MODULE SPECIFICATION TEMPLATE

MODULE DETAILS

Module title / Research Project / Dissertation
Module code / KV713
Credit value / 60
Level / Level 4 / Level 5 / Level 6 / Level 7 / X / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites / Approved research proposal (KV712, KV733 or equivalent)
Co-requisite modules / N/A
Module delivery
Mode of delivery / Taught / X / Distance / X / Placement / Online
Other
Pattern of delivery / Weekly / Block / Other / X
When module is delivered / Semester 1 / Semester 2 / Throughout year / X
Other
Brief description of module content and/ or aims / This module aims to secure understanding and command of research practice and research-based knowledge outcomes in education, learning and development. It centres on an extended and rigorous piece of personal research arising out of students’ prior programme of study involving fieldwork or library-based study. Both research and the resulting dissertation will be relevant both to the student's professional situation and to their field of learning, and will relate in some way to the remainder of the student’s programme of study towards the Masters award. The impact of the research process and the outcomes are expected to be considered in terms of professional and personal impact.
Module coordinators / Irena Andrews and Joan Williams
School / School of Education
Campus where delivered / Falmer / Off-site
Course(s) for which module is appropriate and status on that course
Course / Status
MA Education Programme (UK) / Compulsory
MA Education (Teaching Leaders) / Mandatory
MA Education Programme (Mauritius) / Compulsory

MODULE AIMS, ASSESSMENT AND SUPPORT

Aims / To undertake an extended and rigorous piece of personal research relevant both to the student's professional situation and to their field of learning.
Learning outcomes / By the end of the module participants should be able to:
1.  plan and carry out an appropriate small-scale research project in the context of their professional situation;
2.  secure their understanding and command of research methodologies and methods in education, learning and development;
3.  be critically aware of professional and research ethics in the design and conduct of their research project and dissertation writing;
4.  critically evaluate the role of research in the production of new knowledge;
5.  appreciate the limitations, affordances and contributions to knowledge, policy development and practice of small-scale practitioner research;
6.  secure advanced understanding of their field to a high level appropriate for completion of a Masters award;
7.  secure higher level research and intellectual skills in a professional context;
8.  prepare appropriate further dissemination of the outcomes of their research project within their own professional communities.
Content / In contact time:
Research methods in applied social sciences including ethics
Project focus tutorials (7hrs paired and/or individual)
Education Research Conference
In non-contact study time:
Design and conduct of an empirical or literature-based research project
Meetings with critical study group
The writing of an appropriate dissertation
Online research and library study
Learning support / Books:
Campbell, A. & Groundwater-Smith (eds) (2007) An ethical approach to practitioner research: dealing with issues and dilemmas in action research London: Routledge
Cohen, L., Manion, L., and Morrison, K. (2011). Research Methods in Education, (7th edition) Oxon: Routledge.
Fox, M., Martin, P. and Green, G. (2007) Doing practitioner research London: Sage
Gregory, I. (2003) Ethics in Research London: Continuum
Hart, C. (2001) Doing a literature search : a comprehensive guide for the social sciences, London: Sage
McAteer, M. (2013) Action research in education, Los Angeles: Sage
Marshall, C. and Rossman, G.B. (2011) Designing qualitative research. (5th edition) London: Sage
Punch, K.F. (2010). Developing effective research proposals. London: Sage.

Journals:

Comparative Education
Journal of Teacher Education
British Education Research Journal
Discipline-specific and profession specific professional journals
Teaching and learning activities
Details of teaching and learning activities / Scheduled Time:
·  Taught sessions
·  Seminar discussions
·  Workshop activities, discussion of theory and research.
Independent learning:
·  Independent research
·  Activities and discussions with work-based teams and colleagues
·  Discussion forum (on studentcentral or blog)
·  Work-related learning
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning. / 30
GUIDED INDEPENDENT STUDY / All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. / 570
PLACEMENT / The placement is a specific type of learning away from the University that is not work-based learning or a year abroad.
TOTAL STUDY HOURS / 600
Assessment tasks
Details of assessment on this module / Participants will be required to complete the following

1.  Dissertation (Weighting100%)

Submission of a dissertation reporting the processes and outcomes of the research project. The work will be a maximum of 15,000 words (plus any appropriate appendices)
The submission will be marked on a percentage basis. The module pass mark is 50%.
Referral task: Rework original task.
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / Written exam
COURSEWORK / Written assignment/ essay, report, dissertation, portfolio, project output, set exercise / 100%
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise
EXAMINATION INFORMATION
Area examination board / Postgraduate Framework Combined Area and Course Examination Board
External examiners
Name / Position and institution / Tenure Starts / Tenure ends
Hugh Johnson / Senior Lecturer in Continuing Professional Development, Birmingham City University / 01/01/16 / 31/12/19
Dr Nicola Martin / Head of Research and Higher Degrees, London South Bank University / 01/01/16 / 31/12/19

QUALITY ASSURANCE

Date of first approval / September 2008
Date of last revision / April 2014
Date of approval for this version / January 2016
Date this version first taught
Version number / 3
Modules replaced / n/a
Available as free-standing module? / Yes / No / X

[1] Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.