MSc Research Methods with Planning and Environmental Management

The unit aims to give participants the opportunity to explore one relevant area of research methods in close detail.

Subject matter is to be negotiated with the unit director. Any area relating to research methods in the context of the student’s main discipline area will be considered appropriate. The aim of the research project will differ according to topic. It may be that participants seek to understand the relationship between context, method and knowledge production in relation to their own disciplinary interest. Alternatively, the aim may be to demonstrate a critical understanding of wider issues relating method, knowledge production and researcher reflexivity,

A key aim of this unit is that participants produce something of use to their development as a researcher, whilst at the same time demonstrate that their learning contributes to the fulfilment of the ESRC’s research training requirements (pages 6 to 10) http://www.esrc.ac.uk/files/skills-and-careers/studentships/postgraduate-training-and-development-guidelines-2015/

This unit is designed to allow participants to gain further credits by exploring in detail one or more aspects of relevant research methodology, reflecting on researcher reflexivity and writing a 3000 word (or equivalent) piece as negotiated by their tutor.

On completion of this unit successful students will be able to:

Knowledge and understanding:  Demonstrate applied knowledge of key principles relating to research methods in the context of their discipline about the activities negotiated with the supervisory tutor.

Intellectual skills:

Demonstrate the ability to engage critically in relevant debates about key issues.

Demonstrate a critical understanding of the scientific method and of the nature of reflexivity.

Practical skills:

Reflect on their own practice and responsibilities as a researcher within their discipline, to develop key research skills that contribute to meeting the ESRC 2015 research training guidelines and so to their own researcher development.

Transferable skills and personal qualities:

Demonstrate the ability to read a range of works, summarise arguments succinctly and understand key debates.

A series of supervision sessions will be arranged between the participant and tutor. Students will engage in independent study and active learning, as negotiated with their supervisory tutor.

Preliminary reading will be provided by the supervising tutor depending on the project undertaken.

For ideas only – sources used will depend on topic chosen.

Qualitative Research

Atkinson, P. (1990) The Ethnographic Imagination London: Routledge.

Atkinson, P. (1992) Understanding Ethnographic Texts London: Sage.

Bryman, A. and Burgess, R. (Eds) (1994) Analyzing Qualitative Data London: Routledge.

Coffey, A. and Atkinson, P. (1996) Making Sense of Qualitative Data: complementary research topics London: Sage. 

*Crossley, M. and G. Vulliamy (eds) 1996 Qualitative educational research in developing countries New York: Garland 

Denzin, N. K. (1989) Interpretive Biography London: Sage.

Denzin, N. K. and Lincoln, Y. S. (Eds) (1998) Collecting and Interpreting Qualitative Materials London: Sage.

Denzin, N. K. and Lincoln, Y. S. (Eds) (1998) Strategies of Qualitative Inquiry London: Sage.

Elliott, J. (1991) Action Research for Educational Change Milton Keynes: Open University Press.

Ely, M., Vinz, R., Downing, M. and Anzul, M. (1997) On Writing Qualitative Research London: Falmer.