Extended Research Paper

HCRI30000 Extended Research Paper 40 Full year Undergraduate Level 3 Jessica Hawkins Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 20.0 This is a unit for HCRI students taking the BSc in International Disaster Management and Humanitarian Response. This course enables students to write a sustained piece of independent research. Through a series of group sessions, supported by individual meetings with the supervisor, students will be given guidance on appropriate topics, and assistance in framing their research proposal. During the first few weeks of semester, students will receive advice on how to formulate research questions, develop a conceptual framework and carry out independent research. The library will also provide support on writing a critical literature review, accessing resources and time management. Supported by supervisions, students will develop confidence in conducting original secondary research, expressing informed opinion and reflecting on the research process. The course will also enhance writing and presentation skills to appropriate academic standards.  This is a unit for HCRI students taking the BSc in International Disaster Management and Humanitarian Response. This course enables students to write a sustained piece of independent research. Through a series of group sessions, supported by individual meetings with the supervisor, students will be given guidance on appropriate topics, and assistance in framing their research proposal. During the first few weeks of semester, students will receive advice on how to formulate research questions, develop a conceptual framework and carry out independent research. The library will also provide support on writing a critical literature review, accessing resources and time management. Supported by supervisions, students will develop confidence in conducting original secondary research, expressing informed opinion and reflecting on the research process. The course will also enhance writing and presentation skills to appropriate academic standards.  This is a unit for HCRI students taking the BSc in International Disaster Management and Humanitarian Response. This course enables students to write a sustained piece of independent research. Through a series of group sessions, supported by individual meetings with the supervisor, students will be given guidance on appropriate topics, and assistance in framing their research proposal. During the first few weeks of semester, students will receive advice on how to formulate research questions, develop a conceptual framework and carry out independent research. The library will also provide support on writing a critical literature review, accessing resources and time management. Supported by supervisions, students will develop confidence in conducting original secondary research, expressing informed opinion and reflecting on the research process. The course will also enhance writing and presentation skills to appropriate academic standards.  <ul><li>Understand the structure of an independent piece of research and the various limitations and challenges of conducting research at this level. </li><li>Gain deeper knowledge of a particular issue in IDMHR</li><li>Understand how to formulate research questions and conduct research in response to these questions.</li></ul> <ul><li>Define an issue in the study of IDMHR to develop your skills of analysing and formulating an argument in interpretation of that source material</li><li>Perform close reading of texts and analyse and evaluate research projects created by other scholars.</li><li>Critically analyse, evaluate and interpret different sources in IDMHR  </li></ul> <ul><li>Compile a bibliography of different types of sources from a range of appropriate Information sources (e.g. library catalogue, electronic databases, web etc)</li><li>Develop individual research skills through independent study</li><li>Perform close reading of texts and design and execute research projects  </li></ul> <ul><li>Develop skills of working independently</li><li>Develop communication skills for a variety of audiences </li><li>Develop, plan and achieve individual research outcomes </li><li>Develop research, critical thinking and written skills   </li></ul> Other By the end of this module, students will have produced an extended research paper on a specific focus within the field of IDMHR. Students will have crucially developed time-management and independent research skills. Further, they will understand how to orally communicate their research and communicate this to different audiences. They will know how to meet deadlines, edit written work and develop an ability to work autonomously on a sustained project which requires original, critical thought and innovation. The course is taught via interactive workshops and individual supervision. It will be supported by a Blackboard site that conforms to the requirements for a course unit handbook, reading materials and a reading lists online link.Introduction to the research essay in week 1 of sem 1: 2 hours Library session on extended writing in week 2 of sem 1: 2 hours Library session on literature review in week 3 of sem 1: 2 hours Conceptual framework session in week 4 of sem 1: 2 hours 1 group seminar of research questions with module lead, week 3: 2 hours Four 1-to-1 30mins - 1 hour meetings with topic lead in semesters 1 & 2. Independent study  0 Other 100% Formative Assessment Task<ul><li>Research question and plan </li><li>Draft chapter</li></ul>Summative Assessment Task<ul><li>Extended research paper - 100%</li></ul>  <figure class="table"><table style="width:662px;" border="1" cellpadding="0" cellspacing="0" width="0"><tbody><tr><td style="width:322px;">Feedback method</td><td style="width:340px;">Formative or Summative</td></tr><tr><td style="width:322px;">Via Turnitin within one week</td><td style="width:340px;">Formative (Research question and plan)</td></tr><tr><td style="height:7px;width:322px;">Via Turnitin within 15 working days</td><td style="height:7px;width:340px;">Formative (Draft Chapter)</td></tr><tr><td style="height:7px;width:322px;">Via Turnitin</td><td style="height:7px;width:340px;">Summative (ERP)</td></tr></tbody></table></figure>  N Mackenzie, N., & Knipe, S. (2006). Research dilemmas : paradigms, methods and methodology. Issues in Educational Research, 16(2), 193–205.Terrell, S. R. (2022). Writing a Proposal for Your Dissertation: Guidelines and Examples. United States: Guilford Publications.The Decolonizing the Academy Reading List. (n.d.). http://democracyinafrica.org/decolonizing_the_academy/Jabareen, Y. (2009). Building a Conceptual Framework: Philosophy, Definitions, and Procedure. International Journal of Qualitative Methods, 8(4), 49–62. https://doi.org/10.1177/160940690900800406Grix, J. (2016). Introducing Students to the Generic Terminology of Social Research. Politics, 22(3), 175–186. https://doi.org/10.1111/1467-9256.00173Denscombe, M. (2014). The good research guide : for small-scale research projects  (Fifth edition., pp. 1 online resource (xvi, 356 pages .).). Open University Press.Thomas, G. (2011). How to do your case study : a guide for students and researchers . Sage. Lectures 20 Project supervision 4 0 376