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This document includes the definition of a narrower research area, set of research questions, basic literature overview, starting hypotheses, as well as the proposal of the research methodology and research design.The doctoral student publicly presents the doctoral research proposal by the end of the first year of study.
In the second study year, every student must prepare a scholarly article, appropriate for publishing in an international journal for scholarly practitioners.
The article is, in principle, prepared based on the doctoral research.
More than 50% of overall number of members must vote for the registration in order that it is accepted.
Doctoral students work on the dissertation preparation under the guidance of their mentor.
The aim of this course is to familiarize Ph D students with a set of methodological strategies and techniques that are generally defined as "qualitative" in contrast to "quantitative;" because they are employed for the purpose of generating and analyzing data that are not normally tapped by or amenable to survey research, demographic techniques, or experimental procedures.
Such methods typically require that the researcher spend time "in the field," that is, in the real-life situations and settings constructed and maintained by those being studied.This course is an overview of basic quantitative analysis in social science aiming to equip Ph D students with skills to conduct statistical analysis.After completing the course, students are expected to learn the basic logic of statistical inference; have some hands-on experiences in data analysis, and moreover have the foundation to pursue more advanced statistical methods, either by taking courses or by learning on their own.Along with IEDC Faculty professors eligible for mentoring doctoral students, Faculty will engage also external mentors from partner institutions.In the first year of the studies, students must under the guidance of the mentor, prepare and submit a formal doctoral research proposal.Every doctoral student must submit a brief proposal of the topic of his/her doctoral research as part of the study program application.The Postgraduate Study Committee assigns the mentor to the student based on this proposal.After the presentation of the research proposal, the faculty members in attendance prepare a written report assessing the presentation of the research proposal, with comments and suggestions for corrections, and submit it to the student and to the Committee for Postgraduate Studies.The Committee for Postgraduate Studies will vote about the registration of the proposed topic.To broaden and sharpen students’ understanding of qualitative field work and analysis, the seminar will be organized in terms of three specific goals: (1) to provide a critical appreciation for the field work/ethnographic/qualitative tradition in the social sciences; (2) to acquaint students with qualitative, ethnographic methods and associated issues and debates; and (3) to instruct students how to conduct field research that is descriptively interesting, theoretically illuminating, and ultimately publishable.The objectives of the course are twofold: to provide students with foundational knowledge of the leadership studies literature, and to alert students to the particular challenges of studying leadership and help them consider ways in which they will design studies which adequately address these challenges.