A written dissertation (15000 words) weighted at 100% which shows the participant’s:
a) Rationale for topic choice
b) Critical understanding and analysis of key literature in the chosen research area
c) Refined aim and objectives of the research project
d) Detailed research design and methodological approach to the proposed research project
e) Ethical approval for the research project
f) Presents research data generated through the project in a transparent manner and analyses this data to address the research aim and objectives.
g) Demonstrates that the findings and analysis are appropriately contextualised with critical reference made to published sources.
h) Presents a critical and reflective commentary on the research methods used.
i) Translates the outcomes of the research into a series of professional recommendations.

Throughout the module, students will be provided with regular formative feedback and assigned an individual supervisor from the start of the module. Formative feedback will comprise verbal feedback and annotated in-text feedback on draft submissions.

This module presents approaches to research design in a professional education context. The following topics and issues will be explored: Research principles and paradigms; strategies for data collection. Data management, analysis, interpretation and presentation. Research Management: planning and organising a research project; identifying researchable issues; critically engaging with academic literature; time and task management; organising fieldwork. Ethical issues in education research, consent and confidentiality issues.

1. Clearly communicate the aim and objectives of the research project.
Learning
Communication

2. Demonstrate a critical understanding of and systematically analyse key factors, problems and challenges underpinning the chosen education issue using relevant published literature.
Knowledge and understanding
Analysis
Enquiry

3. Design a robust, ethical and manageable research study, demonstrating the appropriateness of chosen research methods by drawing on research methodology texts.
Learning
Problem solving
Application

4. Systematically present research findings and analyse data generated through your research project, in conjunction with relevant published literature, so as to meet your research aim and objectives. Analysis
Communication
Knowledge and understanding
Analysis
Enquiry

5. Translate research findings into specific and appropriate professional recommendations. Communication
Reflection

A variety of learning and teaching methods are used such as presentations, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and reading key texts and research papers.

Participants will undertake independent study and research activity through the following: retrieval of information, location of evidence, analysis, interpretation and synthesis of materials, critical thought and evaluation, questioning of assumptions and where appropriate, to relate theory and practice. Guidance and formative feedback will be provided throughout this module by an academic supervisor, allocated to the student according to the topic and theme of the research project.

• University Library for a range of relevant texts, e-books and academic journals
• Materials and resources on the module VLE
• Access to academic and library support

Students must have successfully studied 120 level 7 credits before commencing the dissertation module.

Basit, T. N. (2010) Conducting Research in Educational Contexts. London: Continuum

Bell, J. (2010) Doing Your Research Project. 5th Edition Milton Keynes: Open University Press

Blaxter, L. Hughes, C. & Tight, M. (2006) How to Research. 3rd Edition Buckingham: Open University

Burton, D. and Bartlett, S. (2009) Key Issues for Education Researchers. London: Sage

Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. 7th Edition London: Croom Helm

Harcourt, D., Perry, B. and Waller, T., (2011),Researching Young Children’s Perspectives: Debating the Ethical Dilemmas of Educational Research with Children, London, Routledge

Hart, C., (2004), Doing Your Master’s Degree, GB, Sage.


Koshy, V., (2009), Action Research for Improving Educational Practice: A Step by Step Guide, GB, Sage.

Lichtman, M., (ed) (2010), Understanding and Evaluating Qualitative Research, GB, Sage.

Ritchie, J. and Lewis, J. (2003) (eds) Qualitative Research Practice, London: Sage.

Roberts-Holmes, G., (2011), Doing your Early Years Research Project: A Step by Step Guide , GB, Sage

Wisker, G., (2007), The Postgraduate Handbook: Succeed with your MA, MPhil, EdD and PhD, GB, Palgrave

Yin, R. (2009) Case Study Research: Design and Methods. 4th edition. Thousand Oaks, CA: Sage

This module presents approaches to research design in a professional education context. The following topics and issues will be explored: Research principles and paradigms; strategies for data collection. Data management, analysis, interpretation and presentation. Research Management: planning and organising a research project; identifying researchable issues; critically engaging with academic literature; time and task management; organising fieldwork. Ethical issues in education research, consent and confidentiality issues.