This module ensures students receive a robust and practical hands-on training in a variety of quantitative and qualitative research methods, and analytical techniques that researchers studying crime and society use. Topics covered, include broadly quantitative approaches e.g. surveys and capturing social attitudes and content analysis, and broadly creative qualitative approaches e.g. including in-depth interviewing, elicitation techniques (including sensory/auditory which are important for prompting memories and story-telling) community and participatory approaches, ethnography and participant observation. Students will also be taught about secondary sources (e.g. statistics, archive sources and comic books). To bolster understanding of these secondary sources, students will be invited to go on a course trip to a museum in Manchester, which will give learners the experience of using archive material and visual analysis of political propaganda posters. The course will also cover sampling and recruitment. Ethical issues will be given special emphasis.

1. Deliver a 15-minute e-poster presentation that showcases key features of students’ individual dissertation research proposal (and completed ethics form)

E-poster presentation should include:

A succinct and critical review of literature on the topic and research methods used to research the topic to date
Identification of gaps in knowledge, research question, aims and objectives
Outline of research strategy and method student proposes to employ to study topic
Plans for sourcing/generating data including anticipated merits and limitations of such a strategy
How their investigation would meet ethical guidelines
Identify which level of ethical approval is required for student’s proposed research project and complete appropriate ethical review form to a high standard (meets learning outcomes 1, 2 3 4 5)

2. Completion of weekly learning journal entries (250 words per entry). Each entry will act as a ‘research diary’ that records progress relating to the research project (meets learning outcomes 1, 2, 4)

At scheduled points in the module, learners are provided with opportunity to submit formative assessment and learners will receive formative feedback on their coursework

The module will be taught via a series of pre-recorded lectures and face-to-face workshops.

Blackboard will be used to host podcast lectures and teaching materials. Students will also have access to an electronic coursepack of electronic readings which contain links to pdfs of readings relevant to each week’s topic.

Before participating in the 2-hour intensive practical research project workshops, students will be required to
listen to the pre-recorded lectures and complete the required readings. This preparation will give students a deeper understanding of different research methods, research design, an introduction to analysing quantitative and qualitative data and writing a research proposal.

Students will attend 2-hour workshops. The first hour of the workshop will offer an opportunity to discuss any issues or problems raised from viewing the podcast lecture and anything students didn’t understand. This first hour will then feature a series of manageable study tasks that consolidate the e-tuition. The second hour of the workshop will allow students to make weekly progress on their research proposal in the tutor’s presence, so the tutor can offer support if students need guidance.

Throughout the module feedback will be provided:

Technologies such as padlet will be used so students can unpack their ideas for their independent research projects and allows peer and tutor to offer feedback on these ideas so they can be strengthened
Students will be given informal feedback on progress during the workshops
Students will be given both informal feedback during taught sessions and written feedback on their final assessment
A sample of student’s weekly learning journal entries will be reviewed and general feedback about the entries will be posted to support students learn about best practice and aspects of work to improve

Working towards assessments by completing weekly learning journal entries that act as a research diary that allows students to record reflections and chart progress on the different stages of their research projects. Relevant material from these weekly learning journal entries can be woven into their final assessment

To bolster understanding and experience of using secondary sources, students will be invited to go on a course trip to the People’s History Museum, Manchester, which will give learners the experience of handling archive material and the opportunity to view political propaganda posters and engage in some visual analysis of these posters. For students who are unable to come on the course trip, photographs of archive documents and propaganda posters viewed on the day will be made available on blackboard for students to review. Between week 5-6, learners will have the opportunity to submit a formative assessment (in the form of a 5 minute poster presentation plan of key points they intend to include in their assessment & receive formative feedback) that informs the final summative coursework.

In terms of practical arrangements for delivery and staffing on the part-time route:
The bulk of delivery of the module (e.g. lectures and workshops will be delivered in the second semester (so the module leader, delivers to both full time and part-time learners) to avoid duplication of content & resources and maximise opportunities for learners to gain peer learning support. During semester 3, part-time learners will complete a series of research proposal tasks, independently, and module leader will arrange to meet part-time learners in week 7 and 14 for assessment support. Additionally, use of peer networking discussion boards on the VLE will be used, to support motivation on the project. Part-time learners will submit their research proposal poster presentation in week 15 of semester 3.

1. Demonstrate capability of reviewing literature, identify gaps in body of knowledge and show how proposed area of study would contribute to gap in knowledge.

Enquiry; Application; learning

2. Identify a research problem to study as part of the dissertation, design a carefully worded research question and aims and objectives, develop a strategy to research and study it.

Knowledge and understanding; problem solving; Application

3. Demonstrate capacity to select a suitable research strategy and research method to study a particular chosen topic and anticipate how the method will address research question.

Problem solving; Application, Enquiry; Reflection

4. Demonstrate knowledge of ethical guidelines, anticipate ethical risks likely to arise as part of their dissertation project and how they anticipate they will manage these ethical risks in a completed ethical review form.

Knowledge and understanding; Enquiry; Application

5. Demonstrate capacity to design and deliver an individual 15 minute e-poster presentation (embedded with audio) that showcases key features of student’s dissertation research proposal.

Communication; Application

A flat lecture/workshop, computer lab/room large enough for independent and group work and a projector for powerpoint presentations.
Computer lab with computers with Microsoft office, powerpoint and analysis software packages e.g. SPSS and Nvivo
The Blackboard VLE will be available (where relevant) to support this module. Details will be supplied in the module handbook
University Library
eLibrary Resources
Blackboard
Internet

Bell, J (2010) Doing Your Research Project. Maidenhead: Open University.
Bryman, A (2012) Social Research Methods. 4th Edition. Oxford: Oxford University Press.
Field, A (2009) Discovering Statistics using SPSS: and sex, and drugs and rock n roll. 3rd Edition. London: Sage.
Ritchie, J Lewis, J Nicholls, C & Ormston, R (2014) Qualitative Research Practice. A Guide for Social Science Students and Researchers. London: Sage.
Mason, J (2018) Qualitative Researching. 3rd edition. London: Sage.