RSCH09024 2017 Research Design and Development
This module will provide the learner with the necessary research skills to undertake a level 9 research project. Learners will critically review literature, engage with their ontological and epistemological position; the paradigms of research study; methods of data collection and data analysis associated with chosen paradigms. The learner will gain the knowledge, skills and competencies to determine the appropriateness of individual methods in given research contexts. Issues of research ethics, validity and reliability of chosen paradigms and methods will also be discussed and debated. Learners will develop research project management skills that are applicable not only to their research dissertation but also to the future and their further research activities.
On completion of this module the learner will/should be able to;
Critically evaluate existing knowledge and its application to student's chosen research area.
Develop a critical awareness of current problems and/or new insights, generally informed by the forefront of their research.
Become aware of a range of standard and specialised research methodological tools and techniques.
Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest.
Judge the importance of ethics to any research study and incorporate this within their research proposal.
Demonstrate appropriate project management skills to ensure successful completion of level 9 research project
Teaching and Learning Strategies
Online support and residential workshops. Synchronous delivery of lectures with students, workshops within residential. Students will contribute to the structure and plan of the residential component of this module.
Module Assessment Strategies
The assessment for this module is a research proposal.
This is dependent on overall grades and will be decided by the exam boards.
Critically evaluate existing knowledge and its application to student's chosen research area: Learners will explore different sources of evidence and its relevance and application to their research topic. Resulting in the identification of key literature that becomes the foundation of their research area.
Develop a critical awareness of current problems and/or new insights, generally informed by the forefront of their research: Learners will engage and critically review sources of knowledge inclusive of appropriate databases, journals, government documents and other relevant evidence sources. This will support the learner to develop new insights and identify potential research areas for further investigation and contribution to knowledge in their own research activities.
Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest: Learners will have the opportunity to discuss, examine and debate, common and often used paradigms of research enquiry, evaluating when and where these paradigms may be relevant to their research studies.
Tools and techniques: Learners will be given the opportunity to develop knowledge and understanding in tools of data collection and data analysis e.g. action research, emancipatory research, narrative research. Less familiar research methods will be explored and their potential to given research projects examined to support the learner in considering the use of a variety of research tools in their research activities. This may involve attendance at additional workshops on data collection and data analysis techniques, relative to the learner's level of research experience and expertise.
Judge the importance of ethics to any research study and incorporate this within their research proposal: Learners will be expected to explore ethical dilemmas relevant to their proposed research topic, in doing so develop appropriate strategies and documentation to deal with potential ethical dilemmas raised.
Demonstrate appropriate project management skills to ensure successful completion of level 9 research project: Learners will be supported in the acquisition and demonstration of project management skills in the area of research, inclusive of all stages of the research process, but also the associated project management tools of successful project completion. This will include but is not limited to, project timelines, work packages, tasks and deliverables with the intention of supporting the student not only with the proposal and dissertation but also for their research activities into the future. Learners will also get the opportunity to discuss funding opportunities for career researchers.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Research proposal||Continuous Assessment||Project||100 %||End of Semester||1,2,3,4,5,6|
Online Learning Mode Workload
|Online Lecture||Distance Learning Suite||Online support||2||Fortnightly||1.00|
|Workshop||Flat Classroom||Residential workshop||9||Once Per Semester||0.60|
Alderson, P. & V. Morrow (2011) The ethics of research with children and young people: A practical handbook. London: Sage. Aveyard H. (2010) Doing a literature review in health and social care: A practical guide. Maidenhead: Open University Press.
Christensen, P. & A. James (eds) (2008) Research with children: Perspectives and practices. London: Routledge.
Creswell, J. (2003) Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks [CA]: Sage
Felzmann H., J. Sixsmith, S. O'Higgins, S. N Chonnachtaigh & S. Nic Gabhainn (2010) Ethical review and children's research in Ireland. Dublin: Stationery Office. [www.dcya.gov.ie/documents/publications/Ethical_Review_and_Childrens_Research_in_Ireland_Report.pdf]
Gilbert, N. (2007) Researching social life. London: Sage.
Greene, S. & D. Hogan (2005) Researching children's experience: Approaches and methods: methods and approaches. London: Sage.
Luker, K. (2010) Salsa dancing in the social sciences. Cambridge [MA]: Harvard University Press.
Mason, J. (2002) Qualitative researching. Thousand Oaks [CA]: Sage.
May, T. (2004) Social research: Issues, methods and process. Milton Keynes: Open University Press.
Roberts‑Holmes, G. (2011) Doing your early years research project. London: Sage.
Salkind, N. (2010) Statistics for people who (they think) hate statistics. London: Sage
Waller, V. Farquharson, K. and Dempsey, D (2016) Qualitative Social Research. London: Sage.
IT Sligo Code of Conduct for Postgraduate Research 2013
IT Sligo Postgraduate Student Handbook
This module must be successfully completed before students can progress to Final Research Project.