Ïã¸ÛÁùºÏ²Ê

Content: Conducting research in applied settings (e.g. clinical, charity, or industry settings) comes with unique challenges and opportunities. It requires skills that are distinct to those in academic research – including working with, and writing for, non-academic audiences, and around a department’s complex work timetables. Applied projects often have higher involvement from stakeholders (staff, patients, the public), and they need to adhere to timelines and practical considerations that are not set out with the research project in mind. There is often no ‘right’ choice for research design, and instead a researcher needs to be flexible, and feel confident that they’ve made the best choice within the constraints of the system.

In this module we aim to equip students with the skills and experience to feel comfortable conducting applied research. We will discuss and try out different research methodologies and how they work in the 'real world'. Rather than perfecting each method, the goal of this module is to accustom student to trying out new approaches, and to give them confidence in using novel approaches if a project requires them.

This module is intended to support students working with external dissertation providers. However the focus is on developing a broad skill-set which may be applicable in future employment contexts rather than solely developing the student’s dissertation. The content is equally suitable for students working in internal research projects who would like more varied experience.

This module is mandatory for students working on the ‘Applied’ dissertation route, and optional for those on the ‘Research’ route.

Assessment

This module counts as 15 credits (150 learning hours) at level 7 in Year 4.

Assessment will be through a 1,500 word coursework report (70%) submitted at the end of term. The report is a self-reflection on the experiences gained so far in the student’s dissertation context, and is designed to mimic common job interview questions.

The remaining 30% will be assessed via weekly module engagement, which will be divided into leading a discussion (10%; one-off activity), weekly online pre-class activity participation (10%, see below), and weekly in-person discussion participation (10%).

Teaching Delivery:

This module will be taught via ten weekly 3-hour sessions during term 1: a two-hour lecture and practical, and a one-hour journal club. This module embraces flipped classroom learning, and so the teaching delivery is supported by Ìýwhich must be completed prior to class to prepare you for that week’s skills development.

The two-hour live session involves a short interactive lecture relating to common issues in methodology for applied research (see below) followed by a live exercise designed to support your associated skills development. This usually (but not exclusively) involves actively trying out a portion of that week’s method for yourself and then discussing the experience. While this module is not dissertation-based, this is also an opportunity to ask questions that may be pertinent to your placement and aid you in developing your research methods.

The one-hour journal club involves a student-led discussion of a set journal paper related to that week’s lecture. Each student will have an opportunity to lead this discussion during the term, and will be expected to engage in the discussion as an audience member each week. Both leading and engaging in the discussion will be graded.

Indicative Topics:

The lectures aim to cover the research methods most commonly used in applied research, and the inherent difficulties associated with each. Topics may include:

• Principles of evidence-based practice.
• Service evaluations, clinical audits, and utilising existing data to develop useful research.
• Using and developing standardised assessment tools and questionnaires.
• Qualitative research – how to design and analyse it; how to run focus groups, interviews, and single case studies.
• Meta-analyses.

Module Aims:

This module focuses on developing and identifying skills and experience as may be helpful to students during their dissertation placements, and .

The active learning process aims to support students in reflecting on their learning, being creative in their research, and assessing their own development. Students are given opportunities to develop their oral and written communication skills, critical thinking, active group participation, and leadership.

Students are expected to leave the module with increased confidence in utilising a range of research methods and to recognise (and be able to describe) the pros and cons of each.

The essay focuses on developing the ability to critically self-assess and communicate skills and experiences.

Ìý

Ìý