publisher) By Uma Sekaran and Roger Bougie
1. Saunders, M. N., Lewis, P., & Thornhill, A. (2016). Research
Methods for Business Students (5th ed.): Pearson Education.
Cooper, D.R. & Schindler, P.S. (2013) Business Research Methods,
Eighth Edition. McGraw‐Hill Education

A Priemer on Partial Least Squares Structural Equation

Modeling(PLS-SEM) Joseph F. Hair, Jr G Tomas M,
Reference Book(s): Research methods and statistics for using SPSS by
(Title, Author, Edition, Robert B. Burns and Richard A Burns
Publisher) 1. Bryman, A. (2012) Social research methods. 2nd. Oxford:
Oxford University Press.

Reference Book(s): Business Research Methods (11th edition)

(Title, Author, Edition, Publisher) By Donald R. Cooper

Journals/Periodicals: Journals Paper will be provided

(Title, Publisher) Jor
vedios Introduction to spss by Udemy: 9 vedio clips
Facilities Required for Teaching and Learning
-White Board
-Multimedia
SPSS
AMOS
Mendly software

Assignments Schedule Quiz Schedule

No. Week Assigned Week Due No. Week
1 2 15 1 4 or Surprise
2 10
3 11
Weighting of Assessments
Project * & Sessional 30 %
Mid-semester examination 30 %
End-semester examination 40 %

 Assessment

Assessment will consist of four components, including class activities and presentation,
take-home exercises, a quiz, and a group research project. Together they are designed
 to assess each student’s understanding of the topics discussed and their ability to apply
the methods to address research questions.

Assessment Tasks Weighting (%) CO

(a) In class activities and group presentation 20% CO1-3
(b) Home Assignments 20% CO1-5
(c) M i n i m u m o ne Quiz 10% CO1-5
(d) Group Research Project 50% CO1-6

Dress Code:
Formal business attire only (Dress Trouser, Shirt, Tie, Dress Shoes) Jeans and Joggers
NOT ALLOWED.
Not sure what this dress code means? Read When Job-Hunting: Dress for Success.

Instructor Responsibilities:
In keeping with the format of this class, I see myself as your immediate supervisor. In
that sense, I plan to mentor each of you so that you learn how to make the best
decisions possible, to understand and apply key macroeconomic concepts, and to
prepare you to become productive employees upon graduation. I will do my best to
help each of you grow into the best marketer you choose to become. Thus, besides class
time -- where I will often put you on the spot -- I expect there will be many times we
will communicate outside of class, and I will do my best to help you in a timely fashion.

Student Responsibilities:
You are expected to arrive to class on time, professionally dressed, and prepared for
the day. You should be fully prepared to discuss and debate the course material
assigned for that date. You are expected to participate at all levels and offer objective
praise and criticism of your classmates’ analyses and conclusions. This course is not
for the meek or timid. You must contribute to the greater understanding of
macroeconomics. This course is a combination of doing (homework), thinking, and
discussing.

Class Participation and Individual Conduct

You should make every effort to attend each class meeting. In addition, it is important
that you prepare for each class by reading the relevant book chapters before the class
session in which it will be discussed. You will also be expected to participate in class
discussion and complete in‐class exercises that will be based on these reading
assignments. Your participation grade will be based on contribution and attendances
(be punctual, attend classes, come prepared by doing the readings, show initiative in
the discussion). Note that students who only “show up” should not expect even an
average score. You must be present in class in order to receive credit for in‐class
exercises, quizzes, participation, etc.
Eating, sleeping, reading, texting, listening to or working on unrelated materials,
sidebar conversations, or “multi‐tasking” using a computer or other electronic device
is not permitted. Laptops (and similar devices) may be used in class for course related
activities such as taking notes. Students may bring drinks such as water.

General Expectations & Classroom Etiquettes:

In terms of performance in this class, I have very high expectations and anticipate
outstanding work from each of you. I hope for a very positive experience for us all.
Keep in mind that if you do not deliver outstanding work then you will be graded to
reflect this. I ask that you contact me directly and immediately if you ever have any
questions or concerns regarding the class, any particular assignments, or your grade(s).
I am always willing to help.
I do ask that all students be respectful and courteous to other class members as well as
the professor. This includes turning off cell phones and other electronic devices before
class begins and arriving to class on time, as walking in late is disruptive to other
classmates and the professor. Those who walk in late will likely not receive attendance
credit for that day.

Useful Tools / Advice:

This course is time and labor intensive. Be certain to schedule enough time in your
weekly planning to accommodate.
You need to have good access to the Web and an e-mail account.

Please always do your best work.

Etc.:
It is expected that all work you submit for a grade in this class be original and prepared
for this class only.
I am always willing to see my students and will go out of my way to schedule meetings.
Please make sure that if you make an appointment that you keep it.
Finally, as will quickly become apparent, e-mail is by far the easiest and most reliable
method to reach me.

Contact Details:
Dr. Muhammad Shahzad Iqbal Assistant Professor
Department of Management Sciences
National Textile University Faisalabad
Dr. Muhammad Shahzad Iqbal
Office Hours
Course Specifications Developed By:
Dr. Muhammad Shahzad Iqbal
Assistant Professor
Department of Management Sciences
National Textile University Faisalabad,
Pakistan.
Friday 09:00 to 04:00 PM
Reviewed By (Dean FMS):
Dr. Sajjad Ahmad Baig

Date: 21-10-2019 Date: 21-10-2019

Learning Outcomes Verbs Sheet

Knowledge Comprehension Application Analysis Synthesis Evaluation
Cite Associate Apply Analyze Arrange Appraise
Count Classify Calculate Appraise Assemble Assess
Define Compare Classify Calculate Collect Choose
Draw Compute Demonstrate Categorize Compose Compare
Identify Contrast Determine Classify Construct Criticize
List Differentiate Dramatize Compare Create Determine
Name Discuss Employ Debate Design Estimate
Point Distinguish Examine Diagram Formulate Evaluate
Quote Estimate Illustrate Differentiate Integrate Grade
Read Explain Interpret Distinguish Manage Judge
Recite Express Locate Examine Organize Measure
Record Extrapolate Operate Experiment Plan Rank
Repeat Interpolate Order Identify Prepare Rate
Select Locate Practice Inspect Prescribe Recommend
State Predict Report Inventory Produce Revise
Tabulate Report Restructure Question Propose Score
Tell Restate Schedule Separate Specify Select
Trace Review Sketch Summarize Synthesize Standardize
Underline Tell Solve Test Write Test
Translate Translate Validate
Use
Write