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Session: 2022/23
Last modified: 24/05/2021 09:44:55
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Title of Module: Creative Research |
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Code: MARK11019 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Valerie
Will |
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| Summary of Module |
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This module is designed to provide a clear appreciation of the research process as it applies to a creative research situation.
The module adopts both a theoretical and a practical perspective. This means that students will be encouraged to understand the why of research and they will have the opportunity to practise the skills required and thus will explore how robust research should be conducted.
The syllabus will include the following areas:
- Creative research fundamentals - defining research - research philosophy
- Ethics in research
- Developing the research question, setting aims and objectives
- Research proposals and writing up research
- The creative literature review
- Developing a research strategy
- Qualitative research applications
- Quantitative research applications
- Making sense of data and drawing conclusions
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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 a critical appreciation of the research process as it applies to a creative research situation.
L2.
Evaluate and critically discuss the practical application of specific research methods, understand the challenges and limitations of the methods and propose strategies for dealing with these challenges and limitations.
L3.
Competently evaluate and present research-related data logically and succinctly in an accessible manner. |
| 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.
Develop knowledge of the overall research process from philosophical foundations to analysis and writing up the required research documentation.
This will incorporate:
• Demonstrating knowledge of the philosophical fundamentals of research decisions including the impact of epistemology, ontology and axiology.
• Appreciating the relationship between research philosophy and the selection of research methods.
• Developing an extensive critical understanding of qualitative and quantitative research methods for creative academic and applied research.
• Understanding data analysis techniques appropriate for creative academic and applied research.
• Embracing a critical, reflective awareness of ethical considerations in research.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Plan and execute a significant research proposal/project.
This will incorporate:
• Grounding research on appropriate research foundations.
• Using qualitative and quantitative research methods.
• Using relevant data analysis techniques and demonstrate creativity in their application and interpretation of the resulting data.
• Writing up appropriate research documentation. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to creative research decisions including ethical aspects of research.
This will incorporate:
• Identifying and defining challenges with research decisions.
• Developing original and creative responses to research challenges.
• Dealing with complex research issues to facilitate the making of decisions where information may be inconsistent or incomplete
• Critically reviewing knowledge, skills and practices within creative research.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Use a wide range of routine skills and a range of advanced and specialised skills required in creative research.
This will incorporate:
• Communicating with a range of audiences with different levels of knowledge using appropriate methods.
• Communicating with peers, senior colleagues and specialists.
• Using appropriate ICT applications to support and enhance the creative research process and presentation of research information.
• Evaluating and interpreting research information. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in the creative research situation.
This will incorporate:
• Taking responsibility for own work and sharing significant responsibility for the work of others.
• Taking significant responsibility for a range of creative research decisions and operationalising such decisions.
• Working in effective relationships with peers and others.
• Demonstrating leadership and/or initiative and making an identifiable contribution to research decisions and activities.
• Managing complex ethical and professional creative research issues and make informed judgements on such issues (and other serendipitous issues that may arise in a creative research context).
• Practising 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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| This module will be taught using a flexible, interactive approach. The aim is to create a positive, dynamic research environment where creativity in research can flourish. |
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 | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 48 |
| 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:
Creswell, John W and Creswell, JD (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th ed. Thousand Oaks: Sage
Gray, David E (2017). Doing Research in the Real World. 4th ed. London: Sage.
Saunders, Mark NK, Lewis, P and Thornhill Adrian (2015). Research Methods for Business Students. 7th ed. Harlow: Pearson Education.
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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 | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Jacqui Greener |
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| External Examiner | Diane Morrad |
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| Accreditation Details | |
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| Version Number | 1.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Research portfolio (100%) |
(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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In accordance with the University’s Single Equality Scheme every effort will be made to accommodate any equality and diversity issues brought to the attention of the school. The learning activities in this module include a spoken presentation for which appropriate support can be provided as required.
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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