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Session: 2022/23
Last modified: 14/12/2022 15:16:47
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Title of Module: Community Practice Research |
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Code: BACE09003 |
SCQF Level: 9
(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: | D.
Wallace |
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| Summary of Module |
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The purpose of this module is to introduce students to the theories and processes that hold in them good stead for their fourth year honours dissertation. It will enable them to develop professional attributes, knowledge, understanding and skills associated with practitioner research projects. Building from activist professional models, the module will encompass analysis of participant approaches in research. Students will analyse the merits of research informed practice. They will engage with research methods literature to afford the opportunity of contextualising practitioner research within a wider research narrative about methodologies, knowledge claims, methods for gathering data, ethics and reporting findings. This will be complemented by an engagement with literature review that will relate to the individual research topics chosen by each student. The module will feature an engagement with University Ethics approval and serves both as an education about research methods and as preparation for those who intend to proceed to affect research dissertation in fourth year.
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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.
Contextualise practitioner research within the wider context of social and educational research methodologies
L2.
Critically review and analyse the research strengths and limitations associated with particular research methodologies
L3.
Identify a community education research project, articulate research questions and formulate a research proposal
L4.
Synthesise an approach to implementing an ethical research project which includes articulation of epistemology, ontology, methodology, approaches to gathering data and initial literature review for the topic
L5.
Apply creative thinking to complex problems |
| 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 9.
Critical awareness of current issues in a subject/discipline and of the principal theories, principles, concepts and terminology. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate originality or creativity in the application of knowledge, understanding and /or practices within a professional context. |
| Generic Cognitive skills |
SCQF Level 9.
Critically reviewing, analyzing, consolidating and extending knowledge, skills and practices. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating ideas about the interpretation and design, interpretation and use of research to a range of audiences. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices. |
| 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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Though there will be occasional lectures, the teaching and learning strategy for the programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. This will be underpinned, supported and extended through reading assignments based on the VLE and tailored assessment. In tutorial discussions, students will be able to reflect on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and communication skills.
Through their assignments, students will be able to demonstrate their knowledge and understanding of skills that can be used to search for sources, evaluate, analyse and interpret source materials, integrate theoretical knowledge and empirical information. This will be key to developing balanced and evidence-based conclusions, in appropriate academic style that will prepare them for the Honours dissertation.
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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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 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:
Arthur, J. (2012) Research methods and methodologies in education, London: Sage.
Blaxter, L, Hughes, C. & Tight, M. (2010) How to research. 4th ed. Maidenhead: Open University Press.
Cooper, S. (2018) participatory evaluation in youth and community work: theory and practice. London, Routledge
Creswell, J. W. (2014) Research design: qualitative, quantitative, and mixed methods approaches. (4th Ed). London: SAGE Research Methods), London: Sage.
McIntyre, A. (2007) Participatory Action Research (Qualitative London: Sage.
Scotland, J. (2012) Exploring the Philosophical Underpinnings of Research: Relating Ontology and Epistemology to the Methodology and Methods of the Scientific, Interpretive, and Critical Research Paradigms, English Language Teaching, Vol 5, No 9
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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:
Attend classes as directed in module handbook and undertake off-campus or on-line tasks, as directed by module tutor.
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Community Education |
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| Moderator | A. Coburn |
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| External Examiner | F Howard |
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| Accreditation Details | CLD Standards Council for Scotland |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 100% Essay |
(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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Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme 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.
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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