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| GEST3139-1 | Doctoral Seminar
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| Duration : | 30h Th |
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| Number of credits : |
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| Lecturer : | Aline Muller |
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Language(s) of instruction :
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| English language |
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Organisation and examination :
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| All year long |
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Course contents :
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| Preparing an article manuscript for submission? Preparing a conference presentation? This course will help you. The objective of this course is to develop doctoral students' skills in the design of research questions, research work management, in scientific writing as well as to improve their presentation skills. Research design, scientific writing, work organization and presentation skills will be trained via a wide range of assignments. In-house as well as external collaborators (e.g. theatre professionals) will actively participate in the course. We will discuss how to make, situate, and qualify arguments appropriately in doctoral academic writing. The hands-on workshop sessions will cover strategies for improving writing at the sentence level - we will look at common problems like the overuse of weak verbs, passive voice, and nominalizations - as well as discuss specific tips to strengthen clarity and cohesion of your work. Among other topics, we will analyze article structures, introductions and conclusions based on a wide series of concrete article examples. We will also focus on the aspects of the process of getting an article published such as selecting appropriate journals and interacting with editors. We will discuss how to structure an article as well as how to manage the revision process. Finally the course helps doctoral students improve their interpersonal and communication skills through a wide series of exercises.
Most interestingly the seminar's objective is to provide a forum for practice, discussion and feedback on written and oral performance in English. |
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Learning outcomes of the course :
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| At the end of this course students will be able to
- understand how to address an international scientific audience,
- make a convincing scholarly argument,
- write an introduction in line with their publication strategy,
- write a conclusion in line with their publication strategy,
- structure their article in line with their publication strategy,
- manage the revision process,
- build a convincing oral presentation of their paper,
- develop an oral presentation strategy,
- develop their interpersonal skills,
- write a referee report.
Specific skills and competences trained during this course. At the end of this course students will have:
- developed their critical sense (arguing);
- strengthened their capacity for creative writing and presenting;
- strengthened their professional capacity for oral communication;
- strengthened their professional capacity for written communication. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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Planned learning activities and teaching methods :
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| Participants will be guided through structured writing exercises; they will write texts of their own and give response on those of other members of the group.
The course consists of eight four-hour sessions. Classes will be divided between discussions and practical exercises. Discussions will be based on the material that participants will be producing and should preferably be authentic, i.e. documents that participants are in the process of writing in their various departments. Substantial time will be devoted to the presentation and description of doctoral students' ongoing research projects and the course settings are designed to allow in each phase for constructive feedback.
In addition, doctoral students and coordinators will have the possibility to discuss current issues, change ideas and network among each other. |
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Mode of delivery (face-to-face ; distance-learning) :
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| The course is seminar-style with active discussions of many practical examples
It consists in the reading and writing of the most common documents in scientific writing (research reports, research articles, conference papers, oral presentations). It is hence based on the analysis and discussion of existing work as well as on a wide series of mini-assignments. |
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Recommended or required readings :
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| The list of required readings is the following (The list may be revised at the start of the course according to the disciplines of participants):
Bekaert, G., Harvey, C.R. and C. Lundblad, 2007. Liquidity and Expected Returns: Lessons from Emerging Markets. The Refiew of Financial Studies, Vol. 20, No. 6, pp. 1783-1831.
Bilodeau, M. And A. Slivinski, 1998. Rational nonprofit entrepreneurship. Journal of Economics & Management Strategy, 7(4), pp. 551-571.
Bischoff, E. and M. Ratcliff, 1995. Issues in the development of approaches to container loading. Omega International Journal of Management Science, 23(4), pp. 377-390.
Bortfeldt, A. And H. Gehring, 2001. A hybrid genetic algorithm for the container loading problem. European Journal of Operational Research, 131, pp. 143-161.
Boyle, P., Garlappi, L., Uppal, R. and T. Wang, 2011. Keynes Meets Markowitz: The Trade-Off Between Familiarity and Diversification. Management Science, forthcoming.
Click, R.W., 2005. Financial and Political Risks in US Direct Foreign Investment. Journal of International Business Studies, Vol. 36, No. 5, pp. 559-575.
Cook, W.D. and J. Zhu, 2011. Multiple Variable Proportionality in Data Envelopment Analysis. Operations Research, Vol. 59, No. 4, pp. 1024-1032.
Forbes, K.J. and R. Rigobon, 2002. No Contagion, Only Interdependence: Measuring Stock Market Comovements. The Journal of Finance, Vol. 57, No. 5, pp. 2223-2261.
Kraatz, Matthew S., & Zajac, Edward J. (1996). Exploring the limits of the New Institutionalism: The causes and consequences of illegitimate organizational change. American Sociological Review, 61(5), pp. 812-836.
Krueger, A.O., 1974. The Political Economy of the Rent-Seeking Society. The American Economic Review, Vol. 64, No. 3, pp. 291-303.
Moore, D.A. and W.M.P. Klein, 2008. Use of absolute and comparative performance feedback in absolute and comparative judgements and decisions. Organizational Behavior and Human Decision Process, Vol. 107, pp. 60-74.
Rau, R.P. and A. Stouraitis, 2011. Patterns in the Corporate Event Waves. Journal of Financial and Quantitative Analysis, Vol. 46, No. 1, pp. 209-246.
Santos, Filipe M., & Eisenhardt, Kathleen M. (2009). Constructing markets and shaping boundaries: Entrepreneurial power in nascent fields. Academy of Management Journal, 52(4), pp. 643-671.
Sharpe, W.F., 2011. Capital Asset Prices: A Theory of Market Equilibrium under Conditions of Risk. The Journal of Finance, Vol. 19, No. 3, pp. 425-442.
Stiglitz, J.E. and A. Weiss, 1981. Credit Rationing in Markets with Imperfect Information. The American Economic Review, Vol. 71, No. 3, pp. 393-410.
Sutter, M, Huber, J. and M. Kirchler, 2011. Bubbles and Information: An Experiment. Management Science, forthcoming.
Tatli, A. and M.F. Ozbilgin, 2012. An emic approach to intersectional study of diversity at work: A Bourdieuan framing. International Journal of Management Reviews, 14, pp. 180-200.
Zucker, L.G., 1977. The role of institutionalization in cultural persistence. American Sociological Review, 42(5), pp. 726-743. |
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Assessment methods and criteria :
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| The course grade will be determined by a final assignment (60%) as well as by a set of mini-assignments (30%). Active participation will be graded too (10%). |
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Work placement(s) :
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| None |
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Organizational remarks :
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| Students are expected to do their own work. At no time is it tolerated to use materials from former academic years or other sources. No plagiarism of any kind will be tolerated.
Please refer to LOLA to access the course web page. http://lola.hec.ulg.ac.be |
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Contacts :
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| Aline Muller, Ph.D. | Ethias Chair in Asset & Risk Management | Professor of Finance
HEC - Management School of the University of Liège (Belgium) & Maastricht University (The Netherlands)
Rue Saint Gilles 35, Bldg. N2, B-4000 Liège Belgium
tel : 0032 4 232 7435 / fax: 0032 4 232 7376 / email : aline.muller@ulg.ac.be / website: www.finance.hec.ulg.ac.be |
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