BA (Hons) Public Services Management / Criminology and Law
Module:
Dissertation
Module Leader:
Jamie Carruthers
Tel: 01924789626
Email: J.carruthers@wakefield.ac.uk
Room: WU205
Academic Year: 2023/24
CONTENTS
Introduction to the Dissertation module
Page 3
Module Specification
Page 4
Tutor Guidance
Page 9
Assessment Brief
Page 10
Submission Dates
Page 11
Presentation Guidelines
Page 14
Programme Outline
Page 22
Wakefield College Higher Education generic marking criteria
Page 29
Student Module Evaluation
Page 30
Introduction to the Dissertation module
Hello and welcome to the Dissertation module. This is a 40-credit module which offers you the opportunity to undertake an independent research project on a subject area of your choice. The initial taught sessions will offer you the opportunity to explore the possible avenues of research and introduce you to the formats under which a dissertation may be submitted. It must be understood the Dissertation module is predominantly an independent module which allows you to combine all previous knowledge and applied skills and focus it on a favoured subject area. Tutor support will be limited and usually only through the booking of a 1-to-1.
The booklet contains pertinent information regarding the module you are about to study. The assessment brief clearly detailed and you should take some time to look at the module learning outcomes which are being assessment by the brief. In addition, there is a section relating to assessment guidance which you should pay careful attention to, along with the deadline dates for submission. The programme outline details for you the planned week by week delivery structure and signposts you to reading and activities which you should be undertaking in preparation for the session.
J Carruthers
Module Leader
Module Specification
A GENERAL INFORMATION
Please complete a module specification for each module included in this application for validation of provision.
Module Title
Dissertation
Module Code
(enter code or NEW)
NEW
Module Level
6
Cluster/Programme
(the host cluster/programme for this module)
BA(Hons) Public Service Management.
Credit Value
40
Module Leader
(name and email)
Nigel Donohue
n.donohue@wakefield.ac.uk
Total Number of Learning Hours
(normally 10 hours per credit)
400
Pre-Requisite
(where applicable)
None
Co-Requisite
(where applicable)
N/A
Post-Requisite
(where applicable)
N/A
Number Attending Module
(anticipated)
15
Trimester
(please tick as many as appropriate)
Trimester 1 T1 P
Trimester 2 T2 P
Trimester 3 T3 P
Module Delivery Mode
(please tick as many as appropriate)
On-campus/Blended P Online/Distance Placement Year/Semester abroad Other (please detail) Mandatory Constraints
(e.g. Disclosure and Barring Service Check)
None
Other programmes this module is validated to
(please include Programme Name)
BSc Health & Well-being (Top Up), BA Public Services, BSc Applied Sports Performance (Top Up), BSc Physical Activity with Exercise Prescription (Top Up)
B MODULE DESIGN
Module Rationale and Aims
As a guide you should include 3 4 module aims which should flow from the rationale. Please see A Guide to Writing Programme and Module Level Learning Outcomes at the University of Hull for further information.
The dissertation module has been designed to offer students the opportunity to undertake an in-depth research project that will enable them to demonstrate knowledge, understanding, application and analysis within a relevant context.
Students will be able to demonstrate their acquired skills and competencies as reflective practitioners able to undertake a high-level project from the initial planning stages, through data collection and analysis and on to synthesis, evaluation and production of the final piece.
The module builds upon previous studies, most specifically research skills, but also offers the opportunity for the embedding of skills and knowledge from across the programme.
Aims:-To extend and enhance the academic skills developed across modules delivered at levels 4 and 5, encouraging the implementation of more advanced skills such as synthesis and critical evaluation.
To facilitate, guide and support independent academic study developing student autonomy, initiative and focus.
To provide opportunities for students to engage in ethically approved primary and secondary research that enables the creation of meaningful links between complex theory and practice.
Module Learning Outcomes
As a guide you should include 3 4 module learning outcomes. Please see A Guide to Writing Programme and Module Level Learning Outcomes at the University of Hull for further information.
On successful completion of this module, students will be able to:
Module learning outcome text
LO1 Demonstrate intellectual independence and originality by choosing your own subject of study and defining its nature and scope.
LO2 Locate, synthesise and critically review relevant source information within an independent research project.
LO3 Utilise appropriate data collection tools and critically analyse and evaluate relevant information within an ethically approved research framework.
LO4 Articulate reasoned arguments, conclusion and recommendations in an appropriate academic manner.
Module Indicative Content
Please outline the key themes and topics to be included in this module.
This module offers students free choice of an independent study topic within an appropriate area of study that is relevant to their sector. As such, the content of the module will vary. In addition, the taught element of the module is very limited, with more focus on supervised 1:1 sessions and independent activity.
There will however, be generic preparatory sessions delivered around:-Skills in data collection and analysis.
Application of theory to practice.
Presentation, structure and design of the final report.
Ethical considerations.
Module Learning and Teaching Methods and Rationale for Selection
Please describe the teaching and learning methods and your rationale for their selection. A bullet point list of teaching methods is not sufficient.
This module is a 40 credit, 30-week module to be delivered in both Semesters of Level 6.
Students will engage in a project of their choosing. Dissertation is an independent study module and as such, students should recognise that staff contact relates to support and guidance, rather than significant input of material relating to the theme and/or content of the chosen dissertation topic.
Every student will be offered a timetable of generic taught sessions within the first six weeks of the academic year and these will cover the concepts and issues likely to be faced during the process of dissertation up to, and including, write-up.
In addition, every student undertaking dissertation will be entitled to receive a maximum of 6 hours 1:1 support from their chosen supervisor over the duration of the academic year. It should be noted that the student must make his or her own arrangements for supervision directly with the supervisor and that responsibility for initiating and maintaining that contact lies with the student.
Breakdown of Teaching and Learning Hours
Please refer to QAA Explaining Contact Hours guidance for further information.
Student time associated with the module %
Guided independent study including online 4.5%
Placement/Study abroad 0
Scheduled learning and teaching activities 95.5%
Total 100%
Ethical Issues, Risk and Inclusivity
Modules may deal with issues that are sensitive or involve ethical considerations and our duty of care to our staff and students extends to all involved in learning and teaching. Please highlight any relevant issues that relate to content, teaching methods and assessment and state how they are to be addressed (include evidence of support from relevant ethics committees and relevant risk assessments as appropriate).
.
The dissertation module actively encourages that students will engage in primary research in a topic of their choosing. As such, they will be reminded of the importance of ethical research and good practice. It will be compulsory for all dissertation students to make an application to the Colleges Higher Education Ethics Approval: Code of Practice and they will be expected to familiarise themselves with the Colleges Higher Education Research Ethics Guidelines.
C MODULE ASSESSMENT
Formative Assessments for this Module
No grade will be awarded for the ethics proposal, but tutor feedback (and ethics panel feedback where relevant) will be provided.
Assessment type and title (where relevant)
FA1 Submission of an ethics proposal.
Summative Assessment for this Module
Assessment type and title (where relevant) % Module LOs addressed
SA1 Individual 12,000 word dissertation. 100 1,2,3,4
Rationale for Assessment Methods Chosen
The submission of major independent research project is the culmination of a prolonged period of academic study that offers the opportunity to develop further subject expertise and enhance research, intellectual and organisational skills.
Module Re-assessment Methods
Re-assessment type and title (where relevant) % Module LOs addressed
SA1 Re-submission of the original dissertation but with necessary improvements 100 1,2,3,4
Rationale for Re-assessment Methods Chosen if Different from First Assessment (e.g. if group work cannot be replicated, how will the associated learning outcomes be met)
N/A
D MODULE RESOURCES
Module Staffing
(Please list all staff members who will be teaching on this module)
Staff Name RTS status (please delete as appropriate) If Yes, date RTS granted
Nigel Donohue Yes Stuart Bloomfield Yes Indicative Reading List
(Please refer to the University guidelines for Reading Lists.)
Essential Greetham, B. (2013) How to Write Your Undergraduate Dissertation 2nd Ed Basingstoke: Palgrave Macmillan
Recommended Cottrell, S. (2014) Dissertations and Project Reports: A Step by Step Guide Basingstoke: Palgrave Macmillan
Creswell, J.W. (2014) Research Design: Qualitative, Quantitative and Mixed Methods Approaches 4th Ed. London: Sage
Gillham, B. (2008) Developing a Questionnaire 2nd Ed London: Continuum
Gillham, B. (2005) Research Interviewing: The Range of Techniques: A Practical Guide Oxford: OUP
Ridley, D., (2012) The Literature Review: A Step-By-Step Guide for Students 2nd Ed London: Sage
Yin, R.K. (2013) Case Study Research: Design and Methods 5th Ed London: Sage
Background Swatridge, C., (2014) Oxford Guide to Effective Argument & Critical Thinking Oxford: OUP
Other Resources Required
(Please list any further resources that may be required for the successful delivery of this module.)
Tutor GuidanceThis module requires the completion of one assessment; a dissertation, which may also be referred to commonly as a major independent study (MIS).
The format and presentation of the dissertation should follow either that of a traditional research paper or systematic review, details of which are documented in the assessment section of the handbook.
The dissertation requires the student to independently undertake research for all the elements within. It is recommended a timetable is drawn up at the beginning of the process to ensure all elements are considered and allow reasonable time to carry out.
Wikipedia is not an acceptable academic source.
Remember to pay attention to detail; work at this level should not contain spelling, grammatical or presentation errors- proof read your work as errors will result in a loss of marks. Also in using and making reference to other peoples work, you must ensure you reference correctly. You must not pass off other peoples work as your own as this will be regarded as Academic Misconduct; in other words, cheating or plagiarism. Plagiarism is on the increase but one reason for this could be that educational Institutions are devoting significant resources to eradicating it. Remember the penalties for plagiarism may mean serious consequences for you.
A copy of the University Centres Code of Practice on Plagiarism, Cheating and Unfair Means is available on Moodle.
Assessment Brief
Assessment 1: Dissertation 12,000 words (100%)
To meet all learning outcomes:-Demonstrate intellectual independence and originality by choosing your own subject of study and defining its nature and scope.
Locate, synthesise and critically review relevant source information within an independent research project.
Utilise appropriate data collection tools and critically analyse and evaluate relevant information within an ethically approved research framework.
Articulate reasoned arguments, conclusion and recommendations in an appropriate academic manner.
Task
A dissertation is an extended piece of writing on a topic chosen by yourself. In this case, your dissertation will need to be 12,000 words (+/- 10%) and the topic that you choose must relate to the public services. Your dissertation will be divided into the following sections:
Title Page
Acknowledgments
Abstract
Contents page showing chapters and page numbers
List of Tables
List of Figures
Chapter 1: Introduction
Chapter 2: Review of Literature
Chapter 3: Methods
Chapter 4: Results*
Chapter 5: Discussion*
Chapter 6: Conclusions and suggestions for further work
References
Appendices (e.g. consent form / computed record of attending tutorials) etc.
* Sometimes these are in one section, e.g. reporting qualitative research.
More detail about each of the above sections will be provided below. You should read this module handbook carefully before attempting to construct your final piece.
Proposal and Ethics Submission Dates:
Final (summative) submission date: w/c 31st October
You must submit both your proposal form and your ethical approval form to the Programme Lead (Jamie Carruthers) via email at: J.carruthers@wakefield.ac.uk by 16:00 on or before the relevant day (the same day that the lecture is timetabled).
Dissertation Submission Dates:
Formative submission dates: w/c 13th March 2024
In the case of your dissertation, formative assessment will take place at various points throughout the academic year. You will have the opportunity to discuss your progress with your dissertation supervisor at numerous points throughout the academic year. After the initial teaching is over it will be your responsibility to ensure that you arrange such meetings. However, formative deadlines have been set below as a guide:
Final (summative) submission date: Friday 26th April 2024
Summative assessment will take place in week 12 of Semester 2 and your final piece must be submitted formally via Turnitin (uploaded via Moodle) by 16:00 on or before the relevant day (the same day that the lecture is timetabled). If for any reason you cannot access Moodle or Turnitin you must submit your work electronically, via email to your programme leader.
This date is the final date of submission for your completed assessment; the mark awarded for this will be presented to the exam board.
Submission Information
Submissions dates are very important. Please refer to your programme handbook for information about:
Extensions
Penalties for late work
Penalties for over-length assessments
Mitigating Circumstances
Guidance for submitting through Turnitin
You must submit all work through Turn it in, in line with University of Hull and Wakefield University Centres academic policy. You can access Turn it in through your Moodle page. Assessments for this module must be uploaded though the relevant module folder and though the relevant assessment link.
263352887318Follow the link to the Turnitin assignment from your Moodle course. This will open My Submissions and will show the assignment details. If there is more than one part to the assignment there will be multiple tabs to navigate between these.
To upload your assignment, click the icon next to Submit Paper
In the Submit Paper window either drag and drop your assignment where the blue arrow shows or click the Add.. icon to browse for your file.
Check the box to confirm your submission is your own work then click Add Submission
Once your assignment has been submitted you will receive a digital receipt, it is important to keep this for proof of submission.
Problems with Turnitin
In the unlikely event of Turn it in being unavailable at the point of summative submission you can submit your work to HEAdmin@wakefield.ac.uk. Work sent to this email account must be submitted from your student email account with your turn it in code as subject. In the main body of the email, please only include the following three pieces of information:
Programme Title
Module Title
Module Tutor
N.B please note this is only a temporary holding account in place to enable you to meet your submission deadline and academic staff will not access your work to mark it. You must still submit work through turn it in when it becomes available again.
You should not submit work directly to your module tutors email account as this invalidates our principle of anonymous marking.
Any work submitted after the deadline will be deemed 'late'.
You can expect to receive feedback on your assessment within a reasonable period. This period shall not normally exceed four working weeks (excluding holiday periods) following the deadline for submission of the assessment concerned. If this timeframe cannot be met for any reason, you will be informed by your tutor via email or through the module Moodle page. This information will include the reason for any delay. The feedback will normally be in written format but will not be ratified until the exam board this means your marks are subject to change until that point. The Feedback you receive will address your achievement of the specified assessment criteria, indicate areas for development and improvement and encourage you to reflect critically on your work. You are encouraged to discuss your feedback in more depth with your module tutor if you have any questions or queries. Feedback on your assessments (formative and summative) will help you develop your academic, practical and transferable skills as you move through your studies and is therefore, a valuable resource.
The Colleges Higher Education Assessment Policy can be found on the HE Student Moodle page.
Presentation Guidelines
Title
Getting this right is more crucial than you may think. If your title is too vague, then your dissertation may lack focus. Your title should be concise but informative, preferably one sentence long (avoid using phrases such as A study to... and An investigation of...). You must make sure that the title represents the investigative elements of your research in a nutshell.
You should aim to construct a title which forces you to concentrate on something in particular, asks a specific question or makes a specific comparison.
2. Abstract and key words (Max 300 words)
Although the abstract occurs at the beginning of the study, it is generally the last thing that is written. The abstract is a short summary of the contents of the dissertation and the main conclusions drawn.
As such, the abstract should contain; background information to contextualise the study; a statement as to the purposes of the study; a summary of the basic procedures (participants, method/s utilised) and the main findings/conclusions (specific data and their significance). The abstract is not an introductory chapter, nor a list of tasks that have been carried out.
3. Introduction (approx. 1000 words)
The study should begin with one or two introductory paragraphs which explain how the dissertation is structured and the reasons for choosing this area of research. Some demonstration of enthusiasm and inspiration for the research area creates the right mindset within the reader. Within your introduction you should cover the following (this list is not exclusive):
Aims and Objectives
The aims of the study should be clearly articulated; three or four at the most are advised. These should be constantly used as a reference point for the study and will form the framework for the literature review, methodology, analysis and conclusions. If you are formulating a general research hypothesis it should be stated here. It is useful to identify your aims by use of bullet points to help keep the wording concise and precise.
Context
Describe the context of the study in some detail. This should put the research study within an appropriate setting and provide background information essential to its understanding. Describe your chosen institution (anonymously), your role within it (where relevant) and its relationship to local and national contexts. It is advisable to state what you intend to call the institution in the research, and then use it consistently, for example, The Prison.
Rationale
This is a detailed rationale for what you want to investigate in the study. It should provide a justification of the value of the study both in theoretical and practical terms. Explain what contribution the study is likely to make to your chosen institution and your own practice (where relevant). This is not a literature review but should be a synopsis of the assumptions made within the study, with some reference to theory. It could make reference to one or two key studies that are relevant to the research investigation and may have been inspirational. These will be developed further in the literature review. Finally, where relevant you may wish to acknowledge the limitations or exclusions of the research (e.g. This research will not cover).
Summary
Conclude by summarising the main points and introducing the literature chapter.
Please note all chapters should begin with a brief introduction which outlines the structure of the chapter and conclude with a summary. Linkage between the chapters should be explained in the summary of the preceding chapter.
4. Literature review: (approx. 3,000 words)
The literature review places your dissertation within the body of existing research/literature and justifies your choice of question.
The main purpose of the literature review is to:
analyse what others have written about the subject, thus providing an indication of the originality of your own research;establish a theoretical framework for the study, thus setting it within the context of current knowledge;indicate using quotations, as appropriate, and detailed analysis, the key texts that have been used to explore recent research/thinking in the study area; and
frame the way the studys aims have been determined.
This is a synthesis of the contextual literature that is drawn from textbooks, documents, academic journals, web references and relevant reports. You should not simply repeat literature/research that has already been done.
This section can be very time-consuming, so it is important that you make use of the University Centers facilities. The Library has a wide range of up-to-date source material, including technological facilities, and details of how you can access relevant references via the internet. As explained above, the literature chapter should begin with an introductory paragraph which explains how it is structured and why.
The treatment of these sources should be critical, analytical and creative; key ideas and themes need to be debated and contrasted, not simply listed and described. It is advisable to keep your literature review as up-to-date as possible as education changes fairly rapidly and cover a good range of references from the sources listed above. However, some of the older literature may well include seminal writings, notable reviews of pertinent issues, or are of historical relevance and, therefore, are valid sources of material. Try not to rely too heavily on specific sources, or your discussion will not be balanced and you will be severely limited in your ability to provide a critical analysis. Synthesise your reference material where possible, often a theorist/writer will be making the same or a similar point and these can be blended together. A poor style is when chunks of material are simply lifted from different sources and are linked together with a brief comment.
It can sometimes be daunting setting out to write a 3,000 word literature review. It is unlikely that coverage will be exhaustive and consequently reading should be informed, selective and current. It can be helpful to determine the main areas to be covered by the literature review, and this will break the writing down into manageable chunks. However, the areas must be interlinked and the reasons for your choice clearly articulated in the introduction to the literature review. Please discuss this with your supervisor.
Methodology (approx. 2,000 words)
The methodology section is an explanation of how you are going to answer the research question. Throughout this section you need to explain what research methods you will be using to collect and analyse your data and justify any decisions you have made with reference to more literature as appropriate.
The main purpose of the methodology chapter is to:
justify the overall research strategy or methodological approach to the study. This should be supported by evidence of appropriate reading (remember to use a range of sources);give an explanation of the techniques used to enhance the reliability and validity of the study; and
outline a clear indication of the sequence of events/activities used in the conduct of the research.
Areas which could be covered are:
Research Methods
Start this section by restating your research aims and use them to justify your chosen research method. Do not simply restate your aims without linking them to your chosen research methods. This section should not only clearly identify the methodology you intend to use, but also justify its selection within the broader context of a research strategy or theoretical approach. It should demonstrate how you planned your piece of research, giving detailed and well-argued and theoretically underpinned reasons for choices of research strategy, i.e. action research, case study, survey, experiment, ethnography.
Examine your methods of quantitative or qualitative data collection such as: observations, questionnaire, interviews, focus groups or document analysis - acknowledging the possible limitations of those methods. You should back up your chosen method(s) with some theoretical underpinning from research methodology writers, e.g. Denscombe (2010); Bell (2010); Cohen et al (2011); Robson, (2011) (see later reference list).
Research Schedule
Outline the sequence of events you planned at the outset of the research to ensure that it is organised in a professional and manageable way. It is important that you look at the data collection points and ensure that they will fit into the framework of the study.
Pilot study
This can be quite small to test the reliability of data collection instruments and could be with a critical friend, and one of the proposed respondents. Indicate what changes have been made to the research instruments resulting from the pilot study.
Sample
One important aspect of the research study is deciding exactly who will be studied. This will almost certainly require some form of sampling because researchers do not have the time to, for example, study all the schools in an LA, or to observe all the administrators in a school. Therefore, you must explain the number of respondents in your study and the method by which they have been chosen to represent the potential total population of the study.
Triangulation
Triangulation of subject involves bringing various interpretations of the same event or an aspect of it, into some relationship with each other so that they can be compared and contrasted. For example, an administrator can compare and contrast accounts of a system in the office from ones own, the teachers, and a senior managers point of view. The accounts may be elicited through interviews, the submission of written reports, photographs etc. Triangulation of method is where more than one method is used to elicit different types of data from the same sample.
Ethical issues
It is standard good practice for students not to state the name of their organisation, or any respondents within their study in the interests of confidentiality. It should be articulated clearly within your research that you are not using correct names for ethical reasons and explain whatever pseudonyms you may decide to use. Be consistent in their use.
Explain the time commitment to the respondents before commencing the research and give details in this section. Respondents should not be coerced into taking part in your research study and should have the right to withdraw at any time. It is important that you gain the consent of all parties directly or indirectly involved in the research study. To get advice on whose consent to ask, consult your supervisor.
Give details of what measures you have taken to follow ethical principles in your research. You should refer to the University Centres ethical guidelines.
Implementation of the Research
An evaluation of the way in which your chosen methodology was finally implemented, including any changes made; problems encountered; or limitations imposed.
Research Analysis Methods
It is important that theoretically grounded research analysis methods are used to analyse data. These should be determined at the stage of designing research tools, to ensure that they meet the needs of the proposed method.
The analysis of data is essentially concerned with the process of interpretation. One way is to present data by giving questions from the questionnaire or interview and list their findings after the question. However, this method only relates to individual aspects of the data collection and does not synthesise or interpret the findings in a coherent fashion. Another approach, which permits synthesis, is to present the data with direct reference to each research aim (or hypothesis).
Data Used in Methodology Chapter
Do not include unprocessed data, field notes and blank copies of research data collection tools in the body of the research study. These should be included in the appendices as appropriate. Your research supervisor will scrutinise the data for validity.
Findings and Discussion (approx. 3500 words)
If you have undertaken an empirical study generating primary data then these will probably by written as two separate sections. The results section is likely to come first. The findings explain your data and the results of your analysis to the reader. They should be clear and logical. The discussion is the central part of your dissertation. This section should not include any new information or data as it should focus on the meaning of your findings. Throughout this section you should also discuss any problems and provide an explanation as to why they occurred and how they could be solved or avoided in any future research.
Throughout this section(s) you should summarise your key findings according to your original aims, highlighting any contradictions that seem surprising. Do not be descriptive (the detail can go in the appendices) and avoid analysing your findings on a question by question basis. You should critically interrogate your findings, synthesising the main issues, and underpinning these with contextual literature. This should synthesise some of your findings in the institutional, local and national picture. It is useful if some themes can be identified which can be used as side headings to synthesise your findings, although there is no one standard method that applies to every study.
What is important is that the findings are presented in a logical, coherent fashion, with a clear introductory section which explains your approach and leads the reader through the results. The evaluation of your findings needs to indicate how your chosen methods may have affected the validity and reliability of the data.
Structure your findings according to your aims, your theoretical framework and/or key themes that emerge, rather than by the methodologies you have used (i.e. dont present as findings from the questionnaire then findings from the interviews). The themes can be can be used as side headings to synthesise your findings, although there is no one standard method that applies to every dissertation.
Select the best methods to present your findings this may include tables, graphs and diagrams and quotations. It is important that a large number of examples from the data are clearly presented in this section. There is no need to present your results in more than one format - for example, use a table or a diagram whichever is more appropriate. In your text, there is no need to repeat all the data shown in any table or diagram allow the reader to interpret this and then summarise the key features. Use verbatim quotations from interviews where appropriate. These help provide the reader with a rich picture of your findings.
It is crucial that you discuss and analyse your findings. Analysis has three principal elements:
Classification aggregate and present your data as an entity.
Comparison compare aspects of your data, difference sources, response from different groups. This section might also include comparisons with research reported in the literature.
Interpretation analyse using concepts or models derived from the literature.
In producing a discussion that critically analyses, evaluates and applies theory to practice, it is recommended that you do not totally separate your analysis of professional practice from the literature review. This would mean that the reader has to make all the connections between theory and practice and will hamper your ability to satisfy the assessment criteria. Blend your discussion of theoretical principles concepts and research findings into the analysis of your professional practice, and its organisational/national/local context, in order that direct comparisons and contrasts can be made, and that issues, tensions and debates can be drawn out.
It is important that a large number of examples from the data are clearly presented in this section. Avoid the overuse of diagrams and charts, although these are useful if relevant and annotated. Reference can be made to where the chart/diagram can be found in the appendices.
Conclusions and Recommendations (approx. 2,000 words)
In this chapter you provide an overview of the main outcomes of your study, linked to your aims and to the literature. You can set out your plans or recommendations for change or development based on your findings. Also, provide a brief synopsis of how this investigation has assisted your own practice.
Aims
Revisit each of the aims of the research study and summarise the findings in relation to each aim.
Recommendations or Implications arising from your research
Extend your findings into a logical set of proposals your school/institution might need to prioritise in future. Ensure that these are feasible and perhaps suggest a time scale for their implementation.
Professional Development (where relevant)
Describe what you have learned from undertaking the research and how this might have helped your own (and others) professional development. Explain how you have applied your learning to evaluate and inform your professional practice.
Personal Development
Most students experience some personal development through undertaking the study. These could be better oral/written communication, an improved understanding of organisational issues and perhaps more confidence to contribute to institutional meetings/discussions/debates. You could briefly comment on this, and the prospect of any promotional opportunities arising from your MA study.
Dissemination
It is hoped that you will have the opportunity to share the findings of your research study with colleagues, local interest groups and even in some instances to a national audience. Give details of the dissemination strategies you intend to use to reach as appropriate an audience as possible.
Publication of the findings of the research study is a useful dissemination tool, and this can be written jointly with your research supervisor for publication in a relevant journal.
Evaluation/Suggestions for Further Research
It is traditional to complete the dissertation by giving some suggestions for further research and/or how you might have done things differently in retrospect.
Enjoy your research project. It is a very rewarding experience. Hopefully this writing frame will be helpful and supportive.
8. References/Bibliography
These are not the same. A reference list is a list of all the sources from which you have quoted or which you have specifically referred to in the dissertation. Whereas, a bibliography is a list of all sources that you have read or part-read during the preparation of the dissertation, including those to which you have not made any reference at all, but which have helped you formulate your ideas or given you further information.
Presentation
All work submitted to your supervisor should be word-processed.
9. Suggested further reading
For further and more detailed information on writing style students are directed to the following texts:
Bell, J (2010) Doing Your Research Project, 5th ed., Buckingham: Open University Press.
Cohen, L. Manion, L and Morrison, K. (2011) Research Methods in Education, 7th ed., London: Routledge.
Denscombe, M. (2010) The Good Research Guide, 4th ed., Buckingham: Open University Press.
Robson, C. (2011) Real World Research, 3rd ed., Oxford: Blackwell.
Programme OutlineThis module runs throughout both semester 1 and 2. During the taught sessions you will learn through a variety of lectures, seminars, discussion and student led study groups which will give you the opportunity to engage both whole and small group activities. Your attendance at each session is of primary importance as students in the past have commented upon the difficulty of catching up/keeping on top of their studies when timetabled sessions are missed.
After the initial six weeks of teaching the module will be delivered entirely through tutorials, which may be conducted electronically, by email or face to face. Either during or upon completion of the taught sessions you will be assigned a project supervisor. Most tutorials will take place with your supervisor, although on occasion it may be necessary to refer to other members of staff/practitioners for specialist advice.
It is very important with distance learning and study support that you keep in regular contact. It is useful for supervisors if you send them an e-mail every so often keeping them up-todate on your progress even if you havent made a lot! Your supervisor will be happy to give you feedback on your work but if you are going to miss the draft deadline then let your tutor know. To check a 12,000-word dissertation and give constructive feedback takes time. It is not unrealistic for your supervisor to take a week or ten days to get your final draft checked. Your supervisor however will give you some indication of when to expect feedback.
The following information is designed to inform you of the schedule for the module so you can read ahead and prepare for each session.
Week 1 Commencing
Introduction to the Dissertation Module
Session Aims
This session aims to provide you with an overview of the module, the specification and the dissertation structure. You will begin by exploring the assessment brief and the components of a dissertation, before going on to consider key dates throughout the module. During this session you will be provided with access to a proposal form and an ethical approval form. Both of these documents will need to be completed and submitted by the end of week 8, however you can start work on them straight away, making amendments to each section as the taught sessions progress.
During the dissertation support part of this session, you will be encouraged to consider a topic into which you will conduct your research. If you already have a topic in mind you may wish to carry out further research to ensure that the topic is appropriate before narrowing down your topic and developing a research question/title. If you already have a topic in mind, feel free to discuss this further with your module tutor.
Intended Learning Outcomes
At the end of this session you will have had the opportunity to:
Understand the structure and content of a dissertation.
Demonstrate intellectual independence and originality by choosing your own subject of study.
Define the nature and scope of your chosen subject of study.
Specific Reading
Planning and conducting a dissertation research project this resource include great advice on choosing a question from the University of Leicester.
Seminar Task
Choose an area of study and being to carry out further research into your chosen topic. Ensure that the subject is not too broad and if so, being to narrow the scope. Once you have identified an area of study consider an appropriate title or research question and start drafting the relevant sections of your proposal. Over the coming weeks you should aim to begin work on the following sections: draft title; rationale; context; and, aims of the study.
Week 2 Commencing
Research Methods
Session Aims
This session aims to assist you with your research design. Throughout the session you will explore different types of research (e.g. empirical), the different approached (e.g. Quantitative, Qualitative and mix method) as well as the different methods available to you (e.g. questionnaires, interviews, observations etc.).
During the dissertation support part of the session you will be expected to carry out further reading around research methods, identifying the potential advantages and limitations of each. Once you have gained a better understanding of research methods you should be able to identify which research method(s) would be appropriate for your own research and being to plan how you may carry it out.
Intended Learning Outcomes
At the end of the session you will have had the opportunity to:
Identify and analyse different types and approaches to research.
Explain and evaluate different research methods.
Justify your chosen research method in the context of your own research.
Specific Reading
Lyons, P. (2010) The dissertation: from beginning to end. Oxford: Oxford University Press
Seminar Task
Continue working on your dissertation proposal. Before next weeks session you should aim to have completed the following sections: Research design; participants; methods of data collection; and validity.
Week 3 Commencing
Ethics in Research
Session Aims
The aim of this session is to introduce you to the key ethical consideration for any research project. During this session you will be introduced to the University Centres ethical guidelines and the processes and procedures that you must adhere to when undertaking any form of research.
Throughout the taught portion of the session you will examine ethical issues such as: confidentiality and anonymity; data protection (including collection, processing, storage and destruction of data); informed consent and voluntary participation; the right to withdraw; harm (both physical and psychological); and the independence, integrity and quality of the research.
Intended Learning Outcomes
At the end of the session you will have had the opportunity to:
Identify and analyse ethical issues within primary research.
Apply the University Centres ethical guidelines to your own research project.
Analyse the impact of these ethical guidelines on the validity of your research.
Specific Reading
Wakefield University Centres Ethical Guidelines
O'Leary, Z. (2010). The Essential Guide to Doing Your Research Project. 2nd Edition, Sage Publications.
Seminar Task
Continue drafting your research proposal with the aim of completing the following sections: ethics; and positionality.
You should also start drafting the ethical approval form, making sure that your responses are detailed and well written, as this may have to be presented to an Ethics Board if there are any ethical concerns.
Week 4 Commencing
Literature Review
Session Aims
This session aims to prepare you for the literature review section of your dissertation. During this session you will consider why a literature review is important and how it relates to your research. Throughout the session you will be encouraged to consider where your own research sits in the wider scope of the topic and use your research questions to help you decide on relevant sources of information so that the relationship between your evaluation of literature and your own research is clear.
Intended Learning Outcomes
At the end of the session you will have had the opportunity to:
Understand the purpose and structure of a literature review.
Identify and analyse relevant sources of information for your own research.
Analyse and evaluate where your own research sits in the wider scope of the topic.
Specific Reading
The University of Hull (n.d) Literature Review (for dissertations). Available at: https://canvas.hull.ac.uk/courses/368/pages/literature-review-for-dissertationsSeminar Task
Begin to carry out some background reading around your chosen topic. As you read and discover more sources of information, being to narrow your scope and deal with sources in more detail. Finally, try to identify research/literature that is particularly pertinent to your research and which you may reference in your literature review.
You should also continue to work on your research proposal, with the aim of completing the following sections (if they arent already complete): title: rationale; context; aims of the study; preparing the literature review; and references.
Week 5 Commencing
Data Analysis
Session Aims
This session aims to assist you in analysing and interpreting the data you have collected as part of your research project. In this session you will consider how to go about sorting through your raw data (e.g. from your interviews, questionnaires etc.) to makes sense of it and extract your findings. You will then consider how to apply these findings to your research questions.
Intended Learning Outcomes
At the end of the session you will have had the opportunity to:
Understand the different ways of sorting through raw data; and
Understand how to interpret your findings and apply them to your research questions.
Specific Reading
Greetham, B. (2013) How to Write Your Undergraduate Dissertation 2nd Ed Basingstoke: Palgrave Macmillan
Seminar Task
Continue working on your dissertation proposal with the aim of completing the following sections: data analysis.
Week 6 Commencing
Dissertation: From Beginning to End
Session Aims
This session aims to cover some of the key stages in completing a dissertation and assist you in the development of an action plan. During the dissertation support section of this session you will be encouraged to start planning the key stages of your own research, beginning with the wider reading, right through to the printing and binding of your final piece.
During this session you will also be given the opportunity to ask any remaining questions and arrange supervision meetings with a module tutor. Upon submission of your final proposal you will be allocated a dissertation supervisor and you will then be able to arrange additional meetings with your supervisor.
Intended Learning Outcomes
At the end of this session you will have had the opportunity to:
Identify the key stages in carrying out your own research/writing a dissertation.
Develop a realistic plan for the completion of your undergraduate dissertation.
Specific Reading
Winstanley, C. (2009) Writing a dissertation for dummies. Chichester: John Wiley
Seminar Task
Complete the action plan section of your research proposal and proof read before submission. It is important that you proof read your proposal carefully as it may be presented to an Ethics Board, along with your ethical approval form, if there are any ethical concerns relating to your research.
Level 6 (Degree)
90%-100%
Exceptional work. Presentation is logical, error-free and, where appropriate, creative. There is an in-depth understanding of issues/problems and excellent critical/deep engagement with the material and concepts involved. Very skilful interpretation of data. Arguments, ideas and, where appropriate, solutions are presented coherently and fully underpinned by thorough research and reading.
80%-89%
Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and clear evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading.
70%-79%
Extremely good work with presentation of a high standard. Demonstrates an excellent knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some effective critical and analytical application of relevant research and reading.
60%-69%
The work is very good, logically structured and presented to a high standard. Demonstrates a strong knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some critical and analytical application of relevant research.
50%-59%
The work is clearly presented and logically structured. It shows evidence of a sound understanding of the topic and addresses major issues. The work contains some discussion and interpretation of relevant perspectives although further development of the arguments presented would be beneficial. There are examples of critical reflection and evidence of application of theory to practice.
40%-49%
Adequate presentation. The work displays basic knowledge and understanding of the topic but is largely descriptive. There is an attempt to bring together different ideas and concepts although this would have been strengthened by the inclusion of further key issues. The structure of the work requires attention to its coherence and logical development of content. The link between theory and practice, where appropriate, is somewhat tenuous and its development would enhance the work considerably.
30%-39% Fail
The work is poorly presented and contains numerous errors, inconsistencies and omissions with limited use of source material. The work displays a weak knowledge base and a lack of sufficient understanding of the topic. There is limited evidence of the application of theory to practice where appropriate. It contains many unsupported statements with limited attempts to bring issues together and lacks critical analysis and reflection.
20-29% Fail
The work is very poorly presented and contains numerous serious errors, inconsistencies and omissions with little use of source material. The work displays a very weak knowledge base and a lack of sufficient understanding of the topic. There is very little evidence of the application of theory to practice where appropriate. It contains many unsupported statements with very little attempt to bring issues together and there is a complete lack of critical analysis and reflection. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.
0-19 % - Fail
The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect, inconsistent or omitted. No evidence of critical analysis and reflection. No effective use of supporting material. No application of theory to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.
Feedback and Module Enhancement
Student Feedback
At the end of every module students are required to complete an anonymous questionnaire which evaluates the module. Analysis of those questionnaires is detailed below. The information allows you to see what previous students have said and to gain insight into how the module has been enhanced as a result. Individual reflections are also included by the module tutor(s).
