Business School Teaching of Research Methods – A Review of Literature and Initial Data Collection for Undergraduate Business School Students

Abstract

This paper reviews approaches to teaching research methods and the effectiveness of the student supervisor relationship in managing research projects. Corporate scandal, changes in society, the emergence of online technologies and a need to reduce teaching costs have all led business schools to change their curriculum including how research methods are taught and undergraduate and postgraduate projects supervised. Management research, and the manner in which research methods are both taught and practiced continue to make a key contribution and play a significant role in the partnership between academia and practice. Virtual learning has been helpful in a better understanding of research methods, developing critical thinking and understanding issues in more depth that are briefly covered in class. Researchers have found that the blending learning approach and use of computer‑mediated discourse supported a collaborative learning approach and resulted in more active and reflective learners (Altinay and Paraskevas, 2007). Despite this positive example, the use of technology for learning has generally been limited to supplementing face to face learning (Thomas and Thomas, 2012). The class is increasingly culturally diverse, students more mobile while academics may be Anglo‑centric and westernised. Supervision needs to be responsive to the changing needs and ambitions of the student; to move away from a dyadic relationship between supervisor and student, and emphasise the importance of collaborative learning environments and collective models of supervision (Malfroy, 2005). Literature reviewing three related research questions is presented. Questions remain as to whether changes are driven by a need to reduce cost or improve pedagogy. Data collection has started with undergraduate business students through pilot surveys and interviews to gain an improved understanding of the trends, initiatives and best practice. A further paper will explore in more detail postgraduate business students. At a time when some schools are moving more content on‑line and seeking new forms of assessment so there is a need to ensure that management research continues to fulfil a contribution towards intellectual and practical understanding. Corona virus has made this need more urgent.

Teaching Research Methods and the Supervision of Undergraduate Projects: Seeking Practical Improvements to a Complex Process

“…This paper continues recent research Mitchell andRich, (2019, 2020), with a review of literature on the teaching of research methods and the quality and effectiveness of the student supervisor relationship in managing research projects conducted by students. Data has been collected at a London based Business School through surveys, focus groups and interviews from undergraduate students as well as faculty and staff.…”

“…Business schools have experienced a number of changes in response to competition, pressures to revise curriculums, recruitment and a major shift to eLearning and self-managed learning, Mitchell and Rich (2020); www.ejbrm.com 105 ISSN 1477-7029 pedagogy and evaluation, Brown and Rich (2020). In the year 2020 these pressures have been exacerbated by the onset of the Coronavirus pandemic.…”

A grounded theory of improvisation in therapy: Lessons from decoloniality

“…These concepts were: presence; flow; mastery; focus; awareness; timelessness; transcendence; unknowing; openness; contact; expressivity; receptivity In the event, I found that I rarely used the sensitising concepts beyond my initial interviews, because each interviewee was able to explore the term "presence" without recourse to another concept. I also found that unstructured "intensive interviews" (Charmaz, 2014) were most productive in terms of codes if I offered largely nondirective listening and empathic responding during the interview (Carmichael & Cunningham, 2017).…”

“…In GT, knowledgeable participants are deliberately selected, not to provide a large general sample of a population, but because they can contribute significant and specific expertise . For this reason, sample sizes in GT tend to be small (Carmichael & Cunningham, 2017). It made sense to me, at least initially, to speak to those people who had both a professional art practice and a professional therapeutic practice.…”

Literature Reviews: What are the Challenges, and how can Students and new Business Researchers be Successful?

“…Similarly, our experience of teaching research methods and supervising students in preparing dissertations has revealed a wide range of ability, enthusiasm and interest. More recently a growing level of disinterest in undertaking a project and learning research skills has become apparent (Brown and Rich, 2020;Mitchell andRich, 2020, Mitchell andRich, 2021). The popularity and recent growth in eBusiness may mean that assumptions underpinning a traditional Business School curriculum cease or are at least challenged.…”