DRE 2009 Interorganisational Relationships
DRE 2009 Interorganisational Relationships
This course is designed to provide an introduction to the area of interorganisational relationship research in marketing. As such, it will identify, review, evaluate and critique a variety of topics in the area of interorganisational relationship research.
The area of interorganisational relationships is rapidly becoming a broad field of study, and it is impossible to cover every topic and perspective in a single course. An attempt will be made to provide an understanding of some of the main theoretical paradigms in the area. Considerable emphasis will also be placed on strategies for conducting empirical research on interorganisational relationships.
The major objectives are to help students
(1) understand the methods and perspectives employed in the area
(2) become a more sophisticated consumer of interorganisational research
(3) identify areas for future research activity.
This course is not intended to be a comprehensive review of the literature. The required reading list is purposely restricted to a limited number of papers in order to dig deeply into each paper.
On successful completion of the course all the students should be able to develop and communicate a theory that contributes to the theoretical knowledge in the area of interorganisational research and demonstrate how the theory can be tested empirically.
Being able to read and internalize conceptual and empirical papers in high quality marketing journals.
- Introduction to interorganisational relationships
- Methodological issues
- Theoretical paradigms
- Applications to marketing
A detailed schedule with specific course topics will be distributed during the first meeting.
A set of required readings will be assigned for each meeting. Students are expected to thoroughly read and analyze all of the required readings prior to each meeting. Articles may be added during the semester. My own style is to combine some lecture time with discussion time. For each meeting, I will ask one or more students to prepare discussion questions for specific readings. Depending on the number of course participants students may be asked to prepare discussion questions for more than one meeting.
A maximum of five questions should be developed to address key issues discussed in each of the assigned readings and could seek to integrate the assigned readings with other topics covered in prior meetings.
A copy of the questions should be distributed to each of the course participants prior to the meeting (TBD). The discussion leader(s) will have the responsibilities of leading the discussion and summarizing and synthesizing the articles with some brief closing remarks.
To a large extent, the value of this course will depend on the students’ level of preparation and participation in the discussion. Course credit will be given based on quality of class participation and a term paper (see Evaluation below). Sheer quantity of comments, with little depth or relevance to the focal issues, will not be rewarded (although presumably not punished).
If students have to miss class on a particular day, it is the students’ responsibility to get notes from a classmate. Let me know as soon as possible if you have to miss a class.
If students experience any problem(s) with the class or any of the classmates I expect the students to report any problem(s) that they are not able to resolve themselves to me as soon as possible.
Unexcused absence will result in a lower participation grade.
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Enrollment in a PhD Programme is a general requirement for participation in PhD courses at BI Norwegian Business School.
External candidates are kindly asked to attach confirmation of enrollment in a PhD programme when signing up for a course. Other candidates may be allowed to sit in on courses by approval of the courseleader. Sitting in on a course does not permit registration for the course, handing in exams or gaining credits for the course. Course certificates or confirmation letters will not be issued for sitting in on courses.
Covid-19
Due to the Covid-19 pandemic, there may be deviations in teaching and learning activities as well as exams, compared with what is described in this course description.
Teaching
Information about what is taught on campus and other digital forms will be presented with the lecture plan before the start of the course each semester.
It is assumed that every student is familiar with the general principles of research design, measurement, and multivariate statistical analysis.
| Assessments |
|---|
Exam category: Activity Form of assessment: Presentation Weight: 10 Grouping: Individual Exam code: DRE20091 Grading scale: Point scale leading to ECTS letter grade Resit: All components must, as a main rule, be retaken during next scheduled course |
Exam category: Activity Form of assessment: Presentation and discussion Weight: 10 Grouping: Individual Exam code: DRE20091 Grading scale: Point scale leading to ECTS letter grade Resit: All components must, as a main rule, be retaken during next scheduled course |
Exam category: Activity Form of assessment: Class participation Weight: 20 Grouping: Individual Exam code: DRE20091 Grading scale: Point scale leading to ECTS letter grade Resit: All components must, as a main rule, be retaken during next scheduled course |
Exam category: Submission Form of assessment: Written submission Weight: 60 Grouping: Individual Duration: 1 Semester(s) Exam code: DRE20091 Grading scale: Point scale leading to ECTS letter grade Resit: All components must, as a main rule, be retaken during next scheduled course |
| Activity | Duration | Comment |
|---|---|---|
Prepare for teaching | 80 Hour(s) | |
Submission(s) | 70 Hour(s) | |
Teaching | 30 Hour(s) |
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 6 ECTS credits corresponds to a workload of at least 160 hours.
Each participant will be assigned at least one abstract for written comments (due date TBD). The comments are confidential and will only be shared with the author. The objective of the reviews is to be helpful to the author - not to be judgmental (i.e., this should not be a review listing pages of inadequacies). Please follow the tradition of JCR’s first editor (Bob Ferber), who felt that the “outside” reviewers’ role is to see if the basic idea makes sense and whether it can be understood by an intelligent reader not in the author’s immediate circle of friends, co-authors, etc. The purpose of this is to improve the translation and dissemination of knowledge.
No incompletes will be given on the paper. The specific format for this paper will be provided in class.