In the dissertation students apply the learning outcomes of the research methods module. Indicative content includes the framing of research questions; the planning of a research project - stages, timing and review processes; The content of the dissertation will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests.

Ackoff, R. (1999) Re-creating the corporation: a design for organisations for the 21st century. Oxford University Press
Gillham, B. (2000) Case Study methods, (London: Continuum Books).
Gillham, B. (2000) Developing a Questionnaire, (London: Continuum Books).
Harri-Augstein, S. and Thomas, L. (1991) Learning Conversations: the Self-
organised Way to Personal and Organisational Growth, London: Routledge.
Silverman, D. (1993) Interpreting qualitative data, (London: Sage).
Silverman, D. (2000) Doing Qualitative Research, (London: Sage).
Wheeler, Don (1993) Understanding variation: the key to managing chaos. SPC Press
Young, D & Neave, H (1999) Simple process control in the office. British Deming Association

A Dissertation of 15000 words. Tests learning outcomes 1,2,3,4,5,6,

Students must have completed the Diploma Stage modules before enrolling on this module.

The learning strategies will require participants to commit 450 learning hours of which 97 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- Individual tutorials to support the identification and development of the dissertation;
- Group tutorials to share and critique one another¿s dissertation plans and progress
- workshops for further work on extended literature reviews
- workshops for further work on specific research methodologies
- workshops on data collection methods
- workshops on data analysis
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies as part of the dissertation work;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;

Mandatory Personalised: 353 Hours of learning as determined by personalised dissertation plan.
This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates in relation to the dissertation;
- Individual telephone / web based tutorials to support development of the dissertation;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies as part of the dissertation work;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
VLE (Blackboard) will be used to facilitate dissertation reading, researching and writing and the sharing of issues and progress.

University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa