KYRA Course book (tutorial in print)

Saunders, M, Lewis, P and Thornhill, A. (2003), Research Methods for Business Students, England: Pearson Education Limited.

Denscombe, M (2010) The Good Research Guide for Small-Scale Social Research Projects (2nd edn), Maidenhead, UK: Open University Press.

Swetnam, R and Swetnam D (2000) Writing Your Dissertation: The bestselling guide to planning, preparing and presenting first-class work

Specify the number of contact hours attributed to each type of activity (eg lecture / lab / workshop). Total hours should equate to Contact Hours identified on page 1 of this form.

The module will be delivered through a blended learning approach as defined in the Programme Specification. Theoretical learning will be embedded in workplace and community activity through the Reflective Journal and work undertaken for the Skills Report.

The key learning activity will be study of the Module Course book, which will contain the written equivalent of a full lecture programme. Course Books include a number of tasks to be carried out as formative assessment, with opportunities to obtain online, email and telephone support in the completion of these. This will be supported by the following VEL applications;

1. File store: Google Drive
2. Chat facility: Google Hangout
3. Blog Facility: Google Classroom
4. Audio-visual connection (groups and individual): Google Hangout
5. E-mail: Google mail via Classroom
6. List of links: Google Classroom

The residential session will include an introduction to the Course Book by the module tutor, together with a workshop session intended to help students contextualise the planned learning within their work. Opportunities will also be provided to work with tutors and the course leader on the reflective journal, the skills report and the assessment, in preparation for the independent study at a distance.

Half way through the module there will be a workshop delivered by VLE. This will involve the module tutor interacting with students in a prepared format. The course leader will also lead the students in a review of reflective journals and skills development.

15 credits

Student contact hours will include
Residential classroom based activity and workshops: 4
Module Tutor contact via webinar: 2
Course leader support for Reflective Diary through webinar: 2
Workplace Link manager support for workplace learning targets: 2
Workplace mentor meetings: 2
Optional tutorial support from Learning Counsellors and Course Leader:3

Total 15 hours contact

In addition a typical student would be expected to spend time in the following activities (hours):

Course book reading and tasks: 45
Assessment preparation and execution: 45
Self-directed reading from core texts: 45

Total 135 hours directed and self-directed study

50% Report (2000 words) (LO 2)
10% Presentation (5-10 minutes including questions) (LO 4,5)
20% Reflective Journal (LO 1)
20% Skills Report (LO 3)

This module introduces the idea of research as the basis of policy making and practice in your work or other community setting. We will consider how various types of research have been used in relation to specific social policies. Through reflection on your work or community activity you will identify how policies relevant to you are constructed and evaluated through the use of research. You will examine and try various ways in which quantitative and qualitative information can be gathered and presented, developing a critical understanding of the strengths and weaknesses of various methods used by researchers. You will apply this knowledge to answering a simple research question relevant to one of your own communities. By writing a brief research report your ability to critically analyse and present information will be developed. Finally you will give an oral presentation to your fellow students about your data gathering exercise.

Lap top/projector
Text books
Internet
Handouts
VLE
Online access to University Library
Physical and online access to Library of Birmingham