Note: This Sheet Does Not Form Part of the Specification and Will Not Be Published

MODULE SPECIFICATION

1. Title of the module

WL857 Quantitative Research Methods[C1]

1. School or partner institution which will be responsible for management of the module

The Centre for Professional Practice

1. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)

Level 7

1. The number of credits and the ECTS value which the module represents

15 (7.5 ECTS[C2])

1. Which term(s) the module is to be taught in (or other teaching pattern)

Autumn or Spring or Summer[C3]

1. Prerequisite and co-requisite modules

None[C4]

1. The programmes of study to which the module contributes

MA/MSc Professional Practice

1. The intended subject specific learning outcomes[C5].

On successfully completing the module students will be able to:

8.1 Demonstrate knowledge and a critical understanding of the theoretical and methodological underpinnings of quantitative research.

8.2 Demonstrate knowledge and understanding of the use of quantitative techniques and their application to professional practice and work-related enquiry projects.

8.3 Identify and select appropriate statistical techniques and recognise how they apply to different types of quantitative methods.

8.4 Critically analyse and interpret results derived from statistical models and theoretical examples.

8.5 Demonstrate the application of deductive methodology and quantitative methods in support of a project enquiring into an area of their own professional practice.

1. The intended generic learning outcomes[C6].

On successfully completing the module students will be able to:

9.1Demonstrate capacity for autonomous learning through evaluation and enquiry, through making a genuine contribution to professional knowledge,in relation to their subject area.

9.2 Communicate with clarity in the written academic format, with evidence of critical reflection and the ability to enhance professional competence on the basis of demonstrated application of research findings.

9.3 Show a capacity for autonomous learning and the ability to access academic and professional resources as appropriate.

9.4Show ability to effectively manage and present complex information effectively and to present this using a comprehensive range of learning resources and in order to demonstrate competence in the advanced appraisal of quantitative research.

9.5 Demonstrate the ability to express opinions and engage in critical thinkingin written format.

1. A synopsis of the curriculum[C7]

This module will focus on the theory and application of quantitative research. It explores the various aspects of quantitative data collection techniques and methods of statistical analysis, as appropriate to an area of work-related enquiry related to the students own professional practice. The module will be delivered over one weekend (Friday-Sunday).

Sessions will focus on theories of deductive reasoning and types of quantitative methodology. There will also be sessions on statistics with a hands-on SPSS workshop. Emphasis will be placed on developing skills to evaluate the quality and integrity of quantitative data, assessing the appropriateness, validity and range of that data. The module will culminate in a presentation, designed to promote dialogue regarding the use of quantitative methodologies in practice.

The module will include teaching on:

• Critical understanding of the theories underpinning deductive reasoning
• Quantitative data collection methods
• Statistical analysis techniques and tools
• Interpretation of statistical data
• Overview of critical appraisal tools and techniques
• Introduction to SPSS

Subject specialists will use contemporary and traditional modes of course delivery, materials and workshops to advance students quantitative research skills.

1. Reading List (Indicative list, current at time of publication. Reading lists will be published annually[C8])

Balnaves, M. and Caputi, P. (2001) Introduction to Quantitative Research Methods: An Investigative Approach. London: Sage.

Blaikie, N. (2003) Analysing Quantitative Data.London: Sage.

Costley, C., Elliot, G. and Gibbs, P. (2010) Doing Work Based Research: Approaches to Enquiry for Insider-Researchers. London: Sage.

Field, A. (2014)Discovering Statistics using IBM SPSS Statistics.London: Sage.

Robson, C. and McCartan, K. (2016) Real World Research. 4th edn. West Sussex: Wiley.

Reading materials specific/relevant to the student’s individual working practices will be recommended and discussed during the taught session.

1. Learning and Teaching Methods[C9]

The module will be delivered by blended learning methods. All students will be situated in the workplace and attending part-time. Teaching methods are designed to support suitable modes of learning with emphasis on the application of theory to professional practice. To facilitate this, active participation from the students will be encouraged throughout the module. Methods employed to develop knowledge and understanding during the taught sessions will include: tutor facilitated learning sets including discussion, research examples and workshop activity. This will be followed by experiential, work related activity and application.

Contact and study hours: The total number of hours of study required will be 150 hours. The module will be delivered by blended learning methods including: a guided study package (approximately 25 hours), day lectures and workshops (approximately 21 hours), private study (approximately 52 hours), tutorial time either face-to-face or by computer mediated communication (CMC) (approximately 2 hours) plus time spent[TH10] on the assessment (approximately 50 hours).

1. Assessment methods[C11].[TH12]

The assessment is 100% course work. The assessment comprises of a written report of 4000 words (+/-10%) on the critical evaluation of a piece of quantitative research, which is congruent with the evidence provided to meet the module learning outcomes.

The student is expected to choose one piece of published quantitative research and write a report which critically appraises and analyses that chosen piece of research, whilst drawing on research tools and wider reading in order to do this effectively.

The report aims to provide a vehicle for structured, systematic and critical reflection on the application of high quality quantitative research evidence to an area of their own professional practice. However, in the absence of a research paper in direct relation to a student’s own practice, then there should be demonstrated competence and advanced level critical appraisal in the light of the subject material relating to comprehension and application of deductive thinking styles and methods of analysis, in a more general context.

The report content should include an advanced critical appraisal and analysis of high level quantitative research findings, such as (but not exclusive to) an RCT (Randomised Controlled Trial). The skills involved with critical appraisal and analysis of the RCT (or other) should be demonstrated and include extraction of data and calculation of advanced findings (where possible) such as Relative Risk, Absolute Risk, Number Needed to Treat (if they are not already given).

The chosen research paper, even where not directly related to the students own area of practice, should still inform the student learning experience and therefore, it must be discussed how performing a high level appraisal in this manner, has informed the student’s own professional practice both currently and potentially.

1. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13[C13])

1. The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexiastudent support service, and specialist support will be provided where needed.

1. Campus(es) or Centre(s) where module will be delivered:

Medway Campus

FACULTIES SUPPORT OFFICE USE ONLY

Revision record – all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

WL857 (V3) - June 2016 - Revised Mod Spec - Page | 1

[C1]This is the revised specification for module WL857 and is on the new template

[C2]ECT value has been added

[C3]To be available all terms

[C4]There is now no pre-requisite for this module

[C5]Updated LO’s to reflect the content of the revised module and the subject-specific content.

[C6]These Generic LO’s have been reworded slightly but content is essentially the same.

[C7]This synopsis has been updated to include a slightly more detail overview of what the sessions will focus on.. as well as a more detailed bullet point list.

[C8]Updated reading list to include current material

[C9]This section has been redeveloped to add depth of explanation – the matrix has moved to point 14 as per the new template.

[TH10]Typo ‘spend’ amended to spent

[C11]This section gives a more thorough explanation of the precise nature of the assessment method required.

[TH12]This section has been re-worked to take into account comments made regarding the unclear assessment

[C13]This is the new map of LO and allocation of hours / how the module meets the LO’s