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Session: 2022/23
Last modified: 07/07/2022 12:40:59
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Title of Module: MSc Research Dissertation CDAS |
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Code: CDAS11002 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A
O'Gorman |
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| Summary of Module |
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MSc CDAS Dissertation Module: The dissertation module forms a major part of the MSc Contemporary Drug and Alcohol Studies programme. The module provides students with the opportunity to consolidate their learning in drugs and alcohol by conducting an empirical research study on a topic of their choice which is relevant to the programme and agreed with the module co-ordinator.
Completion of the Trimester 1 Research Methods module ensures knowledge of a range of research techniques, providing a solid grounding in research methods and theory. Students are required to have an agreed Research Plan and successful completion of the methods module to progress on to the Dissertation.
The Dissertation Module provides further advanced drug and alcohol specific research skills through a series of taught workshops. These workshops equip students with the expertise required to conduct a research project independently, and to disseminate findings in line with academic conventions and professional standards. In addition, workshop-based teaching and learning enables students to identify and clarify their research topic, aims, methodology and design; to prepare for fieldwork and data analysis; and to submit a timely research proposal and research ethics application.
Ethics applications are required to be submitted to the School Ethics Committee and approval must be obtained before data collection can proceed.
On completion of an accepted research proposal, students are allocated a research dissertation supervisor who will provide individual guidance and support in their development as researchers and through the completion of their dissertation.
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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 the ability to critically review and synthesise an extensive body of literature on a specific topic and formulate a research question.
L2.
Identify, conceptualise and execute appropriate research methods and ethical considerations required to investigate a research question.
L3.
Plan and organise work, exercising autonomy and initiative in professional activities, and discussing and debating with peers and research specialists.
L4.
Gather and analyse data using appropriate software where necessary to support and enhance the effectiveness of their research findings and skills
L5.
Report independent research project in a dissertation format in line with academic standards and conventions. |
| 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 relating to alcohol and drugs.
A critical understanding of a range of techniques for the analysis of qualitative and/or quantitative data.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Utilising an appropriate range of research methods in order to undertake a substantial research project.
Plan and execute a significant project of research, through the stages of idea generation, formation and investigation.
Interpret, critically analyse and utilise primary and secondary sources of information including electronic sources. |
| Generic Cognitive skills |
SCQF Level 11.
Consolidate and extend subject specialist knowledge, skills, academic writing practices and thinking.
Demonstrate the ability to conduct analysis, evaluation and theoretical synthesis.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate with peers and specialists in research.
Evaluate and interpret data.
Using appropriate software to support and enhance the effectiveness of their research skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative to complete a substantial research project from inception to completion.
Take responsibility for their own work and contribute to the collaborative learning activities of the group.
Form a supportive and productive research relationship with their dissertation supervisor.
Systematically identify and address their own learning needs both in current and in new areas, making use of research in source materials as appropriate.
Deal with complex ethical issues. |
| 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: | Students are required to have an agreed Research Plan and successful completion of the methods module to progress on to the Dissertation. |
| 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 | 16 |
| Tutorial/Synchronous Support Activity | 18 |
| Personal Development Plan | 36 |
| Independent Study | 530 |
| 600
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. 2005 Doing your research project, (3rd ed.) McGraw-Hill, International
Biggam J. (2008) Succeeding with Your Master's Dissertation: A Step-by-Step Handbook, Open University Press, Berkshire, England: http://www.mheducation.co.uk/openup/chapters/9780335227198.pdf
Murray, R. (2011) How to Write a Thesis (3rd ed.) Open University Press, Berkshire, England
The MSc Research Dissertation Handbook can be accessed in the ‘course materials’ section of the VLE. Additional learning support materials are available in the VLE Moodle.
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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 | L Williams |
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| Accreditation Details | |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment strategy has been devised to encourage students to effectively plan their dissertation process and on completion of the module be able to independently carry out and disseminate findings of an empirical research project.
The provision of continuous formative feedback to students is central to subject specialist learning and enhancing graduate attributes.
Essential dissertation elements include:-
<> A successful application to the MCS School Ethics Committee that demonstrates a critical application of appropriate ethical considerations for the required project. The application must fulfil both School and Subject specific ethical requirements and gain approval within the set time scale in order for students to proceed to data collection.
<> A literature review which gives students the opportunity to acquire the skills to critically review a body of literature which they wish to further research and ensures engagement with the literature relevant to their research question at an early stage of the module.
<> The thesis (12000 - 15000 words) will be initially marked by their research supervisor and blind graded by a second member of CDAS staff. The thesis will be further blind graded by an external examiner before the MSc award can be made. |
(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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