Module EFPM308 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM308: Preparing for Educational Research and Dissertation
This module descriptor refers to the 2021/2 academic year.
Module Aims
The aim of the module is to develop your understanding of a range of methods of educational enquiry and to provide the necessary theoretical back ground to carry out a research enquiry, usually in a professional context. Specifically the module will enable you to:
- develop a critical understanding of the range of educational methodologies and paradigms and their characteristics, strengths and weaknesses;
- conduct a rigorous enquiry into a relevant and approved area of study within a particular field of education;
- identify and develop an appropriate theoretical framework for the enquiry;
- design an appropriate enquiry and select suitable methods for the enquiry and justify these in theoretical terms;
- interpret evidence and discuss its relevance to existing theory;
- develop a critical understanding of the ethical and other issues involved in the selected area of inquiry.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. Demonstrate a critical awareness of current problems in educational theory or professional practice; 2. Demonstrate a comprehensive understanding of techniques/ methodologies applicable to your own work (theory or research- based); 3. Communicate the outcomes of research clearly to specialist and non-specialist audiences in a written dissertation and other appropriate formats; 4. Demonstrate awareness and ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions; |
Discipline-Specific Skills | 5. Evaluate critically current research and advanced scholarship in the chosen area of study with an associated mastery of relevant academic literature and discourse; 6. demonstrate an ability to undertake research tasks competently with minimum guidance; |
Personal and Key Skills | 7. Exercise initiative and autonomous responsibility for the direction, management and completion of the research enquiry; 8. Demonstrate decision-making in complex and unpredictable situations through sensitive collaboration with academic peers, professional colleagues, research participants and research users; 9. Demonstrate the independent learning ability required for continuing professional development by making relevant connections between theory, personal research and, where appropriate, professional practice. |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Introduction to research
- Designing a small-scale study
- Reviewing literature: critical analysis and synthesis
- Research methodologies
- Research ethics
- Data collection methods: questionnaires, interviews, observations
- Data analysis methods: qualitative and quantitative
- Writing a dissertation.
This module encompasses two interrelated phases: an initial preparatory phase which introduces research methodology and research design; and a dissertation phase in which you conduct and complete the chosen research enquiry.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
40 | 560 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching activities | 10 | 10 x 60 minute online/face to face lectures |
Scheduled Learning and Teaching activities | 20 | 10 x 120 minute seminars- face to face or synchronous online. |
Scheduled Learning and Teaching activities | 10 | Individual supervision |
Guided Independent Study | 50 | Directed tasks through module online materials eg reading, preparing outline of study, drafting data collection instruments etc. |
Guided Independent Study | 50 | Preparation of research proposal and ethical approval |
Guided Independent Study | 460 | Carrying out of research enquiry, for example, gathering data, analysing data, writing dissertation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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 |
---|---|---|---|
A written outline of the research problem/focus | 250 words | 1,2,4,7,9 | Written and verbal feedback from tutor. Written/verbal feedback from peers. |
Research proposal | 3000 words | 1-4, 9 | Written feedback from dissertation supervisor. |
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 |
---|---|---|---|---|
A dissertation presenting the processes and outcomes of the research enquiry | 100 | 12,000 words | 1-9 | Written feedback and grade |
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 |
---|---|---|---|
A dissertation presenting the processes and outcomes of the research enquiry | Resubmission of dissertation (12,000 words) | 1-9 | Usually 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Core Text Book:
• Thomas, G. (2017) How to do your research project : a guide for students in education and applied social sciences (3rd edition) London Sage
Essential Reading:
• Cohen, L., Manion, L. & Morrison, K. (2018) Research Methods in Education (8th edition) London Routledge
• Bell, J. (2018) Doing your research project (8th edition) London Open University Press
• Pring, R. (2015) Philosophy of Educational Research (3rd edition) London Bloomsbury
• Robson, C. (2011) Real world research : a resource for users of social research methods in applied setting (3rd edition) Chichester Wiley
• Wellington, J. (2015) Education Research: contemporary issues and practical approaches (2nd edition) London Bloomsbury
Recommended Reading:
• Bryman, A. (2018) Social Research Methods (5th edition) Oxford Oxford University Press.
• Cresswell, J. (2014) Educational research planning, conducting, and evaluating quantitative and qualitative research (4th edition) London Pearson
• Crotty, M. (1998) The Foundations of Social Research : meaning and perspective in the research process London Sage
• Descombe, M. (2017) The Good Research Guide for Small-scale Social Research Projects (6th edition) Buckingham: Open University Press.
• Miles, M., Huberman, A. & Saldana, J. (2014) Qualitative data analysis: a methods sourcebook (3rd edition) Arizona State University.
• Hammersley, M. (2007) Educational Research: Policy Making and Practice, London: Paul Chapman.
• Davis, D. J., Brunn-Bevel, R. J., Olive, J. L., & Jones, S. R. (Eds.). (2015). Intersectionality in educational research (1st edition). Sterling, Virginia: Stylus.