Module POL3203 for 2016/7
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
POL3203: Comparative Public Opinion
This module descriptor refers to the 2016/7 academic year.
Module Aims
The module aims to equip you with the tools to understand and critically evaluate public opinion research, particularly in the context of Europe. The first part of the course deals with general theoretical frameworks. It addresses the formation of political attitudes and the relationship between parties and masses. The second part of the course applies these theoretical frameworks in the context of European integration. Since a lot of work in public opinion research is based on quantitative data, such as large-N surveys and survey experiments, an emphasis is also put on the development of skills needed to understand quantitative research. You will learn to critically evaluate quantitative research in order to assess the extent to which a particular research design, data set, or analysis offers empirical support for the conclusion drawn by its author(s). The course follows a seminar style format that puts much weight on your involvement: the instructor will make brief remarks to introduce a topic, while the majority of the seminar builds on student presentations, student led discussions, and students’ (written) reactions to the required readings.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate knowledge of the major theories in the field of public opinion research 2. apply theories of opinion formation to various issues in the context of European politics 3. demonstrate knowledge of basic and advanced methodologies used by public opinion researchers |
| Discipline-Specific Skills | 4. understand and critically evaluate a broad spectrum of research designs, with a particular focus on quantitative research 5. exercise informed judgment concerning the use of empirical evidence in support of an argument in published research 6. synthesize competing theories to analyse new problems |
| Personal and Key Skills | 7. demonstrate critical-thinking, in particular as related to quantitative evidence and conclusions 8. demonstrate ability to present complex arguments with clarity and concision 9. work independently and with peers to meet common research and assessment deadlines effectively |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentation of paper outline at end of term 1 | 6 minutes | 1-9 | Verbal |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay 1 | 30 | 2000 words | 1-9 | Written |
| Essay 2 | 40 | 3000 words | 1-9 | Written |
| Presentation (individual) | 15 | 1 x 12 minutes | 1-9 | Verbal |
| Reaction to readings | 15 | 1 reaction to a reading per term posted online before the session (2 x 500 words) | 4-7 | Verbal |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay 1 | 2000 words | 1-9 | August/September assessment period |
| Essay 2 | 3000 words | 1-9 | August/September assessment period |
| Individual Presentation | Written report covering the topic of presentation (1,500 words per missed presentation) | 1-9 | August/September assessment period |
| Reactions to readings | 500 words reaction paper per reaction paper missed | 4-7 | August/September assessment period |
