Project Design
| Module title | Project Design |
|---|---|
| Module code | HPDM083 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Dr Sarah Bell (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 9 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module provides you with the knowledge and practical skills required for independent project design and development with a view to preparing you for your personal Masters Dissertation. Individual problem identification and innovative solution generation is encouraged, whilst identifying key stakeholders in the knowledge exchange process and developing the persuasive skill set of professional grant writing.
No pre-requisites or specialist knowledge are required to undertake this module, which is well suited to interdisciplinary learning. Delivery is via four focused days of expert-led small group learning, interspersed by personal study undertaken at your own pace and supported by our internet resources.
Module aims - intentions of the module
You will develop the knowledge and skills required to design and develop an independent research project. This will include pertinent elements of project design methodology and project management as well as the iterative knowledge exchange process.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate the professional ability to derive a robust, meaningful and focused research question, of relevance to your own discipline/practice
- 2. Demonstrate a practical and applied understanding of the design, methodology and project management appropriate to the proposed project and justify chosen approach
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Develop a coherent persuasion and business case for a project proposal through the systematic, critical evaluation and synthesis of relevant evidence from a range of sources
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Demonstrate a comprehensive understanding of the process of knowledge exchange within your own discipline/practice and identify the potential value of the project to end users
Syllabus plan
Whilst the module's precise content may vary from year to year, an example of an overall structure is as
follows:
Question generation and problem identification
An introduction to quantitative, qualitative and mixed method study design
Research ethics
Project and resource management
Knowledge exchange and pathways to impact
How to write a project proposal/grant application
Presentation skills
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 20 | 130 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 20 | Delivered over 4 full days, each with 4 x 1.25 hours interactive student seminar sessions, including both lecture and workshop-oriented activities. Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. - Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board - Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum |
| Guided independent study | 30 | Session preparation and follow up work utilising resources provided on ELE |
| Guided independent study | 100 | Reading and assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Two-page written project outline | Two pages using structured template | 1-4 | Written via email |
| Project outline oral presentation. Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation to the group using Teams/Zoom; or submission of a narrated PowerPoint. | Project outline oral presentation | 1-4 | Module lead and peer feedback in class. Feedback may be provided via synchronous or asynchronous online discussion. |
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 |
|---|---|---|---|---|
| Written project proposal | 100 | Eight pages using structured template | 1-4 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Written project proposal (100%) | Written project proposal (eight pages using structured template) | 1-4 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Usherwood. (1996). Introduction to Project Management in Health Research: A Guide for New Researcher. Buckingham, Open University Press.
Sharp JA, Peters J and Howard K. (2002). The management of a student research project. Aldershot, Gower Publishing Company.
Reardon R, Lavis J and Gibson J. (2006). From Research to Practice: A Knowledge Transfer Planning Guide. Institute for Work & Health (www.iwh.on.ca).
Lock D. (2007). The Essentials of Project Management (3rd edition). Aldershot, Gower Publishing.
Swetnam D. (2005). How to Plan, Prepare and Present Successful Work (3rd edition). Trowbridge, Cromwell Press Ltd.
Cronin P, Ryan F and Coughlan M. (2008). Undertaking a literature review a step-by-step approach. British Journal of Nursing. 17(1); 38-43.
Cresswell, JW. and Cresswell, JD. (2018) Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Fifth Edition. London: SAGE Publications.
Green, J. and Thorogood, N. (2018) Qualitative Methods for Health Research. London: SAGE Publications.
Indicative learning resources - Web based and electronic resources
Please see ELE above for up to date electronic resources.
ELE – : HPDM083 2020/21 Module Pages
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 15/12/15 |
| Last revision date | 13/05/2020 |
