Basic and Applied Research -- MIT Lecture
http://mitworld.mit.edu/video/683
About the Lecture
The situation facing our planet could hardly be more dire: There’s increasingly dangerous competition among nations for ever scarce energy resources, and climate change is racing ahead of predictions. Although Steven Chu believes “We are getting close to where it’s very nervous time,” he also sees “reason for hope.”
Just as science in the 1970s produced a “green revolution” in agricultural productivity, preventing mass starvation in a swelling global population, Chu is counting on transformative scientific and engineering ideas to achieve sustainable energy and cap climate change.
As chief architect of new policy, and with tens of billions of dollars to pump into his vision, Chu is targeting key areas. Number one on his list: energy efficiency and conservation. Since buildings use 40% of the nation’s total energy, designing more efficient homes and offices will make a big difference. There are “tune ups” possible for existing buildings, and software that can direct lighting, heating and cooling where it’s needed that can achieve 50% plus energy savings, and won’t break the bank. Says Chu, “This is truly low-hanging fruit, but we have to build the tools that allow architects and structural engineers to get on with it.”
On the supply side, Chu has his heart set on transformative technologies such as nanotech breakthroughs in solar power. He’s looking for ways to scale up biomass fuel production, now that synthetic biology can make microbes manufacture gas-like fuels. Noting in particular the work of MIT’s Dan Nocera, Chu says he “wants to use nature as an inspiration, but go beyond nature,” performing artificial photosynthesis to create new hydrocarbons. And as the U.S. and China continue dependence on coal, figuring out how to capture and sequester carbon from these plants figures “high on the list of things we must do.” He’s again hoping researchers will find some analog to nature’s ability to grab and neutralize CO2.
The ideal environment for jumpstarting such urgent scientific efforts, believes Chu, is something like Bell Labs, where Chu himself worked. The Labs performed “mission-driven research” around communications and for U.S. war efforts, but along the way also developed the transistor, information theory, radio astronomy, and lasers, among many examples. These scientist-led labs emphasized exchange of ideas and rapid infusion of research funds to the most promising work. This led to inventions that in turn transformed the U.S. economy. Chu envisions energy lab equivalents that “deliver the goods” along with fundamental science, “so you can have the Nobel Prize and save the world at the same time.”
Related Materials
Related Videos
* America's Leadership in Clean Energy
Barack Obama
* Personalized Energy
Daniel Nocera
* Energy Entrepreneurship and Innovation
Christina Lampe-Onnerud, Jacques Beaudry-Losique, Matthew Nordan and Robert Metcalfe
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23.4.10
19.4.10
20.1.10
10.1.10
Syllabus
Syllabus
Assessment Criteria & Method of Evaluating Students Class Participation 15%
| Class Participation | 15% |
| Quizzes | 10% |
| Projects | 15% |
| Term Paper | 30% |
| Presentation | 10% |
| Final Exam | 20% |
| Total | 100% |
| 100-95 | A |
| 94-90 | A- |
| 89-87 | B+ |
| 86-84 | B |
| 83-80 | B- |
| 79-77 | C+ |
| 76-74 | C |
| 73-70 | C- |
| 69-67 | D+ |
| 66-64 | D |
| 63-60 | D- |
| 59 or < | F |
6.1.10
-- W 12 -- Research Report Decision-Making
-- W 12 --
Research Report
Decision-Making
Chapter 13: The Research Report
Chapter 14: Managerial Decision -Making and Research
Research Report
Decision-Making
Chapter 13: The Research Report
Chapter 14: Managerial Decision -Making and Research
-- W 11 -- Sampling Data Analysis
-- W 11 --
Sampling
Data Analysis
Chapter 11: Sampling
Chapter 12: Data Analysis and Interpretation
Sampling
Data Analysis
Chapter 11: Sampling
Chapter 12: Data Analysis and Interpretation
-- W 09 -- Measurement
-- W 09 --
Measurement
Chapter 8: Measurement of Variables
Chapter 9: Measurement: Scaling, Reliability, Validity
Measurement
Chapter 8: Measurement of Variables
Chapter 9: Measurement: Scaling, Reliability, Validity
-- W 06 -- Research Process III; Experimental Design
-- W 06 -- Research Process III; Experimental Design
Research Process III; Experimental Design
Chapter 6: The Research Process : Step 6
Chapter 7: Experimental Designs
Research Process III; Experimental Design
Chapter 6: The Research Process : Step 6
Chapter 7: Experimental Designs
-- W 05 -- Research Process II
-- W 05 --
Research Process II
Chapter 5: The Research Process : Steps 4 & 5
Research Process II
Chapter 5: The Research Process : Steps 4 & 5
-- W 04 -- Research Process I
-- W 04 -- Research Process I
Chapter 4: The Research Process : Steps 1 -3
Chapter 4: The Research Process : Steps 1 -3
-- W 03 -- Technology and Research
-- W 03 --
Technology and Research
Chapter 3: Computer Technology and Business Research
Technology and Research
Chapter 3: Computer Technology and Business Research
-- W 01 -- Introduction -- Chapter 1: Introduction to Research
W01 Introduction; Chapter 1: Introduction to Research
CHAPTER 1 INTRODUCTION TO RESEARCH
INSTRUCTIONAL GOALS
1.
To generate interest in research for the students by driving home the point that successful managerial problem solving is nothing other than understanding and analyzing the situation at hand, which is what research is all about.
2.
To help students differentiate between research-based problem solving and "going by gut-feeling", the latter of which might sometimes help to solve problems in the short run, but might lead to systemic long-term adverse consequences.
3.
To create an appreciation in students that research is useful for solving problems in ALL areas of business.
4.
To help students develop an appreciation of the role of the manager in facilitating the researcher or the consultant's work.
5.
To stress the importance of skill development in research, as opposed to mere gathering of knowledge about research.
6.To emphasize that research and knowledge about research enhance managerial effectiveness.
7.To sensitize students to ethical conduct in business research.
CHAPTER OUTLINE
Chapter 1 describes and defines research and touches on the excitement of research through the use of software. Exhibit 1 provides several topical areas for research in business. Students can be asked to develop their own topics by using currently available information in Business Week, Fortune, Daily Newspapers, and the like.
Each of the descriptive words in the definition of research is important and the students need to recognize that. The distinction between Applied and Basic research is pointed out.
Next, the discussion on Managers and Research is dealt with. The manager
researcher relationship and issues of decision-making with regard to the
utilization of internal versus external researchers and consultants are then
explained and discussed.
To involve the students from a managerial perspective and, among other things, to offer them a sense of purpose and meaningfulness in taking this course, the chapter discusses the need to know about research for managerial effectiveness.
Research includes the creative search for patterns, discovery, and problem solution. Exploring the internet meaningfully to obtain useful information from across the globe is a growing of contemporary research.
The significance of each of the descriptive words defining research must be kept in mind, since we will be referring to this time and again during the course of the sessions. It is important to emphasize that research is an organized and systematic effort and not a haphazard, hit-and-miss process. It is data based as opposed to hunches, needs critical examination of all aspects, should be objective and not based on pet ideas or theories, and should be scientific as discussed in the next chapter.
In team discussions, students should come up with examples of applied and basic research, of situations where internal researchers would be used, and where external consultants would be better.
While discussing why managers should know about research, the following points may be emphasized:
1.Managers have to understand, describe, analyze, and predict situational factors.
2.They should develop sensitivity to subtle nuances in the situation.
3.They should be able to process information contained in published journal articles and business periodicals.
4.They should be able to interact effectively with consultants engaged in problem solving endeavors.
5.Since all activities are governed by certain values held by individuals and the organization, it is important to identify and articulate such values while engaging in research.
While considering the critical part that ethics plays in the conduct of research, a broad idea of why this is important, may be stated. Unless established norms are followed, there is the likelihood of abuse by sponsors, researchers, and subjects. Sponsors might be tempted to seek self-interests, researchers might manipulate data, and subjects might distort information. Students will learn more about these details in the rest of the book.
Skill development as a goal can be activated by engaging in the problem identification and problem solving process via exercises and projects. This helps students to get actively involved in the research process, rather than be passive learners.
As a first step, students should:
a.
Identify several problem areas which would lend themselves to applied and basic research endeavors. The list in Exhibit 1 of the book might help here.
b.
Make educated decisions on whether to choose internal or external consultants and researchers, given different problem situations as in the examples that follow.
-- W 00 -- Syllabus
Lincoln University
COURSE SYLLABUS
Course Title: Business Research Methodology
Course Number: BA 306
Credit: 3 Units
Prerequisite(s): None
Co-requisites: None
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Blog and online content to be announced in class.
Instructional Materials and References
REQUIRED TEXT:
Sekaran, Uma. (2003). Research methods for business: A skill-building approach. (4th Ed.) Hoboken, N. J.: Wiley.
RECOMMENDED TEXT:
Business Communication Handbook
COURSE DESCRIPTION
BA 306 - BUSINESS RESEARCH METHODOLOGY
The course objective is to prepare the student for the later BA 399, MBA Research Project. Emphasis is on practical work and not on memorizing or deriving formulas. Ethical aspects of research are featured. Each student is expected to develop understanding and practice in research techniques, writing of short reports, use of statistical tools and presentation techniques, preparation of effective tables and diagrams, as well as footnotes and bibliographical references. (3 units)
OBJECTIVES
Primary BA 306 objectives are for students to
1. Acquire skills to locate problem areas in organizational settings, and plan, organize, design, and conduct research to help solve the identified problems;
2. Get conversant with the use of statistical analysis and computer programs;
3. Be able to write and present research reports; and
4. Develop skills and knowledge to discriminate "good" from "bad" research reported in academic, business, and trade journals.
FORMAT
The course sessions will include presentation, discussion, and application modes.
STUDENT RESPONSIBILITIES
Students are expected to attend class, to participate in individual and group work in a productive manner, to complete assignments according to schedule and at a level appropriate to university rubrics, and to take personal responsibility for meeting the objectives of the course.
For each of the units on schedule below (as well as additional assignments given in class), students will do the following:
· Read assigned materials with care and understanding,
· Complete and present selected exercises relevant to the class and text materials
· Reflect on the assignments in writing, addressing primary content and points of personal interest,
· Create a personalized, three-level map for each week’s assignment using the open source program Freemind (downloadable from http://freemind.sourceforge.net/wiki/index.php/Main_Page
· Blog your work for sharing and presentations.
Note: The maps for your blog need to be in graphic (.png or .jpg) format and you will need to save the native Freemind (.mm) format for submitting your work to me by email.
Assignments are due on the dates indicated in the schedule below. Additions/revisions to the schedule will be announced in class as needed. Class attendance is mandatory for content, interactions, and presentations. Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example.
SCHEDULE
| Day | Session | Date | Time | Unit | Chapter |
| Saturday | 1 | 5/22/2010 | 3pm-4:50pm | Introduction | Chapter 1: Introduction to Research |
| " | 2 | " | 5pm-7pm | Scientific Investigation | Chapter 2: Scientific Investigation |
| Sunday | 3 | 5/23/2010 | 11am-2:00pm | Technology and Research | Chapter 3: Computer Technology and Business Research |
| " | 4 | " | 3pm-7pm | Research Process I | Chapter 4: The Research Process : Steps 1 -3 |
| Monday | 5 | 5/24/2010 | 6pm-7:15pm | Research Process II | Chapter 5: The Research Process : Steps 4 & 5 |
| " | 6 | " | 7:30pm-9pm | Research Process III Experimental Design | Chapter 6: The Research Process : Step 6 Chapter 7: Experimental Designs |
| Tuesday | 7 | 5/25/2010 | 6pm -7:15pm | Review Presentations | Group and Individual Assignments |
| " | 8 | " | 7:30pm-9:30pm | Midterm Presentations | Group and Individual Assignments |
| Wednesday | 5/26/2010 | NO CLASS | |||
| Thursday | 9 | 5/27/2010 | 6pm-7:15 | Measurement | Chapter 8: Measurement of Variables Chapter 9: Measurement: Scaling, Reliability, Validity |
| " | 10 | " | 7:30pm-9pm | Data Collection | Chapter 10: Data Collection Methods |
| Friday | 11 | 5/28/2010 | 6pm-7:15pm | Sampling Data Analysis | Chapter 11: Sampling Chapter 12: Data Analysis and Interpretation |
| " | 12 | " | 7:30pm-9:30pm | Research Report Decision-Making | Chapter 13: The Research Report Chapter 14: Managerial Decision -Making and Research |
| Saturday | 13 | 5/29/2010 | 9am-1pm | Review Presentations | Group and Individual Assignments |
| " | 14 | " | 2pm -7pm | Review Presentations | Group and Individual Assignments |
| Sunday | 15 | 5/30/2010 | 11am-1pm | Final Presentations | Group and Individual Assignments |
| 16 | " | 2pm-4pm | Final Presentations | Group and Individual Assignments |
Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching and solving text, classroom, and real-world exercises, individually and as group participants.
100-95 | A |
94-90 | A- |
89-87 | B+ |
86-84 | B |
83-80 | B- |
79-77 | C+ |
76-74 | C |
73-70 | C- |
69-67 | D+ |
66-64 | D |
63-60 | D- |
59 or < | F |
| Class Participation | 15% | |
| Quizzes | 10% | |
| Projects | 15% | |
| Term Paper | 30% | |
| Presentation | 10% | |
| Final Exam | 20% | |
| Total | 100% | |
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