Research Methodology and measurement tools in organizational and personal coaching - BMEGT52S219

As a result of the participation, the participants will get to know the research methods and techniques that they can use during coaching practice and during research processes on the topic of coaching. They become capable of processing and interpreting coaching literature and research results, thereby regularly renewing their own professional practice based on the latest scientific results. The further aim of the course is to provide practical knowledge for carrying out a coaching-based research (even the subsequent thesis) and for the participants to be able to carry out a practical work carried out with supervision support, a quantitative, qualitative or systematic literature review on methodology research project under construction.

1. Knows research measurement tools and techniques that can be used in coaching practice and coaching research processes.
2. He knows the ethical questions and aspects of research.
3. He knows the main coaching and coaching psychology journals and portals that review research results.
4. He knows the current research directions and topics of coaching and coaching psychology.

1. Able to process and interpret coaching literature and research results.
2. He is able to regularly renew his professional practice based on the latest scientific results.
3. Able to plan a coaching-based research.
4. Able to carry out a coaching-based research.
5. Able to complete a practical work carried out with supervision support, a research project based on quantitative or qualitative methodology.

1. Thinks in a systemic approach by using psychological knowledge and his/her knowledge of human characteristics.
2. Open to new knowledge and accepts well-founded critical comments.
3. In some situations - as part of a team - he cooperates with his fellow students in solving tasks, as well as be-ing able to recognize when external help is needed.

1. He is a systems thinker.
2. Independently evaluates and analyses individual assignments and carry out research on a given topic.
3. Welcomes well-founded critical comments.
4. Takes responsibility for your own work.
5. In some situations, as part of a team, they can work with their fellow students to solve problems and recognise when external help is needed.

Lectures, individual (e-learning) assignments on the moodle interface, questionnaires, use of IT tools and techniques, class assignments in pairs and groups.

• Kötelező irodalom:
• Órai anyagok
• Ajánlott irodalom:
• Fillery-Travis, A., & Lane, D. (2014). Does coaching work? In Handbook of coaching psychology (pp. 77-90). Routledge.
• Grant, A. M. (2017). The contribution of qualitative research to coaching psychology: Counting numbers is not enough, qualitative counts too. The Journal of Positive Psychology, 12(3), 317-318.
• Lai, Y. L., & McDowall, A. (2014). A systematic review (SR) of coaching psychology: Focusing on the at-tributes of effective coaching psychologists. International Coaching Psychology Review, 9(2), 120-136.
• Lai, Y. L., & Palmer, S. (2018). Understanding evidence-based coaching through the analysis of coaching psychology research methodology. In Handbook of Coaching Psychology (pp. 80-90). Routledge.
• Linley, P. A. (2006). Coaching Research: who? what? where? when? why. International Journal of Evi-dence Based Coaching and Mentoring, 4(2), 1-7.
• Oades, L., Siokou, C. L., & Slemp, G. (2019). Coaching and mentoring research: A practical guide. Sage.
• Passmore, J. & Tee, D. (2021) Coaching Researched: A coaching psychology reader for practitioners and researchers. Wiley.
• Passmore, J. & Theeboom, T. (2016). Coaching Psychology: A journey of development in research. In L. E. Van Zyl, M. W. Stander & A. Oodendal (ed.). Coaching Psychology: Meta-theoretical perspectives and applications in multi-cultural contexts. New York, NY. Springer. 27-46
• Szokolszky Á. (2020) A pszichológiai kutatás módszertana. Osiris Kiadó.
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A 2.2. pontban megfogalmazott tanulási eredmények értékelése e-learning házi feladatok és összegző tanulmányi teljesítményértékelés alapján történik.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: 1. Összegző tanulmányi teljesítményértékelés: a tantárgy és tudás, képesség típusú kompetenciaelemeinek komplex, írásos értékelési módja zárthelyi dolgozat formájában, a dolgozat alapvetően a megszerzett ismeretekre és azok alkalmazására fókuszál, az értékelés alapjául szolgáló tananyagrészt a tárgyfelelőse határozza meg. 2. Részteljesítmény-értékelés (e-learning házi feladat): a tantárgy tudás, képesség, attitűd, valamint önállóság és felelősség típusú kompetenciaelemeinek komplex értékelési módja, melynek megjelenési formája az egyénileg a moodle felületen, vagyis e-learning formában készített házi feladat, amely kapcsolódik az előadások témáihoz. A házi feladat tartalmát, követelményeit, határidejét, értékelési módját a tárgyfelelős határozza meg.

• Összegző tanulmányi teljesítményértékelés : 60
• Részteljesítmény értékelés (e-learning házi feladatok) : 40

Az aláírás megszerzésének a feltétele a 3.2-es pontban részletezett részfeladatok és teljesítmények követése, megoldása.

1. Az e-learning házi feladatok a leadási határidő után az előre megadott pótlási határidőkig díjmentesen pótolhatók. 2. Az összegző tanulmányi teljesítményértékelés a pótlási időszakban – első alkalommal – díjmentesen pótolható vagy javítható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

As a result of the participation, the participants will get to know the research methods and techniques that they can use during coaching practice and during research processes on the topic of coaching. They become capable of processing and interpreting coaching literature and research results, thereby regularly renewing their own professional practice based on the latest scientific results. The further aim of the course is to provide practical knowledge for carrying out a coaching-based research (even the subsequent thesis) and for the participants to be able to carry out a practical work carried out with supervision support, a quantitative, qualitative or systematic literature review on methodology research project under construction.