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Session: 2022/23
Last modified: 31/03/2022 10:25:53
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Title of Module: Honours Dissertation (Law) |
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Code: LAWW10010 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Clive
Mitchell |
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| Summary of Module |
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In the Law Honours Dissertation Module, the student will carry out an independent piece of research on a topic relevant to a law degree. This will allow for the development of the student’s abilities relating to independent research, critical evaluation and review; as well as enhancing the student’s skills in writing an extended piece of work. The research that is undertaken and the production of a dissertation will add to the body of knowledge on the subject.
This module is developed in accordance with the UWS Graduate Attributes and helps students to develop the range of skills, qualities and abilities which will prepare them for success both outwith university and beyond their period of study at UWS. This module will help the student develop academic skills such as gaining knowledge, being a critical thinker, being analytical, being a problem solver, being digitally literate and being an autonomous learner. The module also helps to develop many of the personal and professional attributes found at https://www.uws.ac.uk/current-students/your-graduate-attributes/
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Identify a topic to be researched; select an appropriate methodology; design a programme of investigation and implement this programme though the critical use of primary and/or secondary data and sources.
L2.
Critically evaluate and apply appropriate theoretical perspectives.
L3.
Display the capacity for independent problem solving.
L4.
Present and organise findings through a structure of sustained and critical argument in a well organised final dissertation. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Developing specialist knowledge and understanding. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Applying research skills. |
| Generic Cognitive skills |
SCQF Level 10.
Researching, analysing, evaluating and problem solving. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Writing skills and ICT and numeracy skills dependant on the topic being researched. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working independently on an extended project. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
LAWW09002
| Module Title:
Legal Research Methods
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| Other: | or an appropriate module equivalent to the Legal Research Methods module noted above. The appropriateness of any such module will be determined by the Module Co-ordinator. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 6 |
| Tutorial/Synchronous Support Activity | 6 |
| Independent Study | 388 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bell, J. and Waters, S., Doing Your Research Project (7th edition, Open University Press 2018)
Blaxter, L., Hughes, C. & Tight, M., How To Research (4th edition, Open University Press 2010)
Grant, F., Legal Research Skills for Scots Lawyers (4th edition, W Green 2021)
Lammasniemi, L., Law Dissertations: A Step-by-Step Guide (2nd edition, Routledge 2021)*
Morley, I., The Devil’s Advocate (3rd edition, Sweet & Maxwell 2015)
Salter, M. and Mason, J., Writing Law Dissertations: An Introduction and Guide to the Conduct of Legal Research (Longman 2007)
Williams, K, Planning Your Dissertation (2nd edition, Red Globe Press 2018)
Any resources above with an asterisk symbol (*) next to them are recommended for purchase. A wide range of additional reading and study is required in this module, not only books, but journals and websites. The student should become familiar with the various legal research media.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Accounting, Finance and Law |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Accounting, Finance & Law |
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| Moderator | Dr Samuel White |
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| External Examiner | David Hill; Christina Patman; Mumtaz Jahan Hussain |
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| Accreditation Details | |
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| Version Number | 4.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| The module assessment is based solely on the submission of a dissertation which is worth 100% of the overall mark for this module. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Every effort will be made to accommodate any equality and diversity issues brought to the attention of the School. The module has been designed to take account of increases in the diversity of the student body and in this respect, the approach is "learner centred". Staff are expected to work alongside students and learning support staff to personalise the delivery of this module. This module offers students the opportunity to celebrate differences in personal, academic and employability skills. Through the use of problem based activities, students are encouraged to explore and share diverse experience of learning and skills development.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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