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Session: 2022/23
Last modified: 25/04/2022 16:42:51
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Title of Module: Social Research Today |
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Code: SSPG11006 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | C
Clark |
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| Summary of Module |
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This module introduces students to the complexity of contemporary social research, addressing in particular the underlying philosophy of social science, the social, ethical and political contexts which research is currently being undertaken in, and the varied uses to which social science research might be put. This module encourages students to develop a critical understanding of ‘research as a social practice’. The and the class begins by discussing some of the key philosophical underpinnings of social scientific research, and uses this as a necessary context to develop students understanding of the uses and functions of research in different political and socialinstitutional contexts. The political, economic and social pressures on current research and how these affect the formation of research agendas will be discussed and we will use case study material to introduce real world examples of the forces which are shaping research funding, as well as priorities and practices. in these areas. Questions of objectivity and , neutrality, commitment and activism in social research will then be examined in relation to classic debates and contemporary arguments in ‘public’, ‘applied’public, applied and ‘critical’critical social science. Ethical and moral issues in research and the role and positionality of the researcher will be covered together with a focus on concerns about research ownership, censorship and the public policy relevance of applied social research.
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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.
Demonstrate critical awareness of the philosophical underpinnings of social science.
L2.
Extend knowledge of how debates about objectivity, neutrality and commitment shape empirical research.
L3.
Articulate the distinctive contributions which disciplinary perspectives (from sociology, politics, social work, social policy, criminal justice, psychology, drug and alcohol studies) might make to social scientific and public debate.
L4.
Critically assess the practical, political and ethical challenges which researchers encounter in undertaking social research. |
| 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 11.
A critical understanding of a range of theories and techniques of social research |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying a range of research and evaluative tools understand society |
| Generic Cognitive skills |
SCQF Level 11.
Demonstrate the ability to conduct analysis, evaluation and synthesis |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the ability to communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in carrying out learning activities.
Take responsibility for own work and contribute to the collective learning activities of the group in ways which support and develop critical reflection
Demonstrate the ability to practice in ways which draw on critical reflection on own and others’ roles and responsibilities.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| 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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| The module is designed to be delivered within a blended learning model, employing mixed modes of learning, teaching and assessment. |
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 | 12 |
| Asynchronous Class Activity | 16 |
| Tutorial/Synchronous Support Activity | 8 |
| Personal Development Plan | 10 |
| Asynchronous Class Activity | 50 |
| Independent Study | 104 |
| 200
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:
Becker, H. (1967) ‘Whose Side Are We On?’ Social Problems 14(3): 239-247.
Beland, D. and Cox, R. H. (2010) Ideas and Politics in Social Science Research, Oxford: Oxford University Press.
Burawoy, M. (2005) ‘For Public Sociology’, American Sociological Review, vol. 70 no. 1, pp. 4-28.
Hammersley, M. (1995) The Politics of Social Research, London: Sage.
Hughes, J. A. and Sharrock, W.W. (1997) The Philosophy of Social Science, London: Routledge.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PG Social Sciences |
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| Moderator | TBC |
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| External Examiner | M Ketola |
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| Accreditation Details | |
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| Version Number | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay Plan (20%) |
| Final Essay (80%) |
(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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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
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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