[{"Course code":"P000092","Version":1,"English name":"Open Quantitative Social Science","Higher education credits":5.0,"Syllabus":"Finalized by: Research School: People, Society and Sustainability (PSS), 2024-05-07","Syllabus approved":"2024-05-07","Level within study regulation":"Third cycle","Grading scale":"Pass \/ Failed","Language":"Swedish","Entry requirements":"Accepted as a PhD student in social science\/business studies\/economics","Objectives":"Upon successful completion of the course, students are expected to:\n\n\n1. understand why and how common (mal)practices in scholarly research translate into low levels of replicability and low reliability;\n2. understand the virtue of confirmatory research and transparent research practices regarding the credibility of research findings;\n3. establish a thorough understanding of the statistical concepts related to hypothesis testing (error rates, significance, power, etc.);\n4. be able to undertake a priori power calculations and sensitivity analysis, and to devise pre-analysis plans for research projects; and\n5. be able to critically assess scientific projects and results with respect to malpractices, research integrity, and ethical aspects.","Content":"The ultimate goal of scientific research is to accumulate knowledge. Researchers generate hypotheses and collect data in order to investigate whether or not empirical observations are consistent with these hypotheses. However, even though science aspires toward accuracy in this process, errors are inevitable (e.g., Simmons et al., 2011). A fundamental characteristic that sets empirical science apart from other sources of knowledge is the ability to self-correct; any empirical observation is subject to validation and may be shown to be wrong (Merton, 1973; Ioannidis, 2012).\n\nThe reproducibility of empirical results constitutes a cornerstone of the scientific method. But as a consequence of accumulative evidence emphasizing low levels of replicability, there is increasing concern that a considerable fraction—or even a majority—of published research claims might be simply false (Ioannidis, 2005). The drivers of this “credibility crisis” are just as manifold as the institutions (researchers, universities, funding agencies, journals, etc.) involved in the academic enterprise: the file drawer effect (Rosenthal, 1979), insufficient statistical power (e.g., Ioannidis et al., 2017), publication bias (e.g., Franko et al. 2014), confirmation bias (Sterling et al., 1995), dodgy incentives in the publication process (e.g., Nosek et al., 2012), p-hacking (e.g., Simmons et al., 2011), etc.\n\nThis course aims to provide a critical view on the “rules of a game named science” and provides an introduction to remedies to the manifold issues jeopardizing the credibility of scientific results: power calculations, confirmatory research (pre-registration), and open and transparent research practices (see, e.g., Wagenmakers et al., 2012; Miguel et al., 2014; Munafo et al., 2017).\n\nThe course will span five days. Each day will feature a three-hour session in the morning and a three-hour session in the afternoon. The sessions will involve lectures, hands-on exercises, and group discussions.","Examination formats":"The learning outcomes of the lecture part will be assessed based on course participation (i.e., contribution to discussions) and a final exam. The seminar part will involve an individual homework assignment. Successful completion of both parts will be recognized with 5 credit points. \r\n- If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.\r\n\r\n- The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.\r\n\r\n- If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.\r\n\r\n- For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.\r\n","Organisation":[{"code":"510","Organisation":"Department of Economics"}],"Other information":"\r\n- The right to participate in teaching and\/or supervision only applies for the course instance the student was admitted to and registered on.\r\n\r\n- If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.\r\n"}]