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. It may also involve research collaboration with appropriate individuals or organisations beyond the University (e.g. local businesses, local council, Environment Agency, SMEs). 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 research topic, but also to offer the student some wider insights into the process of research.

One presentation - normally 20 minutes plus time for Q&A, or equivalent [assessing module learning outcomes 3]

One 2500-word reflective report incorporating a work diary [assessing module learning outcomes 1-2]

Formative feedback:

One-to-one sessions with the research assistantship supervisor/co-researcher 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 assessments.

Demonstrate an advanced understanding of the intellectual and methodological basis of a specific research issue, question or problem as practised by researchers within higher education

Demonstrate advanced ability to undertake a substantive piece of research work, guided by - and working with - a suitable supervisor

Demonstrate effective intellectual and communication skills associated with the presentation of research to an appropriate audience

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.

Clifford, N. and Cope, M. 2016. Key Methods in Geography (3rd edition). Sage Publications.
Hay, I., 2012. Communicating in geography and the environmental sciences. 4th edition OUP.

Montello, D.R and Sutton, P.C. 2013. An introduction to scientific research methods in geography and environmental studies. Sage Publications.

Patton, M.Q. 2015. Qualitative research and evaluation methods: integrating theory and practice. Sage Publications.

Tweed, F.S. 2020. Students as co-learners: reviewing a decade of the Geography Research Assistantship. Journal of Geography in Higher Education 44, 569 591.