This module offers a student the opportunity to work under the supervision of a member of staff on a small-scale project or part of a project that relates directly to that member of staff's own research interests. The project would normally be expected to be centred on a problem or issue that can be examined through fieldwork and/or by library/archival investigation or by the analysis and/or presentation of data that has already been collected. The assistantship could therefore involve adapting to a project that has already begun. The purpose of the module is not only to increase understanding of the particular research topic, but also to offer the student some wider insights into the process of academic research. This module is particularly suitable for those wanting to go on to do postgraduate research work or a research degree or a vocation in which research skills are essential.

1. Presentation - normally 30 minutes, or equivalent (Learning Outcomes 1-4).
2. 1750-word reflective report incorporating a work diary (Learning Outcomes 1-4).

The 30-minute oral presentation includes time for questions and its purpose is to present and discuss the key findings from the piece of research with which the student assisted.

The exact nature and content of the report will vary according to the type of research assistantship activity in which the student has been engaged. Full guidance on the typical content and format of the report will be provided in the module handbook and from their project supervisor. The work diary should contain a log of the work that the student has done for the project, specifying dates, agreed goals, a summary of time spent doing each element of research, brief details of completed work and any issues or problems encountered. The work diary is not included in the word count of the report.

One-to-one sessions with the research assistantship supervisor will provide students with regular formative feedback and allow them to evaluate their progress. Students will also be provided with the opportunity to receive feedback on their presentation and report plans.

The student will primarily be engaged in independent learning involving liaising with research staff, planning and executing aspects of data collection, interpretation and presentation. Support will be given by staff in the form of one-to-one sessions for specific project guidance. The student will effectively be acting as a research assistant. It is envisaged that the research element could be work in concentrated episodes or a more extended period such as, for example, one day per week for ten weeks. The equivalent of 10 x 1 hour one-to-one project support and review sessions will be held throughout the module to provide the student with guidance specific to the project and advice on assessments.

Module Learning Outcome
1. Demonstrate an advanced understanding of the intellectual and methodological basis of a particular research question as practised by researchers within higher education.

University Learning Outcome
nowledge & Understanding Learning Reflection

Module Learning Outcome
2. Collaborate on a substantive piece of research work, guided by a suitable supervisor.

University Learning Outcome
Application Enquiry Problem solving

Module Learning Outcome
3. Apply a range of skills and knowledge acquired over all three levels of the course to the execution of a research project.

University Learning Outcome
Analysis Application Enquiry Knowledge & Understanding

Module Learning Outcome
4. Demonstrate advanced communication skills associated with the presentation of research to an appropriate audience.

University Learning Outcome
Communication Learning

These will vary according to the nature of the assistantship, but will commonly include:
University Library, IT, internet and email facilities, access to GIS and other software, access to laboratories and laboratory equipment, and access to field equipment.
Data manipulation and Statistical Packages such as MS Excel and SPSSX
NVivo Software
Qualtrics
ArcGIS
Google Earth VR

These will vary according to the nature of the assistantship, but common reference texts include:

Clifford, N. and Cope, M. 2016. Key Methods in Geography (3rd edition). Sage Publications.
Gomez, B. and Jones, J.P. 2010. Research Methods in Geography. Wiley - Blackwell.
Hay, I., 2012. Communicating in geography and the environmental sciences. 4th edition OUP.
Kanazawa, M. 2017. Research Methods in Environmental Studies. Routledge.
Illingworth, S. and Allen G. 2020. Effective Science Communication: A practical guide to surviving as a scientist. 2nd edition. Institute of Physics (IOP) Publishing.

The nature of this module means that in any one year it may not be offered or that there may have to be limits imposed on the numbers of students that could take the module. This is because there may not be appropriate research projects running or planned for students to contribute towards. Some research projects may require particular aptitudes - those suitable for the research projects available in any one year will therefore be selected on the basis of an application, in a similar way to the selection for employment. Students will be counselled about this when making module choices.

Over the course of your studies, you will become aware of the research expertise of the staff stimulating your learning. How would you feel if you could work alongside a member of staff and become part of their research? This module gives you the opportunity to do just that. Each year, we advertise available projects and you may have exactly the skills that we are looking for. You’ll be invited to apply and if you’re successful, you’ll be able to work on a research project as an alternative to one of your other option modules. Research skills are highly valued by employers, in volunteer work and if you want to study further so. if you do this module, you’ll be sought after!