Module ERPM004 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ERPM004: Dissertation
This module descriptor refers to the 2021/2 academic year.
Module Aims
The aim of the Dissertation module is to provide you with an opportunity to: engage in practical research work; design a project that is meaningful in relation to your own research interests; and further hone your research skills with the aid of a skilled supervisor.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. demonstrate a deep understanding of your chosen area of investigation based on a wide reading of relevant literature in the area; 2. develop a research plan based on that reading; |
Discipline-Specific Skills | 3. critically reflect on your own research in order to evaluate it; 4. design and/or carry out an independent investigation - analyse and disseminate results; |
Personal and Key Skills | 5. work independently and collaboratively; 6. problem solve - to think logically, laterally, strategically, analyzing and evaluating; 7. select, organise, critically analyse and synthesise material; 8. communicate and present ideas when writing and speaking and to listen effectively and persuade rationally; 9. demonstrate skills in self-management - in particular the management of time, tasks and evaluation of own learning; 10. handle date effectively; and 11. use ICT effectively - the use of electronic data bases in the library, email, word processing, the internet. |
Module Content
Syllabus Plan
The dissertation will involve:
- work which draws on the 4 taught modules (specifically the main research paradigms, methodologies and methods used in educational research and various forms of communicating research);
- making a choice about a possible area for research;
- drawing up an individual study plan with the supervisor;
- student-centred sessions to plan and discuss work in progress;
- negotiation with the supervisor to refine research topic and to make it relevant and feasible;
- student written accounts, normally to include: research topic or question, dissertation plan, relevant literature review, research methodology, implemented research activity, description and analysis of results, reflective discussion and conclusion of study;
- submission of these written accounts in stages with formative assessment by the supervisor; and
- guidance for the writing of a dissertation
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 |
---|---|---|
37 | 563 | 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 | 7 | 7 hours of meetings with your supervisor to plan and discuss work. You will devise a dissertation topic. You will then be assigned an appropriate specialist member of staff as your supervisor. Your supervisor will set targets and provide you with feedback on a draft of your dissertation |
Scheduled Learning and Teaching activities | 30 | 10 hours of advanced research skills support in each of the three terms. These sessions will run alongside the dissertation and the taught modules to help you develop the necessary skills for research. |
Guided Independent Study | 100 | Produce literature review and research methodology |
Guided Independent Study | 163 | Research and develop proposal/ carry out project and initial analysis |
Guided Independent Study | 300 | Write final dissertation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Web based and electronic resources:
- British Educational Research Association (BERA) http://www.bera.ac.uk
- European Educational Research Association (EERA) http://www.eera.ac.uk
- American Educational Research Association (AERA) http://www.aera.net
ELE:
http://vle.exeter.ac.uk/course/view.php?id=3161
http://vle.exeter.ac.uk/course/view.php?id=3162
http://vle.exeter.ac.uk/course/view.php?id=2500
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 |
---|---|---|---|
Coursework - written assessment on nature of study | 250 words | 8 | Written |
Coursework - written assessment outlining basic research plan | 1,000 words | 2, 8 | Written and 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 |
---|---|---|---|---|
Dissertation | 100 | 15,000 words | 1-11 | Written |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |
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 |
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Dissertation | Dissertation (15,000 words) | 1-11 | Six weeks from notification of previous results or re-entry to study |
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.
Basic reading:
- Bell, J. (2014) Doing Your Research Project: A Guide for First-Time Researchers (6th edition). Berkshire: Open University Press
- Cohen, L., Manion, L. and Morrison, K. (2013) Research Methods in Education, 7th Edition. London: Methuen
- David, M. and Sutton, C. (2011) Social Research: An Introduction. London: Sage.
- Gilbert, N. (2011) From Postgraduate to Social Scientist: A Guide to Key Skills. London: Sage.
- Gitlin, A. (Ed.) (2014) Power and Method: Political Activism and Educational Research. Abingdon: Routledge.
- Gray, D.E. (2011) Doing Research in the Real World. London: Sage.
- Hancock, D.R & Algozzine, B. (2017) Doing Case Study Research: A Practical Guide for Beginning Researchers 3rd edition. New York: Teachers College Press.
- Hartas, D. (Ed) (2015) Educational Research and Inquiry: Qualitative and Quantitative Approaches. New York: Continuum International Publishing
- Kemmis, S., McTaggart, R & Nixon, R (2014) The Action Research Planner: Doing Critical Participatory Action Research. London: Springer
- Menter, I., Elliot, D. Hulme, M., Lewin, J. and Lowden, K. (2011) A Guide to Practitioner Research in Education. London: Sage.
- Wellington, J. (2015) Educational Research: Contemporary Issues and Practical Approaches. 2nd Edition. London: Bloomsbury.