| CODE | RSE5045 | ||||||||
| TITLE | Dissertation | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 30 | ||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||||
| DESCRIPTION | The dissertation provides the opportunity to course participants to undertake practice based research (includes data collection and analysis) in an area related to the resilience and wellbeing of children and young people covered during the course, and contribute to the knowledge of the subject investigated. It should be completed during the fourth semester of the course and be presented as a dissertation of around 15,000-20,000 words. Detailed guidelines on the proposal and completion of the dissertation and criteria and procedures for its examination will be made available on a dissertations guidelines document published at the beginning of the master’s degree. Study-Unit Aims: The Masters programme encourages participants to adopt research and evaluation as an integral part of their practice. The course takes a pluralistic approach to research methodology and values qualitative and quantitative methods equally. The dissertation is the major integrative research activity that will equip course participants with the research expertise necessary for practicing within an evidence-based profession. It aims to give course participants the knowledge, skills and confidence to carry out and to appraise resilience practice research, and evaluation studies. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Critically compare and contrast the principles and concepts of qualitative and quantitative methodologies of child/young people's resilience and wellbeing research and their applicability to different research questions; - Critically investigate a relevant field of inquiry to the level required at master’s level; - Critically evaluate the methodological appropriateness and validity of outcomes of published research studies in the area; - Critically analyse the features and importance of the stages of planning, execution, analysis and write-up of a major piece of scientific investigation related to the programme; - Critically analyse the appropriateness of the behaviour of the reflective practitioner in situations presenting with complex ethical dilemmas. 2. Skills: By the end of the study-unit the student will be able to: - Identify and critically analyse the nature and importance of an original research question in their area of professional practice; - Produce a scientific study in resilience, with appropriate conduction of the stages of planning, data collection, analysis and write-up; - Demonstrate skill in carrying out an investigation in an area of professional work relevant to child/young people's resilience and wellbeing issues; - Demonstrate critical skills in the analysis of the limitations of one's own and others' related research work; - Demonstrate competence in analysing ethical issues relevant to a particular investigation and in implementing the necessary ethical considerations and procedures. Main Text/s and any supplementary readings: Main Texts: - Abbott, M.L. (2017). Using statistics in the social and health sciences with SPSS® and Excel®. - Hoboken, New Jersey: John Wiley & Sons, Inc. - Babbie, E. (2013). The Practice of Social Research. 10th ed. Belmont, CA: Wadsworth. - Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage. - Denzin, N. K. & Lincoln, Y. S. (2005). (Eds.). The Sage handbook of qualitative research. UK: Sage Publications - Foreman-Peck, L. & Winch, C. (2010). Using Educational Research to Inform Practice A practical guide to practitioner research in universities and colleges. Oxon: Routledge. - Kvernbekk, K. (2016). Evidence-based Practice in Education: Functions of evidence and causal Presuppositions. Oxon: Routledge. Supplementary Readings: - Kvale, S. & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. London: Sage. - Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach (3rd ed.). London: Sage. - Reid, A., Hart, P., Peters, A. (2014). A Companion to Research in Education. London: Springer. - Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis. Theory, method and research. London: Sage Publications. - Robson, C. (2011). Real World Research (3rd ed.). Sussex: Wiley - Yin, R. K. (2013). Case Study Research: Design and Methods (5th ed.). London: Sage. |
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| ADDITIONAL NOTES | **September Assessment Session: Students who fail to obtain an overall pass mark will be re-examined in the Dissertation. However, the resit availability for the Oral Examination is at the discretion of the Board of Examiners. | ||||||||
| STUDY-UNIT TYPE | Dissertation | ||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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