A written essay (6000 words), to be handed in at the end of the module, detailing the ways in which you evaluated, refined and developed (or discarded) youir questions. It needs to show evidence of insights from each of the modules already studied; some significant acquaintance with the literature; a sensitivity to potential ethical issues and the appropriate means for gaining ethical approval; a clear (though anecdotal) reflection on the context for the research and consideration of practical issues. (100%) [NB supporting material may be included as an appendix]

Additional Assessment Details (include formative feedback / assessment):
Formative feedback will be given in group sessions throughout the module; and in individual tutorials (which may be with the lead tutor or other tutors as appropriate to the student's area of interest)

You will be asked to submit an initial exploratory exercise (before embarking on the research itself) clarifying and explaining your initial research questions for formative comment and demonstrating that you have anticipated and are working on any potential ethical issues

The module allows you to explore your presenting questions and issues, generated by your context but also by reflection on your learning in year 1. You can `try out' which of these questions might have a future as part of your research, and which are in effect blind alleys. This process of testing and probing will use (anecdotal) information from your context, but also reflections on your own strengths and interests, and insights from reading that has particularly influenced you. This process is designed to help with the design of empirical work for presentation in your thesis, but will also help you to understand some of the barriers you may face during your project work, how to select and interrogate topics of interest, and to reflect on your interests and professional backgrounds in relation to the `practitioner researcher' stance.
The mode of this module is therefore more narrative than discursive: it is not a material contribution to the thesis as an `academic product', but is a contribution to the story of the thesis: what do you find exciting and promising, sufficient to motivate you in a protracted research project? It will inform your understanding of issues associated with selection of research projects and questions, help you to critique your project work and support your understanding of research as a subjective, rather than neutral, process.

Scheduled Learning and Teaching Activities: (12 hours over 2 days)
4 hours Lectures
8 hours Workshops

The nature of research at doctoral level cannot be prescribed too tightly, as one of the skills being tested is your ability to structure and direct your own research programme, under supervision. The following breakdown is therefore for illustrative rather than regulative purposes:

Guided Independent Study: (288 hours)
20 hours Preparation for exploratory exercise (in the form of a study pack which must be completed before the taught sessions)
68 hours Assignment preparation
120 hours Practical evaluation of context in the light of identified questions
80 hours Background reading and resourcing

Supervision time
Blackboard access

Flick, U (2009). An Introduction to Qualitative Research: 4th Edition. London, Sage
McCasslin et al (2003). The Five-Question Method for Framing a Research Study. The Qualitative Report, 8, (3), 447-461
Somekh B. & Lewin C.(2011) Eds Theory and methods in social research London: Sage
Wolpert L. (1993) The unnatural nature of science Magill