A Unified Modelling Approach To Teaching Quantitative Methods Courses In Business Schools

1994 ◽  
Vol 14 (4) ◽  
pp. 192-198
Author(s):  
S. Cokelez
Keyword(s):  
Quantitative Methods ◽  
Business Schools ◽  
Methods Courses ◽  
Approach To Teaching ◽  
Modelling Approach

Higher Education as Institution of Decolonization

2022 ◽  
pp. 1-16
Author(s):  
Kevin Lujan Lee ◽  
Ngoc T. Phan
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Indigenous Peoples ◽  
Quantitative Methods ◽  
Community Partnerships ◽  
Methods Courses ◽  
Indigenous Students ◽  
Indigenous Sovereignty ◽  
Colonial Histories ◽  
Classroom Level

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.

Testing for Discrimination: Teaching Audit Studies in Quantitative Methods Courses

2018 ◽  
Vol 46 (4) ◽  
pp. 309-323
Author(s):  
Raj Ghoshal
Keyword(s):  
Quantitative Methods ◽  
Methods Courses ◽  
Present Evidence ◽  
Unequal Treatment ◽  
The Past ◽  
Job Openings ◽  
Excellent Work

This article demonstrates a method for teaching students to conduct audit studies of discrimination. The assignment can be used in courses on quantitative methods, race, gender, or other topics. Audit studies test for unequal treatment by having otherwise identical pairs of people who vary on a single trait, such as race or gender, apply for the same sets of opportunities, such as apartment vacancies or job openings. Once intricate and expensive to conduct, the online shift of the past 15 years has streamlined the approach, enabling researchers to execute audits via email. I show how to lead students through designing and conducting original audit studies. I present evidence that this approach yields significant engagement, builds students’ abilities, and produces excellent work.

scholarly journals Some Suggestions for Teaching Undergraduate Business Statistics Courses

2019 ◽  
pp. 1-9
Author(s):  
Gunawardena Egodawatte
Keyword(s):  
Student Motivation ◽  
Quantitative Methods ◽  
Meaningful Learning ◽  
Point Of View ◽  
Portfolio Construction ◽  
Continuous Assessment ◽  
Methods Courses ◽  
Student Anxiety ◽  
Business Statistics ◽  
Statistics Courses

Student anxiety is high in many business statistics courses. Often, students fail in these courses because they rely highly on grades rather than on meaningful learning. Instructors also feel the pressure because their students do not attempt to learn deeply. I taught Quantitative Methods courses for a number of years in a University in Ontario, Canada. In this paper, I have critically analyzed some of the challenges that instructors face in teaching these courses and suggested some solutions based on an educational point of view. Continuous assessment, portfolio construction, and improving the efficiency of instructor evaluations are three key suggestions for consideration. As these challenges are common to most undergraduate courses in business statistics, the suggestions would mainly help to raise student motivation, encourage students to learn deeply, and increase instructor efficiency.

scholarly journals Survey Methods: How Planning Practitioners Use Them, and the Implications for Planning Education

2021 ◽  
pp. 0739456X2110432
Author(s):  
Meadhbh Maguire
Keyword(s):  
Survey Data ◽  
Quantitative Methods ◽  
Survey Methodology ◽  
Cognitive Biases ◽  
Survey Design ◽  
Survey Methods ◽  
Methods Courses ◽  
Survey Error ◽  
Derived Data ◽  
Survey Questionnaires

This article is concerned with two aspects of how planning practitioners use survey-derived data; how planners integrate the limitations of survey questionnaires into practice, and the prevalence of such data within planning. Using a web survey ( n = 201) and interviews ( n = 18) of Canadian municipal planners, I find that survey data are heavily relied on, but many planners do not seem to be aware of cognitive biases when designing surveys, and those that are, have little knowledge of how they ought to mitigate them. To develop planners’ understanding of these biases and improve the survey data they collect, quantitative methods courses within planning curricula could respond by expanding beyond statistical analysis to incorporate survey design and “the total survey error approach” of survey methodology.

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