BSc Education

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This unit  is designed to support students as they design, carry out and report on an in-depth individual supervised study on an educational topic of their choice. The project will build on their previous learning about research methods as well as engage them in study of research literature relevant to their choice of topic. The unit will encourage students to design a study that utilises creative as well as appropriate research methods.  Support is provided for students as they engage in workshops, supervision sessions and an academic conference to develop their on-going research. Students produce a report of their independent study in the form of a dissertation that critically analyses their methodology and findings within the context of relevant educational research and theory. 

The unit aims to:

• Provide students with the opportunity to carry out a supervised, in-depth enquiry on a topic of interest or relevance to their on-going career plans as well as educational issues, practice, theory and/or policy related to their degree;  
• Build on the skills and understanding of planning research developed in the EDUC 20730 Research Project unit;  
• Develop students’ skills in conducting a review of existing literature; designing and reporting on their methodology; gathering or selecting, interpreting and analysing data; and reporting on their findings using an appropriate academic format. 
• Prepare students for future postgraduate study and research should they choose to do so.
• Enhance their project management skills, particularly time management and use of supervision 
   

The unit  prepares students not only for a wide range of careers, but for further academic study at postgraduate level. An understanding of research design, the evaluation of the strengths and limitations of different methodologies – and being able to report on and analyse practice and results – provide invaluable experience and learning for the professions that graduates from the programme will undertake.  

The production of a substantial report requires considerable attention to project management, particularly time management and use of supervision – and significant self-regulatory skills. Carrying out an independent study on a topic of their choice will challenge and support the development of initiative and creativity.  

Students will have the opportunity to work collaboratively, both in person and via online discussion boards, and benefit from peer-to-peer interactions through the participative workshops and conference panel planning and discussion.  
 

Syllabus (indicative curriculum content):

• The design and scheduling of a substantial research project; 
• Principles and procedures for ethical research and ethical approval; 
• The identification, selection and use of appropriate methodologies and data generation/gathering tools as well as their strengths and limitations;  
• Methods of presentation, interpretation and analysis of data;  
• The roles of supervision, supervisors and supervisees in ethical academic research; 
• Presenting and discussing work in progress as well as a final dissertation or report of academic research; 
• Drawing conclusions, disseminating and evaluating own research.  

The course unit includes drop in workshops, individual and/or small group supervision sessions, and a conference to prepare and support students during the development of their research projects and dissertation reports. Detailed Dissertation Guidelines provide information and suggestions about the structure, content and word length of the different elements of the dissertation. A Unit Handbook outlines the coursework tasks, assessment procedures and criteria.  

Workshop sessions follow the stages required for academic, review the procedures and requirements for ethical research and provide opportunities for students to work on their projects and discuss their progress with peers and academic staff.  The focus of the sessions will include identifying a suitable topic and research question; reviewing previous relevant research and other theoretical literature; constructing an interesting, ethical and feasible study; gathering and analysing data and presenting a dissertation report. Short introductions to these sessions will be provided online. Extracts from samples of previous dissertations will also be provided for pre and in session discussion and private learning and a reading list with suggested weekly reading in education research texts will enhance preparation and participation in the sessions.  

Students will be allocated to a supervisor who will provide guidance through individual and small group supervision sessions, particularly in relation to ethical and feasible research and risk assessment. Supervisors will give feedback on coursework and formative assessment tasks to take students through the procedures, for example, on their topic, research design, data collection/generation tools, and draft work.  Opportunities will be provided at the end of semester one and midway through semester two for supervisees and supervisors to feedback on their experiences and expectations of supervision.  
 
Required coursework includes submission of draft chapters and plans for their study for ethical approval via their supervisor and/or the ERM as well as participation in supervision and a conference Panel. The coursework provides support for preparing, structuring and completing the substantial dissertation. Reflective evaluation of the coursework and participation in supervision will constitute part of the summative assessment.

The conference will enable students to discuss their ‘work in progress’ with peers to plan a Panel discussion at the conference with other education researchers. The Panel will plan and analyse issues arising, such as the context of their studies, the strengths and limitations of their contrasting designs and their next steps. Support and feedback from conference participants will provide useful experience of academic research conferences (for students at all levels on the BSc Education) as well as will contribute to the analysis of their work in their dissertations.  

• Relate the chosen topic of enquiry and define the specific setting where the research is conducted.
• Identify the importance and requirements of the different stages of the research process, e.g. identification of a relevant topic and research question; review of previous research; designing a research project; ethical approval procedures; the generation, presentation and analysis of data; preparation of materials for dissemination  
• Explain the importance of conducting ethically sound research in education.
   

• Assess the complexities of the research process, including the analysis and interpretation of data.
• Identify and use relevant theoretical concepts to devise, apply and critique their chosen methodology and methods for generating or selecting as well as analysing data
• Synthesise and conceptualise research data into relatable findings and recommendations.  

• Identify and apply a range of research skills, which could include: questionnaire or interview design, interviewing or observations, appropriate use of Artificial Intelligence in ethical research, and the recording, analysis and interpretation of numerical and/or verbal data.  
• Work effectively with a supervisor at each stage of the research project to report on and discuss on-going progress via updates and drafts as agreed  
• Articulate the research process and findings following an agreed format and writing style, with appropriate academic terminology and language. 

• Develop their confidence in the use of ICT to carry out their study and disseminate their findings 
• Further develop additional self-regulatory skills, such as self-motivation, flexibility and use of initiative 

Feedback on the dissertation plan will be given via turnitin following submission. Feedback will be provided on draft chapters by the student's supervisor. Feedback on participation in the conference will be given by other attendees by padlets (or equivalent).

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