Decolonizing and Diversifying Research Methods Education In Business Schools

This paper presents a case study on decolonizing and diversifying two second-year undergraduate research methods modules at a UK business school: Quantitative Data Analytics and Qualitative Organisational Research Methods. In response to calls for sustainable education practices, this project broadened the curriculum to include historically marginalized perspectives (e.g., global majority, feminist, and queer), while also diversifying teaching methods to foster inclusivity. Drawing on the TRAAC pedagogical framework (Tran, 2021), we considered areas such as teaching approach, relationship, activities and assessment, and content. We co-created the project with students, integrating their perspectives into the research design and curriculum transformation. Data sources include student surveys, scoping interviews, focus groups, and evaluations. This study contributes actionable insights for educators aiming to embed decolonization into course design, advancing the sustainability goal of inclusive education for global citizenship.