Dissertation
| Module title | Dissertation |
|---|---|
| Module code | ERPM004 |
| Academic year | 2023/4 |
| Credits | 60 |
| Module staff | Dr Antonio (Ono) Olmedo () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 10 | 10 |
| Number students taking module (anticipated) | 40 |
|---|
Module description
Unlike the 4 taught modules in the MSc programme, the dissertation module is primarily a self-study module aided by hands-on workshops and one-to-one input from a skilled dissertation supervisor. During the course of the module you will design and/or undertake an independent research project of your own into an educational topic that is of interest to you, and produce a 15,000 word write-up of this: the dissertation. The dissertation itself can take three different forms:
- A self-contained small-scale enquiry
- A full-scale PhD proposal
- A paper in a format for publication in a specified research journal
Students who are on the MSc programme may undertake the dissertation in any of these forms. Students on the 4 Year PhD programme are required to undertake option two (the full-scale PhD proposal).
Module aims - intentions of the module
The aim of the Dissertation module is to provide you with an opportunity to: engage in practical research work; design a project that is meaningful in relation to your own research interests; and further hone your research skills with the aid of a skilled supervisor.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a deep understanding of your chosen area of investigation based on a wide reading of relevant literature in the area;
- 2. develop a research plan based on that reading;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. critically reflect on your own research in order to evaluate it;
- 4. design and/or carry out an independent investigation - analyse and disseminate results;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. work independently and collaboratively;
- 6. problem solve - to think logically, laterally, strategically, analyzing and evaluating;
- 7. select, organise, critically analyse and synthesise material;
- 8. communicate and present ideas when writing and speaking and to listen effectively and persuade rationally;
- 9. demonstrate skills in self-management - in particular the management of time, tasks and evaluation of own learning;
- 10. handle date effectively; and
- 11. use ICT effectively - the use of electronic data bases in the library, email, word processing, the internet.
Syllabus plan
The dissertation will involve:
- work which draws on the 4 taught modules (specifically the main research paradigms, methodologies and methods used in educational research and various forms of communicating research);
- making a choice about a possible area for research;
- drawing up an individual study plan with the supervisor;
- student-centred sessions to plan and discuss work in progress;
- negotiation with the supervisor to refine research topic and to make it relevant and feasible;
- student written accounts, normally to include: research topic or question, dissertation plan, relevant literature review, research methodology, implemented research activity, description and analysis of results, reflective discussion and conclusion of study;
- submission of these written accounts in stages with formative assessment by the supervisor; and
- guidance for the writing of a dissertation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 37 | 563 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 7 | 7 hours of meetings with your supervisor to plan and discuss work. You will devise a dissertation topic. You will then be assigned an appropriate specialist member of staff as your supervisor. Your supervisor will set targets and provide you with feedback on a draft of your dissertation |
| Scheduled Learning and Teaching activities | 30 | 10 hours of advanced research skills support in each of the three terms. These sessions will run alongside the dissertation and the taught modules to help you develop the necessary skills for research. |
| Guided Independent Study | 100 | Produce literature review and research methodology |
| Guided Independent Study | 163 | Research and develop proposal/ carry out project and initial analysis |
| Guided Independent Study | 300 | Write final dissertation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Coursework - written assessment on nature of study | 250 words | 8 | Written |
| Coursework - written assessment outlining basic research plan | 1,000 words | 2, 8 | Written and verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Dissertation | 100 | 15,000 words | 1-11 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Dissertation | Dissertation (15,000 words) | 1-11 | Six weeks from notification of previous results or re-entry to study |
Indicative learning resources - Basic reading
Basic reading:
- Bell, J. (2014) Doing Your Research Project: A Guide for First-Time Researchers (6th edition). Berkshire: Open University Press
- Cohen, L., Manion, L. and Morrison, K. (2013) Research Methods in Education, 7th Edition. London: Methuen
- David, M. and Sutton, C. (2011) Social Research: An Introduction. London: Sage.
- Gilbert, N. (2011) From Postgraduate to Social Scientist: A Guide to Key Skills. London: Sage.
- Gitlin, A. (Ed.) (2014) Power and Method: Political Activism and Educational Research. Abingdon: Routledge.
- Gray, D.E. (2011) Doing Research in the Real World. London: Sage.
- Hancock, D.R & Algozzine, B. (2017) Doing Case Study Research: A Practical Guide for Beginning Researchers 3rd edition. New York: Teachers College Press.
- Hartas, D. (Ed) (2015) Educational Research and Inquiry: Qualitative and Quantitative Approaches. New York: Continuum International Publishing
- Kemmis, S., McTaggart, R & Nixon, R (2014) The Action Research Planner: Doing Critical Participatory Action Research. London: Springer
- Menter, I., Elliot, D. Hulme, M., Lewin, J. and Lowden, K. (2011) A Guide to Practitioner Research in Education. London: Sage.
- Wellington, J. (2015) Educational Research: Contemporary Issues and Practical Approaches. 2nd Edition. London: Bloomsbury.
Indicative learning resources - Web based and electronic resources
Web based and electronic resources:
- British Educational Research Association (BERA) http://www.bera.ac.uk
- European Educational Research Association (EERA) http://www.eera.ac.uk
- American Educational Research Association (AERA) http://www.aera.net
ELE:
http://vle.exeter.ac.uk/course/view.php?id=3161
http://vle.exeter.ac.uk/course/view.php?id=3162
http://vle.exeter.ac.uk/course/view.php?id=2500
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | None |
| Module co-requisites | ERPM000, ERPM001, ERPM002, ERPM005 |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 15/08/2012 |
| Last revision date | 09/07/2018 |
