niversity of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTTGBX-40-3

Title:

Dissertation

Version:

4

Level:

3

UWE Credit Rating:

40

ECTS Credit Rating:

20

Module Type:

Project

Owning Faculty:

Social Sciences and Humanities

Field:

Primary, Early Childhood and Education Studies

Field Leader

 

Valid From:

September 2008

Discontinued From:

 

Contributes Towards:

Joint Honours Education Studies;

BA (Hons) Early Childhood Studies

BA (Hons) Education Studies;

Pre-requisites:

UTTGBH-20-2

Co-requisites:

None

Excluded Combinations:

None

Learning outcomes:

This module may result in either a library based study or an empirical study based on a topic negotiated with a tutor, compatible with the thematic focus of the programme and synoptic of aspects of previous elements of study.

As a consequence of this module, successful participants will be able to:

• organise and present ideas and information coherently and concisely and provide an evaluation of those ideas (A);

• communicate effectively, including the capacity to communicate the processes and outcomes of their learning for this study (A);

• work effectively as an independent and self-motivated learner (A);

• execute a small-scale empirical study and provide a critical analysis of the research process or plan and conduct research in a systematic way using entirely secondary sources (A);

• demonstrate as appropriate knowledge of ethical issues related to the research (A);

• draw on relevant literature and use it in an analytic manner (A);

• use ICT effectively in study (A).

Syllabus outline:

The syllabus will include:

• effective research design;

• methodological approaches to the data collection and analysis;

• the nature of bibliographical research;

• issues of access and ethics;

• data bases and their uses in the research process.

Teaching and learning methods:

Students will be allocated tutorial support from a supervising tutor. The development of the research project will be negotiated with the tutor to work towards successful completion. Tutorial support will consist of tutorial contact, reviews of draft texts and critical feedback. Clear guidance on planning, time management and presentation of the study will be given.

Indicative sources:

BELL, J. (1993 2nd Edn) Doing Your Research Project Buckingham: OUP.

BLAXTER, L., HUGHES, C. AND TIGHT, M. (2001) How To Research Buckingham: OUP.

GOMM, R., HAMMERSLEY, M. AND FOSTER, P. (2000) Case Study Method: Key Issues, Key Texts London: Sage.

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

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

HITCHCOCK, G. AND HUGHES, D. (19952nd Edn) Research And The Teacher: A Qualitative Introduction To School-Based Research London: Routledge.

KUSHNER, S. (2000) Personalising Evaluation London: Sage.

MCINTYRE, D. (1997) 'The Profession Of Educational Research' in British Educational Research Journal pp 127 – 40.

MAY, T. (2001) Social Research Issues: Methods And Processes Buckingham: Open University Press.

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

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

Assessment:

Weighting between components A and B (standard modules at levels 0-3 only)

A: 100%

ATTEMPT 1

First Assessment Opportunity

Component A: element 1

An essay of between 6000 -10,000 words, precise title to be negotiated with the tutor. Assessment criteria for an empirical study: AL3, BL3, CL3, DL3, EL3. Assessment criteria for a library based study: AL3, BL3, CL3, FL3, GL3. (see list below).

The student must demonstrate to the supervising tutor that the work submitted does not duplicate work previously submitted for assessment for other modules within the intended programme.

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

Component A: element 1

An essay of between 6000 -10,000 words, precise title to be negotiated with the tutor. Assessment criteria for an empirical study: AL3, BL3, CL3, DL3, EL3. Assessment criteria for a library based study: AL3, BL3, CL3, FL3, GL3. (see list below).

The student must demonstrate to the supervising tutor that the work submitted does not duplicate work previously submitted for assessment for other modules within the intended programme.

Assessment Criteria:

A L3: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise 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.

B L3: Literature Domain

The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.

C L3: 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.

D L3: Research Domain

The assignment demonstrates that the student can plan for and execute a small-scale enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes.

E L3: 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.

F L3: Values Domain

The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study.

G L3: Action Domain

The assignment demonstrates that the student can explore the relationship between theory and practice, and use reflection to develop personal theory and/or consider its implications for practice, with due regard to issues of equity and social justice, appraising future development needs and/or outcomes.

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ……………………………………Date ……………………………

(Associate Dean/Programme Director)

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