The learning strategies will require participants to commit 150 learning hours of which 79 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;
seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
practical workshops for the analysis and discussion of issues, documents and materials;
live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
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: 71 Hours of learning as determined by personalised action 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;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- 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;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies

A review of relevant theory and practice in relation to:
- Rationale for use of qualitative or quantitative data in researching education. Underlying methodological assumptions underpinning choice of method: positivism, ethnography, post-modernism and critical realism.
- Integrity in research: making assumptions explicit, acknowledging sources of bias, caution in interpretation of data, triangulation;
- Quantitative methods including questionnaire design; descriptive statistics, sample size and composition; regression, residuals, statistical significance, confidence intervals and effect sizes. Application of these methods in the study of educational effectiveness, target setting and management practice;
- Qualitative methods including interview format, document analysis, participant observation, systematic analysis of qualitative data. Application of these methods;
- Ethical issues: preserving anonymity, obtaining permission, checking authenticity of data etc.

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

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

An Assignment (4000 words) Tests Learning Outcomes 1,2,3

Part One - Overview of the Research Project
A written account of the proposed research project, underpinned with relevant literature to include:
1. Aims and objectives of the project;
2. The research question or specific hypotheses to be tested;
3. A rationale for investigating the topic which draws upon the existing research base;
4. The background to the project.

Part Two - Research Methodology
A written outline and justification for the research methodology (including data analysis proposals) and an appropriate project plan. This should also articulate reasons for rejecting methodologies / methods and show how the design of the project and the procedures followed are likely to assess the research question or test the hypothesis in question or establish some significant result.

Part Three - Participants in the Research
A written outline of who the participants in the research are, recruitment of participants, Information and Data to be gathered about them and stored and an evaluation of the potential Risk and Harm associated with the project. This section should also make reference to Research Methods literature on ethics. In addition an Information Sheet about the research project and a Consent Form must be provided.

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