Fagets indhold
This course offers students a possibility to dwell deeper into an aspect of organizations and technology of particular interest through a project. While doing so you learn about the conduct of research in a 'learning by doing' approach to the study of research methods. We want to stimulate you and enable you to engage in problem solving that matters and where the solutions are not trivial.
Reflecting the learning objectives, this is fundamentally a research methods course , but its different from most other methods courses because it pivots around an actual project that the students do. So instead of dealing with abstract view about philosophy or hypotheteical research designs the course is more instrumentally focused on how to actually do high quality investigations of phenomena of relevance where there are no predefined or known answers, yet.
Your project supervisor will be a methods expert, broadly familiar with your specific area of inquiry but not specialized in your subarea of interest. The examination will in reflection of the learning objectives focus on the methodological aspects of the project. The learning objectives of this course reflects a simplified and streamlined take on the learning objectives for a master thesis, and the course may be seen as an opportunity to do a pilot-thesis projects or learn the craft of writing a thesis in a controlled manner.
The course is organized as a number of seminars where students meet with supervisors and discuss the status of their projects. At each seminar, the key texts will be introduced by the supervisor in a lecture.
The project is pointing forward to study relevant activities in the third semester and while writing the master thesis. The project needs to be anchored in subjects and themes central to the study program, and where relevant, incorporate theory and/or models and methodologies and / or tools.
The project report will reflect the seminars and the mandatory hand-in so that in the end the report is compiled largely as the aggregated product of the four (if desired) revised mandatory hand-ins. We hope that this structure can reduce the 'end-of-semester frenzy' when all courses have hand-ins at roughly the same time.
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