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Session: 2022/23
Last modified: 20/09/2022 23:50:44
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Title of Module: Applied Research Methods in Social Sciences |
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Code: SSPG11007 |
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: | N
Jenkins |
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| Summary of Module |
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This course provides students with a solid foundation in the principles, and the practices, of applied social research. During the course students explore a range of methodological ‘worldviews’ - ranging from (post)positivism and interpretivism to activism and pragmatism - as well as the core principles that underpin quantitative, qualitative and mixedmethods research design. Students will also develop practical research skills in, for example, survey and interview design, data mining and computer assisted data analysis. The course is designed to offer students maximum flexibility, enabling learners to complete the module either over two terms (the standard route) or one term (the rapid route) depending on each learner’s existing level knowledge, skills and their programme pathway.
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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 reflexive awareness of one’s own methodological position and the factors that shape the researcher’s worldview
L2.
Demonstrate critical understanding of the principles of quantitative, qualitative or mixed methods research design
L3.
Develop ‘dissertation-ready’ research skills in data collection and analysis
L4.
Demonstrate the ability to design an applied research project, which can can feasibly be conducted as a dissertation project at SCQF Level 11 |
| 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.
Critical knowledge and understanding of the relationships between ontology, epistemology, methodology, methods and ethics
Critical understanding of the principles of quantitative, qualitative and mixed methods research design
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Critical application of applied data collection-analysis procedures (e.g. interviewing-thematic analysis; data mining-statistical analysis)
Ability to critically apply knowledge of research techniques to explore research questions |
| Generic Cognitive skills |
SCQF Level 11.
Critical/reflexive use of inductive and deductive analytical reasoning
Communication of a detailed research proposal to a non-specialist audience
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Proficiency in the use of specialist data analysis software (e.g. R, Python, SPSS, NVivo, HyperResearch) with critical understanding of their strengths, limitations and impact on the research process |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Reflexivity: ability to critical reflect upon the researcher’s own position and role in knowledge generation
Ability to identify research project phases, milestones, timelines and resourcing, which can provide a platform for future accountability (e.g. as part of the student-supervisor relationship) |
| 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 offer maximum flexibility, enabling learners to complete the course either over two terms (standard route) or one term (rapid route), depending on each learner’s prior knowledge, skills and chosen pathway. Course content is delivered using a mixture of interactive and recorded lectures, practical workshops and small-group tutorials (in person and online). Learning activities are supported by a range of up-to-date readings from the methodological literature, as well as suggestions for further readings and subscription-based sources to support, to facilitate independent study and dissertation project planning (e.g. https://methods.sagepub.com/)
Assessment design is based on the principles of ‘constructive alignment’ (Biggs, 2003), with each assessment intended to support and re-enforce students’ learning at each section of the course (further details below). |
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 | 30 |
| Asynchronous Class Activity | 65 |
| Independent Study | 105 |
| 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:
Bryman, A. (2016) Social Research Methods. Oxford: Oxford University Press.
Silverman, D. (2017). Doing Qualitative Research. London: SAGE.
Cresswell, J. and Cresswell, D. (2018). Research Design: Qualitative, Quantitative & Mixed Methods Approaches. London: SAGE.
Denzin, N. and Lincoln, Y. (2017). The SAGE Handbook of Qualitative Research. London: SAGE.
Kaplan, D. (2004). The SAGE Handbook of Quantitative Methodology for the Social Sciences. London: SAGE.
Cresswell, J. and Clark, P. (2017). Designing and Conducting Mixed Methods Research. London: SAGE.
Denscombe, M. (2019). Research Proposals: A Practical Guide. London: Open University Press.
Denscombe, M. (2010). Ground Rules for Social Research. London: Open University Press.
Brinkmann, S. and Kvale, S. (2015) Interviews: Learning the Craft of Qualitative Interviewing. London: SAGE.
Fogarty, B. (2019). Quantitative Social Science Data with R: An Introduction. London: SAGE.
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments
and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure For the purposes of this module, academic engagement equates to the following: All full time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend appropriate scheduled classes and participate with all formative elements of the module as part of their engagement with their programme of study. |
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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 | C Atkinson |
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| External Examiner | L Gaston |
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| Accreditation Details | |
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| Version Number | 3 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Reflective essay |
| Participation log |
| Research proposal |
(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/
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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