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Manchester Business SchoolPostgraduate Research Programmes

Research Training Programme Handbook

2009-2010

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ContentsSection A: Research Training for MBS Postgraduate Research Students

1. Programme Structure and Management ……………………………………………… 3

2. Assessment ……………………………………………………………………………………………… 5

2.1 Assessment Principles2.2 Submission Dates2.3 Submission of Coursework/Assignments

Section B: General PhD Research Training Pathway3. Pathway Structure and Requirements ……………………………………………… 83.1 Choosing Research Training Courses and Research Methods Workshops3.2 Course Selection Form

4. Core Research Training Courses ……………………………………………………………… 12 4.1 Introduction4.2 Course Outlines

5. Research Methods Workshops ………………………………………………………………… 30

5.1 Introduction 5.2 Course Outlines

Section C: Accounting and Finance PhD Research Training Pathway6. Pathway Structure and Requirements …………………………………………… 81

7. Compulsory Courses (Accounting) ………………………………………………………… 83Introduction Course Outlines

8. Compulsory Courses (Finance) ……………………………………………………………… 87Introduction Course Outlines

9. Electives …………………………………………………………………………………………………………102

Introduction

Section C: Optional Non-Credit Bearing Courses ……………………………………… 103Course Outlines

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Section A:Research Training for MBS Postgraduate Research

Students

1. PhD Programme Structures and ManagementThe MBS Doctoral Research Training Programme is led by Prof. Rudolf Sinkovics, the MRes and Research Training Programme Director.

Director of MRes Management Programme and Research Training Programme

Prof. Rudolf Sinkovics

[email protected] Room 3.05 MBS West

68908

He is supported by the PGR Administrative Team.

Research Training

Graham Cockerill [email protected] Room 9.23MBS Harold Hankins

56550

Research Training

Geraldine Garrabet(Oct 2009-June 2010)

[email protected] Room 9.23MBS Harold Hankins

56580

MRes Anusarin Lowe [email protected] Room 9.24MBS Harold Hankins

50784

A PhD at Manchester Business School is a three year full-time programme (or a 6 year part-time programme) which requires students to complete advanced supervised research and structured training in research methods and skills. Your PhD programme therefore is an individual combination of these three major elements:

Supervised Research Research Training Programme Skills Development Programme

During your first year, there will be a particular focus on research training, with around 60% of your devoted to this element. In your first year, your PhD will comprise the following elements:

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mailto:[email protected]



Research Training Programme

Core Courses

+Research Methods Workshops or Electives (Specialist Masters Courses)

+ Skills Development Programme

+ Induction + MBS Doctoral Conference

+

Supervised Research

This Handbook provides details of the Research Training available to students registered in Manchester Business School. There are two major pathways for Research Training

a) General (for students in all research areas excepting Accounting and Finance)b) Accounting and Finance

In addition to the required elements for each pathway, students may, with the approval of their supervisor request to attend:

Non-credit bearing courses Specialist Masters course units in MBS Master’s course units in other Schools

Optional non-credit bearing coursesYou need to enrol for these courses but as they are not a Research Methods Elective Course and are not formally assessed.

Specialist Master’s Course UnitsYou should contact the PGT Administration Office (5th Floor Harold Hankins Building) if you wish to attend one of these courses.

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2. Assessment2.1 Assessment Principles

Students are expected to successfully pass the assessed components of the research training programme. The marks from these assessments will be considered by your First Year Review panel, along with other aspects of your PhD study as part of the formal review of your progress in your first year of study. First year PhD students are expected to have successfully completed the Research Training Programme before progression to Year 2. Students should achieve marks of 60% or more in RTP core courses and research methods workshops or electives.

If you do not achieve a mark of 50% you will fail the assessment. You will be advised of your mark, you will receive feedback on your performance and will have one further opportunity to take this assessment. This work will be marked and both the original mark and the re-assessment mark will be forwarded to the End of Year Review Panel for consideration as a re-assessment. The course leader will give you details of this opportunity which may be either:

Re-submission of the same assignment Submission of an alternative assignment

If you achieve marks of 50-60% on a core course, the End of Year Review Panel may recommend further work, such as:

Submit another assessment related to this course Submit further work as specified Make corrections to your review report.

Review Panels have some discretion on making their recommendations and will take into consideration marks on other core courses. For example if you achieved a mark in the mid-50s on one core course but considerably higher than 60% in the others you may not be required to submit another assessment for the course. Failure to reach 60% pass on a workshop unit may also be considered in the same way. However, a panel may request you to submit another assessment if the workshop is particularly crucial to your research.

2.2 Assessment Submission Dates

Assignments to be assessed should be submitted by 12pm (noon) on the published assessment deadline. Extensions for assessed work must be formally approved by Professor Rudolf Sinkovics ([email protected]).

One hard copy must be submitted to the PGR Office (Room 9.24 MBS Harold Hankins) and one copy must be submitted electronically to Blackboard. The electronic copy will be submitted to Turn It In which will check for plagiarism and collusion.

Assessments will normally be marked and marks and feedback returned to you within four weeks of assessment.

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Submission deadlines for 2009-10 are:

Knowledge Production and Justification in Business and Management Studies (Epistemology )

29th January 2010

Research Process 1 (Literature Review) 6th February 2010Research Process 1 – 2nd semester course for finance, mid-year and part timers

TBC

Research Process 2 (Research Design) 22nd April 2010Research Process 2 Business Systems 22nd April 2010Research Process 2 Innovation Management and Policy TBCAction Research 4th December 2009Actor Network Theory 8th March 2010Advanced Accounting Research Seminar I 11th December 2009Advanced Accounting Research Seminar II 23rd April 2010Advanced Accounting Theory 12th January 2010Advanced Corporate Finance 1st April 2010Advanced Finance Research Seminar I 11th December 2009Advanced Finance Research Seminar II 23rd April 2010 Advanced Finance Theory 18th December 2009 Bibliometrics 23rd April 2010Business Analysis 31st March 2010Case Study Research: Method and Methodology 26th February 2010Comparative Case Study Analysis 19th April 2010Constructing and Analysing Large Data Sets 12th March 2010Critical Thinking and Argumentation for Scientific Research and Scholarly Writing

18th December 2009

Foundation Statistics for Business Research 17th December 2009Elite Interviewing with Senior Managers 1st March 2010Mixed Methods 19th April 2010Multivariate Statistics 18th January 2010Problem Structuring Methods TBCQualitative Data Analysis in Business and Management Research

14th December 2009 & 18th December 2009

Qualitative Dissemination 8th March 2010 & 15th March 2010

Qualitative Methods 9th &10th December 2009Research Evaluation methods and techniques 19th April 2010Scenario Methods in Research 17th May 2010Social Network Analysis 21st May 2010Social Shaping of Technology 18th January 2010Structural Equation Modelling 10th March 2010Survey Design 7th December 2009

Amendments to the RTP teaching schedule or submission dates will be e-mailed to students and posted on the 1st Year Notice Board (located near Room 9.23 MBS Harold Hankins and also in Room 2.31, MBS Crawford), the PGR intranet and Blackboard Programme/Course Information.

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2.3 Submission of Coursework

All MBS Postgraduate Research students in 2009-10 must submit all assessed coursework electronically and in hard copy.

Electronic Submission of Assessed Coursework

To submit an item of coursework electronically, a student must first be registered with the University and have a central user name and password.

Only students enrolled on course units will have their work assessed.

Submitting an assignment

Electronic submission of coursework is via the Blackboard student portal. Assignments should be submitted in MSWord or PDF format only. Assignments can be submitted over the Internet from any location. We require that electronic submissions are made by 12pm on the day of the submission deadline. If an electronic version is not submitted by this time, then the deadline will be deemed not to have been met.

Detailed information and guides about how to submit an individual assignment is available at:http://www.studentnet.manchester.ac.uk/blackboard/

Once you have submitted your assignment, the coursework will be submitted to the JISC-supported online service TurnItInUK. This service logs in each electronic submission, and evaluates each assignment for evidence of academic malpractice using a range of methods. The report generated by TurnItInUK will be sent along with the assignment to the course leader/s for marking.

Hard copy submission of Coursework

Assignments should be brought to the PGR office (Room 9.23, MBS Harold Hankins) by the submission deadline. You will be asked to complete a cover sheet (for marking purposes) and an academic malpractice declaration.

If you are unable to bring your assignment in person by the submission date, you must ensure that you contact Graham Cockerill ([email protected]) in the PGR Office prior to the deadline.

NB: Both hard copy and electronic submissions are required before an assignment can be assessed.

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http://www.studentnet.manchester.ac.uk/blackboard/

Section B:General Research Training Programme Pathway

3. General Research Training Programme Pathway Structure and Requirements

The General Pathway for research training is recommended for all students who are not researching in the areas of accounting and finance.

All students will study:

3 Core Research Training Courses 3 Research Methods Workshops (assessed) 5 Research Methods Workshops (non-assessed).

There are three variants of the Research Process 2 course. You should discuss which of these is the most suitable and your selection of Research Methods Workshops with your supervisor. The courses you need to take for Research Training are:

Research Training Core Courses

Research Methods Workshops

Knowledge Production and Justification in Business and Management

3 Workshops (assessed)

Research Process 1: Literature Review

5 Workshops (not assessed)

Research Process 2:Research Design

OrResearch Process 2: Problem Solving, Design and Evaluation

OrResearch Process 2: Methods and Concepts in Science, Technology and Innovation Studies

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3.1 Choosing Research Training Core Courses and Research Methods Workshops

1. You should complete the Course Unit Selection form and return it to the Postgraduate Research Office (PGRO) by 4pm Friday 2 nd October 2009 .

Please complete your Course Selection Form as soon as possible. Some Research Methods Workshops have limited numbers and places will be allocated on a “first come, first served” basis.

2. Please take time to read the Research Training Programme handbook and to talk with your supervisor before choosing your electives. The Research Training Handbook gives summary information about each Elective course, the form of assessment and deadlines for assessment. It is your responsibility to make a sensible choice of electives to be assessed in. You should consider:

o relevance to your PhD topic o the opportunity to explore new research methodso timing and format of teachingo learning and teaching methodso assessment deadlines

Some electives take place on one day; some are spread over more than one day. To gain the credit for the course, you are required to attend all of the required sessions for the electives. You are also required to participate fully in the teaching and learning sessions for the electives that you choose. In some cases you will be asked to read some material in advance or, where the elective is split into two sessions held a week or two apart, to prepare a non-assessed presentation for the second session.

Please read the course outlines carefully to understand what is involved and remember that if you elect to take these units, you need to undertake all the required work for participating in the sessions, regardless of whether you have chosen to be assessed in that unit.

3. It is not possible to opt out of (or to opt in to) assessment for elective Research Methods Workshop after attending that course.

4. You cannot attend a Research Methods Workshop unless you have registered for it, by completing the Course Unit Selection form. (This is essential to avoid over-crowding in teaching rooms.) If you attend without having registered you will be asked to leave.

If you wish to attend on a voluntary basis, workshops you have not registered for please consult the PGR office in advance who will confirm whether places are available.

5. When you have registered for a workshop you will have access to relevant course materials and resources through Blackboard.

6. Once you have submitted work for assessment, it is not possible to subsequently withdraw that work. Likewise it is not permitted to submit work for assessment on more than the three courses that you have chosen to be assessed in.

7. If you are ill and unable to attend a class on one of the Core Courses or Research Methods Workshops, you should notify the PGR office as soon as possible. If you miss an elective through illness you will need to choose to attend another elective (either the same course which is being repeated on a later date, or a different course).

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8. The Core Course of Research Process 2 (RP2) has three versions. Most students will take the generic MBS version, but students in Business Systems and Innovation, Management and Policy Divisions may choose to take the alternative RP2 courses provided by those divisions. You should discuss with your supervisor which of the RP2 variants is most suitable for you and advise PGR Office by 2nd October.

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4. Core Research Training Courses4.1 Introduction

The following courses are compulsory for all PhD students on the General Pathway and you must take a formal assessment to pass each course:

o Knowledge Production and Justification in Business and Management Studies (Epistemology)(equivalent of 15 credits, weekly taught session Semester 1)

o Research Process 1: Literature Review (RP1)(equivalent of 15 credits, weekly taught session Semester 1)

o Research Process 2: Research Design (RP2) (equivalent of 15 credits, weekly taught session Semester 2)

NB Accounting and Finance students have subject specific compulsory courses which replace the courses listed above. Students should refer to the separate information provided on Accounting and Finance Research Training Courses in Sections 5 and 6.

The Timetable for Compulsory Research Methods Courses follows can be found below. All dates and room assignments are subject to change.

Course Title Date/Time TutorKnowledge Production and Justification in Business and Management Studies (Epistemology)

Every Tuesday (except Thursday 29

October 2009)2pm - 4pm

October 6, 13, 20, 29

November 3, 10, 17, 24

December 1, 8, 15

Group A Dr Maria Nedeva

Group B Prof Richard Whitley

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Research Process 1: Literature Review

Every Tuesday 10am - 12pm

October 6, 13, 20, 27

November 3, 10, 17, 24

December 1, 8, 15

Group A Ms Kate Barker

Group BProf Julie Froud

Research Process 1: Literature Review (Part-time, mid-year, Finance and Accounting students)

TBC Ms Kate Barker

Research Process 2: Research Design

Every Thursday 11am - 1pm

January 21, 28

February 4, 11, 18, 25

March 4, 11, 18, 25

Group A Dr Laszlo Czaban

Group B Dr Richard Phillips

Business Systems Research Process 2: Research Design

Every Thursday 2pm - 4pm

January 21, 28

February 4, 11, 18, 25

March 4, 11, 18 , 25

Prof Simon French

Innovation Management and Policy Research Process 2: Research Design

Every Thursday9.30am - 12pm

January 21

February 11

March 11

April 22

Prof Philippe Laredo and Ms Kate Barker

Once you have registered for courses you will be able to log on to Blackboard for latest information on the rooms where courses will be held.

Title: Knowledge Production and Justification in Business and Management Studies (Epistemology) (BMAN 80031)

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Credit Rating: 15Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Dr Maria Nedeva and Prof Richard Whitley

Aims:

This course of 1 lecture and 10 seminars is intended to familiarise doctoral students with the major philosophical and methodological issues involved in the production of valid knowledge in business and management studies. It focuses on the particular nature of business and management research in the context of general theories of scientific knowledge, such as logical positivism, critical rationalism and realism, and considers how the social and management sciences differ from the physical and biological sciences.

Learning Outcomes:

On completion of this unit successful students will be able to:

By highlighting the methodological and theoretical assumptions of different approaches to business and management studies, the course aims to equip students with the understanding necessary to make informed and well reasoned choices in undertaking substantial research in these fields. In particular, the connections between different kinds of research strategies and philosophical approaches will be considered throughout the course.

Content:

After the initial lecture, the course consists of seminars organised around presentations by groups of students dealing with the topics listed under each heading on the basis of the prescribed reading. These presentations should summarise and criticise the main arguments of the authors in dealing with these topics. Each student will be involved in two presentations.

Assessment will be based on two group presentations (10% each) and an essay to be completed after the end of the course (80%).

A key text for the course is: Andrew Sayer, Method in Social Science, 2nd Edition, Routledge, 1992.

Students might also find the following useful:

Chalmers, A., What is this thing called Science?Fay, B., Contemporary Philosophy of Social Science.Hollis, M., The Philosophy of the Social Sciences.Maki, U., Fact and Fiction in Economics: Models, Realism and Social Construction, (Cambridge U P 2002).Additional material is available in the MBS Eddie Davies library.

Session 1. Introductory Lecture: Knowledge Production and Justification in Business and Management StudiesTopics to be covered:

Varieties of scientific knowledge and their purposes; the nature of business and management studies as a set of different scientific fields and as bodies of knowledge, their relations to other

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social sciences and to managerial practices, differences between the natural and social sciences, positivism and critical rationalism, the failure of the empiricist research programme, the realist approach, the nature of social phenomena and social science, knowledge and practice in the social sciences.

Session 2. Knowledge and Practice in Business and Management StudiesPresentation title: The Production and Practical Uses of Knowledge in Business and Management studies.

Topics to be covered:

Technocratic conceptions of the social sciences and their problems; the social sciences as policy sciences producing theories for coping; the modern sciences as reputational organisations and their varied audiences; business and management studies as particular kinds of reputational organisations; varieties of knowledge in business and management studies and the conditions of their practical uses; factors affecting the demand and supply of types of knowledge in business and management studies.

Prescribed Reading:Fay, B., Social Theory and Political Practice, chapter 2.Rule, James (1997) Theory and Progress in Social Science, Cambridge University press, chapter 8.Van der Ven, Andrew (2007) Engaged Scholarship: A guide for organizational and social research, Oxford University Press, chapter 1.Whitley, Richard (1984) ""The Fragmented State of Management Studies: Reasons and Consequences", Journal of Management Studies, 21. 331-348.Whitley, Richard (2000) The Intellectual and Social Organization of the Sciences (second edition), Oxford U P. Introduction and chapter 1.Whitley, Richard (2008) "Varieties of Knowledge and their Use in Business and Management Studies," Organization Studies, 29 (4)Dominant Approaches in the Anglo-American Philosophy of the Natural Sciences

Session 3. Logical Positivism as a Philosophical Research ProgrammePresentation title: The Nature and Purpose of the Logical Positivist Research Programme and its Problems.


The goals of the Logical Positivist programme; the nature of its basic assumptions about reality, perception and knowledge in contrast to other philosophical approaches; the separation of the context of discovery from the context of justification; the verification principle of meaning and the rejection of metaphysics; logical positivist models of explanation and prediction; problems of the empirical base and the theory laden nature of facts and experience.

Prescribed reading:Caldwell, B., Beyond Positivism, chapters 2, 3Chalmers, A., What is this thing called Science? Chapters 2.3.Hands, D Wade (2001) Reflections without Rules: Economic Methodology and Contemporary Science Theory (Cambridge University Press), pages 70-88.Hollis, M., Philosophy of Social Science, chapters 2. 3.Stockman, N., Antipositivist Theories of The Sciences, chapter 1Van der Ven, Andrew (2007) Engaged Scholarship, chapter 2.

Session 4. Science as a System of Rational Criticism

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Presentation title: The Purpose, Assumptions and Problems of the Critical Rationalist Research Programme in the Philosophy of Science.


The problem of induction and Popper’s solution; the role of metaphysics in science and the demarcation principle; the logic of falsification and its problems; fallacies of affirming the consequent and denying the antecedent; the conventionalism of basic statements; the inadequacy of purely logical accounts of explanation; the nature and difficulties of ceteris paribus clauses; building theoretical arguments and the use of Toulmin’s model of argument.

Prescribed reading:Chalmers, A., What is this thing called Science? Chapter 4.Hands, D. W. Reflections without Rules, pages 88-100, 275-286.Hollis, M., Philosophy of Social Science, ch. 4.Popper, K., Logic of Scientific Discovery, chs. 1, 4 & 5.Sayer, A., Method in Social Science, chs. 5, 7 and 8Stockman, N., Antipositivist Theories of the Sciences, Ch. 2Van der Ven, A., Engaged Scholarship, chapter 3.

Session 5. Theories of Scientific Progress and the Epistemological Reconstruction of the History of SciencePresentation title: Empiricist Theories of Scientific Progress, the Rationality of Scientists’ Choices and the Problems of Lakatos’ Methodology of Scientific Research Programmes.


Grounds for claiming progress in science; rules for assessing competing theories; the degrees of verisimilitude and empirical content of scientific theories; problems of crucial experiments and demonstrating progress; criteria for assessing the rationality of scientific change and the selection of research programmes; the use of the history of science to support theories of knowledge.

Prescribed reading:

Chalmers, A., What is this thing called Science?, chapters 5,6 &7.Hands, D. W. Reflections without Rules, pages 286-303.Lakatos, I., "Falsification and the Methodology of Scientific Research Programmes", in Lakatos and Musgrave (eds), Criticism and the Growth of Knowledge.Popper, K., Conjectures and Reputations, Chs. 1, 10

Session 6. The Nature of Scientific Change and its ConsequencesPresentation title: Kuhn’s theory of scientific change, its major problems and implications for the relations between the History and Philosophy of Science.

Topics to be covered:The Kuhnian model of scientific development, its assumptions and contradictions; the consequences of a revolutionary history of scientific change for theories of scientific progress; the role of philosophical theories in developing histories of the sciences; the failures of the empiricist programme in the philosophy of science and their implications for the production and justification of knowledge claims.

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Prescribed reading:Chalmers, A., What is this thing called Science? Ch 8.Hands, D. W. Reflections without Rules, pages 101-114.Kuhn, T.S., The Structure of Scientific Revolutions, Chs. 2-10.Kuhn, T. S., The Essential Tension (University of Chicago Press, 1977), chapters 9, 11 and 12.

Session 7. The Realist AlternativePresentation title: The Purpose and Nature of the Realist Research Programme in the Philosophy of Science.

Topics to be covered:The purpose and assumptions of the Realist research programme in the philosophy of science; the interdependence of epistemology, ontology and sociology; the failure of Humean Atomism; levels of explanation and ontology; causal mechanisms and structures; types of explanation in Realism; open and closed systems; theories and evidence; laws and regularities.

Prescribed Reading:Archer, M et al (eds) Critical Realism: Essential readings, (Routledge, 1998). Chs 2. 3. 4.Hands, D. W. Reflections without Rules, pages 114-123.Maki, U. (2001) “Realisms and their Opponents: Philosophical Aspects,” International Encyclopaedia of the Social and Behavioural Sciences, volume 19. Pp. 12815-12821.Sayer, A., Method in Social Science, chs. 1and 2Stockman, N., Antipositivist Theories of the Sciences, Ch. 4

Different Kinds of Knowledge, their Justification and their Uses in the Human SciencesSession 8. Social Science as the Study of Meaningful PhenomenaPresentation title: The Relevance of Philosophical Theories of Natural Scientific Knowledge for the Human Sciences and the Implications of the Concept Dependent Nature of Social Phenomena for Social Scientific Knowledge.

Topics to be covered:The role of theories of natural scientific knowledge in evaluating social scientific knowledge claims; the concept governed nature of social phenomena; constitutive and regulative rules in describing and explaining social phenomena; Winch’s arguments about the impossibility of a (naturalistic) social science; language and the understanding of other cultures, the internal relatedness of social phenomena and its implications, the nature of a social science of meanings, meaning change and social realities.

Prescribed reading:Fay, B., Contemporary Philosophy of Social Science, chs. 4, 5.Hollis, M., Philosophy of Social Science, ch. 7.Thomas, David Naturalism and Social Science, Chapter 3.Wilson, B. (ed) Rationality, Chs. 1, 5.Winch, P., The Idea of a Social Science, ch. 3.

Session 9. Actors’ Accounts, Rationality and Social SciencePresentation title: The Implications of the Ontological Priority of Actors' Accounts for the Epistemological Status of the Social Sciences and the Role of Rational Choice in Social Scientific Explanations.

Topics to be covered:The ontological priority of actors' accounts in the human sciences and its epistemological implications; fallibilism in common-sense and scientific reasoning; the role of actors’

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rationalities in constituting and explaining actions; the limitations of rational choice theories in the social sciences; varieties of rationality and rational actions in social scientific explanations.

Prescribed Reading:Boudon, R., "Beyond Rational Choice Theory," Annual Review of Sociology, 29. 2003. 1-21.Fay, B., Contemporary Philosophy of Social Science, chs. 6, 7.Harré, R. and P. F. Secord, The Explanation of Social Behaviour, Chs. 6, 7Hollis, M., Philosophy of Social Science, chs. 6. 9. 11.Rule, James, Theory and Progress in Social Science, chapter 3.

Session 10. The Role of Values in Social SciencePresentation title: The Value-laden and Critical Nature of Social Research and the Epistemological status of Business and Management Studies.

Topics to be covered:The constitutive role of personal and collective values in social science; adequate descriptions and problem definitions; differences in the role of values in constituting "objective" knowledge in the natural and social sciences; relations between facts, values and social action; the idea(s) of a critical social science; the role of values in management and policy research; rationalist ideals and clinical practices.

Prescribed reading:Fay, B., Critical Social Science, chapters 2. 3 & 4.Fay, B., Contemporary Philosophy of Social Science, ch. 10.Hollis, M., Philosophy of Social Science, ch. 10.Stockman, N., Antipositivist Theories of the Sciences, ch.6Toulmin, S., Return to Reason (Harvard University Press, 2001), chapters 7 and 8.Whitley, R.D., "The Scientific Status of Management Research, Journal of Management Studies, 21, 1984, pp. 369-390.

Session 11. The Realist Approach to Social SciencePresentation Title: The Realist Research Programme in the Social Sciences, its Implications for Research Strategies and Forms of Practical Engagement.

Topics to be covered:The nature of the realist research programme in the social sciences, its assumptions and difficulties, the duality of social structure and its dependence upon social actions, stratification of the social world and causal explanation in social science, powers of social objects and their realisation in open systems, limitations of naturalism and the nature of a realist social science; realism and realisticness in economics; intensive and extensive research strategies; variance and process approaches in business and management studies and their implications for engaging with the world of practice.

Prescribed reading:Ackroyd, S and S Fleetwood (eds) Realist Perspectives on Management and Organisations, (Routledge, 2000) chs 1, 2.Archer, M et al (eds) Critical Realism: Essential readings, chs 10, 11, 14.Hands, D. W. Reflections without Rules, pages 320-341.Maki, U (1996) “Scientific Realism and Some Peculiarities of Economics,” pp 427-447 in R S Cohen et al (eds) Realism and Anti-Realism in the Philosophy of Science, Dordrecht: Kluwer.Sayer, A., Method in Social Science, Chs. 3, 4, 9Stockman, N., Antipositivist Theories of the Sciences, ch. 8.Van der Ven, A., Engaged Scholarship, chapters 5 and 9.

Teaching and learning methods:

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After the initial lecture, the course consists of seminars organised around presentations by groups of students dealing with the topics listed under each heading on the basis of the prescribed reading. These presentations should summarise and criticise the main arguments of the authors in dealing with these topics. Each student will be involved in two presentations.

Preliminary reading:

Chalmers, A. F., (1999), What is this thing called Science?, Oxford UPFay, B., (1996), Contemporary Philosophy of Social Science: A Multicultural Approach, Blackwell Hollis, M., (1994), The Philosophy of Social Science, Cambridge UPMaki, U., (2002), Fact and Fiction in Economics: Models, Realism and Social Construction,

Cambridge U PSayer, A., (1992), Method in Social Science, 2nd Edition, Routledge.

Learning hours:

Activity Hours allocatedStaff/student contact 22TutorialsPrivate study 100Directed reading 28Total hours 150Other activities e.g. Practical/laboratory work

Assessment:

Assessment activity Length required

Weighting within unit

Group presentations 20%Essay 80%

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Title: Research Process 1: Literature Review (BMAN 80041)


Semester 1

Tutor(s): Kate Barker & Prof Julie Froud

Aims:

RP1 aims:(1) To provide an introduction to the research process and the research community and to

enable students to situate their own research within each of these. It is assumed that students will be taking other courses which provide in-depth training in the area of specific research techniques, and skills workshops to develop particular competences according to the results of the skills audit.

(2) To help students define and develop their own research project which meets the criteria for a successful PhD

(3) To stimulate students to identify their core literature base, and to work analytically and critically with the literature.

Learning Outcomes:

By the end of this course unit, you will have put together a work plan integrating work on the PhD into a broader research training framework, and completed a preliminary literature review which includes analysis and critical perspectives. You will also have presented and justified a literature review to a group of PhD students from a wide range of management disciplines.


o Understand the processes necessary for successful PhD researcho Understand the principles of selecting and formulating research topics;o Appreciate the interdependencies between formulating research topics, research

questions, research hypotheses and selecting research methodologies;o Name your core literature and know what it says;o Start to critique academic work;o Understand the principles of writing academic texts (more specifically PhD theses);o Present their emerging thesis to a general academic audience.

Content:

The course provides an introduction to the PhD process, as well as focusing on developing a literature review. Classes cover both practical and intellectual aspects of defining, analysing and reviewing the literature relevant for your PhD thesis or MRes dissertation.

The provisional schedule of classes and topics for 2009 is given below:

Session

Date Topic Weekly Discussion

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1 6th Oct Introduction to courseWhat is a PhD?

Motivations and expectations

2 13th Oct Research topics and research questions 1

Your topic and possible questions

3 20th Oct Academic writing Sources, referencing and pitfalls

4 27th Oct Reading with a focus Boundaries of your review and list of keywords and how derived

5 3rd Nov The concept of core literature What is your core?6 10th Nov Systematic review principles and

practiceSystematic review design

7 17th Nov Writing techniques Personal strategies8 24th

NovSynthesis and critical analysis What does it mean

to be ‘critical’?9 1st or 8th

Dec Presentations in small groups

Classes take place on Tuesdays, between 10.00am and 12.00pm.

Please note that the final schedule of classes will be confirmed at the beginning of the course.


The course is taught by means of a weekly two-hour class. The format of the sessions varies, but in most weeks:

(1) the first hour offers a series of presentations by the course tutor on aspects of the research process

(2) the second hour offers a workshop oriented towards the production of a literature review, which builds up week by week.

The success of the course depends on students participating in the weekly discussions and exercises. For some weeks you will be asked to prepare something to bring along to the class and it is essential that you do this to allow you to participate fully.Attendance is compulsory. Please contact [email protected] if you cannot attend due to illness or other reason.

You are required to make a short non-assessed presentation on your literature review towards the end of the course. Not only will this help you to develop your analysis but it provides an opportunity for you to obtain feedback in advance of submitting the assignment.


For advance reading, the following two books are recommended

Bolker J.,(1998), Writing Your Dissertation in Fifteen Minutes a Day, An Owl Book: New YorkPhillips E. M., and D. S. Pugh, (2000), How to Get a PhD, Open University Press

During the course and your first year in general, you may also find it useful to consult some of the following sources:

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Glatthorn, A. A., (1998), Writing the Winning Dissertation, Corwin Press Inc.: California;Dunleavy, Patrick (2003) Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis

or Dissertation Houndmills: Palgrave MacmillanTranfield, David, Denyer, David and Smart, Palminder (2003) “Towards a Methodology for

Developing Evidence-Informed Management Knowledge by Means of Systematic Review” British Journal of Management 14: 207-222

Hart C., (1998), Doing a Literature Review, SAGE PublicationsHart C., (2001), Doing a Literature Search, SAGE PublicationsMurray R., (2002), How to Write a Thesis, Open University PressRudestam K. E., and R. R. Newton, (2001), Surviving Your Dissertation, SAGE Publications Inc.Sternberg D., (1981), How to Complete and Survive a Doctoral Dissertation, St Martin’s Griffin:

New YorkWisker G., (2001), The Postgraduate Research Handbook, Palgrave.

Please bear in mind that these books take different approaches to the research process and that you may need to consult several before you find one that suits you.

Learning hours:

Activity Hours allocatedStaff/student contact 18 (2 hours per week for 9 weeks)

Private study 132 hours, including preparation for classes, exploring, analysing and reviewing the literature for the assessment, preparation of a non-assessed presentation.

Total hours 150Other activities e.g. Practical/laboratory work

Assessment:



Literature analysis and reviewDue 6th February 2010Details to be provided at the first class

10 pages max. 100%

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Title: Research Process 2: Research Design

Credit Rating: 15Level: PGDelivery: Semester 2Tutor(s): Dr Laszlo Czaban and Dr Richard Phillips

Aims:

This course intends to give an overview of the research process in social science and introduce students to the most frequently used research strategies and techniques. Due to the length of the course, the course is selective and it is not intended to give a comprehensive guide to research methodology. The course will also highlight the most common pitfalls in social research and demonstrate the linkages among the research topic, theory and method. Understanding and evaluating ethical issues in social research is an integral part of the course. The course introduces various research techniques through student presentations.

Learning Outcomes:

On completion of the course, students will:

o Understand the most important criteria of a successful research processo Acquire a critical approach to the choice of research methodo Have a general view of alternative research methodso Be able to assess the ethical aspects of their own and others’ researcho Acquire an insight to the links among research subject, theory and methodo Be assisted by the acquired knowledge in designing a strong research proposalo Be able to assess the research design of others.

Content:

From research strategy to implementation of research, The problem of sampling. Identifying typical and statistically representative. Structured and random samples, Problems of extrapolation. Making claims on the basis of a limited sample. The construction of categories and conclusions, Construction of hypotheses Analysing results. The problems of validity Research ethics. Social function of research. Objectivity.


Lectures, workshops, student presentations


The literature on research method and research strategy is vast and diverse. Students may use Catherine Hakim’s Research Design: Successful Designs for Social and Economic Research (ISBN 0-415-233-13-X) as a starting point. In addition, the students are required to read the two handouts. In addition, there are recommended readings for each session.

Learning hours:

23

Activity Hours allocated

Staff/student contact 20TutorialsPrivate study 110Directed reading 20Total hours 150Other activities e.g. Practical/laboratory work

Assessment:



Resources i. Teaching Provision

20 hours teaching and marking

ii. Technical ProvisionVisual aids.

iii. Library provision, equipment, computer, etcNothing additional beyond normal social science usage of library and information resources

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Title: Research Process 2: Problem Solving, Design and Evaluation


Semester 2

Tutor(s): Prof Trevor Wood Harper and Prof Simon French

Aims:Note: This course is offered as an alternative to the Research Process 2: Research Design module. It is suited to students, particularly in the Business Systems Division, whose project is more about problem solving, design and subsequent evaluation of solutions than more observational studies.

Some doctoral research projects are focused on solving a problem of some kind in a real organisation or a type of problem that faces many organisations: e.g. definition, design and implementation of an information system to allow an organisation to

improve the running of a process or adopt different processes; use of ICT by individuals and groups to undertake tasks in novel ways; development of algorithms and mathematical modelling techniques to improve performance

of individuals, groups or organisations.

The course will introduce the methods of problem definition, solving, solution and system design and evaluation needed within such projects.

A key message of the course is that the researcher becomes an actor within the context of study rather than an observer of it. Nonetheless, methods and approaches of more observational studies will be surveyed and outlined briefly.

More specifically, the course aims:• to introduce research approaches and processes used within, e.g., information systems

research, decision sciences and operational research • to understand the difference between qualitative investigative research and the

processes of problem solving, design and evaluation• To foster skills in understanding context, issue and problem formulation, including

identifying client needs• To understand how to identify research questions and issue• To understand more formal approaches to system, algorithm or process design and

testing• To understand how research methods could be combined in a doctoral study• To develop skills and understanding of various methods of evaluation• To develop skills in the use of particular software packages such as SPSS, Nudist, Simul8,

Matlab and Nvivo.

Learning Outcomes:

On completion of the course the student will: Understand problem defining, solving, design and evaluation processes. Take a critical approach in choosing a research and problem solving approach. Have a general view of other research contexts and the methods used therein. Assess the ethical and professional issues relating to their own and others research; Able to formulate problem, research and evaluation questions relevant to their research.

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Able compare the problem solving, design and evaluation of other research methods in context.

Discuss issues with stakeholders, clients and problem owners from the outset to completion of a research project.

Content:

Identification of research questions and recognition of different approaches to investigation, including their relative strengths and weaknesses and ethical concerns.

The role of statistical inference in research: exploratory vs. confirmatory including broad introduction to a range of appropriate techniques.

Controlled trials and ‘laboratory-based’ research. o Qualitative design and conducto Quantitative research design and quantitative analysis

Field trials, surveys and evaluative studies. Interviewing in Practice. Grounded Theory studies System, algorithm and process design and testing

o Issues of software/system/process design Mathematical, simulation and numerical explorations

o Role of sensitivity analysis in model building and evaluationo Analysis of results

Statistical/quantitative analysis exercises Reflections on course and application to their research topic/proposal


Lectures, workshops, student presentations, self study of particular methods


David R. Anderson, Dennis J. Sweeney, Thomas A. Williams, Jim Freeman, Eddie Shoesmith (2006) Statistics for Business and Economics. Thomson Learning.

P Congdon (2006) Bayesian Statistical Modelling, 2nd edition. Wiley.

Chris Dewberry (2004) Statistical Methods for Organisational. Routledge.

Michael Myers and David Avison (2002) Qualitative Research in Information Systems: A Reader. Sage.

Learning hours:


Staff/student contact 20 hours

TutorialsPrivate study 80 hours

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Directed reading; self study of particular methodologies

50 hours

Total hours 150 hoursOther activities e.g. Practical/laboratory work

Assessment:



Reports on two exercises 2,000 to 5,000 words depending on nature of the analysis used

50% each

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Title: Research Process 2 (IMP students): Methods and Concepts in Science, Technology and Innovation Studies (BMAN 80191)


Semester 2

Tutor(s): Prof Philippe Laredo, Ms Kate Barker and guest speakers

Aims:

This course aims to consolidate the research training done in RP1 and Philosophy/Epistemology by focusing upon the underlying concepts and methods used in the field of science, technology and innovation studies.The course aims to(a) ensure that doctoral students acquire the adequate critical and analytical capabilities for developing high quality PhD theses(b) ensure a balanced introduction both to research methods and to theories and concepts critical for PhD theses in our field by examining methods in use.

Learning Outcomes:

PhD students who are successful in this course unit will achieve the following:o A deepened critical awareness of the main theoretical stances in the fieldo A deepened critical perspective on their own research topico Skills in presenting (to a non-specialist audience) the main elements of theory and

methods of key theoretical perspectiveo Understanding of the notion of “core texts” and core concepts

Content:

It will address “dominant” theories, concepts and frameworks, sometimes complementary, often alternative that make up the intellectual background to any PhD thesis in our field. The course is there to share knowledge on these theories so as to enlarge the students’ background when defining and positioning their subject. The content will be focussed upon “rationales for public intervention in science, technology and innovation”.


This will take the following form: (i) Presentations by senior people on a few major theories and their relations with ST&I

management. Students will be provided with 1 or 2 texts from the presenter and prepare them. Active participation in questions and discussion is expected.

(ii) Group work for a presentation and a written report. The assignment is to aim at writing the equivalent of a chapter in a manual or text book style. Topics will be allocated at the start of the course by the two course supervisors, considering the subjects of the PhD theses.

(iii) Group tutorials (2) in preparation of the presentation and written report: interim meetings to discuss progress (relevant literature, organisation of chapter, key examples).

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Arrow, K.J., 1974. General Economic Equilibrium - Purpose, Analytic Techniques, CollectiveChoice, American Economic Review, 64, 253-72.Dasgupta, P. and David, P., 1994. Toward a new economics of science, Research Policy, 23,487-521.Metcalfe, J.S., 1995. The economic foundations of technology policy:equilibrium andevolutionary perspectives, in: Handbook of the economics of innovation andtechnological change, Stoneman, P., Ed., Blackwell Oxford, UK, pp. 409-512.Arrow, K.J., 1959. The Simple Economics of Basic Scientific-Research, Journal of PoliticalEconomy, 67, 297-306.Nelson, R.R., 1987. Roles Of Government In A Mixed Economy, Journal Of Policy AnalysisAnd Management, 6, 541-57.

Learning hours:


Staff/student contact 20Tutorials 6Private study 90Directed reading 30Total hours 150Other activities e.g. Practical/laboratory work

none

Assessment:



Written report (group) 5,000 50%Presentation (group) 30 minutes 50%

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5. Research Methods Workshops5.1 Introduction

You must select to attend eight Research Methods Electives from the courses outlined below (a total of 40 credits). You should elect three courses to be formally assessed in out of your eight chosen electives. Workshops in which you will be assessed must be taken during the first year of your programme (or within two years for part-time students).

Where you attend an elective but are not being assessed, this may be referred to as “auditing”.

Your choice of elective workshops should lead to methodological awareness across a range of quantitative and qualitative approaches. You should discuss your selection of workshops with your supervisor at your initial meeting.

(see specific guidance in Section A)

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Research Methods Workshops: Semester 1

Course Title Research Method

Tutor Maximum Class Size

Problem Structuring Methods

Quantitative Prof Trevor Wood-Harper and Professor Simon French

40

Qualitative Methods Qualitative Prof Catherine Cassell 40

Survey Design Quantitative Dr Charles Cui 40 each Session

Data Analysis (Beginners)

Quantitative Miss Shu-Li Cheng 40 each Session

Qualitative Data Analysis in Business and Management Research

Qualitative Prof Catherine Cassell 40 each Session

Social Shaping of Technology

Dr Christine Mclean 40

Multivariate Statistics Quantitative Dr James Freeman 50

Constructing and Analysing Large Data Sets

Quantitative Dr Jonathan Aylen 40

Case study research: method and methodology

Qualitative Prof Bob Scapens 30

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Research Methods Workshops: Semester 2

Course TitleResearch Method

Tutor Maximum Class Size

Elite Interviewing with Senior Managers

Qualitative Mr Andrew James

30

Actor Network Theory Dr Chris McClean

50

Business Analysis Quantitative

Prof Jean Shaoul

36

Action Research Qualitative Prof Trevor Wood-Harper

40

Research Evaluation Methods and Techniques

Ms Kate Barker

Mixed Methods Prof Sven Modell

40

Qualitative Dissemination Qualitative Professor Catherine Cassell

40 each session

Comparative Case Study Analysis

Qualitative Dr Laszlo Czaban

40

Bibliometrics Quantitative

Dr John Rigby 45

Social Network Analysis Quantitative

Dr Ronnie Ramlogan

45

Scenario Methods in Research

Qualitative Mr Ozcan Saritas and Mr Rafael Popper

50

Structural Equation Modelling Quantitative

Dr James Freeman

50

Title: Action Research (BMAN 80202)Credit Rating: 5 credits

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Level: (UG 1/2/3 or PG) PGDelivery: Semester 2Tutor(s): Prof Trevor Wood-Harper

Aims:

The course introduces and evaluates action research for Doctoral Students. Action research has become more popular, with scholars using the method for rapid change situations including technological driven. This method provides access to organisations that otherwise would have declined participation in the research. However, compared to other methods, Action Research has relative strengths and weaknesses including relevance and rigour of the research process and the relationship between the researcher & the client.

Learning Outcomes:

On completion of the course, students will:o Understand action research and how it compares to other research methodso When to employ the method for doctoral research studieso Understand the roles in the research processo Understand the theoretical, practical and methodical implications from a doctoral

study.

Content:

Action Research, Case Studies and Positivism. The method’s use, concerns dealing with issues and the broader criteria how to choose the method Action Research’s role relationships in the study. Findings and how they relate to theory, practice and methodology. Also recent and current work at Britvic will be brought in from the action researchers’ perspective.Teaching and learning methods:

Lectures Workshops and Discussions Throughout doctoral Action Research studies will be used to illustrate the major points.


Warmington (1980): ‘Action Research: its methods and its implications’ Journal of Applied Systems Analysis, Vol. 7.

Baskerville and Wood-Harper (1996): ‘A critical perspective on Action Research as a method for information systems research’, Journal of Information Technology, vol. 11.

Eden and Huxham (1996): ‘Action Research for management research’, Journal of Management Studies, Vol. 7.

Baskerville R. & Wood-Harper (1998): ‘Diversity in information systems: Action Research methods’, European Journal of Information Systems, Vol. 7.

Learning hours:

33


Staff/student contact 5Tutorials The 5 hours include lectures, workshops,

tutorialsPrivate study 30Directed reading 15Total hours 50Other activities

Assessment:



A critique of an Action Research paper or report 2,500-word assignment

100%

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Title: Actor Network Theory (BMAN 80370)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2

Tutor(s): Dr Chris McLean

Aims:

The main aim of this course is to examine technological change and innovation by exploring a range of issues underlying the Actor Network Approach (ANT or the sociology of translation). The design, development and application of technology within organisations and society will be examined with specific reference to the ANT approach, and the students will gain an insight into how such an approach can provide an alternative understanding of such issues. This course requires in-depth knowledge and understanding of technological determinism, social shaping and the social construction of technology approach.

Learning Outcomes:


o Review different methodological issues relating to the design, development and application of technology within organisations and society with specific reference to ANT

o Explore a range of issues relating to our understanding of agency and technological change

o Select and analyse research material from a wide range of sourceso Examine and critically reflect upon a range of theories, issues and perspectiveso Work in a group situation to review different ideas and approaches in relation to the

issues explored within the course.

Content:

o Section One: An introduction to Actor Network Theoryo Section Two: Exploring issues of methodology and ANT.


Lectures, readings, interactive discussion and group presentations, private study, and essay writing.


Callon, M., (1986), Some elements of a sociology of translation: Domestication of the scallops and the fishermen of St. Brieuc Bay, in Law, J. Ed., Power, Action, and Belief: A New Sociology of Knowledge?, London: Routledge and Kegan Paul, pp. 196-233.Latour, B., (1999), Pandora’s Hope: Essays on the Reality of Science Studies, Harvard University Press. Latour, B., (2005), Re-assembling the Social: an introduction to ANT, Oxford University Press.

35

Law, (1987), Technology and Heterogeneous Engineering: the Case of the Portuguese Expansion, in Bijker, W. E., T. Hughes and T. Pinch, The Social Construction of Technological Systems: New Directions in the sociology and History of Technology, pp. 111- 134.

Learning hours:


Staff/student contact 5 TutorialsPrivate study 30Directed reading 15Total hours 50Other activities e.g. Practical/laboratory work

Assessment:

Assessment activityLength required


Essay 3,000 words 100%

36

Title: Qualitative Data Analysis in Business and Management Research (BMAN 80141)


Semester 1

Tutor(s): Prof Catherine Cassell

Aims:

o To introduce students to the variety of methods available for the analysis of qualitative data within business and management research

o To locate these methods within the appropriate epistemological contexto To develop within students the skills of critical analysis in relation to evaluating

research studies using qualitative techniques.

Learning Outcomes:


o Demonstrate an awareness and an understanding of the different techniques of qualitative data analysis available to management researchers

o Assess the extent to which a particular analytic technique is appropriate for a particular research issue

o Apply a range of techniques of qualitative data analysis collection o Understand the various factors that impact upon the choice of a particular qualitative

analytic technique, for example the epistemological context.

Content:

This unit provides an overview of the variety of different techniques available for conducting the analysis of qualitative data. Topics include:

o different types of methods of analysis, for example templates and matrices, grounded theory, and discourse analysis, and

o a consideration of the various factors that impact on the analytic strategy chosen, for example practical and epistemological issues.


The course follows a workshop format where students are firstly introduced to a range of approaches, and then encouraged to apply them in the context of their own research. This therefore helps students to develop a critical awareness of the conceptual basis of the various methods of data analysis, and their advantages and limitations in use.


Cassell, C.M. and Symon, G., (2004), Essential guide to qualitative methods in organizational research, London: Sage Publications.

Dey, I., (1993), Qualitative data analysis: a user friendly guide for social scientists, London: Routledge.

37

Miles, M. B. and Huberman, A. M., (1984), Qualitative Data Analysis: A Sourcebook of New Methods, Beverly Hills, CA: Sage.

Learning hours:


Staff/student contact 6TutorialsPrivate study 44Directed readingTotal hours 50Other activities e.g. Practical/laboratory work

Assessment:



Exercise based report 2,000 words 100%

38

Title: Bibliometrics ( BMAN 80242)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2

Tutor(s): Dr John Rigby

Aims:

To introduce research students to bibliometric methods and techniques, equipping them with the skills to undertake bibliometric analyses.

Learning Outcomes:


o Understand the key assumptions, strengths and weaknesses of bibliometrics; o Be able to implement a bibliometric study and work with bibliometric data;o Be aware of advances and new developments in bibliometrics

Content:

o The rise in bibliometrics and examples of its use in academic and commercial research;o The nature of the data and the operation of key databases (Web of Science, SCOPUS); o Construction of specific datasets;o Applications and purposes;o Relation with other forms of codified knowledge, e.g. patents;o Bibliometrics as an element of a research design;o Analysis and techniques.


The course will consist of lectures to give the background, frameworks and statistical techniques and also practical sessions in a computer suite to work with the tutor on the databases and on managing the data. The students must prepare by engaging with the set reading.

In order to outline and demonstrate the fundamental principles involved in bibliometric research, students will be shown the Institute of Scientific Information Database (Web of Science) and guided through a research evaluation which has used bibliometric data from the ISI. They will then be asked to plan a bibliometric exercise in outline to review the scientific output of a research group and to make assessment of its scientific impact. They will be asked to identify the bibliometric measures that they believe would be most appropriate to the task and also to identify and comment on the use of further methods.

39


Introductory:

Diodato, V., (1994) Dictionary of Bibliometrics, New York: The Haworth Press.

“Scientific output and impact: Europe’s leading role in world science” chapter in (2003) Third European Report on Science and Technology Indicators, Brussels: European Commission EUR 20025 EN.

Van Raan, A.F.J. (Ed.), (1988) Handbook of Quantitative Studies of Science and Technology, Amsterdam: North-Holland.

Advanced:

Borgman, Christine L. Ed., (1990) Scholarly Communication and Bibliometrics, Newbury Park, CA: Sage Publications Inc.

Boyack, K.W., Klavans, R., & Börner, K., (2005) Mapping the backbone of science, Scientometrics, 64, 3, pp. 351- 374.

Van Raan, A.F.J., (2003) The use of bibliometric analysis in research performance assessment and monitoring of interdisciplinary scientific developments, Technikfolgenabschätzung-Theorie und Praxis/Technology Assessment-Theory and Practice, 1, 12, March 2003, pp. 20-29. Also at http://www.cwts.nl/TvR/documents/AvR-TFA2003.pdf.

Learning hours:


Staff/student contact 6 (2 sessions of 3 hours each)Tutorials n/aPrivate study 44Directed readingTotal hours 50Other activities e.g. Practical/laboratory work

Assessment:



Mini-project and report 5,000 words 100%

40

Title: Business Analysis: Numbers and Narrative (BMAN 80361)


Semester 1

Tutor(s): Prof Karel Williams, Prof Jean Shaoul

Aims:

To give students from a variety of backgrounds (including non-accountants) a practical framework and useful quantitative and qualitative techniques for thinking about firm and industry performance, organised around four key thematics:

o Composition of costs , cost recovery and shareholder valueo Stakeholder perspectives and distributive conflict o Narratives of corporate purpose and achievement o Management and the performative

These methods will be relevant to students whose thesis includes: o case study of firms and industries, including those studying private sector

restructuring including down-sizing and outsourcing, plus o those studying public sector reform via privatisation and deregulation, and o those interested in ownership and property rights.

Learning Outcomes:


o Analyse a set of PLC accounts using some basic accounting concepts o Make and justify an empirical judgement about firm performance and trajectory o Identify major stakeholder groups and analyse the extent of their conflict o Explain how the demand for shareholder value stimulates narrative and performanceo Analyse media stories by applying a basic concept of narrative o Explain the performative and some of the problems about its application.

Content:

The basic concepts and techniques are introduced in four key lectures: o Lecture 1: PLC accounts and accounting concepts (profit and cash, return on sales and

return on capital employed) o Lecture 2 : Composition of costs, value added and distribution to stakeholder groups o Lecture 3: Narratives of corporate purpose and achievement o Lecture 4: Performative management


The course will be given over one day:

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Morning session: Two 45 minute lectures on (1) PLC accounts (2) composition of costs and stakeholder conflict, followed by a 45 minute exercise and discussion on Glaxo numbers

Afternoon session: Two 45 minutes lectures on (1) corporate narrative and (2) performative management, followed by a 45 minute exercise and discussion on Glaxo’s narrative (and numbers)

The morning session will be supported by a photocopied handout on analysing company accounts, and the relation between composition of costs and distributive conflict between stakeholders. The afternoon session will leave students to consolidate their knowledge after the sessions, by directed reading from the course text. Both sessions use the Glaxo and pharma case for illustrative purposes. Students then apply their skills in the assignment.


The course text is:Froud, J., S. Johal, A. Leaver and K. Williams, (2006), Financialization and Strategy, (Routledge: London)

Before the course, intending students should read part 1, chapter 3, sections 1 + 2 on ‘shareholder value’ and’ value based management’ pp 37-49; and part 1, chapter 5, section 3 on ‘narrative and numbers’ pp. 122-36.

After the course, for consolidation, students should read one of the book’s cases from part 2 (either Glaxo pp. 149-223 or GE pp 299-388)

Learning hours:

Activity Hours allocatedStaff/student contact 5 hours over one dayTutorials Including 2 X 45 minute exercise and discussion

sessions.Private study 30Directed reading 15 Total hours 50Other activities eg Practical/laboratory work

Assessment:



A report on the relation between narrative and numbers in a private firm or public sector organisation (preferably) relevant to the student’s dissertation. Students with a qualitative back ground will be encouraged to cover the quantitative in depth, and vice versa.

2,500 words 100%

42

Title: Case Study Research: Method and Methodology (BMAN 80020)


2

Tutor(s): Prof Robert Scapens

NOTE: all students registered for this course will be required to attend both sessions and to take part in the group work (described in the Teaching and Learning Methods section below). This group work is not assessed and separate piece of assessed worked will be required from students who elect to be assessed on this course – see Assessment section below.

Aims:

Case studies are increasingly being used in many areas of business and management research, and it is widely recognised that case research can be powerful in developing, modifying and extending theory in both exploratory and explanatory research designs. However, there can be misunderstanding of the methodological underpinnings of research using case studies. Different methodological perspectives can use case studies in quite different ways. For example, the role of case studies in positive research is quite different to their use by interpretive researchers.

This course focuses on the methodological underpinnings of case study research and the roles of case studies in different methodological traditions within the diverse fields of business and management. Examples will be provided of both positive and interpretive case studies. Categorisations of different methodological bases of case studies will be discussed, and the use of theory in case study research will be explored. In addition, the course will cover the characteristics of good case research design and ways of constructing ‘convincing’ case studies.

Learning Outcomes:


o Understand how case study research methods are used within different methodologies.o Understand the different uses of case studies in different areas of business and

management research.o Design and analyze case studies.o Critique existing case study research papers.

Content:

o The diverse uses of case studies in different research methodologieso What is meant by ‘case study’ and ‘case study research’ and when it is an appropriate

choice of research design – what are the implications of choosing a case study design? o Examining different uses of case studies in business and management research, and

critiquing case study research designs. o Issues of validity, reliability and generalization. o Practical issues of case study research for doctoral projects. o Weaknesses in case study design. o Critiquing existing case research papers.

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The course will comprise two separate half days. The first meeting will be primarily lectures on methodological issues and the methods of case research. At the end of this meeting the group work will be outlined and the groups allocated.

Between the two meetings each group will be required to prepare a presentation critiquing an existing case study research paper. These critiques will be presented at the second meeting, and there will be a general discussion about what has been learned from these critiques.

Assessment:

Participants will select a case study research paper from their own areas and critically evaluate the way in which the case study is used. They will be expected to outline the methodological perspective adopted in the paper, summarise the research questions, explain how the case study is used to address those questions, discuss how theory is used in the case, and assess issues of validity, reliability and generalization.

The length of the critique should not exceed 1500 words; so clarity of analysis and conciseness of presentation are essential.


The following two papers, which will be discussed during the lectures, must be read before the course:

Merchant, K.A., and Riccaboni, A., Performance-based Management Incentives in the Fiat Group: A Field, Management Accounting Research, Vol.1 No.4, December 1990, pp.281-303.

Scapens, R.W. and Roberts, J. Accounting and Control: A Case Study of Resistance to Accounting and Change, Management Accounting Research, Vol.4 No.1, March 1993, pp.1-32.

The following readings provide additional background – other readings will be provided during the course:

Scapens, R. W., (2004), "Doing Case Study Research", in Humphrey, C. & B Lee (Eds), The Real Life Guide to Accounting Research, Elsevier, pp. 257-279. See also other chapters in this book.

Scapens, R. W., (2004), "The Many Skills of the Case Researcher", in Marschan-Piekkari, R. & C. Welsh (Eds.), Handbook of Qualitative Research Methods for International Business, Edward Elgar, pp. 107-108. Other chapters in this book are also relevant

Yin, R.K., (1994) Case Study Research: Design and Methods, Second Edition, London: Sage

44

Learning hours:


Staff/student contact 12Tutorials n/aPrivate study 23Directed reading 15Total hours 50Other activities e.g. Practical/laboratory work

Assessment:



Critique of case study research paper 1,500 words maximum

100%

45

Title: Constructing and Analysing Large Data Sets (BMAN 80010)


Semester 2

Tutor(s): Mr Jonathan Aylen

Aims:

To introduce and develop skills of handling and analysing large data sets with a view to applying Statistical Methods and Econometric Techniques.

The broad aim of this course unit is to show how large data sets can be handled and analysed, and illustrate the application of statistics and econometrics to research questions in business, innovation studies and sustainability. The approach is to lead research students through computer software often used for handling data sets. A variety of software is used, illustrating the advantages and size limits of Excel spreadsheets; the role of SPSS and more advanced packages with fewer size constraints such as Stata.

Learning Outcomes:


o Handle large data sets with a view to the application of statistics and econometrics as tools of analysis in research

o Carry out elementary manipulation of data setso Use a range of statistical techniques to describe the datao Find further training, software and information in these fields.

Content:

o Introduction to types of data: time series, cross-section and pooled data sets.

o Illustrative large data sets: high frequency financial data, weather and climate data, census results, EPOS data from supermarket tills, macroeconomic time-series and microeconomic surveys such as the Family Expenditure Survey and the Labour Force Survey.

o Techniques:1) Handling and graphing;2) Data description and characterisation using statistics;3) Aggregation and disaggregation;4) Sampling, bootstrapping;5) Trends, cycles and seasons6) Forecasting;7) Analysis of long-run trends.

o Software: Survey of statistical and econometric software packages; focus on Excel, SPSS and Stata.

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Introductory overviews of each area accompanied by a set of key tasks at each stage. A one day workshop.

Participants will be given initial exercises to complete using Excel spreadsheets. There will be a practical introduction to SPSS and Stata, and an overview of the main statistics and econometrics packages.


Wonnacott, T.H. and R. J. Wonnacott, (1990), Introductory Statistics, New York: Wiley, fifth edition. This book is clear and easy to follow. However, it does not cover any issues in time series statistics.

There are many excellent econometrics books, ranging from “cookbooks” to comprehensive texts. One which specifically focuses on data handling is:Koop, G., (2000), Analysis of Economic Data, Chichester: John Wiley.

Learning hours:

Activity Hours allocatedStaff/student contact 5TutorialsPrivate study 30Directed reading 15Total hours 50Other activities e.g. Practical/laboratory work

Assessment:



Analysis of a large dataset relevant to research area and report

1,500 words 100 %

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Title: Comparative Case Study AnalysisCredit Rating: 5 creditsLevel: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2

Tutor(s): Dr Laszlo Czaban

Aims:

Introduction to the concept and use of comparative case study analysis. Using case study method is gaining popularity in many disciplines, though it is still regarded with some suspicion because of validity and extrapolation reasons. One of the ways of improving both validity and generalisation is to use case studies in an integrated, comparative manner. The course introduces students to the concepts of comparative case study analysis and the ways it can be used. In addition, epistemological issues will also be addressed.

Learning Outcomes:

On completion of the course, students will:o Understand the concept of comparative case study analysiso Use the method in different wayso Understand the limitations of the methodo Understand the epistemological implications and the ways in which the researcher

needs to deal with them.

Content:

Comparative case study analysis. Principles, types, examples. Problems and dealing with them.


Lectures, workshops


Depending on the composition of the student group, the course will draw on the works of Max Weber, Barrington Moore, Theda Skcopol, Charles Ragin, Guillen, Djelic

Learning hours:


Staff/student contact 5 hoursTutorials The 5 hours include lectures, workshops,

tutorialsPrivate study 30Directed reading 15Total hours 50Other activities

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e.g. Practical/laboratory work

Assessment:



A report on business analysis/narrative and research/paradigm/stakeholder perspective related to PhD topic

3,500-word assignment

100%

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Title: Critical Thinking and Argumentation for Scientific Research and Scholarly Writing (BMAN 80411)


Semester 1

Tutor(s): Dr Charles Cui

Aims:

This course aims to 1) introduce fundamental principles and techniques of critical thinking and logical reasoning for executing social science research, and 2) enable students to achieve command of applied techniques of argumentation and English rhetoric for writing high quality thesis and scholarly research papers for publication in world-leading international journals.

Learning outcomes:

On completion of this unit successful students will be able to: use logical analysis and rhetoric techniques to identify key elements and rhetoric structure

of an academic discourse; identify and differentiate sound and false arguments in a research discourse (e.g. a

research article) in order to critique complicated arguments, theories and research findings;

apply logical and rhetoric techniques to structure and present research ideas, critiques, propositions, case analysis, models, discussions, etc. in valid forms with scientific rigor and eloquence in writing style.

Content:

Scientific research rigor is what distinguishes academic research from consulting and what characterises the nature of a successful PhD thesis and high quality academic conference and journal papers. Scientific rigor is construed as soundness in theoretical and conceptual development based on critical thinking and argumentation, methodological design and execution, interpretation of findings, and use of findings in extending theory or developing new theory with relevance to real life phenomena. One of major challenges for success in PhD is to be able to develop competence and skills in conducting research and presenting research discourses with scientific (scholarly) rigor. In this course, Dr. Cui will introduce fundamental principles and applied techniques drawn from the fields of logic, argumentation, critical thinking, English composition and rhetoric. Fundamental principles and techniques will be taught through systematic, action-based exercises to equip students with competence and command of techniques. This course is designed as a methodology course that focuses on hands-on applied techniques and skills of logic, argumentation and English rhetoric. Therefore, this course is complementary but fundamentally different from the courses that introduce epistemology, literature review and research design.


Two half days of workshops comprising lectures and group work.


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Main course text:

Moore, Brooke Noel and Parker, Richard (2008), Critical Thinking, McGraw-Hill Education, ISBN: 9780071280419.

Highly recommended:

Ennis, Robert H (1962), “A Concept of Critical Thinking”, Harvard Educational Review, v32 n1 p81-111.

Meltzoff, Julian (1997), Critical Thinking about Research: Psychology and Related Fields (Paperback), APA 9781557984555, American Psychological Association.

Tindale, Christopher W. (2004), Rhetorical Argumentation: Principles of Theory and Practice, Sage Publications, In, ISBN-9781412904001.

Vaughn, Lewis (2007), The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, Oxford University Press, ISBN: 9780195320411.

Weston, Anthony (2009), Rulebook for Arguments, 4th Edition (Paperback), Hackett Publishing Co, Inc, ISBN-10: 0872209547.

Publication Manual of the American Psychological Association, 6th edition, 2010, American Psychological Association, Washington, DC, USA, ISBN:1433805618.

Learning hours:

Activity Hours allocatedStaff/student contact 8Tutorials n/aPrivate study 42Directed readingTotal hours 50Other activities e.g. Practical/laboratory work

Web-based online exercise

Assessment:



An individual assignment (in essay style, 2000 words with plus/minus 100 words tolerance) that presents a critical analysis of main-stream theories pertinent to the candidate’s PhD topic.

2,000 words 100%

Title: Foundation Statistics for Business Research (BMAN 80161)

Credit Rating: 5Level: (UG 1/2/3 or PG) PG

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Delivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Dr Charles Cui

Aims:This course serves as an introduction to fundamental statistical methods that can be applied to basic quantitative data analysis (using the software SPSS) in business research. The course aims to open the field of real pleasure of searching for scientific truth through the powerful tools of statistics. The course is designed to be an interesting, inspiring and psychologically rewarding journey into a good understanding of the fundamentals of applied statistics skills. As an elective course with limited class-room hours, this course does not aim to produce statisticians but to produce informed users of basic statistical techniques for doctoral studies.Learning Outcomes:On completion of this unit students are expected to be able to:

o understand different types of variables and their measurement;o understand the concepts and techniques of descriptive statistics;o understand the concepts and use basic techniques of probability;o conduct hypothesis testing with one and two samples;o analyse association between two categorical variables;o conduct correlation and regression analysis;o Understand most frequently used nonparametric tests.

Content:The course will cover the following topics:

o The importance of statistics in business research and decision making;o Descriptive statistics;o Probability and the normal curve;o Samples and populations;o Confidence intervals;o Hypothesis testing with one and two samples;o Nonparametric tests of significance;o Correlation and regression.

Teaching and learning methods:The course will include lectures and students’ practical work with SPSS in a computer cluster. The teaching and lecturer-guided student work will emphasize statistical literacy and develop statistical thinking, stress conceptual understanding rather than mere knowledge of procedures, foster active learning in the classroom, and use technology for developing conceptual understanding and analyzing data.Preliminary reading:The course tutor has carefully selected the following most student-friendly texts that emphasizes the uses of statistics. Field’s (2009) book is currently the most popular book in Europe with detailed instructions and examples based on SPSS. Levin et al.’s (2010) book is characterized by its concise but clear descriptions of concepts and techniques of fundamental statistics. It is based on SPSS and also gives answers to exercise problems. This text may be suitable for those readers who like text descriptions and more “serious” conceptual understanding. Larson and Elizabeth’s (2009) book is the most student-friendly book with extreme clarity, user perspective and ample examples, review exercises and answers to

52

exercises. This book uses a balance of texts and visual aide (e.g. pictures, tables, graphs) but relatively speaking slightly less detailed conceptual descriptions than Levin et al. (2010).

Field, Andy (2009), Discovering Statistics Using SPSS (3rd edition), SAGE Publications Ltd.Larson, Ron and Farber, Elizabeth (2009), Elementary Statistics: Picturing the World

(International Edition, 4th edition), Pearson Higher Education.Levin, Jack A.; Fox, James Alan; and Forde, David R. (2010), Elementary Statistics in Social

Research (International Edition, 11th edition), Pearson Higher Education.

Learning hours:



Assessment:



Written assignment of individual work 2,000 words 100%

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Title: Elite interviewing with Senior Managers (BMAN 80222)


Semester 2

Tutor(s): Mr Andrew James

Aims:

To introduce research students to elite interviewing in a business and organizational context, equipping them with skills to undertake elite interviews with senior managers and to appreciate the strengths, weaknesses and challenges of the approach.

Learning Outcomes:

On completion of this unit successful students will be able to:Provide a critique of elite interviewing as a research methodUndertake an elite interviewBe aware of the practical, methodological and ethical issues associated with elite interviewing

Content:

Elite interviewing and examples of its use in researchThe strengths and weaknesses of elite interviewingAccessing elite interview subjects and the role of gatekeepersConducting elite interviewsValidity and reliability issues in elite interviewingEthical issues in elite interviewing


The course will comprise two principle elements:1. A series of lectures introducing the key issues related to elite interviewing;2. A practical exercise in which each student will be expected to undertake an elite interview – identifying and accessing the elite interviewee; conducting the elite interview; and writing up their findings and reflections on the process.


Books:

G. Moyser & M. Wagstaffe, editors, Research methods for elite studies. London: Allen & Unwin

Hertz, Rosanna & Jonathan B. Imber. 1995. Studying elites using qualitative methods. Beverly Hills: Sage Publications.

Journal articles:

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Aberdach, JD and Rockman, BA (2002) “Conducting and coding elite interviews” PS Online, December: 673-676..

Berry, JM (2002) “Validity and reliability issues in elite interviewing”, PS Online, December: 679-682.

Goldstein, K (2002) “Getting in the door: sampling and completing elite interviews” PS Online, December: 669-672.

Hertz, R and Imber, JB (1993) “Fieldwork in elite settings: introduction”, Journal of Contemporary Ethnography, 22 (1): 3-6.

Ostrander, SA (1993) “’Surely you’re not in this just to be helpful’: access, rapport and interviews in three studies of elites”, Journal of Contemporary Ethnography, 22 (1): 7-27.

Thomas, RJ (1993) “Interviewing important people in big companies”, Journal of Contemporary Ethnography, 22 (1): 80-96.

Learning hours:


Staff/student contact 5Tutorials n/aPrivate study 45Directed readingTotal hours 50Other activities eg Practical/laboratory work

Assessment:



Mini-project and report 3,000 words 100%

55

Title: Mixed Methods Approaches in Management and Organization Studies (BMAN 80352)


Semester 1

Tutor(s): Prof Sven Modell

Aims:

The aim of the course is to provide an overview and understanding of mixed methods research approaches in management and organization studies, especially research combining qualitative and quantitative modes of data collection and analysis.

Learning Outcomes:


o Assess the relative merits and limitations of various mixed methods approaches.o Understand which mixed methods approaches are relevant for exploring different

types of research questions.o Apply mixed methods approaches in empirical research projects.

Content: The contents of the course focus on field-based mixed methods approaches involving various combinations of qualitative and quantitative data collection and analysis techniques (mixed methods approaches involving experimental or laboratory-based methods will not be covered). A variety of such approaches have gained in popularity over the past decade. Among the more important of these are:

1. Triangulation between survey- and case study-based methods, involving multiple theoretical perspectives.

2. Cross-sectional field studies combining structured qualitative analysis with quantitative methods across medium-sized samples.

3. Case survey methodology relying on coding and statistical analysis of patterns across existing cases studies of specific themes.

4. Meta-triangulation, or inter-paradigmatic approaches based on theories and methods rooted in distinctly different philosophical assumptions.

Each of these approaches will be covered in sufficient depth for the students to familiarize themselves with their main strengths and weaknesses. Particular attention will then be paid to (1), which constitutes the dominant mode of mixed methods research in management and organization studies.

The course will also address some of the philosophical critiques and debates surrounding mixed methods research in the social sciences and provide an insight into the philosophical approaches available for dealing with such challenges (e.g., pragmatist philosophy, critical realism) and how these may be applied as a basis for such research.

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Seminars, group exercises and student presentations/discussions.


Blaikie, N.W.H. (1991) A critique of the use of triangulation in social research, Quality and Quantity, 25, 115-136.

Brewer, J. and Hunter, A. (1989/2005) Multimethod Research: A Synthesis of Styles, Thousand Oaks: Sage.

Larsson, R. (1993) Case survey methodology: quantitative analysis of patterns across case studies, Academy of Management Journal, 36, 1515-1346.

Lewis, M.W. and Grimes, A.J. (1999) Metatriangulation: building theories from multiple paradigms, Academy of Management Review, 24, 672-690.

Lillis, A.M. and Mundy, J. (2005) Cross-sectional field studies in management accounting research – closing the gap between surveys and case studies, Journal of Management Accounting Research, 17, 119-141.

Modell, S. (2005) Triangulation between case study and survey methods in management accounting research: an assessment of validity implications, Management Accounting Research, 16, 231-254.

Wolfram Cox, J. and Hassard, J. (2005) Triangulation in organizational research: a re-presentation, Organization, 12, 109-133.

Learning hours:


Staff/student contact TutorialsPrivate studyDirected readingTotal hours 50Other activities e.g. Practical/laboratory work

Assessment:



Presentation of group exercises.Individual essay.

25%75%

57

Title: Multivariate Statistics (BMAN 80151)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Dr Jim Freeman

Aims:

The course extends the statistical model-building concepts and range of univariate models introduced in Introductory Statistics, focusing on Applied Multivariate Statistical Techniques. At the heart of many real management problems are increasingly large data sets that need to be analysed efficiently. These datasets often include many variables and more advanced multivariate techniques are required for statistical inference.

Learning Outcomes:


Use more advanced forms of statistical models and see how they may be applied in practice. The use of statistical software (SPSS) will be extended.

Content:

o Review of Principles of Statistical Inferenceo Multiple Linear Regressiono Factor Analysiso Logistic Regression.


A variety of teaching and learning methods will be used including lectures, small group discussion, laboratory practical and project work (assessment). Lecture notes/ PowerPoint presentations will be available in electronic format.


Johnson, R.A. & Wichern, D.W. (2007) Applied Multivariate Data Analysis (6th ed). Prentice Hall.Sharma, S., (1996), Applied Multivariate Techniques., New York: Wiley.

Learning hours:

Activity Hours allocatedStaff/student contact 5 (40% practical)Tutorials -Private study 45Directed reading -Total hours 50Other activities e.g. Practical/laboratory work

Practical (Statistics Software = 40% of contact time)

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Distance Supervision via a web board/email of each individual project progress.

Assessment:



Assignment (Report and Statistics Software Output).

2,500 Words 100%


Computer Lab with facilities for lecturing too (Whiteboard)ii. Technical Provision

LCD Projectoriii. Library provision, equipment, computer, etc

Setup x number of computers with SPSS.

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Title: Problem Structuring Methods (BMAN 80371)Credit Rating: 5 creditsLevel: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Prof Trevor Wood-Harper and Prof Simon French

Aims:

The aim is to introduce doctoral Students to the variety of Problem Structuring approaches that they encounter with colleagues in the Business Systems Division.

Learning Outcomes:

On completion of the course, students will:

o Understand the variety problem structuring methods and how they compare to each other.

o When and how to employ the appropriate method or methods in problem formulation.o Choose the relevant method in their individual research project.o Understand how these structuring methods are similar or different to research

methods.

Content:

This workshop will be split over two half-day sessions.

Outline for first half-day sessiono Introduction and welcomeo Participants outline their background and intended projectso Session on problem solving approacheso Discussion of working in multi-disciplinary teamso Outline of problem structuring methods and issue formulationo Session on what is in the doctoral programme and how it fits with the research that

they will be doing.In preparation for the second session each student will be given a paper to critique. There are two recent special issues of the Journal of the Operational Research Society on the topic, and several other important papers in a variety of journals.

Outline for second half-day session.o Introduction to the sessiono Each student gives a 20 min presentation on his/her assigned papero General discussion on problem structuring and its use as a first stage in research,

problem solving, design and implementation.o Reflections on the different approaches to problem structuring as indications of

pragmatic, positivist or subjective stances; and relationship with the Philosophical and Methodological Issues in Management Research course.

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After the second session, the students will be asked to amend their presentation slides and associated notes in the light of all the discussion to trace their argument and criticism for their position and conclusions.


Lectures, Presentations, Discussions


J. Rosenhead and J. Mingers, eds. (2001). Rational Analysis for a Problematic World Revisited. Chichester, John Wiley and Sons.

J. Mingers and J. Rosenhead (2004). "Problem Structuring Methods in Action." European Journal of Operational Research 152: 530-554.

Plus reading topical and important problem structuring literature which will be specified during the first half day, perhaps from:

A. Franco, D. Shaw and M. Westcombe, Eds (2006). Problem Structuring Methods I. Special Issue of Journal of the Operational Research Society. 57 (7): 757-878.

A. Franco, D. Shaw and M. Westcombe, Eds (2006). Problem Structuring Methods II. Special Issue of Journal of the Operational Research Society. 58 (5): 545-682.

Learning hours:


Staff/student contact 5 hoursTutorials The 5 hours include lectures, discussions and

presentationsPrivate study 30Directed reading 15Total hours 50Other activities

Assessment:



A revised presentation based on class discussion

10 -15 slides 100%

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Title: Qualitative dissemination (BMAN 80072)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2


Aims:

o To introduce students to the key issues that emerge when writing up qualitative research in the business and management field

o To provide practical advice about how those issues can be addressedo To provide students with the skills to enable them to effectively disseminate their own

qualitative researcho To develop within students the skills of critical analysis in relation to evaluating their

own qualitative research, and published qualitative research more generally.

Learning Outcomes:


o Understand the particular demands involved in writing up and disseminating qualitative research within the business and management field

o Be familiar with the various formats in which qualitative research is disseminatedo Understand how to create and position a literature review in relation to qualitative

researcho Understand how a coherent argument is crafted within the qualitative research processo Understand the various types of validity criteria used to assess the quality of

qualitative researcho Evaluate their own writing in relation to these validity criteriao Evaluate and critique published qualitative research within the business and

management field.

Content:

This unit provides an overview of the various ways in which qualitative research is disseminated within the business and management field. It concentrates on how to enhance skills in the key areas that lead to effective dissemination, for example crafting a coherent argument, and engaging the reader. The reviewing process and the various criteria for assessing the quality of qualitative research are also examined.


The course follows a workshop format where students are introduced to the key issues involved in writing up and disseminating qualitative research, and are then encouraged to critique their own writing and that of others within the field.


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Golden-Biddle, K. & Locke, K., (1997), Composing Qualitative Research, California: Sage Publications

Richardson, L., (2000), Writing a Method of Inquiry, in Denzin, N. and Lincoln, Y., Handbook of Qualitative Research, California: Sage

Woods, P., (1999), Successful Writing for Qualitative Researchers, London: Routledge.

Learning hours:



Assessment:



Exercise based report 2,000 words 100%

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Title: Qualitative Methods in Business and Management Research ( BMAN 80111)


Semester 1


Aims:

o To introduce students to the variety of qualitative methods currently used within business and management research

o To introduce the range of factors that impact upon the choice of a particular method, for example practical issues or the epistemological context

o To provide students with the tools available to enable the appropriate choice of data collection technique for a given research issue.

Learning Outcomes:

On completion of this unit successful students will be able to:o Understand the different purposes of qualitative research in the management contexto Demonstrate an awareness and an understanding of the different qualitative methods

available to management researcherso Apply a range of techniques of qualitative data collection o Be aware of the key questions to ask when selecting a qualitative method for their

researcho Understand the epistemological context within which the use of such methods is

appropriateo Select the most appropriate method for a specific research questiono Justify their own choice of qualitative research method in relation to their own

research.

Content:

This unit provides an overview of the uses of qualitative methods in management research. Topics include:

o different types of method, for example interview techniques, focus groups, participant observation, repertory grid methodology, and diary methods; and

o a consideration of the different epistemological positions that inform qualitative research, for example social constructivism, and the impact that has on methodological choice.


The course combines lectures, group exercises and independent work to help students to develop a critical awareness of the conceptual basis of the various methods, their advantages and limitations, and their potential relevance to their own research.


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Cassell, C.M. and Symon, G., (2004), Essential guide to qualitative methods in organizational research, London: Sage Publications.

Denzin, N. and Lincoln, Y., (2000), Handbook of Qualitative Research, Thousand Oaks: Sage, Second Edition.

Humphrey, C. and Lee, B., (2004), The real life guide to accounting research: a behind the scenes view of using qualitative research methods, London: Elsevier. Lee, T.W., (1999), Using qualitative methods in organizational research, Thousand Oaks, Cal: Sage Publications.

Learning hours:

Activity Hours allocatedStaff/student contact 6Private study 44

Total hours50

Assessment:



Report on (possible) applications of methods for PhD research

2,000 words 100%

65

Title: Research Evaluation Methods and Techniques (BMAN 80191)


Semester 2

Tutor(s): Ms Kate Barker

Aims:

To introduce and familiarize research students with evaluation methods and techniques, looking at contexts and paradigms of evaluation and examining and practicing some specific methods. In particular, the emphasis will be on research design in evaluation, combining methods and techniques and understanding the types of knowledge which evaluation research can generate.

While there will be an emphasis on evaluation of science and technology policies and institutions, where quality and impacts have to be judged, the aim will be for students to gain insight into how to design high quality evaluations in a generic way.

We also emphasize the nature of evaluation as a social process which must be carefully thought out, rather than the indiscriminate application of techniques.

Learning Outcomes:

On completion of this unit, successful students will be able to:

Provide a critique of evaluation research and research designs Be familiar with the main motivations for undertaking evaluation, and the distinctive

features of evaluation of research in comparison with other areas of evaluation Understand the strengths and weaknesses of different evaluation techniques and

approaches Use logical analysis tools Be familiar with and work through evaluation techniques, including economic and social

impact studies, and programme analysis Understand the context and use of evaluation research Be aware of advances and new developments in evaluation research.

Content:

Evaluation research – overview, contexts, development of the field Programme evaluation and logical analysis Evaluation of science and technology policies – specific issues Economic and social impact measurement Additionality – concepts and measurement Critique of evaluation research Uses of evaluation Evaluation research design and mixed methods approaches.


The course will consist of lectures to give the background and frameworks and also practical group-work sessions to work with the tutors. The students must prepare by engaging with the set reading, and they will be asked to present some key methods and texts and to critique them. A practical assignment will be set for students. This will be the development of an

66

evaluation study design, combining methods and techniques and identifying an evaluation research question to be answered. Students will be encouraged to develop an assignment in their own area of interest, in consultation with the lecturer.


Bozeman, B. and Melkers, J. (Eds), (1993), Evaluating R&D Impacts: Methods and Practice, Kluwer Academic Publishers

Callon, M., Laredo, P. and Mustar, P. (Eds), (1997), The Strategic Management of Research and Technology – Evaluation of Programmes, Economica International

EPUB RTD Evaluation Toolbox – http://epub.jrc.es/

Georghiou L. and Roessner D., (2000), “Evaluating Technology Programs: Tools and Methods”, Research Policy, April (available as an e-journal in the John Rylands library)

Georghiou L., Rigby A. J. and Cameron H. (eds), Assessing the Socio-economic Impact of the Framework Programme, a long report with many references on socio-economic aspects of evaluation. Downloadable from the PREST website www.mbs.ac.uk/prest

Georghiou L, (1998 ),“Issues in the Evaluation of Innovation and Technology Policy”, Evaluation, 4: 1, January

Hong, H-D. and Boden, M, (2003), R&D Programme Evaluation – Theory and Practice, Ashgate

Parsons, W., (1997), Public Policy: An introduction to the theory and practice of policy analysis, Edward Elgar: Cheltenham, Chapter 4.5 (pp. 542–568)

Pawson, R. and Tilley, N., (1997), Realistic Evaluation, London: Sage

Rossi, P.H. and H. Freeman, (1993), Evaluation: A Systematic Approach, Sage: Newbury Park, Cont.; 2nd edn.

Ruegg, R. and Feller, I. (2003), A Toolkit for Evaluating Public R&D Investment, National Institute of Standards and Technology, US Department of Commerce

Shapira, P. and Kuhlmann, S. (Eds), (2003), Learning from Science and Technology Policy Evaluation, Edward Elgar

UK Cabinet Office, Guidance Notes on Policy Evaluation, The Magenta Book, http://www.policyhub.gov.uk/magenta_book/

Learning hours:


Staff/student contact 10Tutorials n/aPrivate study 40Directed readingTotal hours 50Other activities

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http://www.policyhub.gov.uk/magenta_book/

http://www.mbs.ac.uk/prest

http://epub.jrc.es/

e.g. Practical/laboratory work

Assessment:



Group work and presentation within the session, essay

2,000-3,000 words

100%

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Title: Scenario Methods for Research (BMAN 80322)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2

Tutor(s): Mr Ozcan SaritasMr Rafael PopperDr Michael Keenan (tbc)

Contents subject to change

Aims:

To introduce research students to using scenario methods for research purposes, equipping them with skills to use scenarios in their own research and to appreciate the strengths, weaknesses and challenges of the approach.

Learning Outcomes:


o Understand the practical and methodological issues associated with using scenario methods

o Begin to use scenario methods in their own research, if and when appropriateo Provide a critique of scenarios as a research method

Content:

o Introduction to scenario methods and their wide applications in business strategy and policy making

o Examples of the use of scenario methods for researcho The strengths and weaknesses of using scenario methods in researcho Practical issues in using scenario methods


The course will be run as a one-day workshop and will comprise two principal elements:1. A small number of presentations introducing the key issues related to scenario methods and their uses in research2. A group practical exercise in which course participants will develop their own scenarios


Journals:There are several journals that contain papers on scenarios, including:

o Futureso Foresighto Journal of Forecastingo International Journal of Foresight and Innovation Policyo Technology Forecasting and Social Changeo Technology Analysis and Strategic Management

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Web resources:Again, there are several web resources that feature scenario work, including:

o UK Foresight Programme: http://www.foresight.gov.uko GBN International: http://www.gbn.como OECD International Futures Programme: www.oecd.org/sge/au/o EC (Brussels): http://www.cordis.lu/foresighto EC (JRC-IPTS, Seville): http://www.jrc.eso APEC Technology Foresight Centre (Bangkok): http://apecforesight.org o African Futures Institute: http://www.africanfutures.net/o UNIDO Technology Foresight: http://www.unido.org/doc/5216o UNU Millennium Project: http://www.acunu.org/o Finland Futures Research Centre: http://www.tukkk.fi/tutu/default_eng.asp

Reading list (required pre-reading in bold):

On Scenarios:Aligica, P (2005) "Scenarios and the growth of knowledge: Notes on the epistemic element in scenario building," Technological Forecasting & Social Change, vol. 72, pp. 815–824Chermack, T (2005) "Studying scenario planning: Theory, research suggestions, and hypotheses," Technological Forecasting & Social Change, vol. 72, pp. 59–73Coates, J. F. (2000) “Scenario Planning”, Technological Forecasting and Social Change vol. 65, 115-123European Commission (1995) “Scenario Building: Convergences and Differences”, Profutures Workshop Proceedings, Seville: JRC-IPTS, available at: http://www.jrc.es/home/pages/detail.cfm?prs=38Mietzner, D and G. Reger (2005) “Advantages and disadvantages of scenario approaches for strategic foresight”, International Journal for Technology Intelligence and Planning, Vol. 1, No. 2, pp. 220-230Miles, I (2003) “Scenario Planning”, paper presented at UNIDO TF Training Course, Prague, October 2003, available at:http://www.unido.org/file-storage/download/?file%5fid=16957Ogilvy, J & Schwartz, P (1998) “Plotting your scenarios”, in Fahey, L & Randall, R (eds.), Learning from the Future, John Wiley & Sons, available at: http://www.gbn.com/GBNDocumentDisplayServlet.srv?aid=34550&url=%2FUploadDocumentDisplayServlet.srv%3Fid%3D35520Postma, T and F. Liebl, (2005) "How to improve scenario analysis as a strategic management tool?", Technological Forecasting & Social Change, vol. 72, pp. 161–173Roubelat, F (2000) “Scenario Planning as a Networking Process”, Technological Forecasting and Social Change vol. 65, No. 1, available at: http://www.prospective-foresight.com/IMG/pdf/fabriceroublatenglish.pdfSchwartz, P (1996) The Art of the Long-View, Currency BooksShell International Limited (2005) The Shell Global Scenarios to 2025, available at:http://www.cpi.cam.ac.uk/bep/downloads/Shell%20Scenarios%202025_%20Exec%20Summary.pdfUK Office of Science and Technology (OST) (2002) Foresight Futures 2020: Revised scenarios and guidance, London: OST, available at http://www.foresight.gov.uk/Publications/Current

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http://www.foresight.gov.uk/Publications/Current%20round%20General%20Publications/Foresight%20Futures%20-%202020%20Revised%20scenarios%20and%20guidance/DTI_FF_web.pdf

http://www.cpi.cam.ac.uk/bep/downloads/Shell%20Scenarios%202025_%20Exec%20Summary.pdf

http://www.cpi.cam.ac.uk/bep/downloads/Shell%20Scenarios%202025_%20Exec%20Summary.pdf

http://www.prospective-foresight.com/IMG/pdf/fabriceroublatenglish.pdf

http://www.gbn.com/GBNDocumentDisplayServlet.srv?aid=34550&url=%2FUploadDocumentDisplayServlet.srv%3Fid%3D35520


http://www.unido.org/file-storage/download/?file_id=16957

http://www.jrc.es/home/pages/detail.cfm?prs=38

http://www.jrc.es/home/pages/detail.cfm?prs=38

http://www.tukkk.fi/tutu/default_eng.asp

http://www.acunu.org/

http://www.unido.org/doc/5216

http://www.africanfutures.net/

http://apecforesight.org/

http://www.jrc.es/

http://www.cordis.lu/foresight

http://www.oecd.org/sge/au/

http://www.gbn.com/

http://www.foresight.gov.uk/

%20round%20General%20Publications/Foresight%20Futures%20-%202020%20Revised%20scenarios%20and%20guidance/DTI_FF_web.pdfvan der Heijden, K (1997) “Scenarios, Strategy, and the Strategy Process”, available at:http://www.gbn.com/GBNDocumentDisplayServlet.srv?aid=550&url=%2FUploadDocumentDisplayServlet.srv%3Fid%3D12549van der Heijden, K (1998) Scenarios: the Art of Strategic Conversation, John WileyWilson, I. (2000) “From Scenario Thinking to Strategic Action”, Technological Forecasting and Social Change vol. 65, 23-29van’t Klooster, S and van Anselt, M (2006) “Practising the scenario-axes technique”, Futures, vol. 38, pp. 15-30On Foresight:Becker P. (2002) “Corporate foresight in Europe: A first overview”, EC working paper available at ftp://ftp.cordis.lu/pub/foresight/docs/st_corporate_foresight_040109.pdfBrown et al (2001) “Foresight as a Tool for the Management of Knowledge Flows and Innovation”, Final report of the FORMAKIN project, available at: http://www.york.ac.uk/org/satsu/OnLinePapers/FORMAKIN(VOL1).PDFDaheim, C & Uerz, G (2006) “Corporate Foresight in Europe: ready for the next step?”, Second International Seville Seminar on Future-Oriented Technology Analysis: Impact of FTA Approaches on Policy and Decision-Making, Seville, September 2006, available at: http://forera.jrc.es/documents/papers/Seville-GU-CD-Draft-8-2006-e.pdfReger, G. (2001) “Technology Foresight in Companies: From an Indicator to a Network and Process Perspective”, Technology Analysis & Strategic Management vol. 13 (4), 533-553Tsoukas, H & Shepherd, J (2004) Managing the Future: Foresight in the Knowledge Economy, Blackwell

Learning hours:


Staff/student contact 8Tutorials n/aPrivate study 35Directed reading 7Total hours 50Other activities e.g. Practical/laboratory work

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http://forera.jrc.es/documents/papers/Seville-GU-CD-Draft-8-2006-e.pdf

http://www.york.ac.uk/org/satsu/OnLinePapers/FORMAKIN(VOL1).PDF

ftp://ftp.cordis.lu/pub/foresight/docs/st_corporate_foresight_040109.pdf





Assessment:



Group presentation on scenario practical exercise

15 minutes ppt presentation

40%

Individual mini-report on the potential for application of scenario methods in student’s own research topic

1,000 words 60%

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Title: Social Network Analysis (BMAN 80102)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2

Tutor(s): Dr Ronnie Ramlogan

Aims:

The main aim of this course is to present students with a taster of how social network methods and techniques can be applied to a variety of interesting issues in business/ management research. The course will introduce some fundamental concepts related to this mode of analysis, raise awareness of various management and innovation literatures where such methods have been successfully applied. Students will also benefit from empirical examples based on research conducted within the Manchester Institute of Innovation to demonstrate how SNA can be useful in teasing out the dynamics of innovation.

Learning Outcomes:

On completion of this unit students will have:

o a broad understanding of fundamental concepts the underline SNAo basic knowledge of kinds of data that can be useful employed in network analysiso some practical experience of using Pajek, a software that has been developed for use

with large scale datasets

Content:

o Part One: Interactive lectureo Section Two: Practical training


Lecture, interactive discussion, practical workshop and essay writing.

Learning hours:


Staff/student contact 5TutorialsPrivate studyDirected readingTotal hoursOther activities e.g. Practical/laboratory work

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Assessment:




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Title: Social Shaping of Technology (BMAN 80380)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Dr Chris McLean

Aims:

The main aim of this course is to examine how the different ways technological change and innovation are examined from a range of perspectives. This will include focusing on issues relating to the design, development and application of technology within organisations and society, and reviewing the range of methodological approaches and perspectives relating to this process. Furthermore, the students will develop team working skills and the ability to apply these ideas to a specific technology of their choice, within a group situation.

Learning Outcomes:


o Review different methodological approaches and perspectives relating to the design, development and application of technology within organisations and society

o Explore a range of issues relating to our understanding of agency and technological change

o Select and analyse research material from a wide range of sourceso Examine and critically reflect upon a range of theories, issues and perspectiveso Work in a group situation to review different ideas and approaches in relation to the

issues explored within the course.

Content:

o Section One: Introduction and Technological Determinismo Section Two: Social Shaping and the Social Construction of Technology.


Lectures, readings, interactive discussion and group presentations, private study and essay writing.


Bijker, W.E., T. Hughes, and T. Pinch, (1987), The Social Construction of Technological Systems, Cambridge: MIT Press.Callon, M., (1986), Some elements of a sociology of translation: Domestication of the scallops and the fishermen of St. Brieuc Bay, in Law, J. Ed., Power, Action, and Belief: A New Sociology of Knowledge?, London: Routledge and Kegan Paul, pp. 196-233.Latour, B., (1999), Pandora’s Hope: Essays on the Reality of Science Studies, Harvard University Press. Law, (1987), Technology and Heterogeneous Engineering: the Case of the Portuguese Expansion, in Bijker, W. E., T. Hughes, and T. Pinch, The Social Construction of Technological Systems: New Directions in the sociology and History of Technology, pp. 111- 134.

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Mackenzie, D. and J. Wajcman, (1985/1999), Social Shaping of Technology, Open University Press: Milton Keynes.

Learning hours:


Staff/student contact 4 Tutorials 3 Private study 30Directed reading 13Total hours 50Other activities e.g. Practical/laboratory work

Assessment:




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Title: Survey Design (BMAN80181)Credit Rating: 5Level: PGDelivery: Semester 1Tutor(s): Dr Charles Cui

Aims:

This course aims to introduce: The process and issues in designing survey research. Principles and techniques for developing measurement scales. Important issues and techniques for questionnaire design. Issues in Web-based survey. Fundamental issues and techniques in sampling. Important issues in data collection.

Learning Outcomes:

On completion of this unit students are expected to be able to:

design a survey plan; formulate operational definitions of research constructs; conduct desk/primary research for measurement scale development; design a questionnaire (paper-and-pencil and Web-based forms); select appropriate survey and sampling methods; and code responses from the survey into a database for analysis.

Content:

Survey design, conceptualisation of research constructs, measurement scale development, questionnaire design, Web-survey design, pilot test, sampling, administration and data entry.


A one day workshop comprising lectures and group work.

Reading List:

DeVellis, Robert F. (2003), Scale Development: Theory and Applications, 2nd Edition, Sage Publications, Inc, Paperback ISBN: 9780761926054.

Ennis, Robert H. (1964), “Operational definitions”, American Educational Research Journal, Vol. 1, No. 3., pp. 183-201.

Fowler, Floyd J, Jr. (2008), Survey Research Methods, 4th Edition, Sage Publications, Inc. Paperback ISBN: 9781412958417.

(http://www.uk.sagepub.com/authorDetails.nav?contribId=223745)Groves, Robert M.; Fowler, Floyd J., Jr.; Couper, Mick P., Lepkowski, James M.; Singer, Eleanor;

Tourangeau, Roger (2004), Survey Methodology, Wiley, Paperback ISBN: 978-0-471-48348-9,.

Rindfleisch, Aric; Malter, Alan J.; Ganesan, Shankar; and Moorman, Christine (2008), “Cross-sectional versus longitudinal survey research: Concepts, findings, and guidelines”, Journal of Marketing Research, Vol. XLV, 261–279.

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http://www.sagepub.co.uk/authorDetails.nav?contribId=223745

Learning hours:



Assessment:

Assessment activity Length required Weighting within unit

An assignment of individual work in designing a survey plan and a questionnaire (based on a hypothetical research project)

2,000 words 100%

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Title: Structural Equation Modelling (BMAN 80082)Credit Rating: 5Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Dr J Freeman

Aims:

The purpose of this course is to provide a theoretical introduction to the analysis of covariance structures, or Structural Equation Modelling, and to gain practical experience using appropriate software. Structural Equation Modelling is a statistical modelling technique for establishing relationships among variables; observed variables are understood to represent a small number of “latent variables” that cannot be directly measured, but only inferred from the measured variables.

Learning Outcomes:


Apply Structural Equation Modelling techniques to real data sets and be able to interpret output from these analyses in a reflective manner. The use of statistical software (SPSS, Amos) will be extended.

Content:

o Introduction to Latent Variables o Principal Components Analysis o Measurement Models o Structural Equation Models o Constraints, Dependent Factors, Correlated Errors.


A variety of teaching and learning methods will be used including lectures, small group discussion, laboratory practical and project work (assessment). Lecture notes/ PowerPoint presentations will be available in electronic format.


Johnson, R.A. & Wichern, D.W. (2007) Applied Multivariate Data Analysis (6th ed). Prentice Hall. Newbold, P., (1995), Statistics for Business and Economics, 4th Edition, Prentice Hall International Editions.Sharma, S., (1996), Applied Multivariate Techniques., New York: Wiley. Tabachnik, B.G. & Fidell, L.S., (2001), Using Multivariate Statistics, (4th ed), New York: Harper Collins (chapter on Structural Equation Modelling).

Learning hours:

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Staff/student contact 5 (40% practical)Tutorials -Private study 45Directed reading -Total hours 50Other activities e.g. Practical/laboratory work

Practical (Statistics Software = 40% of contact time)Distance Supervision via a web board/email of each individual project progress.

Assessment:



Assignment (Report and Statistics Software Output).

2,500 Words 100%


Computer Lab with facilities for lecturing too (Whiteboard)

ii. Technical Provision

LCD Projector

iii. Library provision, equipment, computer, etc

Setup x number of computers with SPSS and Amos.

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Section C:Accounting and/or Finance Research Training

Programme Pathway

6. Pathway Structure and Requirements

All PhD students in Manchester Business School researching in the accounting and/or finance areas must accumulate 180 credits in year 1 to complete the Research Training Programme. The 180 credits are structured as follows. Students registered for PhD Accounting and Finance may choose a mixture of core and optional units from Accounting and Finance programmes below following the advice from their supervisors and the programme director(s).

Semester I(45 credit)

Advanced Accounting/Finance Theory* (15 credit)Advanced Accounting/Finance Seminar I* (15 credit) Elective (15 credit)

Semester II(30-45 credit)

Advanced Accounting/Finance Seminar II* (15 credit)At least one and up to two Electives (including Advanced Corporate Finance below) (15-30 credits)Advanced Corporate Finance (15 credit, compulsory only for single Finance major)

May/June MBS Doctoral Conference

Whole year(30 credit)

Literature Review (20-30 pages) & Research proposal (5-6 pages)

Whole year(60-75 credit)

Pilot project/paper (60–80 pages) and Presentation

Notes:

1. Students must pass all units with at least 60%.

2. Students working under the title "PhD Accounting and Finance" should select approximately 50% from each of the Accounting and the Finance Theory and Seminar modules after discussing the combinations with their supervisors.

3. Students who specialises in quantitative and/or mathematical finance may replace "Advanced Corporate Finance" with an elective.

4. The presentation will normally take place around mid-July depending on the availability of the respective PhD review panel members. The supervisor(s) is responsible for organising the meeting if the particular PhD committee cannot fit into the divisional schedule.

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5. The pilot project/paper 1 for Accounting (Finance) students may be less than 90 (75) credits if the student is required to undertake additional subject specific/ research technique courses.

6. In addition to this formal workload, as a PhD student you will be expected to undertake other work/study as directed by your supervisor(s).

Students may choose to study some of the electives in addition to the 180 credits or in the subsequent years of studies on an “audit only” basis without gaining further credits. Some convenors/instructors may insist that the students must follow the assessment procedures for the modules even if the students are not formally registered for those modules.

Research Proposal and Pilot Project:

The research proposal and pilot project incorporates a pilot study/research paper, a presentation of this work to the faculty and other PhD students, and a revised proposal. The presentation will take place no later than the end of July and the pilot study/paper will be submitted in the first Friday of September. Again the pilot study/paper must be passed, i.e. awarded a grade of at least 60% AND the student must successfully present the work to the Faculty.

For the latest version of course outlines, class and review schedules as well as a list of recommended optional units, please refer to:http://fp7.portals.mbs.ac.uk/NetworkmemberPhDprogrammes/Manchester/tabid/1124/Default.aspx

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http://fp7.portals.mbs.ac.uk/NetworkmemberPhDprogrammes/Manchester/tabid/1124/Default.aspx

http://fp7.portals.mbs.ac.uk/NetworkmemberPhDprogrammes/Manchester/tabid/1124/Default.aspx

7. Core Courses for Accounting Students 7.1 Introduction

All PhD Accounting students must attend all courses below. Additional optional PGT modules are to be selected in consultation with the supervisor(s) and module leaders. A full timetable will be available during induction and online. If you have any questions about the time or location of courses, please contact Graham Cockerill at 0161 275 6550 or [email protected].

Title: Advanced Accounting Research Seminar Series 1 and 2 (BMAN 80261)

Credit Rating: 30 (15+15) CreditsLevel: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semesters 1 & 2

Tutor(s): Prof Sven Modell

Aims:

The purpose of this course is to provide PhD students with a broadly based overview of current research frontiers, recent developments and various methodological approaches in Accounting Research. The course covers both qualitative and quantitative research across the main areas of Accounting Research, namely capital markets-based/financial accounting, auditing and management accounting. The course also covers the interface between Accounting and Finance Research. Although students will normally specialise in only one of these areas and apply either qualitative or quantitative research it is important for the student to be aware of the strengths and weaknesses of alternative research approaches.

The course is formally divided into two seminar series (one during the first and the other during the second term). However, the seminar series will be assessed jointly through the preparation of a student paper towards the end of the second seminar series. Students are expected to work on this throughout the two seminar series. Feedback will be provided throughout the seminar series and in conjunction with student presentations at the end of each seminar series.

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Course Title Date/Time TutorAdvanced Accounting Research Seminar 1

Every Wednesday 4pm – 6pm

October 7, 14, 21, 28

November 4, 11, 18, 25

December 2, 9, 16

Prof Sven Modell

Advanced Accounting Research Seminar 2


January 20, 27

February 3, 10, 17, 24

March 3, 10, 17, 24

April 21, 28

Prof Sven Modell

Advanced Accounting Theory

Every Tuesday 9am - 1.30pm

October 6, 13, 20, 27

November 3, 10, 17, 24

Dec 1

Dr Mahbub Zaman


Learning Outcomes:

On completion of this unit, successful students will be able to:

Content:

Tutorial Topics and Dates.

The first seminar series includes 10 tutorials starting on Wednesdays normally from 4pm until 6pm (unless otherwise stated below). The dates and topics for the first seminar series are given below. The dates and topics for the second seminar series will be decided at a later stage, but will have a strong emphasis on management accounting.

7th October: Calculation and characteristics of returns and portfolio returns. Prof Norman Strong

14th October: Calculating Abnormal Returns and Event Study Methods. Prof Norman Strong21st October: An Overview of Market Based Accounting Research. Prof Martin Walker (Note!

this seminar will start at 5pm)28th October: Modelling Earnings Timeliness and Accounting Conservatism. Prof Martin

Walker4th November: Earnings Management and Discretionary Accruals. Prof Norman Strong11th November: Reading week18th November: A Disclosure Choice Study. Prof Martin Walker25th November: Overview of contemporary auditing research. Prof Chris Humphrey2nd December: Corporate Governance. Dr Elisabeth Dedman9th December: Research in ethics, auditing and professional practice. Prof Stuart Turley16th December: Student presentation and discussion of synopsis of term papers. Prof Sven

Modell



Learning hours:

Activity Hours allocated each part 1 &2

Staff/student contact Tutorials 22Private study 100Directed reading 28Total hours 150Other activities e.g. Practical/laboratory work

Assessment:

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Term Paper See attached 100%

NB: The MAG Coursework presentation criteria are described in detail in individual course outlines on the Accounting and Finance divisional website at: http://fp7.portals.mbs.ac.uk/Portals/59/docs/BMAN27403AdvancedAccountingResearchSeminar1.pdf).

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http://fp7.portals.mbs.ac.uk/Portals/59/docs/BMAN27403AdvancedAccountingResearchSeminar1.pdf

http://fp7.portals.mbs.ac.uk/Portals/59/docs/BMAN27403AdvancedAccountingResearchSeminar1.pdf

Title: Advanced Accounting Theory (BMAN 80272)Credit Rating: 15Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Dr Mahbub Zaman

Target Audience:

This course is intended for all PhD students in Accounting.

Aims:

The purpose of this course is to help students understand how theories and theoretical models are created and evaluated i.e. how the contribution of a theoretical model is assessed. The course will enable well qualified students to equip themselves to follow theoretical debates. In addition it will provide a useful bridge to the theoretical literature for students seeking to strengthen the theoretical foundations of an empirical research project. As Accounting draws on a wide range of theoretical influences and ideas this course includes a number of different areas of study. Each of these areas of study will be covered in blocks of about 5 sessions each.

Assessment

Assessment will be via a term paper, 20 pages maximum, which: a) Provides a reflective summary of the FIVE areas of theory covered in the course

(recommended length 5 pages) and b) Reviews an area of theory from one of the areas studied on the course

Students should discuss with their supervisor and agree specific theory(/ies) and papers which will be the focus of their term paper. Suggested topics and reading will be set by the lecturers of the course.

The coursework must be submitted by 12 January 2010, 12 noon (subject to change) in hardcopy to the Postgraduate Research Office, and a Word copy also emailed to both [email protected] and [email protected].

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8. Core Courses for Finance Students8.1 Introduction

All PhD Finance students must attend all courses. Additional optional PGT modules are to be selected in consultation with the supervisor(s) and module leaders

If you have any questions about the time or location of courses, please contact Graham Cockerill at 0161 275 6550 or [email protected].

Course Title Date/Time TutorAdvanced Finance Research Seminar 1


October 7, 14, 21, 28

November 4, 11 , 18, 25

December 2, 9 , 16

Dr Stuart Hyde

Advanced Finance Research Seminar 2


January 20, 27

February 3, 10, 17, 24

March 3, 10, 17, 24

April 21, 28

Dr Stuart Hyde

Advanced Finance Theory Every Thursday 2pm – 5pm

October 8, 15, 22, 29

November 5, 12, 19, 26

December 3, 10, 17

Prof Ser-Huang Poon&Prof Richard Stapleton

Advanced Corporate Finance Tuesday 2 February 201010am -12pm

Thursday 11 February 2010, 2pm – 4pm

Thursday 18 February 2010Time TBC

Friday 26 February 20102pm – 5pm

Thursday 4 March 20102pm – 5pm

Thursday 11 March 20102pm – 4pm

Dr Maria Marchica

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Title: Advanced Finance Research Seminar I (BMAN 80261)


Semester 2

Tutor(s): Dr Stuart Hyde

Target Audience:

This course targets first year postgraduate research (PGR) students in Finance, for whom it is a compulsory unit.

Aims:

The purpose is to expose PGR students in Finance to recent and current developments in Finance research. Students will read current and recent journal articles and working papers. The aim is to provide students with sufficient background such that they are able to understand the majority of research papers presented in the Staff seminars and could attempt to write a basic referees report.

Course Requirements

The course unit comprises of a number of elements: research seminars given by internal and external speakers, seminars taught/led by academic staff as well as student-led sessions. Students must attend the staff research seminars in Finance that normally take place on Wednesday afternoons (2pm). Occasionally, some of these seminars will take place on other days; students should attend these seminars whenever they do not clash with their taught programme. An up-to-date list of Finance seminars can be viewed at: http://www.mbs.ac.uk/research/accountingfinance/seminars.aspxIn addition there will be a series of research seminars that will discuss recent research articles with a view to increasing the ability of students to read and understand journal articles. These will take place on Wednesday afternoons 3.30pm until 5.30pm in Room 5.1, Crawford House.

Assessment

Required non-assessed coursework All students must read the material listed for each seminar in advance of the class. It is expected that all students will be able to contribute fully the debate. Where sessions are followed by practical elements it is expected that students will complete any practical work and homework set.

Required assessed coursework Students have to write a summary paper (maximum 5,000 words) based on the 10 core class sessions and reading delivered (ie. 500 words on each). The summary paper should cover the key elements of each session and directed reading.

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NOTE: The paper should be based on the classes – not the staff seminars. Also note it should be possible to write a very good paper in much less than 5,000 words – this is an absolute maximum limit – you do not need to use it!

Deadline for submission The deadline for submission is 4.00pm on 11 December 2009. Please submit two copies of your paper to Graham Cockerill in the PGR Office, Room 9.23 MBS Harold Hankins. Please also submit an electronic copy to [email protected].

Syllabus

Course syllabus [Please note this is Provisional – there may be some minor alterations to content/order]

1. Calculation and characteristics of returns and portfolio returns (Norman Strong) Campbell, J.Y., Lo, A.W. and MacKinlay, A.C., 1997, The Econometrics of Financial Markets, Ch 1. Cont, R., 2001. Empirical properties of asset returns: stylized facts and statistical issues. Quantitative Finance 1, 223–236. Available from http://www.cmap.polytechnique.fr/~rama/ (towards the bottom of the Working Papers page) Fama, E.F., 1976. Foundations of Finance, Chs. 1 and 2. Available from, http://gsbwww.uchicago.edu/fac/eugene.fama/research/Foundations%20of%20Finance/Liu, W. and N. Strong (2006), Biases in decomposing holding period portfolio returns, Review of Financial Studies, Advance access. 2. Event studies (Norman Strong) Fama, E.F. (1998) Market Efficiency, long-term returns, and behavioural finance, Journal of Financial Economics, 49, 283-306. Tucker, J.W., 2007. Is openness penalized? Stock returns around earnings warnings, The Accounting Review 82, 1055–1087. 3. Risk Aversion (Andreas Milidonis) *Gollier, Christian. The Economics of Risk and Time. Cambridge, Massachusetts: The MIT Press,

2001. Kimball, Miles S. "Precautionary Saving in the Small and in the Large." Econometrica 58, no. 1

(1990): 53-73. ———. "Standard Risk Aversion." Econometrica 61, no. 3 (1993): 589-611. Pratt, John W. "Risk Aversion in the Small and in the Large." Econometrica 32, no. 1/2 (1964):

122-36. Pratt, John W., and Richard J. Zeckhauser. "Proper Risk Aversion." Econometrica 55, no. 1

(1987): 143-54. Rothschild, Michael, and Joseph E. Stiglitz. "Increasing Risk: I. A Definition." Journal of Economic

Theory 2, no. 3 (1970): 225-43. *I have made photocopies of Chapter 1 and 2 that will be covered. An e-book version is also available online.

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4. Asset pricing (GMM, CCAPM) (Ian Garrett) For GMM: Campbell, J.Y., A. Lo and A.C. MacKinlay, 1997. The Econometrics of Financial Markets, chapter 8. Hamilton, J.D., 1994. Time Series Analysis, Princeton, chapters 9 and 14. Hansen, L.P. and K.J. Singleton, 1982. Generalized instrumental variable estimation of nonlinear rational expectations models, Econometrica 50, 1269--1286. Johnston, J. and DiNardo, 1997. Econometric Methods, 4th edition, MacGraw Hill, chapter 5, section 5.5 and chapter 10. Kennedy, P. 1998. A Guide to Econometrics, 4th edition,Blackwell, chapters 9 and 10. For Asset Pricing: Campbell, J.Y., A. Lo and A.C. MacKinlay, 1997. The Econometrics of Financial Markets, chapter 8. Cochrane, J., 2001, Asset Pricing, Princeton, chapter 20. Hansen, L.P. and K.J. Singleton, 1982. Generalized instrumental variable estimation of nonlinear rational expectations models, Econometrica 50, 1269--1286. Harvey, C.R., 1989, Time-varying conditional covariances in tests of asset pricing models, Journal of Financial Economics 24, 289--318. Harvey, C.R. 1991. The world price of covariance risk, Journal of Finance 46, 111--58. 5. Anomalies and Asset pricing : Size, Book to Market, Momentum (Edward Lee) Fama, E.F. and K.R. French (1996) "Multifactor explanation of asset pricing anomalies", Journal of Finance, 51: 55-84. 6. Asset Pricing: The equity premium and return predictability (Alex Taylor) Cochrane, J., "New facts in finance" – available from John Cochrane’s website. Fama, E.F. and K.R. French, 1989. "Business Conditions and Expected Returns on Stocks and Bonds" Journal of Financial Economics, 25, 23-49 Campbell J.Y. and R. Shiller, 1988. "The Dividend-Price ratio and expectations of future dividends and discount factors" Review of Financial Studies 1, 195-228 Goval, A. and I. Welch, 2004. "A Comprehensive Look at the Empirical Performance of Equity Premium Prediction" NBER Working Papers 10483, National Bureau of Economic Research. Campbell, J.Y. and S.B. Thompson, 2005. "Predicting the Equity Premium Out of Sample: Can Anything Beat the Historical Average?" NBER Working Papers 11468, National Bureau of Economic Research, Inc. 7. Asset Pricing: The mispricing premium (Michael Brennan) Brennan, M.J. and A.W. Wang 2007a. The mispricing premium, mimeo. Brennan, M.J. and A.W. Wang 2007b. Systematic mispricing, mimeo. 8. Volatility Dynamics (Ser-Huang Poon) Bakshi G., N. Ju and H. Ou-Yang, 2006, Estimation of continuous-time models with an application to equity volatility, Journal of Financial Economics, 82, 1, 227-249, October. Broadie Mark, Mikhail Chernov and Michael Johannes, 2007, Model specification and risk premia: Evidence from futures options, Journal of Finance, Jun, 62, 3, 1453-1490.

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Christoffersen Peter, Kris Jacobs and K. Mimouni, 2006, Models for S&P500 dynamics: evidence from realized volatility, daily returns and opion prices, Working Paper, McGill University. Dotsis George, Dimitris Psychoyios and George Skiadopoulos, 2007, An empirical comparison of continuous-time models of implied volatility indices, Journal of Banking and Finance, forthcoming. Navas Javier F., 2003, Calculation of volatility in a jump-diffusion model, Journal of Derivatives, 66-72, Winter. 9. Volatility Derivatives (Ser-Huang Poon) Brenner M., E. Ou and J. Zhang, 2006, Hedging volatility risk, Journal of Banking and Finance, 30, 811-821. Carr Peter and Roger Lee, 2007, Realised volatility and variance: options via swaps, RISK Magazine, 76-83, May. Demeterfi Kresimir, Emanuel Derman, Michael Kamal and Joseph Zou, 1999, More than you ever wanted to know about volatility swaps, Working Paper, Goldman Sachs. Detemple Jérôme B. and C. Osakwe, 2000, The valuation of volatility options, European Finance Review, 4, 21-50. Grunbichler Andrews and Francis A. Longstaff, 1996, Valuing futures and options on volatility, Journal of Banking and Finance, 20, 985-1001. Matytsin Andrew, CP, 1999, Modelling volatility and volatility derivatives, Working Paper, JP Morgan. Windcliff H., P.A. Forsyth and K.R. Vetzal, 2006, Pricing methods and hedging strategies for volatility derivatives, Journal of Banking and Finance, 30, 2, February, 409-431. 10. Behavioural Finance (BSV, Hong-Stein, DHS) (Asad Kausar) Barberis, N., A. Shleifer, and R.W. Vishny, 1998, A Model of Investor Sentiment, Journal of Financial Economics, 49, 307-343. Daniel, K., D. Hirshleifer, and A. Subrahmanyan, 1998, Investor Psychology and Security Market Under- and Overreactions, Journal of Finance, 53, 1839-1885. Hong, H., and J. C. Stein, 1999, A Unified Theory of Underreaction, Momentum Trading and Overreaction in Asset Markets, Journal of Finance, 54, 2143-2184. Fama, E., 1998, Market Efficiency, Long-Term Returns, and Behavioral Finance, Journal of Financial Economics, 49, 283-306. Hong, H., T. Lim, and J. C. Stein, 2000, Bad News Travels Slowly: Size, Analyst Coverage and the Profitability of Momentum Strategies, Journal of Finance, 55, 265-295. Chan, W.S., R. Frankel and S.P. Kothari, 2004, Testing Behavioral Finance Theories Using Trends and Consistency in Financial Performance, Journal of Accounting and Economics, 38, 3-50. 11. A very brief guide to being a (not-so young) Finance academic (Stuart Hyde) Chance, D. Tips for publishing in Finance academic journals available at http://www.bus.lsu.edu/academics/finance/faculty/dchance/Research/Rsch.htm Cochrane, J.H. Writing tips for Ph.D. students available at http://faculty.chicagogsb.edu/john.cochrane/research/Papers/index.htm#for_phd

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http://faculty.chicagogsb.edu/john.cochrane/research/Papers/index.htm#for_phd

Title: Advanced Finance Research Seminar II (BMAN 80262)


Semester 2

Tutor(s): Dr Stuart Hyde

Aims:

The purpose is to expose PGR students in Finance to the core literature in Finance research through review articles. Students will read the key review articles in the field of Finance and give a presentation and lead a discussion based on these survey papers. The aim is to provide students with sufficient background such that they are able to understand the majority of research papers presented in the Staff seminars and are widely read in the core areas of corporate finance, financial markets and asset pricing.

Content:

1. Introduction to Research and Epistemology - Michael Flanagan Main Reading: Popper, K. (1969), Conjectures and Refutations - The Growth of Scientific Knowledge 3rd edition, Routledge and Kegan Paul, ISBN-7100-6508-6(p) Johnson, P. and J. Duberley (2005), Understanding Management Research- An Introduction to Epistemology, Sage Publications, ISBN 0 7619 6917 9 Additional: Hausman, D. 1989. Economic Methodology in a Nutshell. Journal of Economic Perspectives 3, 115-127. Hoover, K. 2005. The Methodology of Econometrics. www.ssrn.com

Reading: The majority of the reading comes from the Handbook of the Economics of Finance. Most of the chapters will be posted on Web CT. However Chapter 4 and Chapter 17 are only available in hard copy. A copy of the Handbook is available on Short-Loan in the Precinct Library, 2 other copies (one Precinct, one Eddie Davies) are currently on order. Handbook of the Economics of Finance

Chapter 1 Corporate Governance and Control by M. Becht, P. Bolton and A. Röell

Chapter 2 Agency, Information and Corporate Investment by J. C. Stein

Chapter 4 [Hard-copy only] Financing of Corporations by S.C. Myers

Chapter 7 Payout Policy by F. Allen and R. Michaely

Chapter 9 Market Microstructure by H. R. Stoll

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Chapter 10 Arbitrage, State Prices and Portfolio Theory by P. H. Dybvig and S. A. Ross

Chapter 11 Intertemporal Asset Pricing Theory by D. Duffie

Chapter 12 Test of Multi-Factor Pricing Models, Volatility, and Portfolio Performance by W. E. Ferson

Chapter 13 Consumption-Based Asset Pricing by J. Y. Campbell

Chapter 14 The Equity Premium in Retrospect by R. Mehra and E. C. Prescott

Chapter 15 Anomalies and Market Efficiency by G. W. Schwert

Chapter 16 Are Financial Assets Priced Locally or Globally? by G. A. Karolyi and R. M. Stulz

Chapter 17 [Hard copy only] Microstructure and Asset Pricing by D. Easley and M. O’Hara

Chapter 18 A Survey of Behavioral Finance by N. C. Barberis and R. H. Thaler

Additional Reading: Asset Pricing

1. Campbell, J.Y., (2000) Asset Pricing at the Millennium, Journal of Finance 55, 1515-1567.

Corporate Finance

1. Jensen, M.C. and Meckling, W.H., (1976) Theory of the Firm: Managerial Behavior, Agency Costs and Ownership Structure, Journal of Financial Economics 3, 305-360.

2. Harris, M. and Raviv, A., (1991) The Theory of Capital Structure, Journal of Finance 46, 297-355.

3. Shleifer, A. and Vishny, R.W., (1997) A Survey of Corporate Governance, Journal of Finance 52, 737-783.

4. Dittmar, A.K., (2000) Why Do Firms Repurchase Stock? Journal of Business 73, 331-355.

5. Graham, J.R. and Harvey, C.R., (2001) The Theory and Practice of Corporate Finance: Evidence from the Field, Journal of Financial Economics 60, 187-243.

6. Ritter, J.R. and Welch, I., (2002) A Review of IPO Activity, Pricing and Allocations, Journal of Finance 57, 1795-1828.

Market Microstructure

1. Madhavan, A., (2000) Market Microstructure: A Survey, Journal of Financial Markets 3, 205-258.

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2. Biais, B., Glosten, L. and Spratt, C., (2005) Market Microstructure: A Survey of Microfoundations, Empirical Results, and Policy Implications, Journal of Financial Markets 8, 217-264.

Econometrics (Chapters in the Handbook of Financial Econometrics) Available at: http://home.uchicago.edu/~lhansen/handbook.htm

1. Engle, R.F. and Russell, J.R., Analysis of High Frequency Financial Data.

2. Garcia, R., Ghysels, E. and Renault, E. The Econometrics of Option Pricing.

3. Jagannathan, R., Skoulakis, G. and Wang, Z., The Analysis of the Cross-Section of Security Returns.

Learning hours:

Activity Hours allocatedStaff/student contact 24 TutorialsPrivate study 102Directed reading 24Total hours 150Other activities e.g. Practical/laboratory work

Assessment:



Students will be assessed on their presentations and discussions in all classes. Students also have to write two summaries of the literature covered in two sessions not presented by them.

Required non-assessed coursework All student must read the research/journal paper(s) for each seminar in advance of the class. For the discussion sessions it is expected that all students will be able to contribute fully the debate. In addition, each student will be selected to present and lead two discussions. Students should select one presentation from their specialist field and one other. Please sign up for each presentation during the first session.

Deadline for submission The deadline for submission is 4.00pm on 23 April 2010. Please submit two copies of your paper to Graham Cockerill in the PGR Office, Room 9.23 MBS Harold Hankins. Please also submit an electronic copy to [email protected].

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Title: Advanced Corporate Finance (BMAN 80312)Credit Rating: 15Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 2

Tutor(s): Dr Arif Kurshed, Dr Ning Gao, Dr Marie Dutordoir, Dr Maria Marchica, Dr Konstantinos Stathopoulos, Dr Roberto Mura

Aims:

The course focuses on specific topics in Corporate Finance, namely, capital raising, capital structure and debt maturing decisions, link between capital structure and short selling, corporate governance and corporate control, and investment decisions.

Learning Outcomes:


Understand the: Financing choices of firms (Capital raising, Capital Structure and Debt Maturity, links to

corporate finance and short-selling topics); Monitoring issues within companies (Corporate Governance and control topic); Investment choices of firms (Investment decisions topics)

Content:

The course is dedicated to the discussion of three specific areas in Corporate Finance. In particular:

a. How firms raise finance resources

1. Capital raising (Session Leader: Dr Arif Kurshed)The aim of this session is to give an insight into how companies raise equity finance

through an initial public offering (IPO). The two main issues covered will be the pricing of shares (valuation of the IPO company) and the anomalies associated with IPOs in the post-market period.

2. Capital Structure (Session leader: Dr Ning Gao)This session reviews the theories developed to understand corporate capital structure

decisions. It also reviews the related empirical studies that have recently received substantial academic attention. It provides an overview of the recent development of capital structure literature and suggests directions of future research in this area.3. Debt Maturity (Session leader: Dr Maria Marchica)

The use of agency costs and asymmetric information perspectives as main explanations of maturity choices will be analysed in this section. This session will be devoted to discuss both theoretical and empirical issues of this subject and introduce the recent developments in this area.

4. Impact of short selling on corporate finance decisions (Session leader: Dr Marie Dutordoir)

This session intends to discuss the merging strand of the literature that examines the impact of the actions of short sellers on corporate finance decisions. The session is

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structured as follows. First, it provides a general overview of the literature on the influence of the supply-side of the market on corporate finance decisions. It then reviews the few existing studies on the interplay between short sellers and corporate finance decisions. It concludes with a discussion of potential directions for future research in this area.

b. How firms are monitored in managing their resources:

5. Corporate Governance (Session leader: Dr Konstantinos Stathopoulos)This session provides fundamental knowledge on both theoretical and practical issues

related to Corporate Governance (CG). It offers an overview of the importance of agency costs in CG and an in depth analysis of alternative, to agency, theoretical approaches. In addition, it presents current CG systems and practices together with potential future research areas. There will be a discussion of the papers primarily focusing on conceptual and methodological issues.

c. How firms invest their resources:

6. Investment decisions (Session leader: Dr. Roberto Mura)This session will explore how frictions in the markets are likely to affect corporate

investment. The session provides an overview of both the theoretical background underlining investment decisions in incomplete capital markets and the empirical problems of the research area.

Besides the above lectures, during the academic year there will be (possibly) two “ Lectio magistralis ,” that is, two 2-hour-lectures given by distinguished professors visiting MBS. One is scheduled to be in November and the other one in May. Full details will be provided in due course.

This module (both the regular lectures and the “Lectio magistralis”) are compulsory for single Finance major only with the exception of those students pursuing quantitative and mathematical finance.


1. Teaching MethodEach session will be delivered by a different tutor. The delivery consists of a mixture of lectures and seminar-style discussions.

2. Learning MethodStudents are expected to study the assigned readings before the class, and actively participate in the discussion. It is recommended that they prepare questions to be discussed during the sessions.


Pre-requisites

FS7152 Corporate Finance or equivalent. Students are expected to be familiar with the fundamental theories on capital structure: Modigliani-Miller Theorem, Static Trade-off theory and Pecking Order theory. Relevant readings are Modigliani and Miller (1958, AER), Myers (1984, JF) and Myers and Majluf (1984, JFE).

Preliminary reading for each topic

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1. Capital raising

Bartov, E., Mohanram, P.S., Seethamraju, C. (2002), ‘Valuation of internet stocks- An IPO perspective’, Journal of Accounting Research 40, 321- 346.Berger, P. (2002), ‘Discussion of Valuation of internet stocks- An IPO perspective’, Journal of Accounting Research 40, 347-358.Jenkinson, T., Ljungqvist, A. (2001), ‘Going Public: The Theory and Evidence on How Companies Raise Equity Finance’, Oxford University Press.Kim, M., Ritter, J.R. (1999), ‘Valuing IPOs’, Journal of Financial Economics, 53, 409-437.

2. Capital Structure

Baker, Malcolm and Jeffery Wurgler, (2002), ‘Market timing and capital structure’, Journal of Finance LVII, 1-32.Chang, X., S. Dasgupta and Gilles H. (2005), ‘Analyst coverage and financing decisions’, Working Paper, forthcoming in Journal of Finance.Chang, Xin and Sudipto Dasgupta 2008, Target Behavior and Financing: How Conclusive is the Evidence?”, forthcoming, Journal of Finance.Frank, M.Z. and V. Goyal, (2003), ‘Testing the pecking order theory of capital structure’, Journal of Financial Economics 67, 217-248. Heaton, J.B., (2002), ‘Managerial Optimism and Corporate Finance’, Financial Management 32, 33-45.Leary, M.T., and M. R. Roberts, 2005. Do firms rebalance their capital structures?, Journal of Finance 60, 217-248.Lerner, J. (1993), ‘Venture capitalists and the decision to go public’, Journal of Financial Economics 35, 293-316.Myer S. C. and N. S. Majulf (1984), ‘Corporate Financing and Investment Decisions When Firms Have Information That Investors Do Not Have’, Journal of Financial Economics, 187-221. Shyam-Sunder L. and S. C. Myers, (1999), ‘Testing static trafeoff against pecking order models of capital structure’, Journal of Financial Economics 51, 219-244.Welch, I. (2004), ‘Capital structure and stock returns’, Journal of Political Economy 112, 106-113.

3. Debt Maturity

a. Theoretical papersDiamond, D. W., (1991), ‘Debt maturity structure and liquidity risk’, Quarterly Journal of Economics 106, 709-737 (For liquidity risk perspective).Flannery, M., (1986), ‘Asymmetric information and risky debt maturity choice’, Journal of Finance 41, 19-37. (For asymmetric information perspective). Myers, S.C., (1977), ‘Determinants of corporate borrowing’, Journal of Financial Economics 5, 147-175. (For agency costs of debt perspective).

b. Empirical papersBarclay, M.J., Marx, L.M., Smith, C.W., (2003), ‘The joint determination of leverage and maturity’, Journal of Corporate Finance 9, 149-167.Datta, S., Iskandar-Datta, M., Raman, K., (2005), ‘Managerial stock ownership and the maturity structure of corporate debt’, Journal of Finance LX, 2333-2350.Guedes, J., Opler, T., (1996) ‘The determinants of the maturity of corporate debt issues’, Review of Financial Studies 16, 109-236. Kim, W.S., Sorenson, E.H., (1986), “Evidence on the impact of the agency costs of debt on corporate debt policy”, Journal of Financial and Quantitative Analysis 3, 131-144. Stohs, M., Mauer, D., (1996), “The determinants of corporate debt maturity Structure”, Journal of Business 69, 279-312.

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4. Short selling and Capital Structure

Baker, M., (2009), “Market-driven corporate finance”, unpublished working paper. Harvard Business School (available at papers.ssrn.com)de Jong, A., Dutordoir, M., Verwijmeren, P., (2009), ‘Why do convertible issuers simultaneously repurchase stock? An arbitrage-based explanation”, unpublished working paper (available at papers.ssrn.com). Faulkender, M., Petersen, M., (2006), ‘Does the source of capital affect capital structure?’, Review of Financial Studies 19, 45-79.Lamont, O., (2004), “Go down fighting: short sellers vs. firms”, unpublished working paper. Yale School of Management, New Haven (available at papers.ssrn.com).Mitchell, M., Pulvino, T., Stafford, E., (2004), “Price pressure around mergers”, Journal of Finance 59, 31-63.

5. Corporate Governance

Bebchuk, L. A., J.M. Fried, and D. I. Walker, (2002), “Managerial power and rent extraction in the design of executive compensation”, The University of Chicago Law Review 69, 751-846. Demsetz, H. and K. Lehn, (1985), “The Structure of Corporate Ownership: Causes and Consequences”, Journal of Political Economy 93, 1155- 1177. Denis, Diane K., and McConnell, John J., “International Corporate Governance” (January 2003). ECGI – Finance Working Paper No. 05/2003; and Tuck-JQFA Contemporary Corporate Governance Issues II Conference. http://ssrn.com/abstract=320121Jensen, M., and W.H. Meckling, (1976), “Theory of the firm: managerial behaviour, agency costs and ownership structure”, Journal of Financial Economics 3, (4) 305-360. Murphy, K. J., (2002), “Explaining executive compensation: Managerial power versus the perceived cost of stock options”, The University of Chicago Law Review, 846-869. Schleifer, A., R.W. Vishny, (1997), “A Survey of Corporate Governance”, Journal of Finance 52, 737-783.

6. Investment decision

a. Theoretical and empirical backgroundHubbard, R.G. (1998), “Capital-market imperfections and investment”, Journal of Economic Literature XXXVI, 193-225. Schiantarelli, F., (1996), “Financial constraints and investment: Methodological issues evidence”, Oxford Review of Economic Policy 12, 70-89. Stein, J. (2003) Agency, Information and Corporate Investment in Constantinides G., Harris M. and Stulz R. (eds) “Handbook of the Economics of Finance”. Amsterdam: North Holland. (Alternatively in NBER Working Paper, n.8342).

b. Empirical PapersDevereux, M., Schiantarelli F., (1990), ‘Investment financial factors and cash flow : Evidence from UK panel data’, in Hubbard, R.G. (ed) Asymmetric Information, Corporate Finance and Investment. Chicago: Chicago University Press. Fazzari, S.M., Hubbard, R.G., Petersen, B.C., (1988), “Financing Constraints and Corporate Investment”, Brookings Papers on Economic Activity, 141-195. Hoshi, T., Kashyap, A., Scharfstein, D., (1991), ‘Corporate structure, liquidity and investment: Evidence from Japanese industrial groups’, Quarterly Journal of Economics 20, 33-60. Kaplan, S.N., Zingales, L., (1997), “Do investment-cash flow sensitivities provide useful measures of financing constraints?” Quarterly Journal of Economics 112, 159-216.

c. New developmentsAlmeida, H., Campello, M., Weisbach, M., (2004), “The cash flow sensitivity of cash”, Journal of Finance

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http://ssrn.com/abstract=320121

Learning hours:


Staff/student contact 14Tutorials -Private study 86Directed reading -Total hours 100

Other activities e.g. Practical/laboratory work

Assessment:

Assessment will be via three term papers. Suggested topics and reading will be set by the lecturers of the course, and assessed by them.



3 papers 1,500 words each

100% (overall)

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Title: Advanced Finance Theory (BMAN 80301)Credit Rating: 15Level: (UG 1/2/3 or PG) PGDelivery: (semester 1, 2 or both etc)

Semester 1

Tutor(s): Prof Ser-Huang Poon and Prof Richard Stapleton

Aims:

This module covers a number of key finance theories that are important building blocks for theoretical and empirical studies in finance. The lectures have two main streams of focus. The first part of the lectures covers principally Merton’s collection of continuous-time work and studies how the continuous-time method can be applied in consumption-portfolio decisions, two-fund separation theorem, option pricing and capital structure.

The second part of the lectures introduces students to the discrete time general equilibrium framework. It analyses how preferences affect the properties of the pricing kernel and asset pricing, as well as the concept of dominance in portfolio choice. Within this framework, it examines the conditions under which the Black-Scholes (Black) model holds for the pricing of options, and considers various extensions to Black-Scholes including how non-marketable background risk affects the optimal demand for risky assets. The lectures end with a multi-period extension and the various risk neutral measures that are equivalent in this multi-period setting for the purpose of option pricing.

Learning Outcomes:

Upon completing this module, students are expect to1. be familiar with key classical concepts and theory in finance such as portfolio selection,

capital market theory, Intertemporal portfolio choice, optimum consumption, mean-variance analyses, option pricing theory and capital structure, utility and risk aversion, stochastic dominance, background risk and pricing kernel, extension to Black-Scholes and multiperiod models, and risk neutrality and risk measures;

2. master the mathematical skills and economic foundations to understand theoretical finance literature;

3. gain sufficient confidence to develop their own theories or extend the existing ones.

Content:

The module consists of 10 lectures/seminars covering the following topics:

1. Introduction to portfolio selection and capital market theory and continuous time method2. Intertemporal portfolio selection3. Optimum consumption and portfolio rules - continuous time analogue to Tobin-Markowitz

mean-variance analysis4. Option pricing with discontinuity5. Contingent claim analysis and the theory of capital structure6. Utility theory, risk aversion and the pricing kernel 7. Stochastic Dominance8. Background risk, Derived Risk Aversion and the Pricing Kernel9. Option pricing: extensions to the Black-Scholes model 10. Multiperiod models and risk neutral measures

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The module is based largely on the instructors going through advanced level materials in fairly detailed manner, discussing the problems and going through the proofs in a step-by-step manner in class.

Students learn by following the examples in class and replicate the results or the procedures in their homework. Students are expected to give further thoughts to the issues discussed in class and the materials covered in structured readings. These learning outcomes will be fully reflected in the assigned homework.


Main text:

Merton, Robert C. (1990) Continuous-Time Finance, Book, Basil Blackwell. (M)Poon S-H and R.C. Stapleton (2005) Asset Pricing in Discrete Time: A Complete Market Approach, (eBook) Oxford University Press (PS)

Other reference texts:

Cochrane John H. (2005) Asset Pricing, (eBook) Princeton University Press. (C)Duffie Darrell (2001) Dynamic Asset Pricing Theory, 3rd. Ed., Book, Princeton University Press.

(D)Eeckhoudt Louis, Christian Gollier and Harris Schlesinger (2005) Economic and Financial

Decisions Under Risk, Princeton University Press. (EGS)Huang Chi-fu and Robert H. Litzenberger (1988) Foundations for Financial Economics, North

Holland. (HL)Ingersoll J.E. (1987) Theory of Financial Decision Making, Rowman & Littlefield. (I)Shimko D. Finance in Continuous Time: A Primer (S)

Learning hours:

Activity Hours allocatedStaff/student contact 30

Tutorials -Private study 50

Directed reading 20

Total hours100

Assessment:



Students are asked to complete a series of homework as the course progresses.

- 100% (50% for each of the two instructors)

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9. Electives for Accounting and Finance StudentsPhD students on the Accounting and Finance Pathways may take some PGT 15 credit modules as part of their research training programme. You should discuss your choice of electives with your supervisor.

The 15 credit modules which are recommended as part of your research training are:

Finance (BMAN) Modules

Accounting (BMAN) Modules

Mathematics (MT) Modules

Economics (ES) Modules

BMAN70381Foundations of Finance TheoryBMAN71441 International Macroeconomics & Global Capital MarketsBMAN63021 VBA/C++ with Financial Applications

BMAN71331 Financial Analysis of Public Sector RestructuringBMAN70241 Financial Reporting Theory

MATH61711 Stochastic CalculusMATH60301 Martingales with Applications to FinanceMATH40361 Computationally Intensive Statistics

ECON60101 MicroeconomicsECON60111 MacroeconomicsECON60501 Advanced Econometric TheoryECON60521 Time Series AnalysisECON60611 Introduction to Econometrics

BMAN71122 Financial EconometricsBMAN70162 Research Methods and Methodology in FinanceBMAN71182 International FinanceBMAN70192 Real Options in Corporate FinanceBMAN70432 International Mergers and Acquisitions: Economic & Financial AspectsBMAN63012 Interest Rate DerivativesBMAN71572 Credit Risk Modelling

BMAN71292 Accounting in an International ContextBMAN71132 Financial Statement Analysis

MATH60072 Stochastic Modelling in FinanceMATH60082 Computational FinanceMATH60008 Mathematical Modelling of Finance

ECON61022 Choice Under Risk: Experiments, Theory & ApplicationsECON60052 Cross Section EconometricsECON60192 Advanced Microeconomic TheoryECON60552 Games and Economic BehaviourECON60532 Asymptotic Inference in EconometricsECON60542 Econometric Computing (GAUSS)ECON60622 Further Econometrics(New) SoSS Financial Econometrics

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Section D: Optional Short or Non-Credit Course

There is also a range of short courses (less than 15 credits) available in MBS which you may wish to consider as part of your RTP.

These following courses are open to all students, are not assessed formally and do not count towards the notional credits of your research training programme.

Course Title Date/Time Room/s are in MBS West

unless otherwise

stated

Tutor

ATLAS TBC TBC Dr Marie NormanQualitative Expert-Interviews & Analysis using NVivo

TBC TBC Dr Elfriede Penz (Wirtschaftsuniversität Wien, Austria)

Career Development Workshop: Developing an academic career in a Business School

TBC TBC Prof Catherine Cassell and Dr Stuart Hyde

Qualitative Expert-Interviews & Analysis using NVivo

Instructor

Dr. Elfriede PenzVienna University of Economics and Business Administration (WU-Wien)International Marketing and ManagementAugasse 2-6, A-1090 WienTel.: +43-1-31336-5102Fax in mail: +43-1-31336-90-5102http://www.wu-wien.ac.at/immE-Mail: [email protected]

Course Background and Objectives

Research issues are becoming increasingly complex and are getting harder to address, e.g. in new topic areas. Consequently, qualitative research in general and qualitative computing in particular has become widely accepted. However, there is still an ongoing debate on which methods are more appropriate to answer research problems within the field of economics and business management. While quantitative techniques seek to quantify structured data and thus apply some form of statistical analysis (positivist/empiricist approach), qualitative techniques are less structured, and require primarily exploratory design (constructivist/phenomenological approach). In addition, quantitative research is supposed to suit better for theory testing while qualitative research is better suited for theory creation.

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Yet, both research methodologies offer valuable research design and techniques and there is a gradual acceptance among scientists of the methodological orientations of others.The purpose of this lecture is to familiarise with a particular software package (QSR NUD*IST - NVivo) which integrates a wide range of tools and enables researches to link qualitative and quantitative data.

Schedule

Day 1

Topics Time schedule

Introduction and course overview 20 minsHandling qualitative data with NVivo 90 minso Overview of qualitative methodso An exemplary project on interviews with expertso Parts of NVivo: Documents, Nodes, and Attributeso Processes of NVivo: Linking, Coding, Sets, Modelling, and SearchingStudents’ projects 90 minso Data preparation – organizingo Developing a coding schemeDiscussion 20 mins

Day 2

Topics Time schedule

Students’ projects 90 minso Advanced analysiso Analytic procedures, queriesDiscussion of results 60 minsClosing discussion 40 mins

Readings

GeneralCassell, Catherine and Gillian Symon (1994), Qualitative Methods in Organizational Research. London: Sage Publications.Carson, David, Gilmore, Audrey, Chad, Perry & Grønhaug, Kjell (2001). Qualitative Market Research. London: Sage.Creswell, John W. (1997), Qualitative Inquiry and Research Design: Choosing Among Five Traditions. London: Sage Publications.Denzin, Norman K. and Yvonna S. Lincoln Eds. (1998), Strategies of Qualitative Inquiry. Thousand Oaks: Sage Publications.Gummesson, E. (1991), Qualitative Methods in Management Research. London: Sage.Lee, Thomas W. (1999), Using Qualitative Methods in Organizational Research. Thousand Oaks: Sage Publications.

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Marshan-Piekkari, Rebecca & Welch, Catherine (Eds.) (2004). Handbook of Qualitative Research: Methods for International Business. Cheltenham: Elgar.Potter, James W. (1996), An Analysis of Thinking and Research about Qualitative Methods. Mahwah, New Jersey: Lawrence Erlbaum.Seale, Clive (1999), The Quality of Qualitative Research. London: Sage Publications.

Specific Research Techniques Glaser, Barney and Anselm Strauss (1967), The Discovery of Grounded Theory: Strategies of Qualitative Research. London: Wiedenfeld and Nicholson.Hartley, Jean F. (1994), "Case Studies in Organizational Research," in Qualitative Methods in Organizational Research, Catherine Cassell and Gillian Symon, Eds. London: Sage.Neuendorf, Kimberly A. (2002), The Content Analysis Guidebook. Thousand Oaks: Sage Publications.Stake, Robert E. (1995), The Art of Case Study Research. Thousand Oaks: Sage Publications.Strauss, Anselm and Juliet Corbin (1998), Basics of Qualitative Research: Techniques and Procedures for Developing Ground Theory (2nd Edition ed.). Thousand Oaks: Sage Publications.Tashakkori, Abbas and Charles Teddlie Eds. (1998), Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks: Sage Publications.

Software NVivoRichards, Lyn (1999), Using NVivo in Qualitative Research. London: Sage Publications.Bazeley, Pat (2007). Qualitative Data Analysis with NVivo. London: S

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