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Call for Project Proposal

Researchers have been facing difficulties to assess to what extent and the ways in which learning impacts business outcomes because there are various factors interactively influence results. There are further needs of examining the ways in which learning is occurred and influences individual and organizational performance, thus business outcomes. In order to shed lights on the challenge we face, we encourage and support not only micro-studies that build insight into how return on learning is measured and assessed, but also studies that help bring new ways of thinking about factors that we have not considered, which will eventually help us support our program features and designs that are part of the “theory of action” that gets great results.

 

Research Areas

The following research areas (but not limited) are encouraged:

  • Impact of digital technology on learning
  • New developments and trends in the field of talent and development
  • Future of learning organization
  • Assessments and evaluation of learning
  • Organization change
  • Fostering cross-cultural learning
  • Diversity that impacts learning
  • Return on learning conceptual model development
  • Learning agility
  • Informal learning
  • Social networking
  • Educational data mining on Learning Management Systems (LMS)
  • Human-computer interaction for effective learning

Sample Articles

Some examples of articles focusing Executive Education and Development Programs:

  • Nakamura, Y. T., Barto, J., & Yorks, L. (2014). Building social capital for leaders: The importance of trusting and diverse networks. Developing Leaders, 17, 40-47.
  • Culpin, V., Eichenberg, T., Hayward, I, Abraham, P. (2014). Learning, intention to transfer and transfer in executive education. International Journal of Training and Development, 18(2), 132-147.
  • Nakamura, Y.T. (2013). Social networks that improve performance at work. Developing Leaders, 11, 22-28.
  • Hancock, R. (2013). Building wellbeing through corporations, one executive at a time: Positive psychology executive education (Doctoral dissertation).
  • Ciporen, R. (2010). The role of personally transformative learning in leadership development: A Case Study. Journal of Leadership & Organizational Studies, 17(2). 177-191.
  • Hooijberg, R., & Lane, N. (2009). Using multisource feedback coaching effectively in executive education. Academy of Management Learning and Education, 8(4). 483-493.
  • Yorks, L., Beechler, S., & Ciporen, R. (2007). Enhancing the impact of an open-enrollment executive program through assessment. Academy of Management Learning and Education, 6(3). 310-320.
  • Spearly, J. L. (2006). An investigation into the major factors that influence the selection of a custom executive education provider (Doctoral dissertation).
  • Malefakis, M., & Mannetter, J. (1999). Measuring value in open enrollment executive education programmes. In P. Sadler (Ed.), International Executive Development Programmes, Kogan Page.

Deadline

Positions have recently been filled. We will notify the next cycle soon.

Eligibility

Candidates must be currently enrolled in master or doctoral degree program in Columbia University. The length of the estimated project must be within 1-2 semesters to maximum 1 year. Admitted students will work with Director of Research. Depending on the area of study, an additional adviser may be assigned.

Submission Guidelines

The proposal should include following:

  1. An elevator speech and short statements*
    1. An elevator speech
      1. Topic: I am interested in studying…
      2. Questions: Because I want to find out: what/why/how…
      3. Significance: In order to understand: what/why/how….
    2. The research problem
      1. Build your argument around the problem that the study will address. Describe why it is a practical problem and why the practical problem is also of interest theoretically to the field of Executive Education, or broadly to the field of Learning and Development (Talent Development).
    3. The research purpose
      1. State the purpose of your study. The purpose is related to the research problem. Explain what you will find out that will help understand the problem of research and practice.
    4. The research question(s)
      1. State your key research questions around which you will design the study.
    5. The research design overview
      1. Describe a brief overview of the nature of the study (e.g., case study, needs assessment, action research study, etc)
        the type of data you hope to collect
        the methods that you hope to use to collect the data
        the strategy to be used for data analysis.

        1. the type of data you hope to collect
        2. the methods that you hope to use to collect the data
        3. the strategy to be used for data analysis.
    6. Anticipated Outcomes
      1. Describe what you expect to find out about.
    7. Rationale and Significance
      1. Describe why it is important to do this study and who will benefit from the knowledge produced by the study.
  2. Display double-spaced lines with a minimum of .5” margins and a font size of at least 10 points and maximum 5 pages including references and appendixes.
  3. Include letters of agreement from collaborators if any. (e.g., your academic advisor who oversees it as your independent study project) specifically stating how they will support the work.
  4. Attach resume or CV that clearly states necessary skills and capability to carry out the research.
  5. Include a list of 3 references contacts (name, title, organization, phone number, and email address).

Submit the application package to Dr. Nakamura at [email protected].

*Reference: Booth, W. C., Columb, G. G., & Williams, J. M. (2003). The Craft of Research. Chicago, IL: The University of Chicago Press.

Research Assistant

Undergraduate students at Columbia University who are eligible for work-study positions can work as undergraduate research assistants, usually for about 10 hours per week. If you are approved for work-study and are interested in working with us, submit your cover letter, resume that clearly states data analysis skills and experiences to Dr. Nakamura at [email protected].

Graduate students who are enrolled in master or doctoral program at Columbia University can work as graduate research assistants, usually for about 15 hours per week.

Student Data Analysts: We would be looking for a student who is interested in obtaining hands-on experience by working on various research projects including consumer behavior, online course engagement, etc. He or she is expected to perform data mining, cleaning, organizing, and analyzing the data. We would be looking for an individual who is a self-starter, motivated to develop analytical skills, is detail oriented, and is comfortable with numerical and text data sets. Basic to advanced statistical knowledge is preferred, along with proficiency in R, Microsoft Word, Excel, and PowerPoint. Knowledge of Python and data visualization tools such as Tableau would be a plus.

Student Neuroscience Researchers: We would be seeking to fill the role of      Research Assistant who should have a solid understanding of social-organizational psychology, clinical/counseling psychology, cognitive science, and/or adult learning. They should have basic to intermediate knowledge of neuroscience or are willing to deep dive into the field of neuroscience. We look for an individual who is self-starter, creative, motivated to work on product development, detail oriented, has ability to research in interdisciplinary areas of neuroscience with social-organizational psychology, business, sociology, anthropology, and etc. Prior work in business or consulting experiences are preferred but not required. Proficient with Microsoft Word, Excel, Powerpoint.

Please send your resume and cover letter to Dr. Nakamura at [email protected] if you are interested.