Module SSIM903 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
SSIM903: Advanced Interdisciplinary Research Design
This module descriptor refers to the 2021/2 academic year.
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 |
|---|---|---|---|
| Group Presentation | 20 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 |
|---|---|---|---|---|
| Reflective Commentary | 100 | 3,000 words | 1-9 | Written |
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 |
|---|---|---|---|
| Reflective Commentary | Reflective Commentary (3,000 words) | 1-9 | August/September reassessment period |
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.
A course reader will be made available via Blackboard (or equivalent VLE) as the literature in this area is expansive. Indicative resources include:
Barry, A., Born, G. and Weszkalnys, G. (2008) Logics of interdisciplinarity. Economy and Society, 37(1): 20-49.
Brister, E. (2016). Disciplinary capture and epistemological obstacles to interdisciplinary research: Lessons from central African conservation disputes. Studies in History and Philosophy of Biological and Biomedical Sciences. 56:82-91
Collins, H. and R. Evans (2002) The Third Wave of Science Studies: Studies of Expertise and Experience. Sage, London.
Delanty, G. (2001) Challenging knowledge. The university in the knowledge society. Society for Research into Higher Education and Oxford University Press, Buckingham.
Etzkowitz, H. and L. Leydesdorff (2000) The dynamics of innovation: from national systems and “Mode 2” to a triple helix of university-industry-government relations. Research Policy 29, 109–23.
Mäki, U. (2013). Scientific imperialism: Difficulties in definition, identification, and assessment. International Studies in the Philosophy of Science, 27, 325-339.
Nowotny, P. Scott and M. Gibbons (2001) Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty. Polity Press, Cambridge.
O’Rourke, M., Crowley, S., & Gonnerman, C. (2016). On the nature of crossdisciplinary integration: A philosophical framework. Studies in the History and Philosophy of Biological and Biomedical Sciences, 56, 62-70.
Repko, A. (2008) Interdisciplinary Research: Process and theory. Sage, London.
Report of the Gulbenkian Commission on the Restructuring of the Social Sciences (1996) Open the Social Sciences. Stanford University Press, Stanford.
Taylor, P. J. (1996) Embedded statism and the social sciences: opening up to new spaces. Environment and Planning A 28, 1917–28.
Verouden, N. van der Sanden, M. and N.Aarts (2016). ‘Silence in Interdisciplinary Research Collaboration: Not Everything Said is Relevant, Not Everything Relevant is Said’. Science as Culture, 25 (2): 264-288
Weingert, P. and N. Stehr (2000) Practising Interdisciplinarity. University of Toronto Press, Toronto
