DE LA SALLE UNIVERSITY

Management and Organization Department

Ramon V. del Rosario College of Business
SYLLABUS

COURSE TITLE/CODE : Research Methods 1

PREREQUISITE TO : Research Methods2/Thesis Writing
TYPE OF COURSE : Foundation Course
FACULTY : Dr. Reynaldo A. Bautista Jr., Dr. Raymund B. Habaradas
TERM/TIME/ROOM : AY 2018-2019-Term 3

Course description
The goal of the RVRCOB Graduate Programs is to form Lasallian Business Leaders who will be
competent and socially responsible change agents in business organizations and society. In
support of this goal, this foundation course aims to develop among business and management
students the knowledge, skills, mindset, and values needed for a responsible and ethical researcher.

The course covers the basics of business and management research for graduate students and / or
professionals. Students are guided through the entire research process from sourcing and reviewing
literature using online databases to identify research gaps, formulating research questions, generating
hypotheses, designing basic measurement instruments, collecting and processing primary and
secondary data, applying qualitative and quantitative approaches to analyze research findings, and
presenting the highlights of their research in a public forum. The final research proposal, which must
adhere to the University’s ethical guidelines and follow the American Psychological Association
(APA) style, enables the students to utilize the knowledge and skills they learn from the course.

Learning outcomes (LO)

Upon completion of the course, the student is expected to be able to do the following:
Expected Lasallian Graduate
Attributes (ELGA)
Critical and creative thinkers
Effective communicators
Service-driven, ethical, and
socially responsible citizens
Technically proficient and
competent professionals and
leaders
Lifelong learners
Learning Outcome
LO1. Write a review of related literature on a current or
emerging topic of interest in the field of business and
management, and generate hypotheses / propositions that will
serve as the starting point of one’s research
LO2. Write a research proposal that utilizes a relevant
conceptual framework based on the literature review, that clearly
shows how the research questions will be answered through
appropriate quantitative and / or qualitative methods, and that
adheres to the prescribed standards of the American
Psychological Association (APA)
LO3. Present the highlights of the research paper in a public
forum (e.g. colloquium, poster presentation)
Final course output
As evidence of attaining the above learning outcomes, students are required to do and submit the
following on the indicated dates within the trimester.

Learning outcome Required output Due date

LO1. Write a review of related  A critical review of related literature (RRL)
literature on a current or
emerging topic of interest in the
field of business and
management, and generate
hypotheses / propositions that
will serve as the starting point
of one’s research
Week 7
that presents major arguments and counter-
arguments with regards to hypothesized
relationships of key variables, and that assesses
the strengths and weaknesses of competing
schools of thoughts. The RRL must cite at least
20 scholarly journal articles published in the
last ten years. Classical works could also be
cited, but in addition to the 20 recently
published articles.

LO2. Write a research  A research proposal with the following parts: Week 11
proposal that utilizes a relevant (a) study’s background and rationale; (b)
conceptual framework based on research questions and objectives; (c) review
the literature review, that clearly of literature; (d) research framework and
shows how the research methodology; and (e) appendices (e.g. research
questions will be answered instruments, research protocol, ethical
through appropriate quantitative checklists)
and / or qualitative methods,
and that adheres to the
prescribed standards of the
American Psychological
Association (APA)

LO3. Present the highlights of  Presentation in a class-sponsored public forum, Week 12

the research paper in a public which will be evaluated by an invited panel
forum (e.g. colloquium, poster
presentation)
Rubrics for assessment
Submitted requirements will be rated using the following rubrics. Students are encouraged to utilize these
rubrics to check the quality of their required output prior to submission. They must also attach a blank rubric
whenever they submit a particular requirement.

A. Rubric for critical review of literature

Criteria Exemplary Proficient Developing Beginning Rating
4 3 2 1
Completeness of Superior in Essentially Incomplete in some Incomplete in most
review completeness; complete; review of respects; student respects; few
student has made an the literature covers has not done a reputable sources
extremely thorough all important and thorough job of are included
review of the trustworthy sources, finding reputable
literature, including especially the sources, or has
those written by recognized scholars included
established and / thinkers in the questionable
emerging scholars field sources
in the field
Critique and Demonstrates a Demonstrates an Demonstrates a Demonstrates an
synthesis of sophisticated accomplished less-than-acceptable inadequate
sources critique of the critique of the critique of the understanding of
sources reviewed; sources reviewed; sources reviewed; the critical aspect of
presents and adequately assesses does not analyze the a literature review;
insightful analysis the strengths and sources effectively, fails to critique
of the strengths and weaknesses of or simply echoes sources
weaknesses of competing schools the critiques of
competing schools of thought others
of thought
Generation of Provides a strong Selects an Selects a research Selects an
relevant justification for the appropriate research framework that inappropriate
framework research framework framework based might not be fully research framework
adopted, based on a on an assessment of appropriate, given
thoughtful critique existing the research
of the literature frameworks found questions and
in literature objectives
Clarity and Paper is a model of Paper is generally Paper can be Paper is poorly-
organization of clarity, conciseness, well-written. Ideas generally written. Ideas are
paper and logical thought. are often presented understood, disjointed and
Ideas flow in a clear and although ideas are difficult to
smoothly between organized manner. sometimes understand.
paragraphs and presented in a
across sections. confusing and
repetitive manner.
APA format Uses APA format Uses APA format Reflects incomplete Does not use APA
accurately and with minor knowledge of APA format
consistently violations format
Total
Grade: 19-20 – 4.0 (97-100); 17-18 – 3.5 (93-96); 15-16 – 3.0 (89-92); 13-14 – 2.5 (85-88); 11-12 – 2.0 (80-84); 10 and
below – 0.0 (79 and below)
Adapted from Blackboard Academic Suite, http://myedison.tesc.edu/tescdocs/Web_Courses/rubrics/
LitReview_rubric_ORR510-JUN09.htm
B. Rubric for research proposal
Criteria Exemplary Proficient Developing Beginning Rating
4 3 2 1
Formulation of Expertly places the Provides sufficient Provides inadequate Provides weak
the research selected research context and context and rationale for the
problem problem as a gap in rationale for the rationale for the selected research
existing scholarly selected research selected research problem.
discourse, and in problem. problem.
the context of larger
societal concerns.
Clarity and Paper is a model of Paper is generally Paper can be Paper is poorly-
organization of clarity, conciseness, well-written. Ideas generally written. Ideas are
paper and logical thought. are often presented understood, disjointed and
Ideas flow in a clear and although ideas are difficult to
smoothly between organized manner. sometimes understand.
paragraphs and presented in a
across sections. confusing and
repetitive manner.
Appropriate- Successful attempt Paper uses an Paper uses an Paper does not use
ness of to explain and appropriate appropriate an appropriate
theoretical synthesize multiple framework for framework, but framework for
framework frameworks that addressing the does not adequately addressing the
could generate fresh research problem. explain the research problem
insights about the Relationship of key relationship of key and objectives.
research problem. variables of the variables of the
proposed study is proposed study.
adequately
discussed.
Description of Proposal is well- Proposal is well- Proposal is not fully Proposal is
research developed. It developed. It developed. It undeveloped. It
methodology contains a thorough contains an provides a general lacks sufficient
description of the adequate picture of the detail about the
research methods to description of the research methods to strategies for data
be utilized, research methods to be utilized, but collection,
including ethical be utilized, lacks important processing,
considerations. including ethical details. analysis, and
considerations. presentation.
Correctness of Paper is not only Paper has Paper has few Paper contains
grammar and error-free, but also occasional spelling errors but numerous spelling
syntax; and contains language grammatical lapses, many grammatical and grammatical
adherence to that is both crisp and practically no errors. Sentences errors. Sentences
APA format and elegant; uses spelling errors. are coherent but are constructed
APA format Sentences are construction is still poorly and are
accurately and generally well- weak; reflects difficult to
consistently constructed; uses incomplete understand; reflects
APA format with knowledge of APA incom-plete
minor violations format knowledge of APA
format
Total
Grade: 19-20 – 4.0 (97-100); 17-18 – 3.5 (93-96); 15-16 – 3.0 (89-92); 13-14 – 2.5 (85-88); 11-12 – 2.0 (80-84); 10 and
below – 0.0 (79 and below)
C. Rubric for presentation in public forum
Criteria Exemplary Proficient Developing Beginning Rating
4 3 2 1
Clarity, focus, Presentation is Presentation is Presentation Presentation is
and order of clear, focused, and generally clear, sometimes goes off- confusing, lacks
presentation organized. focused, and tangent, but has focus, and is not
Presenters do not organized. some semblance of organized well.
lose track of Attempts to organization. Lack of
presentation coordinate efforts Attempts to coordination among
objectives, and largely succeed. coordinate efforts group members is
present in a smooth fall short. evident.
and fluid manner.
Comprehensive Group discusses the Group adequately Group fails to Group fails to
ness and essential elements discusses the discuss some of the discuss the essential
conciseness of of its report, essential elements essential elements elements of its
presentation provides a brief of its report within of its report within report within the
summary of the the allotted time. the allotted time. allotted time. Lack
points discussed, Unnecessary Some information of judgment on
and adds valuable information and presented could what to present is
insights about the side-comments are have been omitted betrayed by the
topic, within the kept to a minimum. without sacrificing deluge of
allotted time. clarity. unnecessary
information.
Delivery Presenters project Presenters generally Some presenters Most of the
their voices well, project their voices speak softly, presenters speak
speak English well, and show occasionally grope softly, often grope
fluently, and some confidence for words, and lack for words, exhibit
conduct themselves when presenting. confidence when distracting
with ease, humor, presenting. mannerisms, and
and confidence. lack confidence
when presenting.
Utilization of Visual aids Visual aids rarely Some visual aids Visual aids are
visual aids highlight essential contain clutter, and are cluttered and cluttered and
elements of the are generally easy difficult to read. difficult to read.
report, and are a joy to read. Text and Text and graphic Text and graphic
to behold. Text and graphic elements elements do not elements lack unity,
graphic elements generally always complement and often distract
are stunning and complement each each other, and the audience from
professionally other, and enhance sometimes distract the presentation.
executed, making understanding of the audience. Lack of preparation
the presentation the presentation. and care is evident.
memorable.
Audience Presenters actively Presenters are Presenters Presenters fail to
impact engage the generally able to sometimes lose the capture the
audience, and capture the attention of the attention of the
succeed in eliciting attention of the audience, who get audience, who seem
questions and audience, and keep easily distracted restless,
feedback that enrich them interested in and are barely uninvolved, and get
the discussion. the report. involved. easily distracted.
Total
Grade: 19-20 – 4.0 (97-100); 17-18 – 3.5 (93-96); 15-16 – 3.0 (89-92); 13-14 – 2.5 (85-88); 11-12 – 2.0 (80-84); 10 and
below – 0.0 (79 and below)
Course Outline
Topics Readings Date
Class organization and course overview Ch. 1 – Robson & Week 1
Introduction to business research McCartan (2016); Ch. 1
Research and managerial decision making – Saunders, et. al. (2010)
Overview of the research process Ch. 3 and 4 – Cooper & Week 2
The language of research Schindler (2014)
Contents of the research proposal

Generating and refining research ideas Ch. 3 – Robson &

Research questions McCartan (2016); Ch. 2
 Value of research questions and 3 – Saunders, et. al.
 Types of research questions (2010); Ch. 5 – Cooper &
 Linking research questions to purpose Schindler (2014)
 Characteristics of good research questions

Selecting and refining research ideas

Writing research questions and objectives

Searching and reviewing the literature Ch. 3 and 5 – Robson & Weeks 3 and 4
 Major types of journal articles McCartan (2016)
 Purposes of the literature review Ch. 3 – Saunders, et. al.
 Content of the critical review (2010); Ch. 4 – Sekaran
 Adopting a critical perspective & Bougie (2016)
 Structure of the literature review
Planning and conducting your literature search
 Defining the parameters of your search
 Generating key words
 Preparing relevance trees / literature maps
 Using tertiary literature sources
 Using electronic databases and search engines

Theoretical / conceptual framework Ch. 3 – Cooper & Weeks 5 and 6

 Variables Schindler (2014); Ch. 5 –
 Types of variables (dependent, independent, Sekaran & Bougie
moderating, and intervening variables) (2016); Ch. 3 – Robson
 Components of a theoretical framework & McCartan (2016)
Hypothesis development
 Definition of a hypothesis
 Role of the hypothesis
 Propositions versus hypotheses
 Descriptive and relational hypotheses
 Directional and nondirectional hypotheses
 Null and alternate hypotheses
Role of theory in undertaking research

Exercise 1: Developing a conceptual model and

formulating hypotheses
Topics Readings Date
Exercise 2: Generating hypotheses from selected
journal articles

Quiz 1 (first half of class) Week 7

Submission of critical review of literature

Ethics in business research Ch. 2 – Cooper &

Video: Milgram Obedience Study, Schindler (2014); Ch. 10
https://www.youtube.com/watch?v=W147ybOdgpE – Robson & McCartan
Ethics checklists of DLSU (2016); Ch. 6 – Saunders,
et. al. (2010)
Research design Ch. 4, 6, 7 and 8 – Week 8
 Philosophy of research design Robson & McCartan
 Elements / descriptors of research design (2016); Ch. 6 – Cooper &
 Exploratory, descriptive, and causal studies Schindler (2014); Ch. 6 –
 Fixed, flexible, and mixed method designs Sekaran & Bougie
 Qualitative versus quantitative research (2016); Ch. 5 – Saunders,
 Formulating the research design et. al. (2010)

Data collection methods Ch. 11, 12, 14 and 15 – Week 8

 Observational methods Robson & McCartan
 Interviews and focus groups (2016); Ch. 8, 9 and10 –
 Surveys and questionnaires Cooper & Schindler
 Other methods (2014); Ch. 7, 8 and 9 –
Sekaran & Bougie
Group reports – Various data collection methods (2016); Ch. 9, 10 and 11
utilized in selected journal articles – Saunders, et. al. (2010)

Measurement and measurement scales Ch. 11 and 12 – Sekaran Week 9

 How variables are measured & Bougie (2016); Ch. 11
 Operationalization: Dimensions and elements and 12 – Cooper &
 Types of scales (Nominal, ordinal, interval, and Schindler (2014)
ratio)
 Selecting a measurement scale
 Rating scales and ranking scales
 Characteristics of good measurement (Validity,
reliability, practicality)
 Examples of some measures
Questionnaires and instruments
 Constructing and refining measurement
questions
 Drafting and refining the instrument

Exercise 1: Drafting a questionnaire utilizing

various measurement scales
Exercise 2: Assessing the quality of a survey
questionnaire
 Topics Readings Date
Sampling Ch. 13 – Sekaran & Week 10
 Population, element, sample, sampling unit, and Bougie (2016); Ch. 14 –
subject Cooper & Schindler
 Sample data and population values (2014)
 Sampling process
 Probability sampling
 Non probability sampling
 Precision and confidence in determining sample
size

Data preparation, analysis, and interpretation Ch. 14 – Sekaran & Week 10

 Getting data ready for analysis (coding closed Bougie (2016); Ch. 15
questions, coding open-ended questions) and 16 – Cooper &
 Getting a feel for the data (frequencies, Schindler (2014); Ch. 17
measures of central tendency, measures of and 18 – Robson &
dispersion) McCartan (2016)
 Exploring relationships between two variables
 Exploring relationships among three or more
variables

Submission of final draft of research proposal Week 11

Presenting insights and findings: Written reports Ch. 17 – Sekaran &

and oral presentations Bougie (2016); Ch. 19
and 20 – Cooper &
Schindler (2014)
Public presentation Weeks 12 and 13
Online submission of final grades Week 14

Other requirements and assessments

Students will also be assessed at other times during the term through the following:
 Journal summary and critique
 Research instrument
 Class participation
 Examination

Grading system
Students will be graded according to the following:
LO1. Critical review of related literature 20
LO2. Research proposal 20
LO3. Public presentation 10
Journal summary and critique 10
Research instrument 10
Class participation 20
Examination (at least one exam) 10
TOTAL 100%
* Note: Passing Grade is 80%
Teaching methods / strategies
Lectures, discussion, handouts, workshop, individual reports, library work, field work, surfing the
Internet, critiquing, interview of faculty researchers.

Main references
Cooper, D. & Schindler, P. (2014). Business Research Methods, (12th ed.). New York: McGraw-Hill.
Robson, C. & McCartan, K. (2016). Real world research (4th ed.). London: John Wiley & Sons.
Saunders, M., Lewis, P. & Thornhill, A. (2010). Research methods for business students (5th ed.).
Singapore: Pearson Education South Asia Pte. Ltd.
Sekaran, U. & Bougie, R. (2016). Research methods for business: a skill building approach, (7th ed.).
West Sussex, UK: Wiley.

Other references
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.
*Easterby-Smith, M., Thorpe, R., & Lowe, A. (2002). Management research: an introduction, (2nd
ed.). London: Sage Publications.
Hair, J., Money, A., Samouel, P. & Page, M. (2007). Research methods for business, John Wiley &
Sons, Ltd.
Levin, J. & Fox, J. (2004). Elementary statistics in social research (9th ed.). Pearson Education South
Asia Pte Ltd.
Partington, D. (2002). Essential Skills for Management Research, Great Britain: Sage Publications
*Remenyi, D. Williams, B., Money, A., & Swartz, E. (1998). Doing research in business and
management: an introduction to process and method. Sage Publications, Inc.
Yin, R. (2012). Applications of case study research, (3rd ed.). London: Sage Publications.
Yin, R. (2009). Case study research: design and methods, (5th ed.).London: Sage Publications.
*Reserve section of Library

Online resources
1. Companion website for Research Methods for Business Students, 5th edition
http://wps.pearsoned.co.uk/ema_uk_he_saunders_resmethbus_5
2. A complete resource for writing and publishing in the social and behavioral sciences
http://www.apastyle.org/
3. Guidelines for writing a literature review by Helen Mongan-Rallis
http://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html
4. How to write literature review for research papers by MasterPapers.com
http://www.masterpapers.com/blog/thesis-writing-guide/how-to-write-literature-review-for-
research-papers/
5. How to recognize plagiarism by Indiana University Bloomington
https://www.indiana.edu/~istd/test.html

Suggested journal articles for critique / summary

Aure, P. & Mia, I. (2018). Like, comment, and share! Analyzing post types and content categories of
selected Philippine social enterprises’ Facebook posts, Philippine Academy of Management E-
Journal, 1 (1): 37-56.
Bautista Jr., R. (2019). Green behavior and generation: A multi-group analysis using structural
equation modeling, Asia-Pacific Social Science Review, 19 (1): 1-16.
Bautista Jr., R. (2018). Dynamics of social capital among fair trade and non-fair trade coffee farmers,
DLSU Business & Economics Review, 28 (1): 97-109.
Edralin, D. (2011). Gender-responsive budgeting and its impact on the status of women and men in
Pasay City, DLSU Business & Economics Review, 21 (1): 29-60.
Edralin, D., Habaradas, R., Sarmiento, F., & Fumar, L. (2018). Business model innovation: How do
government training institutes in the Philippines create, deliver, and capture value? Asia-Pacific
Social Science Review, 18(1): 78-90.
Habaradas, R., Aure, P., & Mia, I. (2019). A platform for social business incubation in the
Philippines: The case of Gawad Kalinga Enchanted Farm, DLSU Business & Economics Review,
28 (3): 91-101
Habaradas, R. (2016). Managing social enterprises in the Philippines: Challenges and strategies,
Journal of Legal, Ethical and Regulatory Issues, 19 (2): 39-56.
Habaradas, R. (2014). Corporate social initiatives in the Philippines: Experiences of four major
corporations, Journal of Legal, Ethical and Regulatory Issues, 16 (2): 1-16.
Jimenez, S. & Marasigan, M. (2018). Sustainability reporting in the Philippines: The case of Manila
Water Company, Inc., Philippine Academy of Management E-Journal, 1 (1): 7-24.
Sarreal, E. (2019). Motives of entrepreneurs in entering the informal economy using the Global
Entrepreneurship Monitor (GEM) data, DLSU Business & Economics Review, 28 (3): 131-144.
Teehankee, B. (2014). Towards a common good model of the firm, DLSU Business & Economics
Review, 24 (1): 1-12.
Vergara, R. (2019). Crowdfunding and the venture creation process, Philippine Academy of
Management E-Journal, 2 (1): 25-34.

Academic Integrity Policy

It is the mission of the Ramon V. del Rosario College of Business (RVR-COB) to train its students in
the highest levels of professionalism and integrity. In support of this goal, academic integrity is
highly valued at COB and violations are considered serious offenses. Examples of violations of
academic integrity include, but are not limited to, the following:

1. Plagiarism – using ideas, data or language of another without specific or proper

acknowledgement. Example: Copying text from a web site without quoting or properly citing
the page URL, using a crib sheet during an examination. For a clear description of what
constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing
Tutorial Services web site at Indiana University using the following link:

http://www.indiana.edu/~wts/pamphlets.shtml. For citation styles, students may refer to

http://www.uwsp.edu/psych/apa4b.htm

2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids

during examinations or academic work. Example: using a cheat sheet in a quiz or exam,
altering a grade exam and resubmitting it for a better grade.

3. Fabrication – submitting contrived or improperly altered information in any academic

requirements. Examples: making up data for a research project, changing data to bias its
interpretation, citing nonexistent articles, contriving sources.

Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the
University of Pennsylvania at http://www.vpul.epenn.edu/osl/acadint.html.
RVRCOB Code of Ethics
As a business leader I recognize my role in society.
● My purpose is to lead people and manage resources to promote human development and the
common good and to create value that no single individual can create alone.
● My decisions affect the well-being of individuals inside and outside my enterprise, today and
tomorrow.

Therefore, I promise that:

● I will manage with loyalty and care, and will not advance my personal interests at the
expense of my enterprise or society.
● I will promote socially useful products and services which serve human development,
keeping in mind reasonable access for the poor and underprivileged.
● I will understand and uphold, in letter and spirit, the laws and contracts governing my
conduct and that of my enterprise.
● I will refrain from corruption, unfair competition, or business practices harmful to society.
● I will respect the human rights and dignity of all people affected by my enterprise, and I will
oppose discrimination and exploitation.
● I will promote a humane and enabling work community within my organization.
● I will promote the just allocation of resources for all stakeholders of the company.
● I will respect the right of future generations to advance their standard of living and enjoy a
healthy planet.
● I will report the performance and risks of my enterprise accurately and honestly.
● I will invest in developing myself and others, helping the management profession continue to
advance and create sustainable and inclusive prosperity.
● In exercising my professional duties according to these principles, I recognize that my
behavior must set an example of integrity, eliciting trust and esteem from those I serve. I will
remain accountable to my peers and to society for my actions and for upholding these
standards.

Adapted from:
The Global Business Oath (http://theoathproject.org/?page_id=47 )
Vocation of the Business Leader (http://www.stthomas.edu/cathstudies/cst/VocationBusinessLead/)

Noted By:

Dr. Maria Victoria Tibon

Chair, MOD, RVRCOB

Dr. Brian C. Gozun

Dean, RVRCOB