Research Methods Introductory Project

  • European Master in Health Economics and Management
Course unit code
Level of course unit
  • Master
Semester when the course unit is delivered
  • 1
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • Kerschbaumer Lukas, BA MA
  • Dr. Zoller Claudia
  • Dr. Heiss Raffael, MA
  • Mag. Kirchmair Susanne, MSc
Learning outcomes of the course unit
  • By the end of this course students will
    ‐ know scientific standards with regard to good academic practice
    ‐ have activated and improved their knowledge of scientific reasoning and arguing
    ‐ feel confident of formulating a research problem and know the appropriate methodological approaches to answer it
    ‐ feel confident with academic writing and with compiling and presenting research results
    ‐ have activated their knowledge of basic statistics in health sciences.
Mode of delivery
  • blended learning
Prerequisites and co-requisites
  • none
Course contents
  • - Formulating research questions
    - Reviewing and organising the literature
    - Differentiating between quantitative and qualitative designs
    - Designing an empirical investigation
    - Writing a research proposal
    - Carrying out data analysis
    - Presenting research results

    Please be aware that this course requires high level of proficiency in English language. All local students have passed an English language test with at least 90 TOEFL points (internet based) or comparable tests.
Recommended or required reading
  • Corbin, J.; Strauss, A. (1990): Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. In Qualitative Sociology, Vol. 13, No. 1. pp. 1-21
    Creswell, John W. (2005): Qualitative inquiry and research design. Choosing among five traditions. [Nachdr.]. Thousand Oaks, Calif.: SAGE.
    Diez, D. M., Barr, C. D., & Cetinkaya‐Rundel, M. (2015). OpenIntro Statistics. URL:
    Few, Steven (2012): Show Me the Numbers: Designing Tables and Graphs to Enlighten. 2nd ed, Burlingame, CA: Analytics Press.
    Flick, U. (2011). Introducing research methodology: A beginner's guide to doing a research project. Los Angeles: Sage.
    Kawulich, B. B. (2005): Participant Observation as a Data Collection Method. In Forum: Qualitative Social Research, Vol 6, No 2
    Kevern, J.; Webb, Ch. (2001): Focus groups as a tool for critical social research in nurse education. NET Volume 21, Issue 4, May 2001, pp. 323-333
    Krippendorff, K. (2004): Content Analysis. An Introduction to Its Methodology. Sage Publications
    Lane, D. M. Online Statistics Education: A Multimedia Course of Study. URL:
    Lopez-Dicastilloa, O.; Belintxona, M. (2014): The challenges of participant observations of cultural encounters within an ethnographic study. In Procedia - Social and Behavioral Sciences 132, pp. 522 - 526
    Mayring, Philipp (2014): Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution. Beltz
    Merton, R. K. (1938): Social Structure and Anomie. In American Sociological Review, Vol. 3, No. 5 (Oct., 1938), pp. 672-682
    Rosenthal, G. (2004). Biographical research. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds.), Qualitative
    research practice. London: Sage, pp. 48-64
    Trevelyan, E. G.; Robinson N. (2015): Delphi methodology in health research: how to do it? In European Journal of Integrative Medicine 7, pp. 423-428
    Onwuegbuzie, A. J.; Dickinson, W. B.; Leech, N. L.; Zoran, A. G. (2009): A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research. In International Journal of Qualitative Methods 8(3). pp. 1-21
    von der Gracht, H. A. (2012): Consensus measurement in Delphi studies Review and implications for future quality assurance. In Technological Forecasting & Social Change 79, pp. 1525-1536
    Williams, P. L.; Webb, Ch. (1994): The Delphi technique: a methodological discussion. In Journal of Advanced Nursing 19, pp 180-186
    Wong, Dona M. (2010): The Wall Street journal guide to information graphics. The dos and don'ts of presenting data, facts, and figures. New York: W.W. Norton & Co.
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures and discussions with individual and group work. Teaching will take part as highly interactive and research-oriented training.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English