Viewing: TTM 785 : Doctoral Research Methods

Last approved: Thu, 29 Nov 2018 21:01:08 GMT

Last edit: Thu, 29 Nov 2018 21:01:04 GMT

Changes proposed by: mmmoore4
Change Type
Major
TTM (Textile Technology Management)
785
032696
Dual-Level Course
Cross-listed Course
No
Doctoral Research Methods
DrResMeth
College of Textiles
Textile and Apparel Management (18TAM)
14.2801
Textile Sciences and Engineering.
Term Offering
Fall Only
Offered Every Year
Fall 2019
Previously taught as Special Topics?
Yes
6
 
Course Prefix/NumberSemester/Term OfferedEnrollment
TTM 791 (various sections)FALL ONLY: 2013, 2014, 2015, 2016, 2017, 201815
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Marguerite Moore
Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1515NoThe course is required for all TTM doctoral students. Enrollment will equal the number of Ph.D. students per admitted cohort.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Requirement: 18TTMPHD
Is the course required or an elective for a Curriculum?
No
The course in research methods examines contributions to knowledge among the interdisciplinary streams of inquiry that inform global management in textiles and apparel. The course requires active discourse among students regarding: philosophy of science, dominant research paradigms, assumptions of quantitative and qualitative research methods, application of qualitative and quantitative research methods to areas including but not limited to: product development, technology management, supply chain management, textile economics & trade, marketing strategy and consumer behavior. Students are expected to develop particular understanding of the methods commonly applied in their area of interest.

The research methods course is fundamental to the development of researchers in the field. Doctoral students in Textile Technology Management must have an understanding of the eclectic approaches to inquiry in order to evaluate and contribute to knowledge. This course has been offered 6 years under TTM 791-special topics. The course needs a permanent course number. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

Additional resources are not required to teach this course.

  1. To develop students’ abilities to evaluate contributions to knowledge in the field of textile and apparel technology management, with particular focus on individual areas of interest.

  2. To provide students with a background of the philosophy of science and an understanding of the dominant paradigms that drive contemporary research on ontological, epistemological and methodological levels.

  3. To expose students to eclectic forms of inquiry commonly used among management related disciplines, ranging from traditional experimental designs to innovative methods such as data mining.

  4. To help students develop an appreciation of different research methods (advantages and disadvantages) and to advocate methodological triangulation.

  5. To develop student abilities to evaluate and understand the role of past empirical work for designing and communicating their unique contributions to knowledge.


Student Learning Outcomes

Students will be able to: 



  1. Demonstrate an ability to critically evaluate contributions to knowledge in respective interest areas (e.g., product development, textile economics & marketing strategy).

  2. Demonstrate knowledge of the methodological norms of respective areas of interest.

  3. Develop an understanding of the tradeoffs associated with methodological choice for quantitative and qualitative methods including: experimental designs, simulation, survey methods, case studies, depth interviews, focus groups and emerging methods in data mining.

  4. Recognize common differences in quantitative versus qualitative research application from both philosophical and applied perspectives.

  5. Demonstrate an understanding of the role of empirical vs. prescriptive literature as they apply to research conceptualization and design.


Evaluation MethodWeighting/Points for EachDetails
Participation20Weekly discussion centers on readings for each week. Discussion led by instructor for foundation of course and student teams for unique method evaluation.
Project25Discussion Leadership Assignment (Team or Individual depending upon class size)
Major Paper25Individual review of empirical research on a defined topic of interest. Purpose of review is to evaluate methods from a critical perspective (design - outcomes)
Final Exam30Comprehensive exam administered in an essay format that requires students to reflect on semester learning in an integrated manner.
TopicTime Devoted to Each TopicActivity
Introduction and Requirements1 course periodSyllabus, requirements, expectations, readings, etc.
Philosophy of Science1 course periodSelected readings in Philosophy of Science that cover major paradigms and discourse on knowledge production.
Role of Theory in Research Design1 course periodSelected readings in the role of theory in behavioral science and physical science. Discussion of popular theory in the field and distinction of theory from model/framework.
Methodological Approach: Qualitative vs. Quantitative Research1 course periodSelected readings presenting arguments for and against qualitative and quantitative research methods. Examination of the assumptions of each approach and introduction to the concept of methodological triangulation.
Reviewing and Integrating Research1 course periodReadings in what constitutes an integrative academic literature review. Examples of meta analysis, empirical literature reviews and conceptual literature reviews are considered.
Survey Research Methods 1 course periodReadings in survey design and current practices. Benefits and drawbacks of survey design and outcomes are discussed. Subtopics include: sampling theory (probability vs. non-probability), sample bias, mode of administration, measurement and questionnaire design.Reliability and validity of survey data.
Experimental Research Designs1 course periodReadings in experimental design and empirical examples of experiment application in the field. Sub-topics include internal and external validity, manipulation and repeated measures designs. Quasi-experiments and replication are also commonly covered .
Qualitative Depth Interviews1 course periodReadings in academic design and implementation of depth interviews. Application of the method for exploration, validation and clarification are considered. Topics including key informant selection, designing the data collection environment, protocol development, qualitative data analysis and member checking (reliability) are considered.
Case Study Designs1 course periodReadings in case study design and empirical applications of the case study to phenomena in the field. Topics such as single vs. multiple case study design, multiple modes of data collection and the advantages and disadvantages of case studies are discussed.
Emerging Research Designs1 courses period (may expand to two)Consideration of new research techniques or novel approaches to data collection in the field. This may vary by course cohort. Examples include: Data mining techniques, 'netnography' and sentiment analysis.
Faculty Speakers - Brand Management and Product Development1 course periodFaculty from the Brand Management and Marketing and Fashion Development programs guest lecture on their research. Readings are provided by visitors.
Faculty Speakers- Supply Chain Management 1 course periodGraduate faculty from TTM provide guest lectures on their areas of research- commonly dealing with supply chain management including supplier selection and pricing issues in textiles and apparel.
Research Methods Presentations3-4 course periodsStudents present findings from individual reviews of empirical methods in their respective areas of interest. They critically evaluate the recent empirical work that converges on the selected topics and present them to the class through an analytical perspective. This is repeated for the remaining course sessions.
mlnosbis 12/21/2017:
1) Syllabus notes-
- List specific meeting time. What was the meeting time and location for the last offering of the course?
- Instructor's office hours should not be TBA. "By appointment" is fine.
- Include more information for the paper guidelines to describe the assignment.
- Include NC State's general PRR disclaimer; item #14 from the Graduate Course Syllabus Checklist, attached under additional documentation.
2) Prerequisite field in CIM should show R: 18TTMPHD if the course is restricted to the PhD students in the program.

cohen 1/19/2018:
I have no additional suggestions to add.

ABGS Reviewer Comments 10/29/2018:
-Reporting the enrollment range and description of 'various sections of 791' is odd. FIXED
-The assignments section of the syllabus is unhelpful. EXPANDED
-In the enrollment section it lists the component as 'seminar' but up above is assigns the contact hours using the 'lecture' component, shouldn't those match? YES- these should match - FIXED
-The CIM record does not designate the curriculum that this is required for even though it mentions in the enrollment section that it will be a required course.
-I think this statement in the syllabus "An e-mail list for the course will be distributed at the beginning of the semester to facilitate article sharing among students" suggests copyright violations. Technically students are able to download an article for single user use - they are not allowed to distribute copyrighted material. I would suggest deleting that sentence. THANKS- FIXED
-The university attendance policy should be in the syllabus. ADDED
Key: 20493
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