alexa Introductory Statistics in a Business Anthropology Program
ISSN 2332-0915

Anthropology
Open Access

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Opinion Article

Introductory Statistics in a Business Anthropology Program

Oke Gerke1,2*

1Department of Business and Economics, University of Southern Denmark, Denmark

2Department of Nuclear Medicine, Odense University Hospital, Denmark

*Corresponding Author:
Oke Gerke
Department of Business and Economics
and Department of Nuclear Medicine
University of Southern Denmark
Odense University Hospital, Denmark
Tel: +45 30171885
Fax: +45 65906192
E-mail: [email protected]

Received date: April 15, 2016; Accepted date: June 22, 2016; Published date: June 25, 2016

Citation: Gerke O (2016) Introductory Statistics in a Business Anthropology Program. Anthropol 4:166. doi:10.4171/2332-0915.1000166

Copyright: © 2016 Gerke O, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Introductory statistics courses in bachelor’s degree programs in higher education are often challenging to both teachers and learners. In 2012 our institution launched a bachelor’s degree program in Market and Management Anthropology (MMA), a field of study in which qualitative research plays a vital role. Quantitative methods are regarded as a supplement to the armada of anthropological tools such as participant observation or informal and structured interviews. This makes the design and conduct of an introductory course in statistics even more challenging. In this paper I discuss the curriculum, the lecturing, the exercises and software used, and the assessment form for this new target group of students. Despite the qualitative nature of the bachelor’s degree program in MMA, a basic understanding of what statistics can (and cannot) do is essential. The curriculum turned out to be almost the same as that for any other introductory course in statistics, say, one for economics students. However, a stronger focus on nonparametric techniques is meaningful.

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