Research Method and Dissertation with Dr Giles Hindle

Research Method and Dissertation with Dr Giles Hindle

Students on the University of Hull Executive MBA intake 36 delivered on location in Bahrain, will be welcoming their next lecturer Dr Giles Hindle who will be discussing and providing expert insight into Research methods and dissertation module between 9th-12th May 2018.

Dr Giles Hindle is a senior lecturer at Hull University Business School and an associate fellow at Warwick Business School.

Previous posts include Assistant Professor at Warwick Business School, Associate Director of HCS Ltd, Senior Consultant for Tribal Consulting plc and Business Consultant for Lancaster University’s Institute for Entrepreneurship and Enterprise Development.

Academic Qualification:

• BSc Hons, Lancaster
• MSc, with distinction, Lancaster (1995)
• PhD, Lincoln (2003)

Modules taught:

• Marketing Analytics
• Analytic Consulting
• Systemic Management
• Research Methods
• Strategic Management

Research Interest:

• The role of analytics and data science within organisations and consulting firms
• Strategic thinking, business modelling and innovation
• Soft systems methodology and other problem structuring methods

Publications:

Hindle, G. A. (2011). ‘Soft systems methodology and service innovation’. In Case Studies in Service Innovation. Macaula, M. (Ed.), (pp. 75-81). New York: Springer Science and Business Media. 978-1-4614-1971-6

Hindle GA and Vidgen R (2017). ‘Developing a business analytics methodology: a case study in the foodbank sector’, European Journal of Operational Research.

Hindle GA, Hindle AJ and Hindle A (2014). ‘Challenging Official Estimates of Carbon Dioxide Emissions and Fuel Economy for Passenger Cars in the UK’, OR Insight.

Hindle AJ, Hindle GA and Hindle A (2013). ‘Modelling Geographical Episode Flows and Hospital Catchment Populations: A Case Study in Northern Ireland’. Health Systems, 2(1), 53-60.

Hindle GA (2011). ‘Teaching Soft Systems Methodology and a Blueprint for a Module’, INFORMS Transactions on Education, 12(1), 31-40.

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