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• 首先，討論使用特定方法的報告（從網路和其他地方取得），為了評估這些數據與方法對於研究問題來說是否得宜。

• 其次，我會要求學生處理數據與估計模型（使用STATAR），寫下結果並闡明原因，然後（偶爾）在課堂中報告。

1. 安裝軟體（比方在計算機實驗室），以便讓你知道如何運作。

2. 2. 至少先瀏覽使用手冊，特別是閱讀「開始使用STATA®」。

Alrich, John H.和Forrest D. Nelson著，《線性機率, 對數轉換值／機率轉換值模型》，Newbury Park,CA:Sage出版，1984，ISBN: 0803921330.

Singer, Judith D.和John B. Willett著，《應用縱向數據分析：模型改變與事件產生》，紐約：牛津大學出版社，2003，ISBN: 0195152964.

Overview

A large proportion of contemporary research on organizations, strategy and management relies on quantitative research methods. This course is designed to provide an introduction to some of the most commonly used quantitative techniques, including logit/probit models, count models, event history models, and pooled cross-section techniques.

Format and Requirements

The structure of the course involves (roughly) alternating lectures on the principles associated with a particular method in one week, followed the next week by the application of those models. We will pursue two types of application:

• First, we will discuss working papers (found on the Internet and elsewhere) that use the particular methods in question, with an eye toward assessing whether the data and methods are appropriate for the research question.

• Second, I will ask students to work with data to estimate models (in STATA®), write up an interpretation of the results, and then (occasionally) present the results in class.

Some words about the data assignments are in order. Most importantly, these assignments are deliberately open-ended. I will not specify what the dependent variable should be, what you are trying to explain, etc. Part of the goal of these exercises is to give you practice with working with data, estimating models and making sense of the results. In the language of 15.347, I want you to formulate a conceptual model of the data as well as a statistical model. The major constraint is that you apply the method discussed during that week's class (e.g., count models). I will make appropriate datasets available for this purpose, but you are also allowed to use your own data sources.

At the beginning of class in each "Application" week, I ask that you hand in a brief summary of the results of your analysis. This summary should be a maximum of two pages of text, plus any tables and figures, and should discuss the results in light of the conceptual model you have developed. These assignments may be done in groups of up to two people. I will ask two or three groups each week to present the results of their work, so that we may discuss them as a class.

The grading is broken down as follows:

ACTIVITIES PERCENTAGES
Class participation 30%
Discussion leadership for one of the assigned working papers 20%
The five short assignments that involve working with data 50%

Software

If you have not worked with STATA® before, I encourage you to do things during the first few weeks of class:

1. Get yourself set up (e.g., in the computer lab) so that you know how to get it going and

2. At least look through some of the manuals. It can be particularly helpful to look at "Getting Started with STATA®."

There are also resources available on the Internet, e.g., the STATA® Starter Kit provided through UCLA .

Texts

Aldrich, John H., and Forrest D. Nelson. Linear Probability, Logit and Probit Models. Newbury Park, CA: Sage, 1984. ISBN: 0803921330.

Singer, Judith D., and John B. Willett. Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. New York: Oxford University Press, 2003. ISBN: 0195152964.