November 2012

Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects

Summary Case Studies

Mick Healey and Laura Lannin

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The following summary case studies were collected by a National Teaching Fellowship Scheme funded project based at the University of Gloucestershire. They are categorised under the following disciplinary groupings:

•Arts, Design, Media and Humanities

•Business, Hospitality, Law, Sport and Tourism

•Interdisciplinary

•Education, Social and Environmental Sciences

•Science, Technology, Engineering and Mathematics

Further information and links to fuller case studies, where available, are given in the source of each summary. Details about the project are available at:

For updates to the case studies, after October 2012, please check version at

1. Arts, Design, Media and Humanities

1.1 Giving students alternative assessment options for undertaking a Product Design project at Nottingham Trent University, UK

The module consists of several possible routes. Assessment is based on a learning contract negotiated and agreed between the tutors and student. This contract stipulates the content of work, enabling students’ to complete one of the following options:

  • Option 1: a 10,000 word dissertation and students produce a poster that summarises their work
  • Option 2: a 5,000 word conference paper with a supporting presentation that is delivered to peers and tutors
  • Option 3: a conceptual project with a 5,000 word critical justification. As well as a written outcome students are required to produce illustrations or simulations.

Prior to students undertaking their chosen assignment, there is a three week intensive period when students’ are required to complete their learning contract. The contract identifies what option the student will complete, what they hope to learn and how that learning will be demonstrated. The module involves students using a wide range of primary and secondary research skills. Throughout the year, the direct contact students have with tutors is mainly limited to group or sometimes individual tutorials, where the tutor acts as a ‘consultant’, advising on their proposals, work in progress, what knowledge or skills should be developed, how to tackle certain issues and who students’ should approach for further information. Occasionally there will be content common to all students and this will be delivered through lectures, for example, covering approaches to research. There are also opportunities for students’ to present their work in progress to a panel of tutors and peers, to obtain feedback.

Source

1.2 History students contribute research findings to a Web site at Victoria University, Canada

‘Micro History and the Internet’ is a learner-centred and research-oriented course in which the main activity is primary archival research on various aspects of life in Victoria, British Columbia from 1843 to 1900. Students work in small groups to conduct the research and eventually to publish their findings on the website called “Victoria’s Victoria”.

Source

1.3 Design Dissertation: From Practice to Theory and Back Again at the University of Greenwich, UK

In March 2007 the dissertation experience of students in Graphic and 3D Digital Design was reviewed. Due to students reporting a lack of engagement with a solely text-based piece of written research the emphasis of the dissertation changed. The dissertation has become a ‘practice with theory’ model of learning. This model of the ‘studio’ and the theory elements of a design course working closer together has been tested in many undergraduate art and design courses with great success. The emphasis of the dissertation is now on the quality of the research; so the experience becomes about how to gather information and then how to communicate that information in an appropriate manner. Using resources from a successful Teaching Innovation Fund application, a series of books were bought for the students to enable them to be fully engaged with current research strategies in art and design. This has proved to be highly successful on many fronts, including an improvement in their abilities to critically analyse a variety of texts and discourses. Graphic design students have taken to this very easily as this relates very strongly to their own practice. This has meant there is a strong visual element to each project, which helped construct and define their arguments. Now the ‘physical’ format of the final presentation is as flexible as possible and is relevant to the content of the written report. The main evidence for the success of this project comes from the students now showing their dissertation in their final exhibition and having a greater prominence in their portfolios and there is anecdotal evidence that employers have been surprised and impressed by the quality of the dissertation both in their form and content

Source

1.4 Advanced Newsweek: Work-based Learning and Employability Skills for Student Journalists at the University of Gloucestershire, UK

This third year double module aims to consolidate journalism theory and practice into one intensive ‘Newsweek’ where students operate their own news organisation across the three media platforms of television, radio and online news. Using a purpose-built production office alongside television and radio studios, the students elect their newsroom roles and formulate working rotas to research and produce news bulletins, programmes and a news website for one 40-hour intensive week. The module aims to enhance relevant employability skills. Students run their own newsroom and utilise vocational skills that are less explicit in other modules such as strategic thinking and problem-solving, as well as understanding group and individual motivation factors. They are required to act (and dress) in a professional manner and to maintain a high level of respect while making often difficult and instant decisions to tight deadlines. Teaching and learning is blended with twelve weeks of tutor-led lectures, seminars and workshops, followed by a student-led ‘practise Newsweek’ before the assessed Newsweek begins. During the course of the assessed week, students carry out their own primary research to gather and produce daily news to an industry standard. They brand and present their programmes from inception to completion. At the end of each news programme they hold an editorial meeting where they reflect upon their experience and the finished ‘product’. This encourages individual and peer-to-peer reflection which is used to enhance the next news programme, and the student’s cycle of progression becomes noticeable after the first day of operating a ‘rolling newsroom’. The module integrates the development of research and vocational skills in an intensive real-world environment.

Source

1.5 Community Sector Work Placements as Capstone Projects at Swinburne University of Technology, Australia

Students undertaking Media Projects in their final years are invited to develop projects (both individual and group projects) or take up a placement opportunity with a community based organisation. Those opting for a placement can choose from opportunities sourced by staff in the subject or they can approach an organisation independently to undertake a placement. The research activities of the student vary according to the aptitudes of the student and the placement undertaken. All students are required submit a Statement of Intention detailing what they are agreeing to do over the course of the semester. Because each project is individually designed, students must satisfy the requirements of their individual supervisor. This can range from a self-directed project such as a short film, website, creative writing piece, radio production, etc. They can also undertake a self- organised work placement for up to 3 weeks. In both cases, the student is required to keep a detailed journal of their activities and to submit any work generated throughout the project production or placement, and submit as part of their assessment. They must also write a 1,000 word reflective self assessment of their placement detailing what they learned and achieved as a result of the placement.

Source

1.6 Developing Authentic Undergraduate Research in Art & Design at Nottingham Trent University, UK

The Critical Practices Modules occur throughout the students’ undergraduate degree in years 1, 2 and 3. The process of teaching in Years 1 and 2 develops this focus on research, and also on collaborative learning. The modules focus on critical and contextual thought and practice in the context of an undergraduate design programme. The teaching starts from the presupposition that the research process as an inquiry should have primacy, and that the modes of development and exposition should be “authentic” to the research context. Authentic in the context of a creative art & design programme is therefore understood to include creative art & design practice itself. Student research is as likely to be situated in the context of developing creativity in the context of a Primary School, or practically applying Bakhtin’s notion of carnival to flashmobs, as it might be focused on deconstructing Wagnerian Stenography, or analysing the visual language of Jacobean play texts.

The final year Major Research Project has been revalidated to replace a written dissertation with a three part structure:

  • A “research document” which can be in any form relevant to the research. This can include the traditionally written dissertation, but has also included video, animations, documented performances, artefacts and business plans. These are usually integrated within written texts.
  • An abstract of 750 – 1500 words which articulates the fundamental aspects of the research project (research question, methodology, findings, and conclusions). The abstract effectively makes the claim for the research project and cross references the evidence in the research document.
  • A seminar presentation which frames the research for a live audience, where the student responds to questions which arise from the research.

Source

1.7 An Extended Essay as an Alternative to a Dissertation in a Radio Production Degree Course at the University of Gloucestershire, UK

The extended essay is approached in a similar way to the dissertation. Students are required to research and investigate a topic of their choice. Themes and projects researched have included genre focused studies, analysing a particular radio station, to researching North Korean Radio. The extended essay is a 4,000 word individually research piece, and students are supported with individual tutorials. In their essays students are expected to demonstrate:

  • A sophisticated and extensive understanding of a subject related to the study of radio.
  • An applied understanding of theoretical approaches appropriate to the subject and an ability to illustrate, evaluate and interrogate theory with examples/case studies.
  • An ability to develop a clear and effective structure that reveals close analysis, theoretical synthesis, integrated and developed arguments, and convincing summative conclusions
  • Extensive research of the topic
  • Clear and effective written communication

The University requires the students to produce a bound copy, in line with the University’s dissertation guidelines. The reason why the extended essay was introduced was partly to support the inclusion of the module RAP312 Collaborative Practice, and it didn’t feel appropriate to the Radio Production degree to ask students to produce a 10,000 word dissertation in terms of the aim of the whole course The radio production degree requires students to consider theory and the extended essay is one component of this. Although RAP312 Collaborative Practice and the extended essay modules are not specifically linked, by completing a professional project and having an opportunity to research a topic individually students are provided with an opportunity to develop a wider skills base.

Source

1.8 Producing Artefacts through Collaboration in Media Production at University of Gloucestershire, UK

Instead of undertaking a dissertation students in Media are required to develop a collaborative arts and media piece which they research and design themselves. Individual programmes adopt their own coded version of the module making minor amendments as appropriate. Some programmes also have an extended essay module. Students are able to work either with students from different discipline backgrounds or external clients. Students are required to identify and research the product, how it may be marketed, etc. It is a long, thin module (15 credits) which provides students with an opportunity to develop and enhance their professional practical skills. Students are supervised in individual tutorials throughout the project, but there are also three taught sessions, each one hour long, where students are brought together and the tutors co-teach in order to disseminate important interdisciplinary information. Students are assessed by a portfolio with supporting documentation (50%) and an essay supported by theory, reflecting on the collaborative process (50%). The main learning outcome is to get students to collaborate with others from different disciplines, but also to understand the value of that collaboration. When students understand the potential of the module, excellent innovative pieces of work can be created which demonstrates the students’ entrepreneurial and collaborative skills.

In addition to this creative project students are required to complete an extended essay, which provides them with an opportunity for academic research. Both projects provide students with an opportunity to engage with both practical and academic skills and knowledge.

Source

1.9 Final Year Work Based Projects in the Humanities at Sheffield Hallam University, UK

This module offers humanities students a chance to gain experience from a work based/ work related setting across 2 semesters. Examples of the range of recent types of project include:

  • Writing a handbook for volunteers working with dementia sufferers in residential homes.
  • Aim Higher Mentoring Associate work in secondary schools.
  • Writing for the in house film magazine and managing external relationship with the Showroom Arts Cinema
  • Youth group leadership
  • Student Union Volunteering committee chair and publicity responsibilities.

The project/placement is negotiated by the student within guidelines from the tutor or it can be a prearranged project with a contact established by the tutor. At level 6 students are expected to take on a leadership or management role. The students are supported through this process by taught sessions and tutorials in each semester. They work towards the submission of a folder which records their experience and reflection and its relationship to their degree, personal development, and employability skills.

Source

1.10 Learning from Industry Professionals and a Student-led Conference on Contemporary Issues in Arts Management at the Liverpool University for the Performing Arts, UK

In this final yearmodule, Contemporary Issues in Arts Management, students engage in inquiry through questioning industry professionals, researching their areas of interest and presenting their findings at a student conference.

Ten speakers at the top of performing arts management talk for one session each about the future of the arts, music, theatre and entertainment. Each speaker chooses their own issue to talk about with students plus the format. Small groups of students host each session, contacting the speaker in advance, researching their area of interest and providing research packs to fellow students.

On the day of the talk students meet the speaker for lunch. This enables them to network with industry professionals, as well as to lead discussions and collate questions in order to chair Q&A sessions. Guest inputs are tweeted. Dissemination therefore happens live throughout the module.

80% of the assessment is through a presentation at the end of the module. Emphasis is placed on coherence and strength of argument and supporting evidence over presentation criteria. These presentations also constitute an annual Contemporary Issues in Arts Management Conference. The 5-day gathering is based around 32 students delivering their own papers on the future of our industries. This unique event is attended by industry professionals and members of the public as well as our other two years of management students. Conference reaction is tweeted by the audience, generating wide dissemination (Some 850 tweets per month; the last 50 have reached 7,562 recipients).

The External Examiner commented (2008-09) that the “student conference... is excellent professional preparation as well as a sound testing of the students’ understanding of the industry.” Twenty percent of the marks are available for criteria decided on by students themselves e.g. their interaction with guest speakers’ subject matter and enhancements to the course.

Hot tip: “Don’t try to do it all at once – it has taken 9 years to build up this module”!

Source

1.11 Entertainment Technology Dissertation at Staffordshire University, UK

Students on undergraduate technology awards have to produce a piece of creative work, together with a research report. The nature of the discipline is that students are keen to carry out the creative element, but less keen to carry out the more academic research. By asking a student to carry out research work which is directly linked to thecreation of an artefact, we ensure that they develop skills in enquiry, which have a practical outcome in supporting their artefact production.

Research Dissertation (30 credits)

Runs over both semesters, and the final report includes all the usual elements of research, literature review, analysis, design, implementation, testing and critical evaluation.

Entertainment Portfolio (15 credits)

This is an artefact that is produced by the student and these are quite diverse. These have included projects such as a short film, a feature film with music, analysis of sound, a game level, an animation, a cartoon, comparison of various editing techniques, simulation of different studio produced music.

Source

1.12 Letting the apple fall further from the tree: the creation of a guide to inform students of the diversity of possible forms an English Language dissertation can take in the University of Gloucestershire, UK

This case study discusses the initial findings from introducing a guide earlier this academic year to inform students about the diversity of possible forms an English Language dissertation can take. Further research will examine the impact of the dissertation guide on the kind of dissertation that students actually chose to do and the quality of the final product.