MAERGD4300 Kvantitativ forskningsmetode Emneplan

Emnet tematiserer ulike forskningsdesign og metoder for innsamling av kvantitative data. Ulike statistiske teknikker og analyse av kvantitativ forskning vil bli vektlagt. Det vil bli gitt en innføring i bruk av statistikkprogrammet SPSS. Dokumentasjon og kommunikasjon av kvantitativ forskning vil også bli tatt opp.

Studenten må være tatt opp på studiet.

Etter fullført emne har studenten følgende læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har inngående kunnskap om

• kvantitative forskningsdesign
• kvantitative metoder for datainnsamling og analyse
• statistiske metoder

Ferdigheter

Studenten kan

• kritisk vurdere kvantitative studier
• formulere et forskningsspørsmål som lar seg besvare med kvantitativ metode
• utforme et kvantitativt forskningsdesign
• velge relevante målemetoder
• gjøre statistiske beregninger
• analysere resultater

Generell kompetanse

Studenten kan

• analysere relevante kvantitative fag- og forskningsetiske problemstillinger
• anvende sine kunnskaper og ferdigheter til å gjennomføre kvantitative arbeidsoppgaver og prosjekter
• formidle kvantitative faglige problemstillinger, analyser og konklusjoner

Arbeidsformene veksler mellom forelesning, seminar med studentaktive diskusjoner, seminar i datalaboratorium, gruppearbeid og selvstudier. Deler av undervisningen i emnet er samordnet med andre masterstudier ved fakultetet.

Ingen arbeidskrav/obligatoriske aktiviteter

The programme Practical Pedagogy for Tertiary Vocational Education 1 will confer basic teaching competence for work in tertiary vocational education. The students will learn to plan, execute, document and assess learning work for students in tertiary vocational education. They will learn to use research-based knowledge and try a variety of teaching activities in their workplace. The students are expected to develop a critical and reflective attitude to their own practice in tertiary vocational education, and an awareness of their role in the double practice field.

The programme is adapted to the varied and profession-oriented fields of tertiary vocational education. The programme therefore focuses on using the students’ experience in their learning work.

Practical Pedagogy for Tertiary Vocational Education 1 is an English-language commissioned programme conducted in collaboration with Noroff – School of Technology and Digital Media.

The target group for the programme is vocational teachers affiliated to Noroff – School of Technology and Digital Media.

General admission requirements

Qualified applicants must document that they have achieved the Higher Education Entrance Qualification or equivalent prior learning and work experience.

The following requirements must be met in order to qualify to apply for admission on the basis of prior learning and work experience:

1. The applicant must be at least 25 years of age in the year of admission and cannot have achieved the Higher Education Entrance Qualification. Applicants must document one of the following:

• craft certificate or equivalent and at least two years’ relevant work experience, or
  • at least five years’ relevant work experience. Up to two of these five years can be replaced by relevant unpaid work, education, organisation work experience or similar.

2. Applicants must have adequate proficiency in English to be capable of completing the programme. This must be documented with, as a minimum, the subject English (140 hours per year) from a vocational upper secondary school programme or equivalent, passed with the grade 2 or better. Applicants whose first language is not a Nordic language must document that they meet the requirement for English language proficiency at a level corresponding to the Higher Education Entrance Qualification.

Relevant part-time work of varying scope and length can be converted into full-time in accordance with the applicable rules.

Special admission requirements

The applicant must be affiliated to Noroff – School of Technology and Digital Media through an employment relationship and work on educational development, learning work or counselling work for adults. This should be documented by an employer reference.

Learning outcomes are described in the course description.