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The teaching and learning activities in the course:The teaching and learning activities consist of 6 collections across the whole semester, 2 mandatory tasks and 5 in between seminar tasks that are not mandatory. In the 1st seminar, the course and research methods is introduced to the students. This includes the practicalities of the course, e.g. access to BB, access to learning resources, the mandatory tasks etc. The 2nd seminar is about qualitative research methods. The 3. Seminar is on quantitative research methods. The 4. seminar is about mixed methods. The 5th seminar is about analyzing and interpreting quantitative data. The 6. Seminar is about analyzing and interpreting qualitative data and communicating/reporting research outcomes.The two obligatory tasks include: (1) 80% mandatory attendance and active participation in the course, and (2) defining a research problem and then crafting a research question for their final research project/term paper. Each student receives 2 mandatory supervision meetings where the student gets feedback on their proposed research questions.The teaching and learning activities in this introductory but advanced course aim to provide students with practical knowledge to craft good research questions, conduct literature reviews and apply qualitative, quantitative, and/or mixed data analysis methods, and write up research reports/theses.Students are also expected to use this knowledge to plan and write their master thesis, and other assignments in the course of the study program.Instead of the traditional reference group method for receiving/giving feedback, the students were asked to give directly because of the size of the group, before each seminar or at the end of the seminar. The general feedback was positive both of the teaching resources and learning materials except for the following which need improvement:·        Better communication between IDS4000 and IDS4001 especially with regards to the term paper·        The expectations of the final research project/term paper must be defined as early as possible in the course.·        The obligatory supervision meetings need to come earlier, as the give the students the opportunity to further improve first drafts of their projects.·        Need balance out the amount of work from other courses besides those given by IØT-G. The form of assessment in the course.The summative assessment of the course was a research project/term paper, submitted in groups of 2. Groups work on their term paper throughout the course, with feedback from the teachers and their fellow students.The goal of this form of assessment is to allow the students to demonstrate what they learned (comprehension) during the course by putting the methods/tools into practice. Most importantly this form of assessment is appropriate for the attainment of the course learning outcomes as it demands the students to plan, design, carry out and report on their research projects, and to reflect their methodological decisions in their research project. This is an important competence to be developed in this course. Assessment of the learning environment in the course.Based on the students' feedback and own observations, the learning environment in the course was great. The students reported that the course book was easy to understand, lecture room was well suited for learning and collaboration. They faced some difficulty in finding good literature and reading.  What has worked well and what could be improved for the next realization of the course?What has worked well·        Group work and assignments·        Fellow student feedbackWhat needs improvement:·        Student engagement, attendance and participation·        More reading related tasks Measures planned for Høst 2024·        Change the course title to reflect the content and structure of the course, i.e. from “research methods” to “applied research methods.”·        Decouple the IDS4000 research project term paper from IDS4000 to give the students freedom to express their research knowledge without being tied to quantitative methods alone.·        Move the mandatory assessments mid or earlier the course. As it gives more time for the students to work intensively to defining good research questions, and getting feedback early.

NTNU:TIA:REST

Institutt for industriell økonomi og teknologiledelse

Department of Industrial Economics and Technology Management

Engelsk

Norsk

Mer om vurdering

Vurderingsform og karakterskala:Bokstavekarakterskala A-FForskningsprosjekt-rapport: Forskningsprosjektet må gjennomføres i en gruppe (2-3 studenter), men studentene kan bestemme om de vil skrive og levere forskningsprosjekt-rapporten (som er karaktergivende) hver for seg eller som gruppe. Spesielle vilkår:For å få karakter må alle obligatoriske aktiviteter være godkjent.Eksamensregistrering krever at semesterregistrering er godkjent i samme semester.Ingen konteeksamen: kurset må tas på nytt, men obligatoriske arbeidskrav vil være oppfylt.

Forkunnskapskrav

Faglig innhold

Kurset handler om hvordan man kan planlegge, utforme, gjennomføre og rapportere på relevante forskningsprosjekter. Kurset har et fokus på praktisk tilnærming til faget. Gjennom eget prosjektarbeid skal studentene selv utforme problemstillinger, frembringe, bearbeide og analysere data og presentere funnene fra analysen.Tematisk tar faget for seg:<ul><li>Intro til sentrale forskningsparadigmer og tradisjoner</li><li>Kvalitativ og kvantitativ forskningsmetode</li><li>Forskningsdesign, problemstilling og etiske hensyn</li><li>Datainnsamling, bearbeiding, analyse og formidling</li></ul>Studentene må begynne tidlig å reflektere over forskningsdesign og velge et tema for forskningsprosjektet som er relevant for parallelle semesteremner.

Kursmateriell

Læringsutbytte

KunnskapGjennom kurset skal studentene tilegne seg<ul><li>grunnleggende innsikt om sentrale forskningsparadigmer</li><li>kunnskap om ulike typer forskningsspørsmål/problemstillinger og hvordan disse legger premissene for den videre undersøkelsesprosessen</li><li>kunnskap om kvalitative og kvantitative forskningsdesign</li><li>kunnskap om grunnleggende metoder for innsamling og analyse av kvalitative og kvantitative data</li><li>kunnskap om kriterier for å vurdere kvaliteten i empiriske undersøkelser</li><li>kunnskap om sentrale aspekter av forskningsetikk</li><li>kunnskap om formidling av forskningsresultater</li></ul> FerdigheterGjennom kurset skal studenten kunne<ul><li>redegjøre for valg av metodisk tilnærming for å utføre forskningsprosjekter</li><li>definere forskningsspørsmål/problemstilling som danner grunnlag for å gjennomføre forskningsprosjekter</li><li>utarbeide et forskningsdesign</li><li>planlegge, gjennomføre og rapportere et avgrenset forskningsprosjekt med bruk av kvantitative og/eller kvalitative metoder</li></ul> Generell kompetanseGjennom kurset skal studenten ha utviklet kompetanse<ul><li>til å reflektere og vurdere metodologiske tilnærminger til utformingen av forskningsprosjekter</li><li>til å planlegge, utforme, gjennomføre og rapportere på avgrensede forskningsprosjekter i tråd med gjeldende forskningsetiske normer og innen relevante fagområder</li><li>forstå emnets nytte for videre studieprogresjon og profesjon</li></ul>

Læringsformer og aktiviteter

Undervisningsopplegg inkluderer studentaktive læringsformer som «omvendt undervisning», medstudentvurderinger, gruppeøvinger, prosjektarbeid, veiledning og forelesninger. Det forutsettes at studentene gjennom selvstudium tilegner seg pensum. Studentene skal jobbe med forskningsprosjekt i grupper på 2-3 gjennom hele semesteret. Det er dette arbeidet som kulminerer i en forskningsrapport som er vurderingsformen på kurset. Studentdeltakelse er viktig, og noen elementer i undervisningsopplegget vil være obligatoriske. Obligatoriske aktiviteterI grupper på 2-3 skal studentene skissere forskningsdesignet for eget prosjekt, samt vurdere medstudenters forskningsdesign i henhold til gitte retningslinjer.Seminar forberedelser og deltakelse påkrevd (80%).

En veiledning og medstudentvurderinger

Obligatorisk seminar forberedelse og deltakelse (80 %)

Forskningsmetode

Økonomi og administrasjon

Master i industriell innovasjon og digital sikkerhet

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The following were measures proposed in autumn 2021 for the development of the course starting Autumn 2022:<ol><li>Organize one workshop with 2 or 3 experts to give external feedback to student projects. NTNUs NORSI experts could be involved here.</li><li>Hire a student assistant to improve the follow-up of the students especially those who take the course digitally</li><li>encourage students to participate in reference groups and give continuous feedback. Give more emphasis to peer-to-peer feedback</li><li>Strictly enforce the 80% attendance requirement in the course.</li><li>Continue the collaboration with IDS4001 and the two other courses in semester one of the program</li></ol>Below is the report on the status of these measures and how they were implemented in Autumn 2022.<ul><li>Measures number 1 and 2 were not possible</li><li>Succeeded to get three students to participate in the course reference group</li><li>We attained the 80% target in attendance across the 6 seminars. </li><li>the collaboration between IDS4001 and IDS4000 where the students work in the same groups on the same research project continues. </li></ul>

Teaching and learning activities in IDS4000/høst 2022.<ul><li>this is a 7,5 credit units course whose content is covered over 6 seminars that go over 12 weeks. The students were required to read selected readings + chaptersthe in coursebook before the lectures. Each seminar was targeted towards specific methods and tools for those methods. So the readings were tied to those methods and tools. At the end of each seminar, each group was required to write a "wiki entry" based on some articles they read and also give feedback on other groups' "wiki-entries". I gave feedback to all the groups' wiki entries. The feedback here was that this task then became too repetitive. So changes have to be made about this in autumn 2023.</li><li>the learning outcomes of the course aimed to ensure that the students could plan and write a good research proposal and develop research skills that can help them along other courses which require them to write reports. So the students were exposed to the theory but also the do-ing bits of research where the final submission was a complete research project proposal. They also got two obligatory feedback meetings from the teachers as they worked on their group projects. In addition, they got a guest lecture on academic writing skills.</li></ul>Assessment<ul><li>the formative assessment was done through "wiki entries" every other week with both peer review assessment and the teachers' feedback.</li><li>two students were also required to attend 2 obligatory supervision meetings to receive feedback on the problem formulation and the choice of methods respectively. </li><li>the summative assessment involved the groups working on a research paper which was submitted as the final exam. </li></ul>Challenges<ul><li>improve the coordination on what the students are expected to deliver in IDS4000 versus IDS4001</li></ul>Plan for autumn 2023<ul><li>evaluate the possibility for students to receive external reviews for their project assignments.</li><li>give students more feedback early in the process about the expectations in the project assignment. </li><li>use more peer-review feedback, which according to the students offers improved learning outcomes. </li><li> </li></ul>

Utkast forskningsdesign og medstudentvurderinger

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IDS4000 is a new course under the master program, Master i industriell innovasjon og digital sikkerhet. The course was delivered in English. The course was initially to be coordinated by Gry Cecilie Lunder Høiland but she took permission during høst, 2021. So i took over course responsibility and taught on the course together with Aris Kaloudis. Given that this is a new course, no action plan had been developed as a baseline for course improvements..

The course’s teaching activities were organized through seminar-based learning activities. Six seminars in total were planned and all implemented during høsten 2021. About 23 students were registered for the course - and on average 15 attended the course regularly. The course demanded 80% mandatory attendance for all students. In addition, two obligatory supervision meetings were implemented per student group project. 	A team-teaching approach was used involving me, teaching the qualitative research theme, and Aris Kaloudis responsible for quantitative theme of the course. Three guest lectures were used. Professor Kai Foerstl from EBS Universität (Germany) and Dr. Henrik Franke from ETH Zurich (Switzerland) taught experimental and causal research designs. Prof. Tom Johnstad (emeritus, NTNU) gave a guest lecture on academic writing. In general, the quality of the seminars was well rated by students based on a midway and an end-of-course evaluation tool used in the course instead of reference groups. 	The course learning outcomes targeted a more applied approach to learning and competence building. So the main teaching resource was a practical book titled «Leedy, Paul D., Ormrod, Jeanne Ellis and Johnson, Laura Ruth. Practical Research: Planning and Design, 12th edition. Harlow: Pearson Education Limited». It was supplemented by several reading articles and research reports. 	The assessment constituted two methods: (1) a formative approach which required students to review several articles during the course and get feedback on the articles they reviewed. In addition, the student's projects were evaluated through two obligatory meetings per group and given constructive comments to work with during their projects. (2) the summative assessment was the final project work as a report/exam in which the students worked on in groups and delivered ca.15 page scientific paper with defined research questions and a well thought through methodological approach. The project submission was structured in the form of a project proposal and required students to choose a suitable and preferably novel methods that they could apply to a problem or research question from any of the three other courses. This, in my opinion, was a novel way for the students to work on a more concrete theme throughout the entire semester.           From the course instructor's perspective, the teaching and learning activities worked very well. I hope going forward, the following improvement areas could be the focus for the fall semester 2022:<ol><li>Create a structured way to communicate/provide students' feedback every week – maybe hire an experienced student assistant do that</li><li>Adopt a flipped-classroom approach to give students time to reflect more about the learning activities before and during each seminar.</li><li>For each seminar, ensure that students read a specific set of articles and give feedback to themselves and among themselves.</li><li>Strictly enforce attendance and/or encourage students to participate in the course learning activities.</li><li>Communicate precisely to the students about the course learning expectations</li><li>Ensure that the exam results are graded and posted on time. </li><li>Coordinate very well with IDS4001 and the two other courses. </li></ol>

The development plan for the course in høsten 2022 should include the following:<ol><li>·      Organize one workshop with 2 or 3 experts to give external feedback to student projects. NTNUs NORSI experts could be involved here.</li><li>·      Hire a student assistant to improve the follow-up of the students especially those who take the course digitally</li><li>·      Interest students to participate in reference groups and give continuous feedback. Give more emphasis to peer-to-peer feedback</li><li>·      Strictly enforce the 80% attendance requirement in the course. </li><li>·      Continue the collaboration with IDS4001 and the two other courses in semester one of the program</li></ol>

Vurderingsform og karakterskala:Bokstavekarakterskala A-FForskningsprosjekt-rapport: Forskningsprosjektet må gjennomføres i en gruppe (2-3 studenter), men studentene kan bestemme om de vil skrive og levere forskningsprosjekt-rapporten (som er karaktergivende) hver for seg eller som gruppe. Spesielle vilkår:For å få karakter må alle obligatoriske aktiviteter være godkjent.Eksamensregistrering krever at semesterregistrering er godkjent i samme semester.Ingen konteeksamen: kurset må tas på nytt, men obligatoriske arbeidskrav vil være oppfylt.

Undervisningsopplegg inkluderer studentaktive læringsformer som «omvendt undervisning», medstudentvurderinger, gruppeøvinger, prosjektarbeid, veiledning og forelesninger. Det forutsettes at studentene gjennom selvstudium tilegner seg pensum. Studentene skal jobbe med forskningsprosjekt i grupper på 2-3 gjennom hele semesteret. Det er dette arbeidet som kulminerer i en forskningsrapport som er vurderingsformen på kurset.  Studentdeltakelse er viktig, og noen elementer i undervisningsopplegget vil være obligatoriske. Obligatoriske aktiviteterI grupper på 2-3 skal studentene skissere forskningsdesignet for eget prosjekt, samt vurdere medstudenters forskningsdesign i henhold til gitte retningslinjer.Seminar forberedelser og deltakelse påkrevd (80%).

KunnskapGjennom kurset skal studentene tilegne seg<ul><li>grunnleggende innsikt om sentrale forskningsparadigmer</li><li>kunnskap om ulike typer forskningsspørsmål/problemstillinger og hvordan disse legger premissene for den videre undersøkelsesprosessen</li><li>kunnskap om kvalitative og kvantitative forskningsdesign</li><li>kunnskap om grunnleggende metoder for innsamling og analyse av kvalitative og kvantitative data</li><li>kunnskap om kriterier for å vurdere kvaliteten i empiriske undersøkelser</li><li>kunnskap om sentrale aspekter av forskningsetikk</li><li>kunnskap om formidling av forskningsresultater</li></ul> FerdigheterGjennom kurset skal studenten kunne<ul><li>redegjøre for valg av metodisk tilnærming for å utføre forskningsprosjekter</li><li>definere forskningsspørsmål/problemstilling som danner grunnlag for å gjennomføre forskningsprosjekter</li><li>utarbeide et forskningsdesign</li><li>planlegge, gjennomføre og rapportere et avgrenset forskningsprosjekt med bruk av kvantitative og/eller kvalitative metoder</li></ul> Generell kompetanseGjennom kurset skal studenten ha utviklet kompetanse<ul><li>til å reflektere og vurdere metodologiske tilnærminger til utformingen av forskningsprosjekter</li><li>til å planlegge, utforme, gjennomføre og rapportere på avgrensede forskningsprosjekter i tråd med gjeldende forskningsetiske normer og innen relevante fagområder</li><li>forstå emnets nytte for videre studieprogresjon og profesjon</li></ul>

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Forskningsmetode - IDS4000