EFFECTIVE DECISION MAKING
2018/2019, Semester 2
University Scholars Programme (University Scholars Programme)
Modular Credits: 4
Research has established that we often fall prey to cognitive biases unknowingly, leading to us making suboptimum decisions. This module seeks to examine some of these biases and how they affect our decision making as we re-look at decision making theories.
In this module, we seek answers to the question of, “What constitutes a good decision and what makes for a good decision maker?”
We will also discuss the implications of these biases from the social welfare perspective and explores how we can overcome these biases.
Class Participation 15%
Case Discussion 15%
Group Video assignment + Paper
Final Group Project 40%
CLASS PARTICIPATION (15%):
Pre-preparation is deemed to be vital for this seminar to be meaningful and all participants are expected to adhere to this expectation. It is crucial to accept that you will learn as much in this module as you are willing to contribute. Students will be assigned articles from the readings. Discussion of assigned articles contribute to the final class participation marks.
Over the course, I will make a judgment about each student’s level of involvement in class discussions.
CASE ANALYSIS (15%):
Cases will be discussed in class and individual participation to case discussions constitutes to 15% of total marks.
GROUP VIDEO ASSIGNMENT + PAPER (30%):
Student will work in groups to research a topic of your group’s choice (relevant to this module, of course) and communicate the findings in two formats: (1) a 2-minute video that introduces the topic to an audience of your peers. The video is evaluated on the basis of its accuracy, clarity and ability to engage the viewers. The video is to be uploaded to the Workbin in IVLE by the
end of Week 10
and constitutes 15%; (2) a paper (500 words) that supplements the video and constitutes 15%. Students will eventually vote for their most favourite video. Bonus marks will be awarded to the team that wins the “Student’s Choice”.
FINAL PROJECT (40%):
Each student will work in (semi-assigned) groups of 3-4 to apply what they have learnt in this module to a research area of their interest. There are three parts to this assessment. In the first part, students will submit a one-paragraph proposal that broadly describes the research topic and outlines the scope of the project (due by end of
). The purpose of the one-page proposal is to ensure that students start thinking about the research proposal sufficiently early. This part constitutes 10%. In the second part, each group will present the research proposal in the last two weeks (
Weeks 12, 13
). The duration of the presentation is about 20 minutes and will constitute 20%. The research proposal will be graded based on the originality of the research question, the motivation as well as the extent in which the proposed framework addresses the research question. In the third part, each student is to submit a reflection (250 words) post-presentation. This constitutes 10%. Peer review will also be included as part of the assessment for the group components.
Workload Components : A-B-C-D-E
A: no. of lecture hours per week
B: no. of tutorial hours per week
C: no. of lab hours per week
D: no. of hours for projects, assignments, fieldwork etc per week
E: no. of hours for preparatory work by a student per week