Indicative module content:
The module focuses on designing, planning and preparing to undertake a small scale work based investigation using established research methods that the students will conduct in module CET6 010. As well as conducting an organisational needs analysis to support the identification of an investigation project that is of value to the employer, students are also supported in analysing and planning for their own independent learning needs.
The following topics are covered:
Understanding the use and purpose of learning contracts
Own and organisational needs analysis
Interests of the organisation
Work based investigation, research and learning
Higher level deep learning
Self directed learning
Internal and external stakeholders
Methods for analysing stakeholder: needs, demands, involvement, power
Tools of analysis
Impact of stakeholders
Managing stakeholder expectations
Work based Investigation and Research
What is research?
Who undertakes research and why?
What is work based investigation?
How might research inform work based investigations? (and vice versa)
What roles do research and work based investigations play in shaping evidence based practice?
What is the scope and remit of research and work based investigations?
Accessing research articles and literature reviews
Quantitative and Qualitative (including action research, social research, true and quasi experiments, ethnographic and case study approaches,)
Frameworks and timescales
Data Collection techniques and tools
Evaluating and selecting approaches
Issues in work based research (e.g. being an insider researcher, academic ownership and confidentiality , validity, validation, scrutiny and bias etc)
Designing, planning, conducting and evaluating research projects
Reviewing literature in order to further explore existing research and current debates
Finding your angle, designing research questions and setting aims and objectives
Ethical and legislative considerations
Negotiating proposals with employers and key stakeholders
Writing the proposal
Will take place by the tutor through out the workshops, during discussions and during one-to-one tutorials.
1) a 1000 word or equivalent learning contract that analyses the organisations needs for a work based project and also the student’s learning needs; and outlines ways in which these can be met via the work based investigation project and independent learning (SSLO1, SSLO3, SSLO6, SSLO10, GELO 1, GELO2, GELO4).
(Weighting 20% of the module)
2) a 2000 word or equivalent essay that evaluates a variety of research methodologies and methods (SSL11, SSL012, GELO2).
(Weighting 30% of the module)
3) a 1500 word or equivalent work based investigation proposal that includes (title, introduction and background, aims, outcomes, questions the research seeks to answer, proposed methodology, methods of investigation, resource allocation, timescales and sequencing (SSL012, SSL013, GELO2, GELO5,GELO6).
(Weighting 25 % of the module)
4) One 1000 word or equivalent learning journal illustrating the student’s reflections on their key learning from the module, critically evaluating the impact on practice and highlighting areas for future development. (All Learning outcomes).
(Weighting 20% of the module)
5) The learner is also required to summarise their key learning from the whole programme and to disseminate this in a presentation. Undertaken at the end of the programme as one whole presentation of 1500 words (or equivalent). (All Learning Outcomes).
(Weighting 5% of the module)
Bell, J. (1999) Doing your Research Project, 3rd Ed, Open University, Maidenhead.
Cohen, L, Lawrence, M and Morrison, K. (2003) Research methods in education. London: Routledge
Robson, C. (2000) Small-Scale Evaluation Principles and Practice, Sage.
Wadsworth, Y. (1997) Do it yourself Social Research, Allen Unwin, Australia.
Bradbury, H. and Reason, P. (eds) (2001) Handbook of Action Research, Participative Inquiry and Practice. Londong: SAGE.
Blaxter, L., Hughes, C. and Tight, M. (1996). How to research. Buckingham: OUP
Connexions (2001) A Little Book of Evaluation, DfES Publications.
Cresswell, J. (1998) Qualitative inquiry and research design. London: Sage
Honey,P. and Mumford, A. (1986) The Manual of Learning Styles, Maidenhead, Honey.
Howieson, C. and Semple, S. (2000) ?The evaluation of guidance: listening to pupils' views', British
Journal for Guidance and Counselling, 28 3: 373-388
Kolb, D,A. (1984) Experiential Learning Prentice Hall PTR
Laycock, M. and Stephenson, J. (eds). (1993) Using Learning Contracts in Higher Education. London: Kogan Page.
Mason, J. (1996). Qualitative Researching. London: Sage
McNiff, J., Lomax, P. and Whitehead, J. (1996) You and your action research project. London: Routledge
Ofsted (2002) Connexions Partnerships: A Framework for Inspection, Ofsted.
Rigg, C. and Trehan, K. (2004), Reflections on Working with Critical Action Learning, in: Action Learning: Research and Practice, vol. 1, No.2, September 2004.
Robson, C. (2002) Real world research. Oxford: Blackwell
Saunders, M. (2000) Beginning an Evaluation with RUFDATA: Theorising a Practical Approach to Evaluation Planning. Evaluation: Vol 6 (1): 7-21 Sage Publications.
Schon, D. (1991) The Reflective Practitioner, How Professionals Think in Action. Aldershot: Avebury, Ashgate.
Schratz, M. and Walker, R. (1995) Research as social change: new opportunities for qualitative research. London: Routledge.
Silverman, D. (2000) Doing qualitative research: a practical handbook. London: Sage
Simons, H. (2004) Utilizing Evaluation Evidence to Enhance Professional Practice. Evaluation: Vol 10(4): 410-429 Sage Publications
Stake, R. E. (1995) The art of case study research. Thousand Oaks, Calif: Sage Publications
Walker, R. (1985) Doing Research: A Handbook for Teachers. London: Routledge
Yin, R. K. (1994). 2nd ed, Case study research: design and methods. Thousand Oaks, Calif: Sage
Note 1: Work based resources will be important for this module (e.g. in-house documentation relevant to the proposed project topic) and unique to each student.
Note 2: Subject specific bibliographic references will be discussed with the course tutor as they will be unique to each student.