Module SOCI43260: PRACTITIONER RESEARCH AND DISSERTATION

Department: Applied Social Sciences

SOCI43260: PRACTITIONER RESEARCH AND DISSERTATION

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• Research Design and Process

Aims

• To develop students' critical understanding of and skills in the main approaches and methods of social research, with particular reference to the use of research in community settings within an ethical framework.

Content

• the nature of practitioner research - complexities and challenges;
• the uses of research in community policy and practice;
• approaches to social research - ontological and epistemological issues;
• ethical issues in research;
• developing research questions;
• literature reviewing;
• sampling;
• methods of data collection;
• methods of data analysis;
• interpretation and validation;
• writing up research.

Learning Outcomes

• a critical understanding of how research may be used to inform social welfare policy and practice;
• a critical understanding of the key debates about the nature of 'practitioner research' and the complexities and challenges facing practitioners undertaking research;
• an ability to identify an appropriate field of inquiry suitable for a small-scale research or evaluation project;
• an ability to design an independent piece of research;
• knowledge of a range of research methodologies and methods and an ability to review, evaluate and apply these appropriately and justify the choices made;
• an appreciation of the ethical issues that may arise during the research process and the commitment and skills to apply appropriate principles of ethical conduct in practice;

• an ability to relate research findings to policy and practice in a specialist field of study;
• an ability to report findings effectively, draw conclusions based on research and locate these in the context of other research and literature;

• skills in collection, analysis and presentation of data;
• an ability to work autonomously, taking a high level of responsibility for their work.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching and learning in seminars and associated reading for each seminar will utilise input from the tutor and student debate and discussion to contribute to all the learning outcomes, in particular, 1-6. These outcomes require reading and debate to develop understanding. Discussion will take place in the student group in seminars, with students critically appraising each other’s research questions and sharing their research designs.
• Individual tutorials will build on the seminar learning and focus attention on the individual student's project, to ensure learning outcomes 7-10 are met satisfactorily. • Knowledge, understanding and skills will be assessed through:
• An outline research proposal (formative assessment) - feedback will be given on this outline both in the student group and by the tutor to enable students to make improvements.
• A full research design (formative assessment) - this tests out students' abilities to formulate questions and plan a piece of research, specifying methodology, methods, analysis, ethical issues. The feedback from the tutor will inform the final project;
• A dissertation - requires students to demonstrate all the learning outcomes at both a theoretical and practical level.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

An outline research proposal. A full research design, including submission of ethics form.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University