Designing and Conducting your Research Project

EDUC30472 Designing and Conducting your Research Project 10 Semester 1 Undergraduate Level 3 Diane Slaouti Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0  The course will include: <ul> <li> Introduction to the research planning process and the research project that results from this process, with models provided where appropriate</li> <li> Generating ideas through brainstorming, reading of prior research projects, presentations by graduates.</li> <li> Focusing the research topic, writing research questions and designing appropriate methods</li> <li> Reviewing and developing practice in qualitative and quantitative analysis</li> <li> Presentation and discussion of evolving ideas on research topics and methods with peers and unit tutors, both online and in class.</li> <li> Guidance in bibliographic and other library search tools and skills.</li> <li> Time management as it relates to research planning</li> </ul> Guidance through the ethical approval process for research in the Institute of Education  The course will include: <ul> <li> Introduction to the research planning process and the research project that results from this process, with models provided where appropriate</li> <li> Generating ideas through brainstorming, reading of prior research projects, presentations by graduates.</li> <li> Focusing the research topic, writing research questions and designing appropriate methods</li> <li> Reviewing and developing practice in qualitative and quantitative analysis</li> <li> Presentation and discussion of evolving ideas on research topics and methods with peers and unit tutors, both online and in class.</li> <li> Guidance in bibliographic and other library search tools and skills.</li> <li> Time management as it relates to research planning</li> </ul> Guidance through the ethical approval process for research in the Institute of Education   <ul> <li> develop knowledge and understanding of the processes involved in crafting a proposal for a small scale research project, including an understanding of the ethical implications.</li> <li> provide opportunities for developing conceptual skills (eg generating ideas, concept mapping, developing questions for enquiry)</li> <li> support students as they equip themselves with the relevant research methods skills relating to data generation and analysis to conduct their project during their ASP</li> </ul> <table border="1" cellpadding="1" cellspacing="1" style="width:500px;"> <tbody> <tr> <td>Category of outcome</td> <td>Students should be able to: </td> </tr> <tr> <td>Knowledge and understanding</td> <td> <ul> <li>have identified a suitable topic of enquiry for a small scale research project and mapped that topic to identify a feasible research focus</li> <li>be able to situate their own research in relation to other studies and theoretical literature</li> <li>have gained experience and understanding of the ethical approval requirements for applied research</li> <li>have developed an awareness of fieldwork realities and constraints</li> <li>have devised a written proposal, including a workable research plan</li> </ul> </td> </tr> <tr> <td>Intellectual skills</td> <td> <ul> <li>have an understanding of the concepts of validity, reliability, credibility and trustworthiness in research design</li> <li>understand the ethical dimensions of their roles as placement researchers during their ASP period</li> <li>have developed their ability to interpret and draw appropriate inference from systematic research</li> </ul> </td> </tr> <tr> <td>Practical skills</td> <td> <ul> <li>have developed their ability to determine and design appropriate methods of data generation to address focused research questions</li> <li>have developed their confidence in conducting quantitative and/or qualitative analysis as required by the research focus and questions</li> </ul> </td> </tr> <tr> <td>Transferable skills and personal qualities</td> <td> <ul> <li>have developed an understanding of the purpose of an effective proposal and be able to use this as a guide to their research</li> <li>be able to demonstrate self-discipline, creativity and initiative in developing their idea into a workable study design.</li> <li>be able to plan their time and manage their research project with greater confidence</li> </ul> </td> </tr> </tbody></table>  Tutor and student-led input and group tasks in lectures; independent learning activity supported by online materials in Blackboard; poster presentation of developing research proposal with peer questioning and feedback; workshops reviewing quantitative and qualitative approaches to data analysis 0 Other 100% <table border="1" cellpadding="0" cellspacing="0" width="631"> <tbody> <tr> <td style="width:243px;"> Assessment task</td> <td style="width:217px;"> Word Length or Equivalent</td> <td style="width:170px;"> Weighting within unit</td> </tr> <tr> <td style="width:243px;"> Presentation of draft research proposal to peer groups</td> <td style="width:217px;">  </td> <td style="width:170px;"> Formative</td> </tr> <tr> <td style="width:243px;"> Research Proposal</td> <td style="width:217px;"> 2000 (as per schema provided)</td> <td style="width:170px;"> 100%</td> </tr> </tbody></table>  Online via Blackboard BA Manage, Leadership, Leisure BA Manag, Leadership, Leisure Third Year Mandatory N  READING LISTThese books all offer guidance on the research process and which you read may well be a matter of personal choice. We will draw on specific chapters, and read articles which exemplify the use of specific methods during the unit, but choosing any of these would be helpful as a preparatory read.<table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:614px;"> Bell, J. (2014) Doing your research project (6th ed.), Buckingham, Open University Press.Denscombe, M. (2010) The Good Research Guide (4th ed.), Buckingham, Open University Press.Finn, M., Elliott-White, M. and Walton, M. (2000) Tourism and Leisure Research Methods, Harlow: LongmanLong, J. 2007. Researching Leisure, Sport and Tourism London, SageMatthews, R. and Ross, E. (2010) Research methods: a practical guide for the social sciences Harlow: Pearson Education.Punch, K. (2005) Introduction to Social Research: quantitative and qualitative approaches (2nd ed.), London, Sage.Reardon, D. (2006) Doing your undergraduate project, London, Sage.Saunders, M., Lewis, P. & Thornhill, A. (2012), Research Methods for Business Students 6th Edition, Pearson Education.Veal, A. J. (2011) Research Methods for Leisure and Tourism. Prentice Hall</td> </tr> </tbody></table>  Tutorials 15 0 85  Learning Hours:<table border="1" cellpadding="0" cellspacing="0" width="631"> <tbody> <tr> <td style="width:385px;"> Activity</td> <td style="width:246px;"> Hours Allocated</td> </tr> <tr> <td style="width:385px;"> Tutor-led sessions</td> <td style="width:246px;"> 10x1.5 hour lectures</td> </tr> <tr> <td style="width:385px;"> Tutor-led analysis workshops</td> <td style="width:246px;"> 3</td> </tr> <tr> <td style="width:385px;"> Dissertation and course unit tutor-led group tutorials</td> <td style="width:246px;"> 4</td> </tr> <tr> <td style="width:385px;"> Self-directed reading activity (supported by online materials): literature review; research methods</td> <td style="width:246px;"> 38</td> </tr> <tr> <td style="width:385px;"> Preparing the Research Proposal and ethical approval</td> <td style="width:246px;"> 40</td> </tr> <tr> <td style="width:385px;"> Total Hours</td> <td style="width:246px;"> 100</td> </tr> </tbody></table>