This information is about the GSCM 585R course – “Scholarly Research in GSCM” – which is an elective course in the GSCM program. The info is from a draft of the syllabus that was likely updated in the actual syllabus.
About the course:
This course will introduce students to academic research, particularly as applied in Global Supply Chain Management. While academic research is a central part of a PhD program as well as an academic career, the course will have value for any student interested in the discovery of new knowledge. Besides revelation, new knowledge typically comes from research, which can be an inspired undertaking. In this course we will learn what constitutes good research (versus sloppy research), how research is conducted, and how findings are disseminated. Students will learn about different types of research and what methodologies can be employed.
Course learning objectives:
Through completing this course students will be able to…
- Understand what constitutes research (versus just making stuff up).
- Understand how research is conducted.
- Understand strategies for conducting research.
- Understand how to conduct a rigorous review of research literature.
- Understand how to publish in academic journals.
- Practice presenting and defending a research project.
Prior Semester Schedule
The following is an example of the semester schedule from a prior semester.
| Session | Topic |
| 1 | The wonderful world of research! Changing the world through research! |
| 2 | Habits of research (and life) success. |
| 3 | What is research? What is not research? Journals and the publishing process. |
| 4 | Literature reviews and the research landscape. Finding a place to dance in the ballroom: Problems worth studying! |
| 5 | Types of research methodologies. Dr. Foster’s Empirical research seminar. |
| 6 | Student lit review presentations. Identifying a research topic. |
| 7 | Research strategies: stream vs opportunist. More on methodologies. Modeling and simulation. |
| 8 | Planning your research project. The value of deadlines, conferences, and research seminars. |
| 9 | Helping research results make sense. Visualizing results. Story arcs. |
| 10 | Students present and critique selected research articles. |
| 11 | No Class – “Spring Break” |
| 12 | Prewriting, writing, and rewriting. Honing writing skills. Working with coauthors. How do you know when it is “done”? |
| 13 | Research proposal presentations. Reviewing research papers and having your work reviewed. |
| 14 | Reviewing and having your work reviewed. The problems of measurement. McGrath’s Three-Horned Dilemma. |
Course Materials:
The course textbook is a “Published” by Thomas Deetjen, a wonderfully (and concise) practical little book on applied research and the habits that enable it.
We also have an online “Guidelines for research” document that takes us through the highlights of a successful research project.
Course Components:
1. Preparation and participation (15%). Preparation is primarily reading articles or watching videos and coming to class prepared to discuss the material. Readings for each session will be posted on the course website.
2. Literature review (15%). Each student will identify 4-5 recent research from reputable journals about a given topic and show how they help define the current research landscape for that topic.
3. Presenting someone else’s research (15%). Each student will locate a GSCM research article of interest to him or her and present the research to the class.
4. Presenting a research proposal (15%). Towards the end of the semester, each student will develop and present a proposal for an original research project that could be completed at a later date. The proposal should answer questions about:
- What is the research project about?
- How does the project fit within prior research? (good to cite some prior research)
- In what way is this a new and unique contribution?
- What methodologies would the project employ?
- What data would need to be collected and how?
- What types of findings would be expected?
- Where would the research findings likely be published and why?
5. Quiz (on a research guidelines reading) and final exam (on the course text reading).
Note that most of the students taking this course get “A” grades – an advantage of a small course 🙂