MAJO4200 Vitenskapsteori og metode Emneplan

None.

Knowledge

The student

• insight and specialist insight into strategy, process and content that is fundamental to understanding how a strategy is developed
• knowledge and understanding of why an organisation¿s competitive arena is important for understanding the environment within which a strategy is developed
• developed his/her ability to reflect in order to understand strategies at different levels
• up-to-date knowledge of the forefront of research and different strategic dilemmas in the area of strategy
• theoretical knowledge of what makes some organisations more able than others to resist pressure from competitors over time

Skills

The student is capable of

• analysing complex and comprehensive strategic issues
• applying methods for developing competitive advantages in organisations

General competence

The candidate has

• insight into relevant subjects and professional ethical issuescan plan and execute varied work tasks and projects in accordance with ethical requirements and guidelines
• can communicate key subject matter such as theories and problems and solutions both in writing and orally
• can exchange views and experiences with others with background in the subject area and through this contribute to the development of good practice
• be familiar with innovative thinking and innovation processes

The course is taught in weekly sessions with assignments for submission, various forms of case discussions, including discussion of dilemmas relating to defining an organisation's goals and how this takes place in relation to different groups of stakeholders, presentations and participation in lessons.

None.

The assessment comprises a written project assignment and a portfolio. Students will write an assignment dealing with theories and issues covered in the course. The scope of the assignment is 20 pages, excluding appendices, in Times New Roman 12-point font with a line spacing of 1.5 cm. The assignment counts for 60% of the grade awarded for the course and can be written individually or in groups of up to three students. Students will start the assignment at the beginning of the semester and submit it after the teaching sessions for the course have concluded.

The portfolio counts for 40% of the grade and comprises participation, up to three presentations (lasting no more than 25 minutes each) and the submission of two written assignments with a total scope of maximum ten pages in Times New Roman 12-point font with a line spacing of 1.5. The topics of the presentations will be scholarly articles, cases or relevant issues relating to the syllabus. When teaching in the course starts, the lecturer will provide more information about the criteria that apply in the portfolio assessment, including the participation criterion.

The students must have passed the portfolio in order to submit the project assignment. Pass grades must be awarded both for the project assignment and for the portfolio in order for a student to pass the course.

If a student has to resit the exam, he/she can retake each part separately. It is not necessary to take both parts.

Eksamensinnhold: Læringsutbyttene.

Eksamensform: Individuell skriftlig hjemmeeksamen. Varighet tre dager.

Omfang inntil 3000 ord.

Sensorordning: Alle besvarelser vurderes av èn intern og èn ekstern sensor.

Vurderingsuttrykk: Gradert skala A-F.

Hjelpemidler til vurdering/eksamen

Alle hjelpemidler tillatt.

Pensumliste

Pensumlitteratur omfatter ca. 1100 sider.

Bjørndal, A., Flottorp, S. & Klovning, A. (2013). Kunnskapshåndtering i medisin og helsefag (3. utg.). Oslo: Gyldendal akademisk.

Magnus, P. & Bakketeig, L. S. (2013). Epidemiologi (4. utg.). Oslo: Gyldendal akademisk.

Malterud, K. (2011). Kvalitative metoder i medisinsk forskning: En innføring (3. utg.). Oslo: Universitetsforl.

Polit, D. F. & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10. utg.). Philadelphia, Pa: Wolters Kluwer Health. [Kap. 1, 3, 4, 9-12, 16-19 og kap. 21-25]

Ruyter, K. W., Førde, R. & Solbakk, J. H. (2014). Medisinsk og helsefaglig etikk (3. utg.). Oslo: Gyldendal Akademisk. [Kap. 4 (s. 187-271) og Kap. 6 (s. 327-351)]

Thomassen, M. (2006). Vitenskap, kunnskap og praksis: Innføring i vitenskapsfilosofi for helse- og sosialfag. Oslo: Gyldendal akademisk.

(Pensumliste ajour: 2017-01-26. Gjennomgått av Biblioteket Kjeller, APA-stil. kk)