Barriers affecting adult women living with Dementia.

MSc Social Care, Health and Wellbeing

MA Early Childhood Studies

MA Youth and Community Studies

HSC7004

Preparation for PG Research Design

MODULE GUIDE

2019/2020

Term 1

Level HE7

Contents 1. Module Overview 2 2. Learning and Teaching Strategy 2 3. Module Communications 2 5. Module Description 2 6. Learning Outcomes and Assessments 3 7. Assessment Deadlines 3 8. Assessment Feedback 3 9. Module Calendar 4 10. Formative Assessment 4 11. Indicative Reading 5 12. Guidelines for the Preparation and Submission of Written Assessments 7 13. Academic Misconduct 8 14. Assessment……................................................................................................................................8

1. Module Overview

Module Tutor	Dr Joanne Smith
Tel. no.	01204 903784
Email	[email protected]
Office Location	T3-44
Drop-in Availability	Flexible / Wednesday 1-3pm by arrangement
Weblink to Moodle Class	https://moodle.bolton.ac.uk/course/view.php?id=11732
Weblink to Module Specification	http://modules.bolton.ac.uk/HSC7002

2. Learning and Teaching Strategy

This module has been designed to deliver effective learning and teaching to you both as a student but also an individual working in practice. The 200 notional hours are delivered by a number of strategies that are effective and popular with our students. These include classroom work with formal lecturers incorporating discussion and debate in addressing core concepts, interactive learning activities and problem based learning. The sessions will be structured around a variety of teaching and learning methods such as reading exercises, discussions, critical thinking activities, web-based learning, amongst others, to provide input to help you develop your research understanding and practice.

You will be expected to prepare for classes by completing activities set by your tutors, this may include prior reading. The University’s Virtual Learning Environment (VLE) will provide access to weekly materials as well as links to additional resources such as academic journals and useful websites to aid your learning. In addition, the University’s Library pages provide access to a host of online resources such as e-journal and e-book repositories.

3. Module Communications

The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However responses will be longer in holiday periods.

5. Module Description

The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.

6. Learning Outcomes and Assessments

Learning Outcomes	Assessment
LO1: Develop and critically review a research aim and research objectives/questions and the scope of a proposed project	Assessment 1: 15 minute presentation and Q and A
LO2: Critically analyse a research plan in order to meet stated research aim and objectives/questions	Assessment 1: 15 minute presentation and Q and A
LO3: Produce an initial critical appraisal of key literature synthesised into an appropriate draft conceptual framework.	Assessment 2: Proposal - 4000 words
LO4: Critically appraise research philosophies, approaches, strategies in order to develop an initial research methodology	Assessment 2: Proposal - 4000 words
LO5: Critically analyse the ethical considerations of a proposed research project	Assessment 2: Proposal - 4000 words

7. Assessment Deadlines

Assessment item	Due Date	Weight
1	15 minute presentation	4th December 2019	30%
2	Proposal - 4000 words	13th January 2020	70%

8. Assessment Feedback

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

9. Module Calendar

Session No.	Date or Week Commencing	Topics Covered
1	25.09.2019	Research and PG study Formulating research questions / influences upon researchers
2	02.10.2019	Qualitative and quantitative approaches: Positivism, anti-positivism and the middle ground Library induction for PG study Dawn Grundy
3	09.10.2019	Research methods and methodology: Strengths and weaknesses / the importance of a critical approach
4	16.10.2019	Research as a way of making changes to practice / collecting an evidence base Action Learning
5	23.10.2019	Research methods and the influence of the personal perspective Dr Martina Kirlew
6	30.10.2019	Research skills / quality of the researcher/ the research environment
7	06.11.2019	Ontology and Epistemology
8	13.11.2019	Research process / options and approaches / ways of analysing findings and presenting information
9	20.11.2019	Individual tutorials
10	27.11.2019	Ethics and the rights of individuals and groups / The journey of the researcher
11	04.12.2019	Presentations
12	11.12.2019	Individual tutorials

10. Formative Assessment

Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including seminar activities, discussion groups and tutorial sessions and does not contribute to the final module mark. Formative assessment is intended to support you with producing your final piece of writing for this module.

11. Indicative Reading

Aveyard, H. (2014) Doing a Literature Review in Health and Social Care (3rd Ed.) Berkshire, Open University Press.

Bell, J. (2014) Doing your research project: A guide for first-time researchers in education, health and social science. (6th Ed.) Maidenhead: McGraw-Hill Open University Press.

Bowling, A. (2014) Research Methods in Health (4th Ed.) Buckingham, Open University Press.

Clough, P. and Nutbrown, C. A (2012) Student’s Guide to Methodology (3rd Ed.) London: Sage.

Bradford, S and Cullen, F (eds) (2012) Research and Research Methods for Youth Practitioners. Oxon. Routledge.

Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approach. London, UK: Sage Publications.

Easterby-Smith, M., Thorpe, R., Jackson, P.R. (2012) Management Research (4th Ed.) London, Sage.

Fleming, J and Hudson, N (2009) Young People and Research Participation. In Wood J and Hine, J (eds) Work With Young People. London. Sage.

Gray, D. (2014). Doing Research in the Real World. London, UK: Sage Publications.

Henn, M., Weinstein, M. (2009). A Critical Introduction to Social Research. London, UK: Sage Publications

Holliday, A. (2016). Doing and Writing Qualitative Research. London, UK: Sage.

Iphofen, R (2009) Ethical Decision Making in Social Research: A Practical Guide. Basingstoke. Palgrave MacMillan.

Marshall C. and Rossman G. (2011) Designing Qualitative Research (5th Ed) London: Sage

Neale, J. (Ed) (2009) Research Methods in Health and Social Care Basingstoke, Palgrave MacMillan.

O’ Reilly M and Kiyimba, N. (2015) Advance Qualitative Research: A guide to using theory. London, UK: Sage Publications.

Parahoo, K. (2014) Nursing Research: Principles, Process and Issues (3rd Ed.) Basingstoke, Palgrave MacMillan.

Polit, D.F., Beck, C.T., Tatano, C. (2014) Essentials of Nursing Research: appraising evidence for nursing practice (8th Ed.)Philadelphia, Lippincott Williams & Wilkins.

Robson, C. (2011) Real world research: a resource for users of social research methods in applied settings; (3rd Ed). Chichester, Wiley

Rudestam K E., Newton, R.R. (2014). Surviving Your Dissertation. A Comprehensive Guide to Content And Process. (4th Ed.). London: Sage.

Saks, M., Allsop, J. (2019). Research Health. London, Sage.

Seale, C (Ed) (2018). Researching Society and Culture. London, Sage.

Silverman, D, (ed) (2016). Qualitative research. Los Angeles, Sage.

Tisdall, K., Davis, J.M. and Gallagher, M (2009). Researching with Children and Young People: Research Design, Methods and Analysis. London. Sage.

Walliman N. S.R. (2011). Your research project: designing and planning your work. (3rd Ed.) London: Sage

Recommended web links:-

http://www.casp-uk.net

http://www.sign.ac.uk/methodology/checklists.html

http://www.rdforum.nhs.uk

12. Guidelines for the Preparation and Submission of Written Assessments

1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.

2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.

3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

· Up to 10% over the specified word length = no penalty

· 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

· More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

4. All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx

5. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.

6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

7. Late work will be subject to the penalties:

· Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.

· More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.

Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.

8. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.

Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the Programme Leader, may be longer than 14 days.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

13. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

https://www.bolton.ac.uk/about/governance/policies/student-policies/

14. Assessments

Assessment Number	1
Assessment Type (and weighting)	15 minute presentation and Q and A (30%)
Assessment Name	Oral assessment and presentation
Assessment Submission Date	04.12.2019

Learning Outcomes Assessed:

Assessment 1:

LO1: Develop and critically review a research aim and research objectives/questions and the scope of a proposed project

LO2: Critically analyse a research plan in order to meet stated research aim and objectives/questions

Assessment 1: Presentation

You are required to present your research objective / questions with a clear and critical rationale of how you arrived at them.

You should also show an outline of your plan in terms of how you intend to meet the research aim and objective.

You should be prepared to answer questions related to the research choices to date.

Assessment Number	2
Assessment Type (and weighting)	Proposal - 4000 words (70%)
Assessment Name	Research Proposal
Assessment Submission Date	13.1.2020

Learning Outcomes Assessed:

Assessment 2:

LO3: Produce an initial critical appraisal of key literature synthesised into an appropriate draft conceptual framework.

LO4: Critically appraise research philosophies, approaches, strategies in order to develop an initial research methodology

LO5: Critically analyse the ethical considerations of a proposed research project

Assessment 2: Research proposal

You are required to submit a 4000 word research proposal which is related to a specific area for research your discipline (early childhood studies, health and social care, youth and community studies).

The proposal should be in a suitable format for a research proposal, the focus will be on:

The choice of area with a brief outline of the influencing literature

The proposed research methodology and methods;

Providing an analytical overview of the choice with reference to the research philosophy

Providing a critical account of the ethical issues to be considered and actions to ensure compliance with guidance and legal rights.

Minimum Secondary Research Source Requirements:

Level HE7 - It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include four refereed academic journals and five academic books.

Specific Assessment Criteria (for both assignments):

(Please note that the General Assessment Criteria will also apply. Please see section 15)

Distinction (70% and above):

Students will provide an excellent critique of key literature sources on their chosen topic resulting in clear and logical conclusions. The literature review will demonstrate excellent knowledge of the subject area and confident use of appropriate theoretical models. Creative and well justified recommendations will be made as to how problems within the field may be addressed in practice. Extensive research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be excellent.

Merit (60-69%):

Students will provide a cohesive appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate a sound knowledge of the subject area and use of appropriate theoretical models. Specific and detailed recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be good.

Pass (50-59%):

Students will provide a satisfactory appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate an adequate knowledge of the subject area and understanding of appropriate theoretical models. Recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be fair.

Fail (49% and below): Students who do not meet the requirements of a pass grade will not successfully complete the assessment activity.

12

General Assessment Guidelines for Written Assessments Level HE7

		%	Relevance	Knowledge	Argument/Analysis	Structure	Presentation	Written English	Research/Referencing
DISTINCTION	Exceptional Quality	85-100%	Directly relevant to title/brief. Expertly addresses the assumptions of the title and/or the requirements of the brief.	Demonstrates an exceptional knowledge of theory and practice for this level. Insightfully interprets appropriate concepts and theoretical models. Demonstrates originality in conceptual understanding.	Presents an exceptional critique of key research material resulting in clear, original and illuminating conclusions. Demonstrates distinctive, insightful and creative solutions to complex problems. Produces exceptional work that makes a contribution to the development of knowledge and understanding in the subject area.	Coherently articulated and logically structured. An appropriate format is used.	Exceptional presentational style & layout, appropriate to the type of assignment. Effective inclusion of figures, tables, plates (FTP).	Exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.	Sources accurately cited in the text. An extensive range of contemporary and relevant references cited in the reference list in the correct style.
	Excellent Quality	70-84%	Directly relevant to title/brief. Expertly addresses the assumptions of the title and/or the requirements of the brief.	Demonstrates an excellent knowledge of theory and practice for this level. Expertly interprets appropriate concepts and theoretical models. Demonstrates originality in conceptual understanding.	Presents an excellent critique of key research material resulting in clear, original and illuminating conclusions. Demonstrates insightful and creative thinking solutions to complex problems. Produces excellent work that makes a contribution to the development of knowledge and understanding in the subject area.	Coherently articulated and logically structured. An appropriate format is used.	Excellent presentational style & layout, appropriate to the type of assignment. Effective inclusion of figures, tables, plates (FTP).	Excellently written answer with standard spelling and grammar. Style is clear, resourceful and academic.	Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.
MERIT	Good Quality	60-69%	Directly relevant to title/brief. Addresses the assumptions of the title and/or the requirements of the brief well.	Demonstrates a sound knowledge of theory and practice for this level. Comprehensively interprets appropriate concepts and theoretical models. Demonstrates originality in conceptual understanding	Presents a cohesive critique of key research material resulting in clear and original conclusions. Demonstrates creative solutions to complex problems. Produces superior work that makes a contribution to the development of knowledge and understanding in the subject area	For the most part coherently articulated and logically constructed. An appropriate format is used.	Very good presentational style & layout, appropriate to the type of assignment. Effective inclusion of FTP.	Well written with standard spelling and grammar. Style is clear and academic.	Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.
PASS	Satisfactory Quality	50-59%	Generally addresses the assumptions of the title and/or the requirements of the brief. Minor irrelevance in places.	Demonstrates an adequate knowledge of theory and practice for this level. Some minor omissions. Satisfactorily interprets some appropriate concepts and theoretical models. Demonstrates some originality in conceptual understanding.	Presents some critique of key research material resulting in original conclusions. Loss of focus in places. Demonstrates some creativity in solving complex problems. Produces satisfactory work that makes some contribution to the development of knowledge and understanding in the subject area.	Adequate attempt at articulation and logical structure. An acceptable format is used.	The presentational style & layout is largely correct for the type of assignment. Inclusion of FTP but lacks selectivity.	Competently written with minor lapses in spelling and grammar. Style is legible and mainly academic.	Key contemporary and relevant academic sources are drawn upon. Most sources are accurately cited in the text and reference list/bibliography. Minor weaknesses evident.
FAIL	Borderline Fail	45-49%	Some implications of issues explored. Some irrelevant and/or superficial arguments.	Some omissions evident in knowledge of theory and practice at this level. Insufficient understanding of appropriate concepts and theoretical models. Demonstrates some conceptual understanding in places.	A limited amount of critique of key research material with description in places. Lacks creativity. Some original conclusions.	Limited attempt at articulation and problems with structure. Some formatting errors.	Some weaknesses in the presentational style & layout. Some inappropriate use of FTP.	Intermittent lapses in grammar and spelling. Style hinders clarity in places and is not academic throughout.	Limited number of contemporary and relevant sources cited. Weaknesses in referencing technique.
	Fail	30-44%	Significant degree of irrelevance to the title and/or brief. Issues are addressed at a superficial level and in unchallenging terms.	Demonstrates weaknesses in knowledge of theory and practice for this level. Limited understanding and application of concepts.	A basic argument is presented, but too descriptive or narrative in style. Limited originality and creativity. Conclusions are not clearly stated.	Poorly structured. Lack of articulation. Format deficient.	For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.	Deficiencies in spelling and grammar make reading difficult in places. Simplistic or repetitious style impairs clarity.	Inappropriate sources and poor referencing technique.
		<30%	Relevance to the title and/or brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.	Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of conceptual understanding.	Severely limited arguments. Descriptive or narrative in style with no evidence of critique and originality or creativity. Conclusions are sparse.	Unstructured. Lack of articulation. Format deficient.	For the type of assignment the presentational style &/or layout is lacking. FTP as above.	Poorly written with numerous deficiencies in grammar, spelling, expression and style.	An absence of academic sources and poor referencing technique.