Lovely Professional University, Punjab

Course Code Course Title Lectures Tutorials Practicals Credits Course Planner
MGNM832 RESEARCH METHODOLOGY-II 2 1 0 2 12676::Dr. Lokesh Jasrai
Course Weightage ATT: 5 CA: 45 ETT: 50

Course Outcomes :Through this course students should be able to

CO1 :: apply critical thinking and scientific approaches to formulate research problems.
CO2 :: devise and identify research design approaches, methods to address specific research question.
CO3 :: develop familiarity with qualitative research and developing skill to make data fit for applying qualitative analysis.
CO4 :: use use relevant statistical software in order to apply parametric and non-parametric test to analyze data and draw inferences

TextBooks ( T )
Sr No Title Author Publisher Name
T-1 BUSINESS RESEARCH METHODS NAVAL BAJPAI PEARSON
Reference Books ( R )
Sr No Title Author Publisher Name
R-1 BUSINESS RESEARCH METHODS PAMELA S. SCHINDLER Tata McGraw Hill, India
R-2 DATA ANALYSIS USING SPSS LOKESH JASRAI SAGE PUBLICATIONS

Other Reading ( OR )

Sr No Journals articles as Compulsary reading (specific articles, complete reference)

OR-1 https://www.sciencedirect.com/science/article/pii/S0970389612000353 , ,
OR-2 "Fieldwork and data collection in qualitative marketing research", Qualitative Market Research, Vol. 8 No. 1, pp. 97-112.
https://doi.org/10.1108/13522750510575462 , ,
OR-3 Basit, T., 2003. Manual or electronic? The role of coding in qualitative data analysis. Educational research, 45(2), pp.143-154. , ,
OR-4 Yang, Y., Pankow, J., Swan, H., Willett, J., Mitchell, S.G., Rudes, D.S. and Knight, K., 2018. Preparing for analysis: a practical guide for a critical step for
procedural rigor in large-scale multisite qualitative research studies. Quality & Quantity, 52(2), pp.815-828 ,
OR-5 Ro, Y. and Ha, Y., 2019. A factor analysis of consumer expectations for autonomous cars. Journal of Computer Information Systems, 59(1), pp.52-60 ,
OR-6 Kaur, K. and Kumar, P. (2021), "Social media usage in Indian beauty and wellness industry: a qualitative study", The TQM Journal, Vol. 33 No. 1, pp. 17-32.
https://doi.org/10.1108/TQM-09-2019-0216 ,
OR-7 Kaur, K. and Kumar, P. (2022), "Social media: a blessing or a curse? Voice of owners in the beauty and wellness industry", The TQM Journal, Vol. 34 No. 5, pp.
1039-1056. https://doi.org/10.1108/TQM-03-2021-0074 ,

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 Relevant Websites ( RW )
Sr No (Web address) (only if relevant to the course) Salient Features
RW-1 https://www.educba.com/types-of-research-methodology/ The website throws light on different types of research

RW-2 https://keydifferences.com/difference-between-parametric-and-nonparametric-test.html The website provides insights about parametric and non-parametric tests

RW-3 https://www.mygreatlearning.com/blog/introduction-to-multivariate-analysis/ The website provides information multivariate data analysis.

RW-4 https://www.youtube.com/watch?v=J9-gfQ46w10 This video throws the light on meaasurement and step for choosing
tools/techniques
RW-5 https://www.youtube.com/watch?v=yzVeeVPGKIY&t=6s The video throws light on concept and usagae of factor analysis

LTP week distribution: (LTP Weeks)

Weeks before MTE 4
Weeks After MTE 4
Spill Over (Lecture) 4

Detailed Plan For Lectures

Week Lecture Broad Topic(Sub Topic) Chapters/Sections of Other Readings, Lecture Description Learning Outcomes Pedagogical Tool Live Examples
Number Number Text/reference Relevant Websites, Demonstration/
books Audio Visual Aids, Case Study /
software and Virtual Images /
Labs animation / ppt
etc. Planned
Week 1 Lecture 1 Introduction to business T-1 OR-1 Introduction to the Students will be Discussion
research(defining business R-1 OR-2 course, defining sensitized to the
research) R-2 business research, course and will
difference between develop interest for
basic Vs. applied the course.
research Students will go
and other types of through the concepts
Research- Cross and definition of
sectional and business research.
Longitudinal Students will
differentiate between
basic Vs. applied
research and cross
sectional Vs.
longitudinal research

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 1 Lecture 1 Introduction to business T-1 Introduction to the Students will be Discussion
research(basic and applied R-1 course, defining sensitized to the
research) R-2 business research, course and will
difference between develop interest for
basic Vs. applied the course.
research Students will go
and other types of through the concepts
Research- Cross and definition of
sectional and business research.
Longitudinal Students will
differentiate between
basic Vs. applied
research and cross
sectional Vs.
longitudinal research
Lecture 2 Introduction to business T-1 OR-3 Familiarize with Students will Discussion
research(business research OR-4 business research understand the steps
process) process steps. involved in the
Concept, importance process of business
of research design research.
and description of Students will also get
various research an overview of
designs. various research
designs that
are applied in
contemporary
business research
Introduction to business T-1 RW-1 Familiarize with Students will Discussion
research(types of research business research understand the steps
design: descriptive, process steps. involved in the
causal and exploratory Concept, importance process of business
research) of research design research.
and description of Students will also get
various research an overview of
designs. various research
designs that
are applied in
contemporary
business research
Week 2 Lecture 3 Measurement and collection T-1 RW-4 Primary Scales of Students will be able Discussion
of data(scales of R-1 measurement: to
measurement) application and use. comprehend
measurement scales
and laid down criteria
for measurement

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 2 Lecture 4 Measurement and collection T-1 Criteria for good Students will be able Discussion
of data(criteria for good measurement- Validity comprehend
measurement: validity and and Reliability. the concept of
reliability) Types of Single Item validity and
and Multiple item scales reliability
and their relevance. and laid down criteria
for measurement.
Familiarize with
contemporary scales
of measurements
used in research and
identify challenges
of
selecting appropriate
scales for conducting
research.
Measurement and collection T-1 Criteria for good Students will be able Discussion
of data(single and multiple measurement- Validity comprehend
item scales) and Reliability. the concept of
Types of Single Item validity and
and Multiple item scales reliability
and their relevance. and laid down criteria
for measurement.
Familiarize with
contemporary scales
of measurements
used in research and
identify challenges
of
selecting appropriate
scales for conducting
research.
Week 3 Lecture 5 Measurement and collection T-1 Comprehend meaning Students will be able Discussion
of data(questionnaire: and importance of to derive various
introduction and design) questionnaire aspects of designing
Examine stages of the research instruments.
questionnaire design
process.

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 3 Lecture 6 Qualitative research T-1 Examine how Students will make Discussion
(qualitative vs quantitative qualitative methods the distinctions
research) differ from quantitative between qualitative
methods. and quantitative
Distinguish between methodologies.
qualitative and Similarly, the
quantitative research students will
and process for examine the
conducting qualitative similarities and
research. differences between
qualitative and
qualitative research
process.
Qualitative research(process T-1 OR-6 Examine how Students will make Discussion
of qualitative research) OR-7 qualitative methods the distinctions
differ from quantitative between qualitative
methods. and quantitative
Distinguish between methodologies.
qualitative and Similarly, the
quantitative research students will
and process for examine the
conducting qualitative similarities and
research. differences between
qualitative and
qualitative research
process.
Week 4 Lecture 7 Qualitative research(data T-1 Examine data collection Student will learn Hands on practice
processing and preparation) R-1 and processing for data collection, through SPSS
R-2 quanitative and preparation and software and
qualitative research with processing for NVIVO software
introduction of relevant qualitative research
software. Examine the design. The students
role will
of coding in qualitative recognize the
research and analyzing importance of coding
the data wit the help of and examine coding
relevant software. cycle.
Qualitative research(coding T-1 Examine data collection Student will learn Hands on practice
cycles and coding methods) R-1 and processing for data collection, through SPSS
R-2 quanitative and preparation and software and
qualitative research with processing for NVIVO software
introduction of relevant qualitative research
software. Examine the design. The students
role will
of coding in qualitative recognize the
research and analyzing importance of coding
the data wit the help of and examine coding
relevant software. cycle.

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 4 Lecture 7 Qualitative research T-1 Examine data collection Student will learn Hands on practice
(qualitative data analysis) R-1 and processing for data collection, through SPSS
R-2 quanitative and preparation and software and
qualitative research with processing for NVIVO software
introduction of relevant qualitative research
software. Examine the design. The students
role will
of coding in qualitative recognize the
research and analyzing importance of coding
the data wit the help of and examine coding
relevant software. cycle.

SPILL OVER
Week 4 Lecture 8 Spill Over

MID-TERM
Week 5 Lecture 9 Parametric tests(one sample T-1 RW-2 Examine and application Students will be Demonstration in
t-test) R-1 of One-sample t-test and introduced to software
independent sample ttest parametric hypothesis
with relevant testing procedure.
software. Students will plan
and solve
one sample and
independent sample
t- test problems.
Parametric tests(independent T-1 Examine and application Students will be Demonstration in
sample t-test) R-1 of One-sample t-test and introduced to software
independent sample ttest parametric hypothesis
with relevant testing procedure.
software. Students will plan
and solve
one sample and
independent sample
t- test problems.
Lecture 10 Parametric tests(paired T-1 Examine the Students will be Demonstration in
sample t-test) R-1 concept and application exposed to paired software
of paired t-test and sample test, and
Oneway ANOVA with ANOVA procedures
relevant software
Parametric tests(analysis of T-1 Examine the Students will be Demonstration in
variance: one way ANOVA) R-1 concept and application exposed to paired software
of paired t-test and sample test, and
Oneway ANOVA with ANOVA procedures
relevant software

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 6 Lecture 11 Non-parametric tests(chi- T-1 Execute non-parametric Students will Demonstration in
square test) R-1 test procedure - Chi evaluate the software
Square with relevant significance of
software. nonparametric test
procedures and
execute chi-square
test procedure.
Lecture 12 Non-parametric tests(mann- T-1 Execute non-parametric Students will apply a Demonstration in
whitney U test) R-1 hypothesis testing: variety of software
mann-whitney U-test nonparametric tests
and wilcoxon test with for
relevant software. hypothesis testing.
Non-parametric tests T-1 Execute non-parametric Students will apply a Demonstration in
(wilcoxon matched pair test) R-1 hypothesis testing: variety of software
mann-whitney U-test nonparametric tests
and wilcoxon test with for
relevant software. hypothesis testing.
Week 7 Lecture 13 Non-parametric tests(run T-1 Execute non-parametric Students will apply a Demonstration in
test) R-1 hypothesis testing- run variety of software
test and kruskal-wallis nonparametric tests
H-test with relevance for
software. hypothesis testing.

Non-parametric tests T-1 Execute non-parametric Students will apply a Demonstration in

(kruskal-wallis h-test) R-1 hypothesis testing- run variety of software
test and kruskal-wallis nonparametric tests
H-test with relevance for
software. hypothesis testing.

Lecture 14 Multivariate data analysis T-1 OR-5 Concept of factor Students will be able Demonstration in
and results presentation R-1 RW-5 analysis and conjoint to examine the software
(factor analysis) analysis and their application of factor
execution process analysis and conjoint
through SPSS and analysis.
discussion on
interpretation of SPSS
outputs.

Multivariate data analysis T-1 RW-3 Concept of factor Students will be able Demonstration in
and results presentation R-1 analysis and conjoint to examine the software
(conjoint analysis) analysis and their application of factor
execution process analysis and conjoint
through SPSS and analysis.
discussion on
interpretation of SPSS
outputs.

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 8 Lecture 15 Multivariate data analysis T-1 Concept of MDS and its Students will be able Demonstration in
and results presentation R-1 execution to comprehend software
(multidimensional scaling R-2 process through SPSS techniques of data
technique) and discussion on analysis using MDS.
interpretation. Students will also
Prepare business learn to present data
research report having graphically and
visual prepare research
representation of data report.
using charts and graphs
Multivariate data analysis T-1 Concept of MDS and its Students will be able Demonstration in
and results presentation R-1 execution to comprehend software
(business research report and R-2 process through SPSS techniques of data
visual representation of data) and discussion on analysis using MDS.
interpretation. Students will also
Prepare business learn to present data
research report having graphically and
visual prepare research
representation of data report.
using charts and graphs

SPILL OVER
Week 8 Lecture 16 Spill Over
Week 9 Lecture 17 Spill Over
Lecture 18 Spill Over

Scheme for CA:

CA Category of this Course Code is:A0202 (2 out of 2)

Component Weightage (%) Mapped CO(s)

Assignment 1 50
Assignment 2 50

Details of Academic Task(s)

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Academic Task Objective Detail of Academic Task Nature of Academic Academic Task Marks Allottment /
Task Mode submission
(group/individuals) Week
Assignment 1 To develop an The students will form Group of 3-5 students from their respective Group Online 30 2/5
ability of explore the sections and work on one research topic and submit the same to
underlying their course instructors. Students will identify a research gap
constructs/variables leading to framing the proposed title, objectives using thorough
to formulate a review of literature.
problem and prepare The Evaluation Parameter will be as follows:
research article Research Gap-10Marks
Quality of Literature review and references: 10 marks
Objectives -10 Marks

Assignment 2 To develop an In continuation with the work done in CA1, the same group from Group Online 30 4/7
expertise for the respective sections are required to prepare Introduction and
designing research Research Methodology on the select topic as a part of CA2.
process for specific The students are required to frame timelines in order to complete
topics aimed for their capstone project in the next module based on CA dimensions.
quality publication

NOTE: The same topic and group will carry forward for the
capstone study in next semester.
The evaluation parameter will be as :
Mode of Evaluation:
Introduction-10Marks
Proposed Research Methodology- 15 Marks
Time lines -5 Marks

Plan for Tutorial: (Please do not use these time slots for syllabus coverage)

Tutorial No. Lecture Topic Type of pedagogical tool(s) planned

(case analysis,problem solving test,role play,business game etc)

Tutorial1 Variable creation, adding data to statistical software and doing Demonstration and hands on practice.
preliminary analysis.
Tutorial2 Introduction to qualitative data analysis and software. Demonstration and hands on practice.
Tutorial3 Doing qualitative data analysis: Data preparation and coding. Demonstration and hands on practice.
Tutorial4 Preparing groups for the CAs and capstone projects. Demonstration and hands on practice.
After Mid-Term
Tutorial5 Execution of parametric tests. Problem Solving

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Tutorial6 Execution of non-parametric tests Problem Solving
Tutorial7 Multivariate data analysis: Factor and conjoint analysis. Problem Solving
Tutorial8 Practicing multi-dimensional scaling (MDS). Problem Solving

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.