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How to decide between postgraduate research and coursework

It can be a little tricky figuring out which postgraduate degree is for you. That’s why we’ve done the work for you to clarify the differences between a coursework degree and a research degree, and where each could take your career.

Tl;dr: The main difference between these two styles is coursework has classes and research has a thesis.

Postgraduate coursework: advanced classes

In a nutshell: an advanced continuation of undergrad-style learning.

Choosing a coursework degree means you’ll attend lectures and tutorials, complete assignments and sit exams – just like your first degree. You’ll be taught discrete units that are part of a set program and at a higher academic level than your undergrad.

Coursework degrees aim to deepen your knowledge and enhance your undergraduate degree with postgraduate training, focusing you towards a specific profession. Alternatively, you can use your undergraduate degree to pivot and pursue a new area of study at postgraduate level.

For instance, you may have completed a Bachelor of Arts majoring in English and Japanese, then realised you’d like be a high school teacher, so you enrol in a Master of Teaching (Secondary) .

Or perhaps you did a Bachelor of Science majoring in Engineering Science and after working for a couple of years, you now want to start your own business. Enrolling in a Graduate Certificate in Entrepreneurship and Innovation could get you there.

Also bear in mind, some coursework courses can involve a research element such as the completion of a minor thesis. This forms part of training your time management and written skills.

If you’re looking to complete a degree part time or solely online, you can find a postgraduate coursework degree to suit you. There are graduate certificates, graduate diplomas and master’s degrees, and we’ve explained the difference between these  too.

Postgraduate research: independent thesis

In a nutshell: solo research project to produce an original thesis.

Taking on a postgraduate research degree provides you with the unique opportunity to follow your interest in an area of research and contribute to the field.

You’ll work on your own project, under the guidance of an academic supervisor who you have chosen, with the aim of producing, presenting and submitting a final thesis. This final thesis is the culmination of your original research and investigation – an original contribution to knowledge.

You can often undertake any project of your choosing, as long as you can find a supervisor to connect with. Once you’ve found a potential supervisor, meet with them to discuss your project proposal and see if they agree to supervise you.

If you’re interested in completing a PhD or are thinking about a career in academia, a research degree is a popular decision. This type of study enables you to demonstrate your capacity to conduct research independently and form a distinct contribution to an area.

So what’s ‘honours’, then?

Honours  is the opportunity to extend your undergraduate degree by a year – a sort of bridging year between undergrad and postgrad. The benefit is setting yourself apart from other undergraduate grads, as employers value the skills gained from the independent research project you’ll complete.

Honours is reserved for students who demonstrate strong academic performance in their final-year units. You may be invited to consider honours or you can apply directly . Students considering a research master’s or PhD are strongly encouraged to complete an honours year as a research training exercise and a taster of what’s to come in the research life.

Still can’t decide? See what some of our coursework and research graduates have to say .

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Course-based Vs Research-based Master’s Programs || Which Is Best For You?

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If getting a master’s degree is in your academic or career plans, then you need to fully understand what it entails. Getting a master’s degree is a great way to advance your career or kick-start a new career. However, there are different types of master’s degrees offered by universities. This article will discuss course-based and research-based masters to help you understand what they mean and how they are different.

Course-based programs

Course-based master’s degree programs are designed for students who want to learn new skills, gain knowledge, and advance their careers. These structured programs offer students a set of courses to complete for their degree. The courses are designed to provide students with the necessary skills and knowledge to succeed in their chosen careers.

Research-based programs

Research-based master’s degree programs are designed for students who want to conduct research, develop new knowledge, and contribute to their field. These programs are research-intensive and require students to conduct original research and write a thesis or dissertation. The research conducted should contribute to the knowledge base of the field.

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Differences between Course-Based and Research-Based Master’s Degree Programs

Though both programs have their unique advantages, they are tailored to different career goals and learning styles. Here are four major differences between course-based programs and research-based degree programs:

• Approach to learning

The main difference between course-based and research-based master’s degree programs is the approach to learning. As earlier stated, course-based programs offer students a set of courses to complete for their degree. These programs are often referred to as taught master’s programs and are structured around a predetermined curriculum.

On the other hand, research-based programs are not structured, and students have to conduct their research independently. This program requires students to be self-motivated, independent, and have excellent research skills.

2. Duration

Another difference between course-based and research-based master’s degree programs is the length of time it takes to complete the program. Course-based programs typically take one to two years to complete, while research-based programs usually take two to three years to complete due to the time required for extensive research. Course-based programs are an excellent choice for people looking to advance their careers quickly.

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3. Purpose  

Course-based master’s degree programs are designed to equip students with practical skills and knowledge directly applicable to their chosen profession. Students can choose from a variety of courses and tailor their programs to meet their interests and career goals.

Research-based programs, however, are research-intensive and require students to conduct original research and write a thesis or dissertation. Students have the freedom to choose their research topic and conduct their research independently. Research-based master’s degrees are best for students interested in pursuing academic careers or roles that require advanced research skills.

4. Curriculum and Assessment

While course-based programs may include a small research project, the emphasis is primarily on coursework. The majority of your time in a course-based program is spent attending lectures, seminars, and workshops. Assessment is primarily through exams, coursework, and projects.

Research-based or thesis-based programs are centred on independent research and academic exploration. The core of the program is the research thesis. The thesis serves as the culmination of the program, showcasing a student’s ability to conduct independent research, analyze data, and present findings coherently.

Now that you have an idea of the key differences between both master’s programs, you need to consider your learning style and career goals before choosing one that is right for you. If you’re looking to gain practical skills and enter a specific industry, then a course-based program will be a better choice, however, if your goal is to pursue a PhD, then, a more appropriate choice would be a research-based master’s.

Preparing to study abroad can be overwhelming, if you need further guidance on degree options, application requirements and schools to apply to for your degree or counselling regarding the best master’s degree program for you, please click here to chat with our counsellors. 

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How Are Coursework And Dissertation Similar?

Published by Alvin Nicolas at April 9th, 2024 , Revised On April 23, 2024

The academic journey is a path paved with various challenges, and coursework and dissertations stand as two prominent milestones. While they may appear vastly different at first glance, a closer look reveals many similarities. Both coursework and dissertations play crucial roles in equipping students with the knowledge, skills, and critical thinking necessary for academic success. Let’s look into how coursework and dissertations are similar. 

Coursework & Dissertations: Building Blocks Of Knowledge

A well-structured dissertation rests upon a solid foundation of knowledge acquired through coursework. Coursework acts as a stepping stone, introducing students to core concepts, theories, and methodologies within a specific discipline. 

Through lectures, discussions, and smaller assignments, students develop a basic understanding of the field and its established research areas. This knowledge base serves as a springboard for the more in-depth research undertaken in a dissertation.

For instance, imagine a student pursuing a dissertation on the ethical implications of artificial intelligence (AI) . Their coursework in computer science and philosophy would have provided them with a grasp of AI functionalities and ethical frameworks.

This foundational knowledge becomes the launchpad for their dissertation research, allowing them to research deeper into specific ethical concerns surrounding AI development.

They Help Develop Research & Writing Skills

Both coursework and dissertations hone a student’s research and writing abilities, which are crucial tools for finishing academic studies. Coursework assignments, ranging from essays to research papers, equip students with the skills to:

Formulate Research Questions

Coursework often involves tasks that require students to identify and analyse problems within a specific field. This ability to frame research questions effectively translates directly to the dissertation stage.

Evaluate And Use Scholarly Sources

Coursework assignments typically necessitate the use of credible academic sources . Students learn how to find relevant research papers, critically evaluate their content, and integrate them into their writing. These skills form the bedrock for the extensive literature review required in a dissertation.

Develop A Sound Argument

Whether writing an essay or a dissertation chapter, students must build a clear and well-supported argument.

Coursework assignments provide opportunities to practice constructing arguments, presenting evidence, and drawing logical conclusions – all skills essential for crafting a compelling dissertation.

The experience gained from coursework allows students to approach their dissertations with a sharpened research arsenal. They become adept at navigating academic databases, critically analysing sources , and constructing a robust argument that contributes to their chosen field.

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Cultivating Critical Thinking & Analysis

Coursework and dissertations both encourage critical thinking and analysis, fostering an inquisitive intellectual spirit.  Through coursework assignments, students learn to:

Challenge Assumptions

Effective coursework often involves examining established ideas and perspectives. Students are encouraged to analyse arguments critically, identify potential biases , and form their own informed opinions.

This critical thinking skill becomes crucial in the dissertation stage, where students must critically evaluate existing research within their chosen field.

Analyse Evidence

Coursework assignments often involve interpreting data, weighing arguments, and drawing conclusions based on evidence. This ability to analyse evidence effectively paves the way for the rigorous research methodologies employed in dissertation writing.

Form Independent Judgements

Coursework discussions and assignments encourage students to engage with diverse viewpoints and develop their own well-reasoned arguments.

This ability to think independently and form independent judgments proves invaluable in dissertation research, where students must make original contributions to their field.

By cultivating these critical thinking skills, coursework prepares students for the independent research journey that forms the core of a dissertation.

Structure & Organisation

Both coursework assignments and dissertations adhere to established academic structures. This focus on organisation helps students develop clear communication skills and ensures the clarity and coherence of their work.

Logical Structure

Both coursework and dissertations follow a logical structure, typically starting with an introduction , progressing through well-developed body paragraphs, and concluding with a strong summary. This format ensures a clear flow of information and facilitates reader comprehension.

Proper Citation

Effective academic writing demands proper citation practices .  Coursework assignments provide students with opportunities to practice essential citation styles such as APA, Harvard , or MLA. These skills are crucial for accurately referencing sources in a dissertation and avoiding plagiarism.

By mastering these structural elements, students learn to present their ideas in a clear and organised manner – a valuable skill that carries over into professional writing and research pursuits.

Coursework and dissertations are not isolated entities; they represent different stages along the path to academic success. Coursework provides the foundation of knowledge and hone the research and writing skills that are essential for crafting a compelling dissertation. 

The skills and knowledge gained through coursework empower students to tackle the challenges of in-depth research and critical analysis demanded by a dissertation.

Conclusively, coursework and dissertations share a symbiotic relationship. Coursework equips students with the tools they need to complete their dissertations. 

Frequently Asked Questions

How are coursework and dissertation similar.

Coursework and dissertations are both academic tasks requiring independent research and critical analysis. Both involve structured writing, referencing, and adhering to academic standards. They contribute significantly to a student’s final grade, assessing their understanding of a subject and ability to synthesise information. Both demand rigorous attention to detail and academic integrity.

What is the difference between coursework research and dissertation?

Coursework research typically involves shorter, structured assignments focusing on specific topics within a course. Dissertations, however, are in-depth, independent research projects undertaken at the culmination of a degree program, requiring original research, critical analysis, and contribution to existing knowledge in the field, often spanning many months.

What are the similarities between dissertation and thesis?

Dissertations and theses share similarities as scholarly research projects. Both involve in-depth investigation, critical analysis, and contribution to existing knowledge in a field. They require rigorous research methodology, extensive literature review, and adherence to academic standards. Additionally, both culminate in a formal written document defending the author’s findings.

Is dissertation part of coursework?

Typically, a dissertation is not considered part of coursework. Coursework generally refers to the structured assignments, projects, and assessments completed during a course. A dissertation is a separate, extensive research project undertaken at the end of a degree program, often representing a significant portion of the program’s requirements.

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Coursework or research?

What's the difference between postgraduate degree coursework and higher degree research.

At UTS, you could pursue postgraduate studies by coursework or research.

Postgraduate Degree Coursework

Doing it by coursework means, you’ll attend classes, write assessments, sit for exams and work your way through a set of subjects – a structured program. You could potentially add a research project using your elective.

Programs offered through postgraduate coursework are:

Master of Quantitative Finance

Master of Science – offered in five majors and a no specific major.

Master of Science (Extension) – offered in five majors and a no specific major

Graduate Certificate in Science

Graduate Certificate in Mathematics

Higher Degree Research

Doing postgraduate study by research means, you’ll undertake supervised study and research, guided by an academic supervisor. You’ll work independently on your chosen project with the aim of producing, presenting and submitting a final thesis. The final thesis is your original research and investigation, backed by evidence.

Programs offered through higher degree research are:

Masters by Research  - Science

Masters by Research  - Mathematical Sciences

Doctor of Philosophy (PhD) - Science

Doctor of Philosophy (PhD) – Mathematical Sciences

So, what kind of projects can I undertake as my higher research degree?

You can undertake any project or discipline, as long as the Faculty and UTS has the expertise in the area, and the relevant supervisor agrees to supervise you.

We strongly encourage you to visit the Faculty’s research areas and use the Find a Supervisor  tool, to search a supervisor of your research interest.

Find a Supervisor

Once you've found a potential supervisor, it's important to make contact with them to discuss your research project proposal andmake sure they agree to supervise you.

Are you still confused on which research project to undertake?

You can hear from some of our  current and past research students’ experiences here . This may help you to decide what research project is right for you.

What if I change my mind, after...

I have started a postgraduate coursework program at UTS Science, but now I want to pursue a higher degree research?

You can transfer from your current UTS Science postgraduate coursework degree into the UTS  Master of Science (Honours) . You’ll need to line up a faculty academic to be your supervisor. Entry into the Master of Science (Honours) is through an internal course transfer via the UTS Master of Science or UTS Master of Science (Extension). There is no direct entry into the UTS Master of Science (Honours).

I have started one of the UTS Science postgraduate coursework masters, e.g. Master of Science or Master of Science (Extension),or the Master of Quantitative Finance, but I can no longer continue my studies?

You can exit your degree through the UTS Graduate Diploma in Science or the UTS Graduate Diploma in Quantitative Finance, which are dependent on the number of subjects you have completed.

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Scripting must be enabled to use this site., difference between postgraduate research and coursework, what is the difference between postgraduate coursework and postgraduate research programs.

There are a few key differences between postgraduate coursework and postgraduate research programs.

Postgraduate Coursework

Postgraduate coursework programs deliver content through a set unit program (similar to an undergraduate Bachelor degree), but at a more advanced level. Coursework will allow you to deepen your knowledge within a discipline, or to pursue a new or additional study area at an advanced level.

Postgraduate degrees which can be studied through coursework include Graduate Certificates , Graduate Diplomas and Masters degrees.

Postgraduate Research

Postgraduate research programs (also known as Higher Degree Research ) allow you to develop your knowledge and experience within your field by completing a major research project under the supervision of an academic .

Postgraduate research degrees which you can study include Masters by research or Doctorate ( PhD ) programs.

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For a comprehensive list of courses available, please refer to the Prospective Student Catalogue , or for further information view our Postgraduate Study page.

For further information regarding postgraduate coursework programs, please contact the Future Students Team through the Contact Us tab, online Live Chat , phone to 1800 818 865, or via Facebook .

For further information regarding postgraduate research programs, please submit your enquiry to Higher Degree Research through the Contact Us tab, or phone (02) 6773 3715 for assistance.

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• Taught Masters vs Research Masters Degrees

Taught Masters vs Research Masters - Which is Right for Me?

Written by Ben Taylor

Masters degrees can be either postgraduate taught programmes (PGT) or postgraduate research programmes (PGR). Taught Masters are typically 12 months long full-time and are delivered through a series of modules comprised with regular coursework and assessments. Research Masters are also usually 12 months long however the course is predominantly comprised of independent research supported by a supervisor.

There’s a big contrast between these two kinds of Masters, and one type may be more suitable for your goals than the other. This page will explain the key differences between taught Masters and research Masters, and hopefully help you decide which kind of postgraduate programme is right for you.

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Taught vs research masters – what’s the difference.

The difference between postgraduate taught degrees and postgraduate research degrees largely comes down to the level of independence you have during your studies.

Research Masters require students to undertake extensive research training, while postgraduate taught Masters involve a mixture of lectures, seminars and coursework.

• Taught Masters (PGT) degrees are a lot like undergraduate programmes. You’ll complete a series of modules following a set timetable of seminars, lectures and other activities. You’ll be much more responsible for studying independently in your free time, but the academics in charge of your course will lead you through it.
• Research Masters (PGR) degrees are more independent in nature. You won’t have as many timetabled units (in fact, you may not have any). Instead, you’ll focus on one or more extended projects. You’ll still receive support and guidance from an expert supervisor, but the focus of your programme will be on your own research work.

The majority of Masters-level programmes are taught courses. They include popular degrees like the Master of Arts (MA) and Master of Science (MSc) , as well as shorter Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) courses.

You can study these courses to acquire more advanced skills and training for a profession, or as a preparation for postgraduate research at PhD level.

Postgraduate research programmes are also available at Masters level. These include the Master of Research (MRes) and Master of Philosophy (MPhil) . Some Masters qualifications, such as the Master of Letters (MLitt) , can actually be taught or research degrees.

Masters by research vs Masters by coursework

A Masters by coursework is usually professional and vocational in nature, involving a series of set modules, while a Masters by research entails the completion of a significant, independent research project. This terminology is more common in Australia .

Writing a dissertation

Taught Masters do involve a substantial piece of research in its own right: the dissertation . This will be your chance to undertake an extended individual project, pursuing your own specific academic interests in a way that forms a significant part of your postgraduate course.

Should I study a taught or research Masters?

Your choice of PGT degree or PGR degree should depend on your career goals, academic interests and the way in which you prefer to study:

• If you want to acquire more advanced subject knowledge and gain an additional qualification before entering the employment market, a taught postgraduate course such as an MA or MSc may be best for you. We've taken a look at how the MA, MSc and MRes compare over on our blog.
• If you have a specific profession in mind, you could be better served by an accredited taught programme. This will usually be a Postgraduate Certificate or Diploma , but may also take the form of a full taught course, such as the Masters in Social Work or a Legal Practice Course .
• If you are interested in academic research – or a profession in which research skills are valuable – you may wish to think about an MRes . This will allow you to focus on an independent project in order to gain associated research skills, or evaluate whether a longer research degree (such as a PhD ) is likely to appeal to you.
• If you are considering an academic career , you might be able to register for an MPhil after your undergraduate degree and upgrade to a PhD upon making sufficient progress.

Can I do a PhD after taking a taught Masters?

Most PhD programmes ask that applicants have any kind of Masters in an appropriate subject. So, even if you study a taught Masters degree, you’ll be eligible to take a PhD if you satisfy the various entry requirements.

Of course, if you already know that you want to study at PhD level, then it’s worth considering a research Masters if there’s one available in your subject. An MRes would be ideal preparation for PhD study, allowing you to undertake more extensive research and receive specific training in appropriate methods. Another option would be to register for an MPhil and then upgrade to a PhD .

Is there a difference in fees for taught and research Masters?

In some cases, you can expect a research Masters to be cheaper than its taught equivalent. This is normally the case in the Humanities, where an MRes could cost less than an MA. Similarly, the yearly tuition fees for a PhD are often cheaper than a taught Masters.

Things are different in the Sciences, however: an MRes in a scientific subject usually has the same fees as an MSc degree. Both kinds of Masters typically involve extensive laboratory work.

The table below shows a summary of this data, reflecting the tendency for some research programmes to be cheaper than their taught counterparts.

* Based on the 2021-22 Reddin Survey of UK postgraduate fees , published by the Complete University Guide , as well as additional research and calculation by FindAMasters. Figures given are broad averages only and will not necessarily reflect fees for specific courses.

Is funding the same for taught and research Masters?

Essentially, the funding situation for taught and research Masters is the same. Check out our guide to Masters funding for more information on financing your course.

It’s worth noting that the UK government’s postgraduate loans are available for all Masters (including the MPhil). Standalone MPhils are not eligible for the PhD loans , but these loans are available for MPhils that are intended to become a PhD.

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Qualitative Research: Design, Implementation and Methods

DESIGN X440.2

Get an introduction to what qualitative research is, the types of qualitative research methods, the appropriate situations to apply qualitative methods, and how to conduct your own qualitative research. You learn to build a research protocol and use various techniques to design, conduct, analyze and present an informative research study.

At the end of the course, you are expected to conduct your own qualitative research study . To that end, you develop a research plan based on the given situation, collect data using qualitative methodologies , engage with various techniques for coding and analyzing qualitative data effectively, and present the data and insights in a manner that is best aligned with the goals of the research.

Prerequisites: None.

Course Outline

Course Objectives

• Understand what constitutes qualitative research, how it differs from quantitative research and when to apply qualitative research methods
• Identify and formulate appropriate qualitative research plans
• Apply qualitative research data collection techniques
• Develop coding schemes for analysis of qualitative data
• Present qualitative data to inform and influence

What You Learn

• Developing qualitative research questions
• Building a research protocol
• Observing, listening and probing: the core skills of a qualitative researcher
• Qualitative sampling and participant recruitment
• Understanding an overview of the qualitative data analysis process
• Communicating your findings, from summary to interpretation
• Presenting qualitative results

How You Learn

We are online! All of the design classes are conducted online and include video classes, mentor-led learning and peer-to-peer support through our student online platform, Canvas. 

• Reading assignments
• Quizzes at instructor’s discretion
• Small-group activities
• Homework assignments
• Capstone project

Is This Course Right for You?

This course is intended for students in the Professional Program in User Experience (UX) Design , or anybody interested in obtaining skills in qualitative research. You do not need preexisting research experience for this course. Our experienced instructors provide practical information, leverage their qualitative research skills and monitor your development along with peer-to-peer support on our student online platform.

Fall 2024 enrollment opens on June 17!

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Foundations of Clinical Research

This Harvard Medical School six-month, application-based certificate program provides the essential skill sets and fundamental knowledge required to begin or expand your clinical research career.

Associated Schools

Harvard Medical School

What you'll learn.

Understand and apply the foundational concepts of biostatistics and epidemiology

Develop a research question and formulate a testable hypothesis

Design and begin to implement a clinical research study

Cultivate the skills required to present a clinical research study

Critically evaluate the research findings in medical literature

Synthesize crucial statistical analyses using Stata software

Course description

The Foundations of Clinical Research program is rooted in the belief that clinical research training is critical to professional development in health care. Clinical research training not only creates potential independent investigators, but also enables clinicians to advance their careers through a greater understanding of research evidence. Designed to provide learners with the foundational knowledge and skill sets required to produce high-quality clinical research, our program will lay the fundamental groundwork in epidemiology and biostatistics required for a multifaceted career in clinical research.

The overarching goal of the Foundations of Clinical Research program is to equip the next generation of researchers with the skill sets essential to evaluating evidence, understanding biostatistics, and beginning their clinical research careers. Our aim is to ensure that learners develop a strong foundation in the design, implementation, analysis and interpretation of clinical research studies.

During the program, our innovative active learning approach emphasizes the traditional tutorial system with weekly live video tutorials, seminars and symposia anchored by 3 live intense weekend online workshops.  The Foundations of Clinical Research program’s six-month online curriculum emphasizes real-time skill-based learning. 

Participants will be eligible for Associate Alumni status upon successful completion of the program. Early tuition and need-based tuition reductions may be available.

Course Outline

Live Workshops

The interactive workshop curriculum will focus on hands-on skill development through active learning. To that end, the intensive schedule is designed to accelerate the growth of high-yield clinical research skills via individual and team-based workshop exercises. Students will be immersed in a dynamic learning environment that encourages collaboration and collegial networking with faculty and peers. 

Essential elements of the workshop include instruction and practical exercises in the core concepts of biostatistics, epidemiology and research question development, as well as critical assessment of the medical literature and practical training in statistical software using real-life datasets. In addition to providing training in mentorship, academic career development and leadership, we create a supportive and active learning environment where opportunities for knowledge retention and networking abound.

Live Symposia, Tutorials and Seminars

Symposia, tutorials and seminars are mandatory and will be delivered live online and organized according to eight specific clinical research topics. 

Eight 3-Hour Symposia

• Instruction on a specific clinical research topic (e.g., cohort study design and interpretation)
• In-depth discussion on a related epidemiology concept (e.g., odds ratio)
• Hands-on guidance for implementing the related analysis with statistical programming in Stata

Eight 1-Hour Tutorials

• Interpret and report on papers related to the specific clinical research topic

Eight 1-Hour Special-Topic Seminars

• The biostatistical and epidemiological concepts to specific clinical research topics with concrete examples

Assignments

All students will be expected to complete all assignments by the due dates. Assignments will be graded as either “pass” or “fail.”

Individual Assignment 1

Individual Research Question and Study Design

• Generate a novel research question in the evidence-based PICO format
• Receive expert faculty review

Individual Assignment 2

Design, Implement and Present an Original Abstract

• Design and implement a clinical research study based on a publicly available dataset
• Analyze and create data visualizations via a user-friendly R Shiny web app
• Write a formal 350-word abstract suitable for submission to an international conference
• Present a digital poster to faculty at Workshop 3

Online Lectures

Research Study Introduction 

• Designing a Clinical Research Study I–III
• Introduction to Evidence-Based Medicine, Systematic Review and Meta-Analysis
• Study Design 1 – Observational
• Study Design 2 – Randomized Controlled Trials
• Study Design 3 – Quasi-Experimental Studies
• Introduction to Biostatistics
• An Investigator’s Responsibility for Protection of Research Subjects
• How to Search PubMed
• Overview of Evidence-Based Medicine

Statistical Programming in Stata

• Loading Data
• Basic Programming Commands
• Data Cleansing
• Data Analytics I – Central Tendency
• Data Analytics II – Statistical Testing
• Data Analytics III – Regression Testing

Instructors

Jamie Robertson

Djøra Soeteman

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Research Study Design

This course provides learners with an understanding of how to improve study design, collect and analyze data, and promote reproducible research.

About this Course

The Research Study Design course provides learners with an introduction to research study design, a detailed overview of scientific inquiry, examples of various research designs, a discussion of data management methods, an introduction to statistical analysis, and sound approaches to optimize the reproducibility of research results. This course is valuable to university undergraduate and graduate students who are taking a classroom research study design course or who need a refresher on a specific aspect of research design. Research team members and Institutional Review Board members who may need an overview or refresher on research design concepts will also find the course meaningful.

This course was authored and peer-reviewed by experts.

Language Availability: English

Suggested Audiences: IRB Members and Administrators, Research Staff, Undergraduate and Graduate Students

Organizational Subscription Price: $675 per year/per site for government and non-profit organizations; $750 per year/per site for for-profit organizations Independent Learner Price: $99 per person

Course Content

Introduction to scientific research.

Provides an introduction to the steps involved in scientific research, including how to formulate a research question and the steps associated with developing a hypothesis. The module concludes with an overview of the Institutional Review Board (IRB) and other committees that may be involved in the review of research.

Recommended Use: Required ID (Language): 17581 (English) Author(s): Michael Belotto, PhD, MPH, CCRA, CCRC - BRANY; Christina Ventura-DiPersia, MPH - Hofstra University

Observational Research

Presents different types of observational research designs and includes a discussion on determining the best designs to fit with intended research activities. The module concludes with a discussion on the strengths and limitations of the designs.

Recommended Use: Required ID (Language): 17582 (English) Author(s): Michael Belotto, PhD, MPH, CCRA, CCRC - BRANY; Christina Ventura-DiPersia, MPH - Hofstra University

Interventional Research

Identifies the different types of interventional studies and designs, including special considerations associated with interventional research designs.

Recommended Use: Required ID (Language): 17583 (English) Author(s): Michael Belotto, PhD, MPH, CCRA, CCRC - BRANY; Christina Ventura-DiPersia, MPH - Hofstra University

Quantitative Research (Statistical Reasoning and Hypothesis Testing) - Part 1

Provides an overview of statistical reasoning, hypothesis testing, and research design. Explores how researchers develop research questions, generate research hypotheses, understand variability, and develop methods for explaining variability to the extent possible.

Recommended Use: Required ID (Language): 17584 (English) Author(s): Dee Andrews, PhD

Quantitative Research (Statistical Reasoning and Hypothesis Testing) - Part 2

Expands on the fundamentals of statistics and explores how statistics are used to make research decisions.

Recommended Use: Required ID (Language): 17585 (English) Author(s): Dee Andrews, PhD

Survey Research: Designing the Instrument

Provides an overview of survey research design, with a focus on developing and pilot testing the survey instrument.

Recommended Use: Required ID (Language): 17586 (English) Author(s): Seth J. Schwartz, PhD - University of Miami

Survey Research: Conducting the Research

Discusses key areas associated with conducting survey-based research, including ways to adapt surveys for new populations, different samples and sampling techniques, and ways to administer surveys.

Recommended Use: Required ID (Language): 17587 (English) Author(s): Seth J. Schwartz, PhD - University of Miami

Qualitative Research Methods

Provides an overview of qualitative research and differences among the major qualitative research designs. Highlights critical issues to consider when designing a qualitative study.

Recommended Use: Required ID (Language): 19101 (English) Author(s): Moin Syed, PhD - University of Minnesota

Mixed Methods Research

Describes mixed methods research and the rationale for using a mixed methods design. Includes an overview of the different mixed methods designs and the major design decisions to consider.

Recommended Use: Required ID (Language): 17588 (English) Author(s): Moin Syed, PhD - University of Minnesota

Data Management

Identifies the steps, concepts, and importance of data management throughout a research study. The module also discusses institutional support services that can help manage research data; methodological, technological, and regulatory considerations that affect data management practices; documentation needed to facilitate the accessibility and reproducibility of research findings; and ethical and compliance issues relating to data ownership, sharing, and protection.

Note: This module is part of the CITI Program’s Responsible Conduct of Research (RCR) series, but is recommended as part of this course. For organizations with a “Make Your Own” custom subscription, use of this module requires adding  Responsible Conduct of Research (RCR) to your organization’s subscription.

Recommended Use: Required ID (Language): 20896 (English) Author(s): Julie Goldman, BS, MLIS - Harvard Medical School, Countway Library

" role="button"> Reproducibility of Research Results

Discusses factors that contribute to the lack of reproducibility and the resulting problems that can emerge. The module also describes the stakeholders affected by reproducibility problems, a collection of reproducibility initiatives, and strategies that can mitigate or prevent irreproducibility.

Recommended Use: Supplemental ID (Language): 17756 (English) Author(s): Teri A. Hamill, PhD - Nova Southeastern University

How is the Research Study Design course structured?

It consists of modules that contain detailed content, supporting visual elements, and supplemental materials (such as case studies, examples, and resources), and a quiz.  Learners may complete the modules at their own pace.

Note: The Data Management and Reproducibility of Research Results modules are part of the Responsible Conduct of Research course but are included with the purchase of the Research Study Design course.

When should learners and organizations consider subscribing to the Research Study Design course?

Learners should consider this course if they need a review of scientific research and different research designs. Organizations may subscribe to the course and provide access to learners who need such training.

Who might benefit from the Research Study Design course?

This course is suitable for individuals who would benefit from an overview of the scientific method and different research designs. Individuals new to scientific inquiry or unfamiliar with some elements of scientific inquiry might find the course meaningful. In addition, individuals involved in conducting or overseeing research, such as research team members, IRB members and administrators, or non-scientific community members, might find the Research Study Design course helpful.

What are the advantages of the Research Study Design course?

The Research Study Design course was developed and reviewed by experts to provide individuals with a succinct overview of scientific methods and various research designs. The course is self-paced, convenient, and available to learners around the world.

How long will a course take me to complete?

Although completion time will vary from one learner to the next, we estimate that each module will take about 25-35 minutes to complete. The modules are designed so that learners can complete them in one sitting or in multiple sittings, and there is no time limit for course activities.

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What is the relationship between graduate coursework and research?

I feel like after graduate students pass their qualifying exams, they still have a lot of learning to do before they're knowledgeable enough in a specific area to understand and work on the open questions in that area. But how do they get there? Do they just take advanced courses in the area of interest, or are they expected to read up on their research area outside of coursework? If the second, should they be doing this while they're still taking classes, or do they start doing this after they're done with their coursework?

• research-process
• graduate-school

3 Answers 3

Yes, you're right, "starting research" prior to an adequate basic education can result in huge wastes of time. But it also makes little sense to "wait a few years" until all the required coursework is done. And, yes, even then, one is not over-educated.

Seriously, I think (and recommend to my students) that they maintain several different threads. The two main ones are attention to standard core material and more advanced courses, while also trying to skip forward to read about current events. The trickier third thread is trying to back-fill from current events to "standard material", as needed.

Almost any choice of "single thread" seems misguided.

• I'm in math department and this answer is closer to what I've heard from my (provisional) advisor. I think the answer to OP's question highly depends on the department. –  user22080 Commented Oct 30, 2015 at 21:07

It depends. My PhD supervisor got me involved from Day 1 in research projects in his lab. He was down on programs where things were much more serial (do the required classes, pass the qual, do a proposal, do the research, defend). His students all had some research tasks from the beginning. If the student was unprepared for the task, there were papers to read or book suggestions, etc. This worked really well for me, though it may have resulted in me being somewhat under-prepared for the quals the first time I took them! I eventually passed and graduated.

Some advisors and programs take a different approach. They really want the student to concentrate on nothing but getting through courses and the quals until they pass the quals. Then it's the proposal (if they require one). How one gets the knowledge to get from proposal to defense is up to the student and the advisor to work out. I didn't complete my coursework requirement until late in my program, so I used courses to close knowledge gaps where a relevant course was available. Where it wasn't, I worked through books and papers that I could find that helped.

While I totally agree with the other answers, I would like to point out that there is a third variety out there in the market as well, over and above the two major approaches to coursework already pointed out. At least to me, this appears to be a more evolved approach, but of course, neither one is flawless and universally applicable (i.e. a lot depends on individual cases).

The idea is - first figure out how much do you need to get started with proper research-level work. This would be difficult for the student to work out on his/her own, and definitely requires inputs from the adviser. Once this part has been marked out, this should be approached at full throttle, i.e. no actual research till this part is behind you. After this is done, and in parallel with the actual research work thus started, keep on expanding your sphere of knowledge. A good idea is devote a stipulated number of hours everyday, forcibly detaching yourself from the actual problem, and just reading around the part you people decided on as minimum. The more you know, the better prepared you will be for your research, but it is not sensible to wait indefinitely for the same to happen, especially since there are (typically) progress metrics also involved ( or something like an end-semester presentation of the work done in that semester, etc. ).

IMO, the advantage of this strategy is - you are not deferring research work unnecessarily, and also, not just hitting on a research-level problem without being in any position to do so. And with time, the situation certainly gets better and better.

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Which Master? Postgraduate Taught vs Research (Differences)

Find Master ’ s degrees in Europe now

💡 Taught Masters vs Research Masters:

There are many types of Master’s degrees, and most of these are Taught Masters . In the United Kingdom, such programmes are also called postgraduate taught or PGT for short. They typically require completing a set number of modules and a thesis (also called dissertation), plus sometimes work experience through a placement. The type of dissertation you will undertake will depend on the type of Master’s degree you are enrolled in, and might for example include your own small research project. Most postgraduate taught degrees have these elements of independent work and research to varying extents.

In contrast, a Research Master ’ s degree will focus on, you guessed it, research. In the UK, such programmes are also called postgraduate research or PGR (although this term may also refer to doctorate programmes). Rather than attending classes every semester and completing module assignments, you will need to focus on an independent research project – under supervision, of course. The course will still include a few taught modules, most often on research methodologies, but it will require you to work independently for most of the time.

Master’s degrees in the UK are usually one year full-time or two years part-time, but in other countries the duration may differ.

Remember: A final dissertation will be compulsory for all Master ’ s degrees. However, a dissertation for an MRes will typically be longer than that for an MA or MSc.

Typically, Research Masters will lead to an MRes degree. At some universities, however, you'll instead be awarded an MPhil (Master of Philosophy) or MLitt (Master of Letters). For more information, have a look at our detailed glossary.

🤔 Is a Research Master’s the same as a PhD?

No, a Research Master’s degree is not the same as a PhD. Although for both degrees you will need to complete a dissertation based on an independent research project, there are notable differences:

• The first difference is the duration : A Master’s degree will typically last one to two years, while a PhD usually takes up about three to five years. The research project you’ll undertake during a doctorate degree will therefore be longer and broader than one you would pursue in a Master’s degree.
• As a PhD student, you’re expected to publish research papers in journals before you are awarded your degree. MRes students might occasionally do that during or after their studies, but it’s rarely obligatory.
• As a PhD student, you’ll most often be expected to take on other duties , such as teaching.

If you wish to pursue doctoral research and a career in academia, a research Master’s degree could be a great option for you as it will allow you to get to grips with and gather valuable experience and training on independent research early on in your studies.

👀 Overview: What’s the difference?

There are a few differences between Taught Masters and Research Masters , and not all of them are obvious.

The table below outlines some of the main elements to consider when choosing which of the two degrees to pursue after your Bachelor’s degree:

Differences	Taught Master’s degree	Research Master’s degree
	Fixed and structured	Flexible
	Often ca. 2/3 taught courses, ca. 1/3 research project or dissertation	Mostly independent research, but could have a couple of taught modules as well
	Broader understanding of a particular discipline	Deeper insight into a specific subject or issue
	Typically Master of Science (MSc), Master of Arts (MA), Master of Laws (LLM), Master of Business Administration (MBA), etc.	Typically Master of Research (MRes), Master of Philosophy (MPhil), Master of Letters (MLitt)
	Students that want more advanced knowledge on a specific discipline before entering the job market or pursuing academic research.	Students that prefer working on an in-depth research project and are interested in staying in academia.

Study in Europe: Find your Master ’ s degrees

🏛️ Which should you choose?

The choice between a taught Master’s and a research Master’s depends on a few factors.

• First of all, do you enjoy research more than coursework? Then an MRes may be more suitable – but remember that any Master’s degree, especially an MSc, will have a research component.
• Then, it’s crucial to understand how you like to work and study. Do you particularly enjoy working independently? Perhaps then you can consider an MRes. In a taught Master’s, you’ll have a more solid structure, timetables and regular deadlines to keep you on track, but these may not be as readily available during an MRes, so consider which environment you are more likely to thrive in.  
• Another important consideration is what you want to do after your Master’s degree. If you want to enter the labour market immediately, and you are not particularly interested in focusing on research training, then perhaps a taught Master’s degree is more suited.

💸 Is there a difference in fees between Taught and Research Masters?

No, normally, you won’t find a huge difference in tuition fees between taught and research Master’s degrees. Only in some instances, Postgraduate Research Masters tend to be cheaper.

📝 Can I do a PhD after taking a Taught Master’s Degree?

Yes, you can pursue a PhD after any type of Master’s course, provided that you have a degree in a relevant subject. All taught postgraduate degrees involve some independent work and research, especially for your dissertation, which will prepare you for further research should you choose to pursue a PhD.

Some taught Masters require more independent research work than others, particularly when it comes to the dissertation after completing the taught modules. Consult the curriculum or ask admissions staff to get a better idea of what to expect.

While a taught Master’s degree won’t prevent you from doing a PhD further down the line, it’s vital that you have a good idea of what requirements you will have to fulfil in order to be admitted to the PhD, and how you can best prepare.

If you already have a clear idea of what field you’d like to conduct your doctoral research in, you could take advantage of the joint Master’s – PhD programmes on offer at some universities.

These four-year programmes – also called “combined” or “integrated” degrees – offer the chance to complete a Master’s degree in the first year and to progress seamlessly to PhD research in the next three.

Looking for Masters in Europe? Have a look at these English-taught degrees 👀

Author: Claudia Civinini

Claudia has many years of experience as a reporter and writer on international education and student mobility. Originally from Italy, she holds a BA in Communication and Media Studies from the University of Genova; a Graduate Diploma in Education, Secondary Education and Teaching from the Australian Catholic University; and a joint MSc in Educational Neuroscience from UCL and Birkbeck, University of London. Claudia has previously worked as Chief Reporter for the English Language Gazette, as Senior Reporter for the PIE News (Professionals in International Education), and as Reporter for Tes.

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Tepper School of Business

Ph.D. Program in Operations Research

The ph.d. program in operations research stresses optimization techniques leading to decision-making algorithms and the development of new models for management science applications..

The Tepper School's doctoral program in operations research (OR) is designed to encourage students to make contributions toward basic scientific knowledge in the area. This knowledge can take several forms including:

• The derivations of fundamental results of an analytical or mathematical nature that lead to the development of algorithms for aiding decision-making
• The development of new analytical models appropriate for management science applications in areas such as Marketing, Operations, and Finance
• Controlled experimentation that leads to empirical results that make efficiency comparisons possible among algorithms

A major goal of the program is to train students to recognize operations research problems in real-world situations, and to give them the opportunity to learn about the deployment of operations research models in one or more of these substantive areas. Towards this goal, the program provides the opportunity to develop knowledge of functional areas of business to which optimization can be applied such as Marketing, Operations and Finance. There is a rich tradition of graduates from the program going on to successful careers in these areas both in academia (in business schools, engineering schools in IE and OR departments as well as in Math and Computer Science departments) and industry. 

Course of Study

The basic operations research courses offered include: linear, nonlinear, integer and dynamic programming; graph theory and network optimization; convex optimization and convex analysis; and stochastic models. Each course is taught by a faculty member who is actively pursuing research in the subject area. Since classes are usually small, students frequently meet informally with their instructors. The third semester competence examination is based on the areas covered in these courses.

The research papers assigned for the first and second summers of graduate study are designed to give students an early introduction to research work. The paper may be done individually or jointly with other students or faculty members. Easy interaction in the Tepper School with researchers in the other areas of business and economics and in such related areas as computer science, machine learning, and statistics encourages the application of operations research in imaginative new directions.

In many cases, work on these papers leads to the work on the Ph.D. dissertation, which can begin as soon as the student has passed the third-semester qualifying examination.

Almost invariably, by the end of their second year, if not earlier, students have already worked on professional problems with some of the faculty. For this reason, student working papers written in collaboration with a faculty member are common.

Our History

Carnegie Mellon has pioneered several important developments in both theoretical and applied operations research. Geometric programming, chance constrained programming, and the applications of linear programming to capital budgeting and cost management were among the accomplishments of the '50s and early '60s. Since 1968, when the doctoral program in operations research was started, the Tepper School has initiated several new developments in integer and nonconvex programming, enumerative methods, cutting plane theory, disjunctive programming, constraint programming, network design, algorithm design, machine learning, data mining, and scheduling models.  

Recently, the group has pioneered advances in Approximation Algorithms for Network Design, as well as theory and applications of Modern Convex Optimization. Examples on the Selected Research Topics page illustrate the basic research currently in progress, and examples of new operations research applications can be found elsewhere on the Doctoral Program website.

Research Topics

• Mixed-Integer Programming
• Convex Optimization
• Benders Decomposition
• Branch and Price
• Approximation and Online Algorithms
• Network Design
• Analytical Models in Marketing and Operations
• Connections with Artificial Intelligence
• Interplay between Estimation and Optimization
• Bayesian Optimization
• Massively Distributed and Parallel Algorithm Design
• Machine Learning
• Cultural Factors
• Ethics of Artificial Intelligence

Many of our students are very active in the Carnegie Mellon INFORMS Student Chapter . To learn about the joint PhD program in Algorithms, Combinatorics and Optimization, please visit the webpage http://aco.math.cmu.edu/

P lease visit our Ph.D. Student Profiles page t o view the profiles of our current doctoral candidates.

Program Details

• Requirements

New Research Interest – Ethics of Artificial Intelligence

Ethics and AI is an emerging research interest among faculty members in Operations Research and Ethics. Research topics include algorithmic bias, models of equity and efficiency, machine ethics, and OR/AI for the common good. Given the importance and timeliness of this topic, Tepper faculty members have submitted a grant proposal to the National Science Foundation to support research in this domain.

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Research degree entry requirements

Study at a world-leading university

Are you looking to start a Deakin research degree or PhD? Before starting your application, read through the research degree entry requirements, from research experience to English language requirements, to help you get started.

Minimum entry requirements

To apply for a research degree, you will need to demonstrate your research ability and meet the minimum entry requirements from a recognised tertiary institution. The qualifications required to study a research degree must have been obtained less than five years prior to applying to Deakin.

If the qualifications do not meet this requirement, the applicant must provide an additional portfolio of evidence of equivalent research or professional experience and outputs from the last five years. Additional evidence may include but is not limited to workplace experience, verified reports, reviews, conference presentations, publications and data analysis. For more information about qualifications, you can check the   Australian Qualifications Framework , the national policy for regulated qualifications in Australian education and training.

Doctoral degree

• completion of a research project in a related area, including a thesis that is equivalent to at least 25% of a year’s full-time study at level 8 or 9 of the Australian Qualifications Framework, with achievement of a grade for the project equivalent to a Deakin grade of 70% or equivalent; or a masters degree by research in a related area.

Masters degree (research)

• completion of a research project including a thesis that is equivalent to at least 25% of a year’s full-time study at level 8 or 9 of the Australian Qualifications Framework, with achievement of a grade for the project equivalent to a Deakin grade of 65% or equivalent.

Master of philosophy

This option is offered by the School of Medicine.

• coursework masters degree with a minimum credit average (65% or equivalent) in the same discipline as the proposed research thesis; or
• bachelor degree with a distinction average (70% or equivalent) during third year in the same discipline as the proposed research thesis; or
• completion of the pre-clinical component of the Doctor of Medicine (or equivalent degree) at the postgraduate level.

Prior learning equivalent

Qualification/equivalent research experience:

Prior learning equivalent to a qualification at least at Australian Qualifications Framework level 8 and research experience with outputs that is sufficient to prepare you for research degree candidature.

Required standard of achievement for admission to a masters degree (research) or doctoral degree: Sufficiency of research experience and standard of research outputs to be determined with reference to evidence that might include independently peer-reviewed publications, research-related awards or prizes and/or professional reports.

Grade equivalence

This table provides a guide to grade equivalence at Deakin. It is an indicator only and does not automatically equate to other institution grades.

% range	Description	Deakin Honours Grade
80%+	First class	H1
70-79%	Upper second class	H2A
60-69%	Lower Second class	H2B

Studying a PhD at [Deakin’s Applied AI Institute] A2I2 helped me further my skills in artificial intelligence and I’m excited to apply this knowledge to create a better, more sustainable society.

Arun Kumar AV

PhD in artificial intelligence

Access competitive financial support

We have hundreds of government and University funded scholarships available for HDR students, meaning you have more time to focus on impactful research.

English language requirements

If your first language isn't English, you must provide evidence of English proficiency. The English language requirements at Deakin University are aligned to the International English Language Testing System (IELTS) standards and the Common European Framework of Reference for Languages (CEFR). More information about entry requirements can be found on the Higher Degree by Research (HDR) course pages .

Supporting your application

Research degree and PhD candidates have the option to provide copies of peer-reviewed publications as evidence of your research experience. This should include details about the nature of your research ability, specifically length and content of the program or research, with particular attention to the standard of any research component.

Prior publications

It is possible to be admitted to candidature to produce a thesis based on prior publications. To be admitted, the publications to be included in this thesis must form a coherent body of work that demonstrates a substantial original contribution to knowledge on the part of the applicant. The publications must normally have been produced within the last 10 years. The research leading to the publications must have been conducted in a way consistent with the University’s research integrity requirements .

Any part of the publications submitted for another degree must be identified and cannot be considered as part of the contribution to knowledge that is to be demonstrated in the thesis.

Email the HDR candidature office to learn more

Application assessment

Deakin assesses each application on its merits, and final decisions are at the discretion of the University rather than individual faculty members. The University must also consider supervisor availability, the suitability of the proposed project, strategic university goals and available funding.

Join over 6500 research degree candidates from around the world who have enrolled at Deakin. Contact us with any questions about research at Deakin.

Deakin Research

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• a resident or citizen of any other country, intending to study on a student visa.

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	American University
	Jun 25, 2024   American University Catalog 2024-2025     American University Catalog 2024-2025 | Offered by the School of International Service   , the International Studies (BA) prepares students for internationally-focused careers in government, non-profits, and the private sectors. The curriculum is firmly rooted in the liberal arts and sciences, inherently interdisciplinary, and aimed at helping students to think critically and clearly about the most pressing global challenges. It also affords an opportunity for students to find their truest vocations, to discover their passions, and to become active and engaged citizens in a complex global world that defies simple explanations or solutions. SIS faculty and courses help students acquire critical intellectual dispositions and expanded moral imaginations-enabling them to think critically, creatively, and independently about important international issues-that will help them shape the global future. The seven learning outcomes for the International Studies (BA) are: Demonstrate critical thinking as evidenced through both written work and oral presentation. Interpret issues from multiple cultural and philosophical perspectives. Demonstrate an understanding of the role of values, ethics, and justice in international affairs. Understand and apply theories and models drawn from appropriate disciplines such as political science, history, and economics to international affairs. Display in-depth knowledge of one or more global or regional challenges. Demonstrate competency in articulating a research question and designing and executing a research project. Demonstrate at least four-semester proficiency in a foreign language. SIS believes that the best way to prepare students for global citizenship is to give them opportunities to encounter both the breadth and the depth of international studies. The curriculum stretches students’ horizons even as it allows individual students to customize their path through SIS so as to focus on the issues and topics that most attract their attention. A central feature of students’ intellectual development in SIS involves original student research, which is thoroughly integrated into the entire academic program of study, including two specifically designated research methodology courses. The SIS commitment to undergraduate research helps students develop the critical capacity to question partisan sound bites and to maintain a healthy skepticism about simplistic knowledge claims. The entire curriculum reflects a concerted effort to help students learn to read closely, write cogently, and think critically, thus equipping them with the concepts, skills, and experiences appropriate for internationally-focused careers and vocations. The sequencing of the International Studies (BA) is designed to give students a firm grounding in the breadth of the international studies field as well as solid research skills before they further develop their own research and substantive interests. The first year experience includes foundational SIS courses such as Introduction to International Studies    and a First-Year Seminar,    as a way of making sure that students are well-prepared to take advantage of all of the opportunities afforded them by SIS, American University, and the city of Washington, DC. The second year experience features the core research design and methodology sequence and an Intercultural Communication    course, together with gateway courses in the key thematic areas in which students choose to concentrate their coursework during their third year. Students at SIS also focus in depth on a particular region of the world. Lastly, a Senior Capstone class in the final year of a student’s course of study allows for the integration of various aspects of the undergraduate educational experience, and enables the creation of a summative project. Admission to the Program Candidates for admission to the school must present evidence of excellent personal and academic qualifications. To be considered for first-year admission, an applicant should have earned at least a B average in secondary school. Cultural factors are considered in evaluating transcript and examination results. Other factors taken into account are leadership qualities, character, and personal interest. Students from other regionally-accredited collegiate institutions, and students in other programs at American University who have completed the first year, should maintain a cumulative grade point average of 2.00 (on a 4.00 scale) to be considered for transfer to the school. University Requirements 120 credit hours with minimum 2.00 cumulative GPA ( Undergraduate Academic Regulation 2   ) Completion of all requirements for a major ( Undergraduate Academic Regulation 9   ) AU Core Requirements Completion of AU Core foundation requirements ( Undergraduate Academic Regulation 8.2-8.6   ) Completion of AU Core Habits of Mind requirements ( Undergraduate Academic Regulation 8.7   ) Completion of AU Core integrative course requirements ( Undergraduate Academic Regulation 8.8-8.11   ) For additional information, see AU Core Curriculum   . Major Requirements Students may apply up to 3 credit hours toward the major from an approved internship Course Requirements Foundation (18 credit hours). ECON-100 Macroeconomics (3) ECON-200 Microeconomics (3) SISU-105 Introduction to International Studies (3) SISU-106 First Year Seminar (3) (topics) SISU-205 Intercultural Communication (3) Note:  Students with a double major in Economics (BA)    and International Studies (BA) are able to satisfy the SIS Economics major requirement by taking both ECON-371 International Economics: Trade (3)    and ECON-372 International Economics: Finance (3)    instead of SISU-300 Introduction to International Economics (3)   . SISU-300 Introduction to International Economics (3) Research Methodology (6 credit hours) Note: Another course approved by SIS Undergraduate Program Director can be used as a substitute for  SISU-306 Advanced International Studies Research (3)   . SISU-206 Introduction to International Studies Research (3) SISU-306 Advanced International Studies Research (3) (topics) Foreign Language (3 credit hours) 3 credit hours from one modern foreign language at or above the Intermediate II level Thematic Areas (18 credit hours) Complete the following: 9 credit hours of gateway courses from three different thematic areas; 6 additional credit hours at or above 300-level from a primary thematic area; 3 additional credit hours at or above 300-level from a secondary thematic area. In addition to the courses listed below, courses taken abroad may count toward the thematic area. Students should consult their academic advisor for details. Peace, Global Security, and Conflict Resolution (P) SISU-210 Peace, Global Security, and Conflict Resolution (3) Thematic Area IBUS-471 Peace through Entrepreneurship and Global Business Practicum (3) / MGMT-471 Peace through Entrepreneurship and Global Business Practicum (3)     RELG-475 Religion and Global Violence (3) SISU-310 Topics in Peace, Global Security, and Conflict Resolution (3) SISU-318 Topics in Global Security and Foreign Policy (3) SISU-319 Arab-Israeli Relations (3) SISU-393 International Relations Theory (3) (if not taken to fulfill another thematic area) WGSS-350 Interpreting Gender in Culture (3) : Gender and Violence The Global Economy (E) SISU-220 International Political Economy (3) ECON-332 Money, Banking, and Finance in the Global Economy (3) ECON-351 Comparative Economic Systems (3) ECON-371 International Economics: Trade (3) ECON-372 International Economics: Finance (3) ECON-458 Economics of the World Regions (3) (approved topic) IBUS-300 Fundamentals of International Business (3) MGMT-361 Global Entrepreneurship and Micro Enterprises (3) SISU-320 Topics in Global Economy (3) SISU-321 Political Economy of Africa (3) SISU-324 Topics in Political Economy of Latin America (3) SISU-329 Global Economic Governance (3) Foreign Policy and National Security (F) SISU-230 Analysis of United States Foreign Policy (3) GOVT-426 U.S. Intelligence Community (3) GOVT-430 Principles of Homeland Security (3) GOVT-464 Politics and Policy in the Digital Age (3) HIST-461 U.S. Foreign Relations since 1918 (3) JLC-478 Investigating Terrorism (3) JLC-485 Topics in Terrorism (3) (approved topic) SISU-330 Topics in Foreign Policy and National Security (3) SISU-334 U.S. Foreign Policy toward Latin America (3) Global Inequality and Development (D) SISU-240 Global Inequality and Development (3) ECON-318 Economic History (3) ECON-361 Economic Development (3) ECON-362 Microeconomics of Economic Development (3) ECON-363 Macroeconomics of Economic Development (3) HLTH-575 Global Health (3) HLTH-585 Global Health Policy (3) SISU-340 Topics in Global Inequality and Development (3) SISU-348 Gender and Development (3) SISU-349 Topics in Global Inequality, Development, Environmental Sustainability, and Global Health (3) Environmental Sustainability and Global Health (V) SISU-250 Environmental Sustainability and Global Health (3) ENVS-454 Geographic Information Systems (3) SISU-350 Topics in Environmental Sustainability and Global Health (3) SISU-352 Environmental Politics of Asia (3) SISU-358 Global Health (3) SISU-359 Environment, Conflict, and Peace (3) SOCY-389 Society and the Global Environment (3) SPA-370 American Environmental Policy and Politics (3) Identity, Race, Gender, and Culture (I) SISU-260 Identity, Race, Gender, and Culture (3) SISU-360 Topics in Identity, Race, Gender, and Culture (3) SOCY-310 Language, Culture, Power (3) SOCY-351 Race, Racialization and Power (3) SOCY-453 Intersectionality: Theory and Practice (3) Justice, Ethics, and Human Rights (J) SISU-270 Justice, Ethics, and Human Rights in International Affairs (3) SISU-370 Topics in Justice, Ethics, and Human Rights (3) SISU-372 Human Rights in East Asia (3) SISU-379 Topics in Human Rights, Identity, and Culture (3) Global and Comparative Governance (G) SISU-280 Ruling the World: Global and Comparative Governance (3) GOVT-315 Elections and Voting Behavior (3) SISU-380 Topics in Global and Comparative Governance (3) SISU-383 Overview of the European Union (3) SISU-386 Contemporary Africa (3) Regional Focus (9 credit hours) Complete 9 credit hours, with at least 3 credit hours at or above 300-level, in one of the following regional areas: Africa (Sub-Sahara), East Asia and the Pacific, Europe and Eurasia, Middle East and North Africa, South and Central Asia, or Western Hemisphere. In addition to the courses listed below, courses taken abroad may count toward the regional focus. Students should consult their academic advisor for details. Africa (Sub-Sahara) ANTH-439 Culture, History, Power, Place (3) (approved topic) GOVT-336 Topics in Sub-Saharan African Politics (3) (approved topic) GOVT-432 Political Institutions and Processes in Selected Countries (3) (approved topic) HIST-120 Empires Past and Present (3) HIST-285 Understanding Africa: Conquests, Protests, and Post-Independence Struggles (3) HIST-385 Topics in African History (3) LIT-225 African Literature (3) LIT-267 Literatures of the Global South (3) SISU-211 Civilizations of Africa (3) East Asia and the Pacific CHIN-312 Advanced Chinese I (3) HIST-250 History of Chinese Civilization (3) HIST-251 History of Modern China (3) HIST-447 Asian Studies (3) (topics) PHIL-211 Introduction to Asian Philosophy (3) PHIL-413 Studies in Asian Philosophy (3) (topics) RELG-185 The Religious Heritage of Asia (3) RELG-240 Global Religious Ethics (3) SISU-212 China, Japan and the United States (3) Europe and Eurasia FREN-322 Advanced French I (3) FREN-433 French Topics (3) GERM-340 From Faust to the Berlin Wall (3) GERM-342 Kafka and Modes of the Imagination (3) HIST-110 Renaissance and Revolutions (3) HIST-140 Modern European History: 1750 to Present (3) HIST-204 Medieval Europe (3) HIST-221 History of Britain I (3) HIST-222 History of Britain II (3) HIST-225 Russia and the Origins of Contemporary Eurasia (3) HIST-231 The Russian Empire, 1650-1917 (3) HIST-232 The Soviet Union (3) HIST-235 The West in Crisis, 1900-1945 (3) HIST-245 Modern Jewish Civilization (3) HIST-327 Europe After Hitler (3) HIST-412 Studies in European History (3) (topics) HIST-418 Nazi Germany (3) HIST-419 Holocaust (3) HIST-428 The French Revolution (3) HIST-437 British Studies (3) (approved topic) HIST-445 Russian Studies (3) (approved topic) ITAL-318 Italian Conversation and Composition I (3) RUSS-200 Russia and the United States (3) SISU-213 Contemporary Europe (3) SISU-216 Contemporary Russia (3) SPAN-352 Advanced Spanish I: Spain in Context (3) Middle East and North Africa ARAB-302 Advanced Arabic I (3) ARAB-303 Advanced Arabic II (3) AWST-115 Introduction to the Arab World (3) AWST-225 Arab Societies (3) AWST-350 Topics in Arab World Studies (3) : Palestine: Land, Life, Dignity HIST-247 Muslim Empires 1300-1920 (3) HIST-248 Introduction to Modern Middle East (3) HIST-349 Modern Iran (3) HIST-443 History of Israel (3)  / ISR-443 History of Israel (3)   JLC-471 Evolution of Global Jihad (3) JWST-205 Ancient and Medieval Jewish Civilization (3) RELG-470 Islam (3) SISU-215 Contemporary Middle East (3) SISU-218 The World of Islam (3) South and Central Asia RELG-245 Stories of South Asia (3) RELG-473 Hinduism (3) SISU-217 Contemporary India (3) SISU-360 Topics in Identity, Race, Gender, and Culture (3) (approved topic) Western Hemisphere GOVT-450 Politics in Cuba (3) HIST-241 Colonial Latin America (3) HIST-242 Latin America since Independence (3) HIST-440 Latin American Studies (3) (topics) PHIL-485 Selected Topics in Philosophy (3) (topics) SISU-214 Contemporary Latin America (3) SPAN-210 Latin America: History, Art, Culture (3) SPAN-353 Advanced Spanish II: Latin America in Context (3) SPAN-355 Spanish Introductory Topics (3) SPAN-357 Introduction to Latin American Literature (3) SPAN-456 Spanish Topics (3) (approved topic) Capstone (3 credit hours) Complete 3 credit hours from the following: SISU-419 Senior Capstone: International Studies (3) (topics) SISU-441 SIS Honors Project II (3) Combined International Studies (BA) and Master’s Degree American University offers students the opportunity to earn both undergraduate and graduate degrees through its combined bachelor’s/master’s programs. See  Admission to a Combined Bachelor’s / Master’s Program    and Combined Bachelor’s and Master’s Degrees     for more information. In addition to meeting the minimum university requirements for combined bachelor’s/master’s programs: Admission to the combined BA/MA program requires completion of 75 credit hours, a minimum 3.50 cumulative GPA, a formal application, a written faculty recommendation, and an essay on the student’s academic interests and abilities in international affairs. The Graduate Record Examination (GRE) is not required. Interested students should contact the SIS Graduate Admissions Office. 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The promise of AI is alluring — optimized productivity, lightning-fast data analysis, and freedom from mundane tasks — and both companies and workers alike are fascinated (and more than a little dumbfounded) by how these tools allow them to do more and better work faster than ever before. Yet in fervor to keep pace with competitors and reap the efficiency gains associated with deploying AI, many organizations have lost sight of their most important asset: the humans whose jobs are being fragmented into tasks that are increasingly becoming automated. Across four studies, employees who use it as a core part of their jobs reported feeling lonelier, drinking more, and suffering from insomnia more than employees who don’t. Imagine this: Jia, a marketing analyst, arrives at work, logs into her computer, and is greeted by an AI assistant that has already sorted through her emails, prioritized her tasks for the day, and generated first drafts of reports that used to take hours to write. Jia (like everyone who has spent time working with these tools) marvels at how much time she can save by using AI. Inspired by the efficiency-enhancing effects of AI, Jia feels that she can be so much more productive than before. As a result, she gets focused on completing as many tasks as possible in conjunction with her AI assistant. David De Cremer is a professor of management and technology at Northeastern University and the Dunton Family Dean of its D’Amore-McKim School of Business. His website is daviddecremer.com . JK Joel Koopman is the TJ Barlow Professor of Business Administration at the Mays Business School of Texas A&M University. His research interests include prosocial behavior, organizational justice, motivational processes, and research methodology. He has won multiple awards from Academy of Management’s HR Division (Early Career Achievement Award and David P. Lepak Service Award) along with the 2022 SIOP Distinguished Early Career Contributions award, and currently serves on the Leadership Committee for the HR Division of the Academy of Management . Partner Center Search Icon Events See all → Dangerous waters. Meyerson Hall, 210 S. 34th St. June 2024 Wellness Walk Benjamin Franklin Statue Wawa Welcome America Day 10:00 a.m. - 5:00 p.m. Penn Museum, 3260 South St. ICA Summer 2024 Opening Celebration 7:00 p.m. - 10:00 p.m. Institute of Contemporary Art, 118 S. 36th St. Health Sciences First study of civilian space crew charts course for research as commercial flight heats up Penn medicine researchers have investigated physiological and mental changes in the inspiration4 crew, the first all-civilian mission operated by spacex.. As a new space race revs up, propelling humans back to the moon and toward a Mars landing for the first time, mysteries remain about the unique pressures of space flight on humans—especially for those blasting off through new commercial space travel operations. For the first time, researchers have data on the physical and psychological impact of spaceflight on an all-civilian crew. The Penn Medicine team’s study of the two-woman, two-man crew (dubbed Inspiration4) lays the foundation for a biomedical database that will be critical for studying and addressing spaceflight health risks for civilian crews, at a time when investment in non-govermental spaceflight continues to grow. “Health monitoring during spaceflight has traditionally been reserved for a few highly-selected and highly-trained professionals,” says the study’s co-senior author, Mathias Basner, a professor of psychiatry and director of Behavioral Regulation and Health Section in the Department of Psychiatry in the Perelman School of Medicine . “This marks an important first step in determining the safety of space flight for civilians, at a time when the possibility of space travel is opening up for more people.” Basner’s team was responsible for monitoring changes in I4 crew physiology and neurobehavioral functioning in response to the spaceflight environment. This included gathering data on things such as heart rate variability and blood oxygen saturation, as well as cognitive performance and ratings of stress and behavioral states. The crew performed a neurocognitive test battery called Cognition before, during, and after the orbital flight on an Apple iPad with the JoggleResearch app. The test was designed by Penn Medicine researchers for NASA and consists of 10 brief tests that assess diverse aspects of cognition such as memory, risk taking, and attention. Read more at Penn Medicine News . To Penn’s Class of 2024: ‘The world needs you’ Campus & Community Class of 2025 relishes time together at Hey Day An iconic tradition at Penn, third-year students were promoted to senior status. Arts, Humanities, & Social Sciences Picturing artistic pursuits Hundreds of undergraduates take classes in the fine arts each semester, among them painting and drawing, ceramics and sculpture, printmaking and animation, photography and videography. The courses, through the School of Arts & Sciences and the Stuart Weitzman School of Design, give students the opportunity to immerse themselves in an art form in a collaborative way. Penn celebrates operation and benefits of largest solar power project in Pennsylvania Solar production has begun at the Great Cove I and II facilities in central Pennsylvania, the equivalent of powering 70% of the electricity demand from Penn’s academic campus and health system in the Philadelphia area. Education, Business, & Law Investing in future teachers and educational leaders The Empowerment Through Education Scholarship Program at Penn’s Graduate School of Education is helping to prepare and retain teachers and educational leaders. We use cookies to improve your browsing experience, monitor how our site is used, and aid us with advertising. By continuing to use our site you are agreeing to our privacy and cookies policy . 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Writtle University College and ARU have merged. Writtle’s full range of college, degree, postgraduate and short courses will still be delivered on the Writtle campus. See our guide to finding Writtle information on this site . Public Health and Community Wellbeing MSc Public Health and Community Wellbeing Our course pages need JavaScript enabled to work correctly. Jump to a section Introduction, course options. Teaching and assessment Fees and paying for university Accreditation Gain the skills, knowledge and leadership capabilities to thrive within public health environments. Our Masters degree will enable you to make a positive contribution to public health service provision and research environments. Already have an ARU degree? You may be eligible for our Alumni Scholarship  for students starting postgraduate courses. From epidemiological research to communities of health, healthcare financing to service commissioning, this course covers the key concepts. In the UK, the increasing demand for health care alongside the reduction in funding for healthcare systems means there is an increased need for a trained, effective workforce of public health professionals. The field of public health is ever-expanding, particularly in the context of a growing aging population, thus the market requires increased numbers of public health professionals. Our MSc Public Health and Community Wellbeing course is designed to prepare you to meet public health needs in the UK, through emphasis on localised skills such as economic evaluations, NHS commissioning, and regional public health concerns. You could be working in a public health-related role already or are ambitious to enter the field. In either case you’ll find a wealth of valuable content here, taught by expert tutors and researchers. At ARU, our postgraduate Public Health and Community Wellbeing degree takes a modern approach, by directly addressing the social, economic, political and other factors that influence population health and community wellbeing. It explores public health locally and is particularly relevant to UK populations within diverse community groups. You’ll learn how to apply advanced theory and techniques to practical scenarios. Your course will culminate in planning, researching and writing your Masters project. This can be research or work-based, focusing on your areas of particular interest. Please enable JavaScript for "Course options" section to function. Please enable JavaScript for "Key Facts" section to function. Please enable JavaScript for "Entry Requirements" section to function. Entry Requirements Entry requirements are not currently available, please try again later. Please enable JavaScript for "Fees Information" section to function. Fees and Paying for University Facilities and accreditation. Outstanding student support Students on our Public Health and Community Wellbeing MSc course can benefit from: expert research active academics from a range of public health backgrounds guest lecturers from industry, government and the charity sector the availability for intercalation from Medicine programmes Active Interprofessional Learning Network across the faculty. Faculty of Public Health Public Health Training Curriculum Our Public Health and Community Wellbeing MSc is mapped against the Faculty of Public Health Public Health Training Curriculum. Russell Kabir Associate Professor & Course Leader [email protected] Connect with Russell on LinkedIn Google Scholar ResearchGate Oonagh Corrigan Senior Lecturer Ali Davod Parsa Associate Professor Connect with Dr Parsa on LinkedIn Follow Dr Parsa on Twitter View Dr Parsa's profile on Academia.edu Richard Hayhoe This MSc Public Health and Community Wellbeing has been mapped against the Faculty of Public Health Public Health Training Curriculum and does therefore assist with achieving professional recognition. Graduates will be able to work in a variety of sectors such as health, government, voluntary organisations, public health service provision and research environments. Graduation doesn’t have to be the end of your time with us. You could choose to continue your academic career with a PhD programme  at ARU. Take advantage of our Alumni Scholarship  and save £400 on your fees. While you’re studying here and after you graduate, you can access support through our dedicated Employability Service . Apply now for MSc Public Health and Community Wellbeing Our course pages need JavaScript enabled for you to apply. Benefits of postgraduate study Improve your employability, progress in your career, and take on an intellectual challenge with our flexible postgraduate degrees. Life in Chelmsford Chelmsford has something for everyone, and our green, modern campus is just ten minutes from the city centre. 280 COMMENTS Best Research Courses Online with Certificates [2024] 4.9. (150 reviews) Beginner · Course · 1 - 3 Months. research methodology. research methods. research paper. research methodologies. researcher management and leadership training. research proposal: initiating research. How to decide between postgraduate research and coursework 4 mins. It can be a little tricky figuring out which postgraduate degree is for you. That's why we've done the work for you to clarify the differences between a coursework degree and a research degree, and where each could take your career. Tl;dr: The main difference between these two styles is coursework has classes and research has a thesis. Understanding Research Methods There are 4 modules in this course. This MOOC is about demystifying research and research methods. It will outline the fundamentals of doing research, aimed primarily, but not exclusively, at the postgraduate level. It places the student experience at the centre of our endeavours by engaging learners in a range of robust and challenging ... Best Online Research Courses and Programs Explore online courses about research methods and more. Develop new skills to advance your career with edX. Course-based Vs Research-based Master's Programs || Which Is Best For 2. Duration. Another difference between course-based and research-based master's degree programs is the length of time it takes to complete the program. Course-based programs typically take one to two years to complete, while research-based programs usually take two to three years to complete due to the time required for extensive research ... How Are Coursework And Dissertation Similar? Both coursework and dissertations hone a student's research and writing abilities, which are crucial tools for finishing academic studies. Coursework assignments, ranging from essays to research papers, equip students with the skills to: Formulate Research Questions. Coursework often involves tasks that require students to identify and ... Research Methodologies Course by Queen Mary University of London There are 4 modules in this course. This course focuses on research methodologies. In this vein, the focus will be placed on qualitative and quantitative research methodologies, sampling approaches, and primary and secondary data collection. The course begins with a discussion on qualitative research approaches, looking at focus groups ... Research Basics: an open academic research skills course Don't worry, this course has you covered. This introductory program was created by JSTOR to help you get familiar with basic research concepts needed for success in school. The course contains three modules, each made up of three short lessons and three sets of practice quizzes. The topics covered are subjects that will help you prepare for ... Coursework or research? At UTS, you could pursue postgraduate studies by coursework or research. Postgraduate Degree Coursework Doing it by coursework means, you'll attend classes, write assessments, sit for exams and work your way through a set of subjects - a structured program. You could potentially add a research project using your elective. Research Courses Global Clinical Scholars Research Training. This Harvard Medical School one-year, application-based certificate program provides advanced training in health care research and methods. $14,900 - $15,900. Register by Sep 11. Browse the latest Research courses from Harvard University. Difference Between Postgraduate Research and Coursework There are a few key differences between postgraduate coursework and postgraduate research programs. Postgraduate Coursework. Postgraduate coursework programs deliver content through a set unit program (similar to an undergraduate Bachelor degree), but at a more advanced level. Coursework will allow you to deepen your knowledge within a discipline, or to pursue a new or additional study area at ... Taught Masters vs Research Masters Degrees Research Masters require students to undertake extensive research training, while postgraduate taught Masters involve a mixture of lectures, seminars and coursework. Taught Masters (PGT) degrees are a lot like undergraduate programmes. You'll complete a series of modules following a set timetable of seminars, lectures and other activities. Qualitative Research: Design, Implementation and Methods <p>Get an introduction to what qualitative research is, the types of qualitative research methods, the appropriate situations to apply qualitative methods, and how to conduct your own qualitative research. You learn to build a research protocol and use various techniques to design, conduct, analyze and present an informative research study.</p> <p>At the end of the course, you are expected to ... Foundations of Clinical Research Foundations of Clinical Research. This Harvard Medical School six-month, application-based certificate program provides the essential skill sets and fundamental knowledge required to begin or expand your clinical research career. Learn More. September 28, 2024 - April 6, 2025. $6,900 - $7,900. phd it lessens the culture-shock for those going straight from fully-taught study to a research degree. Share. Improve this answer. Follow ... In Germany, for instance, doctoral programs almost never require coursework as part of the research program requirements (although it may be mandated for purposes off establishing degree equivalency, if you ... Research Study Design About this Course. The Research Study Design course provides learners with an introduction to research study design, a detailed overview of scientific inquiry, examples of various research designs, a discussion of data management methods, an introduction to statistical analysis, and sound approaches to optimize the reproducibility of research ... What is the relationship between graduate coursework and research? 4. Yes, you're right, "starting research" prior to an adequate basic education can result in huge wastes of time. But it also makes little sense to "wait a few years" until all the required coursework is done. And, yes, even then, one is not over-educated. Seriously, I think (and recommend to my students) that they maintain several different ... Which Master? Postgraduate Taught vs Research (Differences) The choice between a taught Master's and a research Master's depends on a few factors. First of all, do you enjoy research more than coursework? Then an MRes may be more suitable - but remember that any Master's degree, especially an MSc, will have a research component. Then, it's crucial to understand how you like to work and study. What is the Difference Between Coursework and Research? Coursework is the units a student has to take in order to graduate from a college or university. It includes coursework in mathematics, English, humanities, and social science. In comparison, research is a single student's project, or series of projects, which may take longer to complete, but does not necessarily contain coursework or reading. What's the difference between a Masters by Coursework and a ... Some Masters by Coursework also require the completion of a minor thesis as part of the course. Dependent on the course, part-time and online study options are available. For more information, please see our Postgraduate study at ECU webpage. A Master by Research involves the submission of a completed thesis based on an independent research ... The Science of Strong Business Writing Access more than 40 courses trusted by Fortune 500 companies. Capture your audience's attention with smarter emails, Slacks, memos, and reports. Start Course. Learn More & See All Courses. Graduate Certificate of Research in Medicine, Health and Human Sciences Acknowledgement of Country. Macquarie University acknowledges the Traditional Custodians of the land where Macquarie University is situated, the Wallumattagal Clan of the Dharug Nation - whose cultures and customs have nurtured, and continue to nurture, the land since time immemorial. Operations Research Course of Study. The basic operations research courses offered include: linear, nonlinear, integer and dynamic programming; graph theory and network optimization; convex optimization and convex analysis; and stochastic models. Each course is taught by a faculty member who is actively pursuing research in the subject area. Since classes are ... Best Research Methods Courses Online [2024] Join for free. Learn Research Methods or improve your skills online today. Choose from a wide range of Research Methods courses offered from top universities and industry leaders. Our Research Methods courses are perfect for individuals or for corporate Research Methods training to upskill your workforce. Research degree entry requirements completion of a research project in a related area, including a thesis that is equivalent to at least 25% of a year's full-time study at level 8 or 9 of the Australian Qualifications Framework, with achievement of a grade for the project equivalent to a Deakin grade of 70% or equivalent; or a masters degree by research in a related area. Program: International Studies (BA) The second year experience features the core research design and methodology sequence and an Intercultural Communication course, together with gateway courses in the key thematic areas in which students choose to concentrate their coursework during their third year. Students at SIS also focus in depth on a particular region of the world. GoodRx: A Prescription for Drug Savings This case study explores GoodRx's innovative approach to cost savings, along with a detailed look at the complexities within the U.S. pharmaceutical supply chain—and offers a closer look at GoodRx's workarounds to cut the cost of prescription medications. Research: Using AI at Work Makes Us Lonelier and Less Healthy Joel Koopman is the TJ Barlow Professor of Business Administration at the Mays Business School of Texas A&M University. His research interests include prosocial behavior, organizational justice ... First study of civilian space crew charts course for research as First study of civilian space crew charts course for research as commercial flight heats up ... We strive to bring you faculty, staff, and student profiles, research updates, and the latest happenings on campus. Office of University Communications Suite 200 3901 Walnut Street Philadelphia, PA 19104-3608 215.898.8721 [email protected]. Public Health and Community Wellbeing From epidemiological research to communities of health, healthcare financing to service commissioning, this course covers the key concepts. In the UK, the increasing demand for health care alongside the reduction in funding for healthcare systems means there is an increased need for a trained, effective workforce of public health professionals. assignment essay homework paper phd report resume review speech thesis