BSc (Hons) in Health and Social Care (with Foundation Year) May 2021 Cohort 7 Module Code: FND3003 Module Title: Research Methods in Social Science Module Guide 2020/2021 Semester 2 Level HE3 Contents 1. Module Overview 2 2. Learning and Teaching Strategy 2 3. Graduate Attributes 3 4. Module Communications 3 5. Module Description 3 6. Learning Outcomes and Assessments 4 7. Assessment Deadlines 4 8. Assessment Feedback 5 9. Module Calendar 5 10. Formative Assessment 7 11. Indicative Reading 7 12. Guidelines for the Preparation and Submission of Written Assessments 8 13. Academic Misconduct 9 14. Assessments 10 15. General Assessment Criteria for Written Assessments 14 Module Overview Module TutorDr Esther Afari- Mensah (day) Dr Soban SadiqEmail[email protected] (day) [email protected] (evening)Availability and contact method(s)MS TeamsWeb link to Moodle Classhttps://moodle.bolton.ac.uk/course/view.php?id=17703Web link to Module Specificationhttps://modules.bolton.ac.uk/FND3003 Learning and Teaching Strategy This module is delivered online over 15 weeks. Most sessions comprise an online lecture and a workshop activity or activities. If you are unable to attend a live session due to factors outside your control, you are expected to inform your tutor and engage in this, where possible, before the next scheduled session. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. In weeks 10 15 tutorials will take place which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments. To complete the module successfully you must allocate a substantial amount of independent study time, which will include undertaking set activities and carrying out assessment activities. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study. This module is delivered via one three-hour lecture and one three-hour seminar session per week over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The timetable will include tutorials (group and individual) in which you have the opportunity to discuss your progress on the module with your Module Tutor. Revision/ practice sessions are scheduled before submission of assessment. Graduate Attributes Graduate attributes are the personal qualities and skills which the Regent College/University of Bolton community values, and which a student is expected develop during their time at the College/University. Graduate attributes act as a point of reference for a students personal development and support the articulation of employability and transferable skills. In total there are 10 graduate attributes. This module seeks to support the development of: EnterpriseConfidence Module Communications The Module Tutors contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods. Module Description The module aims to develop your understanding of the methods used in conducting research by: Developing your skills as a researcherLooking at how to apply the basic ideas involved with qualitative and quantitative research methodsBuilding your confidence as you develop your research proposal and write it up This module will prepare you for undergraduate modules in research. The major element of coursework for the module is a written research report (qualitative, quantitative or mixed methods). You will develop a research proposal and write it up in the correct format. Specific guidelines will be given via lectures and supervision with your tutor. 6. Learning Outcomes and Assessments Learning OutcomesAssessmentLO1: Understand the importance of the appropriate selection from a range of methodologies used in the social sciencesResearch Proposal (Assessment 001)LO2: Demonstrate an understanding of descriptive data used in research reportsResearch Proposal (Assessment 001)LO3: Use excel to present data in tables and graphs in formats appropriate for research reportsResearch Proposal (Assessment 001)LO4: Write a research report that applies data to a real world issueResearch Proposal (Assessment 001) 7. Assessment Deadlines Assessment itemDue DateWeight1Research Proposal 2,000 Words (+/- 10%)8th October 2021 (Before 23:59)100% 8. Assessment Feedback Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working daysfrom the deadline date. However, please note that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change. Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades. 9. Module Calendar Session No.Week CommencingTopics Covered (Lecture)131st May* 2021 *Tutor will make up the class if falls on a MondayIntroduction to the module Finding a research area of interest27th May 2021Refreshing research: Key concepts Refining area of interest through reading314th May 2021Refreshing research: Ethical issues in your research areaNarrowing the question developing aims and objectivesFinding a report/s breaking this down and making notes421st June 2021Refreshing research: Qualitative and Quantitative methodsWhat makes a good questionnaire/interview?Continuing reading in your area of interest528th June 2021Working on questionnaire/interview questions getting feedback on theseEthical approval processContinuing reading in your area of interest65th July 2021Conducting the research Preparing your literature review using your reading712th July 2021Writing up the report in class session819th July 2021Analysing the findings from the dataStudy skills: Using Excel926th July 2021Continuing work on analysing the findings from the dataUsing Excel102nd August 2021Writing up the report in class session09/08/2021 03/09/2021 Summer holiday116th September 2021Assignment Workshop and Tutorials1213th September 2021Drop in Tutorials Formative Feedback1320th September 2021Writing up the report in class session Formative Feedback Tutorials 1:1 Support1427th September 2021Independent Study (Assignment Preparation)154th October 2021Progression Workshop Assignment submission Deadline: 8th October 2021 (Before 23.59) 10. Formative Assessment Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms and does not contribute to the final module mark. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module. There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, with individual tutorial sessions to support this. You will have an individual tutorial enabling you to gain advice, support and feedback on your academic abilities and assist the module tutor to plan future sessions and support. You will be required to submit an outline plan of your research proposal which will form the basis for your individual tutorial; you will also be given an opportunity to consider your reflection at the end of the module. This should be viewed as a formative assessment, aimed at helping you meet the needs of the summative assessment. 11. Indicative Reading Babbie, E. (2001) The Practice of Social Research (9th ed.). London: Wadsworth/Thompson Learning. Bell, J. (2014) Doing your research project: a guide for first-time researchers (7th ed.). Berkshire: Open University Press. (5th ed electronic version on Moodle site) Denscombe, M. (2010) The Good Research Guide (4th ed.). Maidenhead: McGraw-Hill Open University Press. Flick, U. (2011) Introducing Research Methodology: A Beginners Guide to Doing a Research Project. London: Sage. Gray, D. (2009) Doing Research in the Real World (2nd ed.). London: Sage. Green, J., Thorogood, N. (2009) Qualitative Methods for Health Research (2nd ed.). London: Sage. Henn, M., Weinstein, M., Foard, N. (2005) A Short Introduction to Social Research. London: Sage. Kumar, R. (2005) Research Methodology: A step-by-step guide for beginners. London: Sage. OLeary, Z. (2014) The essential guide to doing your research project (2nd ed). LA: Sage. (electronic version on Moodle site) Robson, C., McCartan, K. (2016) Real world research: a resource for users of social research methods in applied settings (4th ed). Chichester: Wiley. 12. Guidelines for the preparation and submission of written assessments Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies: Up to 10% over the specified word length = no penalty10 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will be capped at the pass mark for the assessment. All written work should be referenced using the standard University of Bolton referencing style see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspxUnless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).Late work will be subject to the penalties: Up to 7 calendar days late = 10 marks subtracted but if the assignment
would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded. Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion with the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. Request for extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects which, at the discretion of the Programme Leader, may be longer than 14 days. Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures. Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion of extension request paperwork. Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it 13. Academic Misconduct Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. Please note that penalties apply if academic misconduct is proven. See the following link for further details: https://www.bolton.ac.uk/about/governance/policies/student-policies/ 14. Assessments Assessment Number001Assessment Type (and weighting)Research Proposal (2,000 words) (100%) (Alternative Assessment)Assessment NameResearch ProposalAssessment Submission Date8th October 2021 (Before 23:59) Learning Outcomes AssessedLO1: Understand the importance of the appropriate selection from a range of methodologies used in the social sciencesLO2: Demonstrate an understanding of descriptive data used in research reportsLO3: Use excel to present data in tables and graphs in formats appropriate for research reportsLO4: Write a research report that applies data to a real world issue Assessment Brief Assessment 001 Research Proposal (100%) Choose an important issue/area of interest within Health and Social Care and consider the key problems in researching into this area. You might want to consider the following points: Research area Provide an outline of your chosen issue and consider how this could be developed into a research question. What important questions might there be to investigate within this?. Existing research in the area What existing research is there around your issue? Consider academic journals, charity reports, government research etc. Provide an overview of key research in the area including presentation of key statistical findings using Excel. Research methods Consider the research methods in your area in different ways? Would they produce different outcomes? Is there a method choice which would fit best with your research area? Sample What sample group would you need to conduct the research? Is there a sampling technique which would be appropriate? What difficulties might there be in accessing the sample group? Ethics What ethical issues might there be in researching into this area or accessing this group? Could ethical issues be managed in any way? Research Proposal Format Front Cover Page Include: Course Name; Module Name; Tutor Name; Student ID; Date; Word Count Etc.AbstractTable of ContentsTitle PageBackground IntroductionAim and ObjectivesResearch QuestionsRationale for the ResearchLiterature ReviewMethods and MethodologiesEthical IssuesExpected Results/FindingsConclusionReferencing and Bibliography Specific Assessment Criteria (Please note that the General Assessment Criteria will also apply. Please see section 15) First class (70%+): This piece of work shows evidence of wider research with reference to a number of differing academic viewpoints. The research proposal has recognised relevantly and discussed in detail, all the required factors. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and in the appropriate research proposal style. The high number of appropriate sources has been referenced accurately and to a high standard. Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The research proposal has correctly recognised and discussed, all the required factors. Some reasoned arguments have been developed and supported by a good number of sources. Presentation is of a good standard, in the appropriate research proposal style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style. Third class (40-49%): A reasonable attempt has been made at researching the research proposal but greater in depth discussion and academic debate is required. The research proposal has recognised some factors, however mostly the discussion is superficial and lacking in any depth. Presentation of the research proposal is limited, and only the minimum of 5 sources has been provided, with at least one academic text and two academic journals included. Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity. Minimum Secondary Research Source Requirements: Level FE3/HE3 It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books. 15. General Assessment Criteria for Written Assessments Level HE3 %RelevanceKnowledgeArgument/AnalysisStructurePresentationWritten EnglishResearch/ReferencingClass I(Exceptional Quality)85-100%Directly relevant to title.Expertly addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an exceptional knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Makes exceptional use of appropriate arguments and/or theoretical models. Presents a comprehensive discussion of material resulting in clear, logical and original conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic.A wide range of sources drawn upon. Sources are cited accurately in the text and in the reference list.Class I(Excellent Quality)70-84%Directly relevant to title.Addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an excellent knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Makes excellent use of appropriate arguments and/or theoretical models. Presents a comprehensive summary of material resulting in clear, logical conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A well writtenanswer with standard spelling and grammar. Style is clear, and academic.A wide range of sources drawn upon. Sources well cited in the text and in the reference list with only minor errors.Class II/i(Very Good Quality)60-69%Generally, addresses the title/brief and covers some key issues in sufficiently meaningful detail.Demonstrates a very good knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Uses appropriate arguments or theoretical models. Clear and valid summary of the material. Presents clear, logical conclusions.Logically constructed in the main. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Inclusion of FTP, where appropriate.A clearly written answer with standard spelling and grammar. Style is clear, and academic.A range of sources drawn upon. Most sources cited accurately in the text and in the reference list.Class II/ii(Good Quality)50-59%Generally, addresses the title/brief but sometimes considers irrelevant issues.Demonstrates a good knowledge/understanding of theory and practice for FE3 level through the identification and summary of some key issues.Presents largely coherent arguments. Valid summary of the material although focus lacking in places. Presents conclusions which are fairly clear and logical.For the most part coherently articulated and logically structured. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inclusion of FTP lacks selectivity.Competently written with minor lapses in spelling and grammar. Style is readable, and generally academic.Relevant sources drawn upon. Some weaknesses in referencing technique.Class III(Satisfactory Quality)40-49%Some degree of irrelevance to the title/brief.Superficial consideration of the issues.Demonstrates an adequate knowledge/understanding of theory and practice for FE3 level. An attempt is made to identify and summarise key themes.Presents basic arguments but focus and consistency lacking in places. Some issues may lack clarity. Presents conclusions which are not always clear or logical.Some attempt at articulation and logical structure but gaps in coherence and progression. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in places.Some academic sources but overreliance on non-academic sources.A number of errors in referencing technique.Borderline Fail35-39%Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unclear terms.Demonstrates weaknesses in knowledge of theory and practice for FE3 level, with poor understanding of key themes.Limited arguments, which lack clarity in places.Presents conclusions which are neither clear nor logical.Poorly structured. Lack of articulation. Format deficient.For the type of assignment, the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is not academic.Limited sources and poor referencing.Fail