MSc Climate Change Dissertation

GEOG72000 MSc Climate Change Dissertation 60 Full year Postgraduate Taught Level 7 Craig Thomas Unit coordinator Geography 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 30.0 Students on all taught Masters programmes within the School of Environment, Education and Development are required to submit a dissertation on a topic approved by the programme director. There are two research Options for dissertation projects:● Option 1. Dissertation based on Primary Data Research. Dissertations that follow this option should contain an element of original research and the collection of primary data. ● Option 2. Dissertation based on Secondary Data Research. Dissertations that follow this option may use secondary data only, but must demonstrate ‘added value’ by the way they organise, synthesise and critically evaluate already published research and findings.Both options contribute a third of a programme’s assessment (60 credits of 180 for a Masters programme) and must be submitted in September of the final year of study.Students are free to consider a wide range of topics, subject to approval by the programme director. Approval will be offered on the basis of supervisory expertise of staff delivering the programme, the feasibility of the topic within the timescale of the programme, and the extent to which the topic supplements and extends knowledge gained from following the particular programme of study. Students on all taught Masters programmes within the School of Environment, Education and Development are required to submit a dissertation on a topic approved by the programme director. There are two research Options for dissertation projects:● Option 1. Dissertation based on Primary Data Research. Dissertations that follow this option should contain an element of original research and the collection of primary data. ● Option 2. Dissertation based on Secondary Data Research. Dissertations that follow this option may use secondary data only, but must demonstrate ‘added value’ by the way they organise, synthesise and critically evaluate already published research and findings.Both options contribute a third of a programme’s assessment (60 credits of 180 for a Masters programme) and must be submitted in September of the final year of study.Students are free to consider a wide range of topics, subject to approval by the programme director. Approval will be offered on the basis of supervisory expertise of staff delivering the programme, the feasibility of the topic within the timescale of the programme, and the extent to which the topic supplements and extends knowledge gained from following the particular programme of study. The unit aims to:<ul><li>provide students with an opportunity to plan, manage and conduct a programme of research on a topic related to their programme of studies;</li><li>further students’ knowledge of a relevant body of literature, and develop powers of critical reasoning;</li><li>allow students to seek new research findings which add to the existing body of knowledge on a particular subject area;</li><li>develop fully students’ knowledge of, and competence in, an appropriate range of research skills, including the development of a study hypothesis, an appreciation of the research methodology and analytical techniques to be utilised, the undertaking of a specific research study, the synthesis and evaluation of findings, and a clear statement of conclusions and recommendations;</li><li>develop students’ writing, presentation and bibliographic skills; and</li><li>develop students’ experience of developing and managing a specific programme of work through to final submission.</li></ul> Employability skills development is being supported within the unit through ILOs PS1 (Plan and execute independent assignments), PS2 (Use library, electronic and online resources to research and prepare for assignments), PS3 (Defend one’s position or stance objectively and professionally, both in written and oral form), PS5 (Utilise digital resources to manage and analyse qualitative and/or quantitative data in the context of a major research project), TS1 (Gather and synthesise research evidence), TS2 (Use word processing software and the internet to research and prepare written assignments), TS3 (Use self-management strategies (e.g. time planning) to co-ordinate a major research project), TS4 (Use oral and written communication skills to communicate ideas to supervisors and assessors, or in the field), and TS5 (Evaluate the research skills they have acquired and their value to a range of professional roles).Digital skills development is being supported within the unit through ILOs PS2 (Use library, electronic and online resources to research and prepare for assignments), PS5 (Utilise digital resources to manage and analyse qualitative and/or quantitative data in the context of a major research project), and TS2 (Use word processing software and the internet to research and prepare written assignments). <ul><li>Work consistently on a topic of their choosing over an extended period of time to produce an in-depth academic enquiry.</li><li>Explain and apply relevant theories/concepts and ideas to unpack key issues in climate change and how they relate to one another.</li><li>Identify and explain different research methods, methodologies and analytical approaches through conducting a major research project.</li></ul> <ul><li>Identify, synthesise and apply concepts from a variety of sources and a range of related areas of study to address a complex problem in climate change research.</li><li>Evaluate the requirements of academic writing at a level appropriate to a major postgraduate research project.</li></ul> <ul><li>Defend one’s position or stance objectively and professionally, both in written and oral form.</li><li>Use the Harvard referencing system appropriately in a major research report.</li><li>Utilise digital resources to manage and analyse qualitative and/or quantitative data in the context of a major research project.</li></ul> <ul><li>Use self-management strategies (e.g. time planning) to co-ordinate a major research project</li><li>Use oral and written communication skills to communicate ideas to supervisors and assessors, or in the field.</li><li>Evaluate the research skills they have acquired and their value to a range of professional roles.</li></ul> Students will be supported in their preparation for the dissertation through one of two dedicated dissertation support units, either GEOG70472 Doing Environmental Research or GEOG60662 Dissertation Support (for students pursuing social science and natural science research, respectively).Students will be allocated an individual dissertation supervisor during semester 2, with whom they will have three individual supervision meetings. Dissertation supervisors will offer feedback on an outline of students’ dissertation project, give advice on ethical approval processes where appropriate, and provide feedback on one draft chapter of the dissertation.Students will also have a programme wide meeting with the Programme Director to introduce the dissertation, its requirements and the choosing of which dissertation support unit to take. 4 Dissertation 100% Summative Assessment Task Dissertation. 12,000 words for social science students, and 9,000 words for natural science students. Feedback is provided by the supervisor and another internal examiner via marksheets in time for relevant exam boards. 100% weighting. N The focus of reading is subject to the specificities of individual dissertation projects. Appropriate reading lists will be developed independently, but with input from the dissertation supervisor, and also by consulting the reading lists of the MSc core and optional course units. 0 0 600 GEOG72000 incorporates equality, diversity and inclusion through flexible, student-centred approaches to teaching, supervision and assessment. The unit supports a wide range of dissertation topics, methodologies and epistemological approaches, enabling students to engage with diverse perspectives, contexts and forms of knowledge relevant to their own research interests.As part of the research design, ethical and risk assessment processes, students are encouraged to reflect on issues of representation, positionality and ethics in the design of their research, including consideration of whose voices are included or marginalised within their chosen topic.Individual supervision allows reasonable adjustments to be made to support diverse learning needs and circumstances, and assessment focuses on the quality of research design and critical engagement rather than prescribing a single format or approach. Collectively, these practices promote inclusive learning, support student wellbeing, and ensure that all students can demonstrate their achievement of the intended learning outcomes.