Bristol UWE - Module specification: DISSERTATION - SCHOOL OF EDUCATION AND CHILDHOOD

University of the West of England

MODULE SPECIFICATION

(Revised November 2002)

Code:	UTLGBX-60-M
Title:	Dissertation
Version:	4
Level:	M
UWE Credit Rating:	60
ECTS Credit Rating:	30
Module Type:	Dissertation
Owning Faculty:	Social Sciences and Humanities
Field:	Secondary Education and Life Long Learning
Valid From:	1 September 2008
Discontinued From:
Contributes Towards:	MA Education MA Education (Early Years) MA Education (Education Management) MA Education (Careers Guidance) MA Education (Personal Adviser) MA Education (Raising Achievement in City Schools) MA Education (Special Educational Needs) MA Education (Teaching & Learning in Higher Education) MA Guidance (Vocational/Educational) MA Lifelong Learning
Pre-requisites:	UTCGBH-30-M Researching Education;
Co-requisites:	None
Excluded Combinations:	UTCGBY-60-M, Dissertation UTCGC3-60-M, Dissertation in Applied Social Research

Learning outcomes:

On successful completion of this module participants will;

• have extended their understanding of a range of epistomological issues in relation to research (A)

• be able to design and execute a research based study with appropriate attention to methodological rigour (A)

• have a critically informed understanding of the use of specific research instruments (A)

• be able to situate their own research interests within an appropriate body of literature and theoretical framework (A)

• have developed a research based argument and/or practices, including a self-critique of the limitations of their study (A)

• have developed their knowledge and skills as practitioners, drawing together theory and practice that clearly articulates professional practice

• be able to demonstrate an awareness of, and engagement with, appropriate ethical issues (A).

Syllabus outline:

The content of the module will reflect individual needs of students, but will focus on the execution of students’ empirical research and the writing of their dissertations. The dissertations are likely to include: Introduction; Contextualisation; Methodology; Data Collection and Analysis; Implications; Recommendations and Conclusions.

Teaching and learning methods:

Individual tutorial support with larger support group meetings and documentation (Dissertation Handbook) to assist in completing the research and dissertation.

Indicative sources:

ABBOTT, I. (2001) The Future of Educational Research, London: Routledge Falmer.

ANDERSON, G. & ARSENAULT, N. (1998) Fundamentals of Educational Research London: Routledge.

BLAXTER, L., HUGHES, C. & TIGHT, M. (2001) How to Research, Buckingham: Open University Press.

BRIDGES, D. & MCNAMEE, M. (Eds) (2002) Ethics and Educational Research, London: Blackwell.

COOMBES, H. (2001) Research Using IT, London: MacMillan.

EDWARDS, A. & TALBOT, R. (1994) The Hard-Pressed Researcher: A Research Handbook for the Caring Professions, Harlow: Longman.

FREEMAN, D. (1998) Doing Teacher Research: From Inquiry to Understanding, London: Thomson Int.

GORARD, S. (2001) Quantitative Methods in Educational Research, London: Continuum.

GRENFELL, M. & JAMES, D. (1998) Theory Practice and Pedagogic Research. Bourdieu in Education: Acts of Practical Theory, Lewes: Falmer Press.

HAMMERSLEY, M. (Ed) (1993) Educational Research: Current Issues Vol 1, London: Open University Press/ Paul Chapman Publishing.

HITCHCOCK, G. & HUGHES, D. (1995: 2^nd edition) Research And The Teacher: A Qualitative Introduction To School-Based Research, London: Routledge.

LOMAX, P., MCNIFF, J. & WHITEHEAD, J. (1996) You and Your Action Research Project, London: Routledge.

NORRIS, N. (1990) Understanding Educational Evaluation, London: Kogan Page.

PRING, R. (2000) Philosophy of Educational Research, London: Continuum.

RUDDUCK, J. (1998) Challenges for Educational Research, London: Paul Chapman Publishing.

WALFORD, G. (2001) Doing Qualitative Educational Research, London: Continuum.

Assessment

Weighting between components A and B (standard modules only)

ATTEMPT 1

First Assessment Opportunity

Component A

Dissertation of 15,000 - 20,000 words.

Criteria for Assessment

ALM: Conceptual Domain (Core)

The assignment demonstrates that the student can organise and use coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing an ability to transform ideas in the process of developing an argument.

BLM: Literature Domain

The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

CLM: Contextual Domain

The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political, etc.) influencing the area of study and is able to critically engage with the contextual significance.

DLM: Research Domain

The assignment demonstrates that the student can plan for (and execute) a small scale enquiry in a systematic and reflexive manner identifying and explaining epistemological issues around the research process and critically analysing and evaluating research outcomes.

ELM: Ethical Domain

The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

Students may also negotiate with their tutor to include any or all of criteria FLM; GLM; HLM.

Second Assessment Opportunity (further attendance at taught classes is not required)