RSCH09034 2019 Yeats Academy Research Specialisation

General Details

Full Title
Yeats Academy Research Specialisation
Transcript Title
Yeats Academy Research Special
80 %
Subject Area
RSCH - Research
YADA - Yeats Academy Art Dsgn & Arch
09 - NFQ Level 9
05 - 05 Credits
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Bernadette Donohoe, Diarmuid Timmons, Maeliosa O'Brien, Ronnie Hughes, Rowan Watson, Una Mannion, Emmet O'Doherty, Rhona Trench, Niall Rea
Programme Membership
SG_GSPEC_M09 201900 Master of Arts in (Specialism)

During this second term module students trial the research methods identified in their research proposals. The module provides a forum for students to discuss and present their work in peer tutorial groups as they design, develop and execute a pilot study or element of their research using methodologies and techniques appropriate to their chosen dissertation. Student groups and faculty input are thus structured in response to the methodologies  identified across student proposals at the end of the first term. The module will support media and methods with their research origins in the arts, design and social sciences. The module culminates with a research seminar and exhibit/artefact which together communicate and contextualise both the findings of the pilot study and the research processes employed.  

Learning Outcomes

On completion of this module the learner will/should be able to;


critically analyse  their own research actions and artefacts in a broader theoretical context


Test and refine a research method and related theoretical framework


select appropriate research methodologies to address a research question


Record and communicate the research media appropriate to the area of specialisation


 plan, execute and reflect on their own creative process and/or research practice


address ethical and practical concerns in the design of a pilot research project

Teaching and Learning Strategies

Practical activities both in the classroom and off-site


Peer-to-peer learning

Programme leader sessions

Specialist led sessions

Research seminar with exhibits


Module Assessment Strategies

Written and practical assessments

Repeat Assessments

Repeat assessments (projects) in consultation with the Course Board

Indicative Syllabus

The module provides a forum for students to discuss and present their work in small peer tutorial groups as they design, develop and execute a pilot study using a methodology and techniques of their choice.

Initial workshops discuss the specific student group's methodological approach in relation to;-

  • types of ​questions,
  • aims and  objectives; 
  • theoretical frameworks underpinning chosen methods;
  • ethical considerations;
  • practical  and time constraints and 
  • important  research contexts.

Learners plan, present and discuss a pilot study proposal to peers and staff

Learners develop, articulate and discuss  their theoretical position and how it informs their research

learners present their pilot research process and findings and discuss ways of  communicating these. 

The module culminates with a research seminar and related records or research artefacts, which together communicate the provisional findings of the pilot study and reflection on the research processes employed.  


Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 present project design and plan of work Continuous Assessment Assessment 15 % Week 3 2,3,6
2 present developing theoretical framework Formative Assessment - % Week 4 2
3 seminar presentation and research record or artefact Continuous Assessment Assessment 85 % Week 7 1,2,3,4,5,6

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Group Learning Classroom Equipped for OLL. group tutorials and workshops in studio 2 Fortnightly 1.00
Independent Learning Not Specified developing and testing research methods 14 Weekly 14.00
Total Full Time Average Weekly Learner Contact Time 1.00 Hours

Required & Recommended Book List

Required Reading
2014-01-28 World Literature in Theory John Wiley & Sons
ISBN 9781118407691 ISBN-13 1118407695

World Literature in Theory provides a definitive exploration of the pressing questions facing those studying world literature today. Coverage is split into four parts which examine the origins and seminal formulations of world literature, world literature in the age of globalization, contemporary debates on world literature, and localized versions of world literature Contains more than 30 important theoretical essays by the most influential scholars, including Johann Wolfgang von Goethe, Hugo Meltzl, Edward Said, Franco Moretti, Jorge Luis Borges, and Gayatri Spivak Includes substantive introductions to each essay, as well as an annotated bibliography for further reading Allows students to understand, articulate, and debate the most important issues in this rapidly changing field of study

Required Reading
2010-04-01 The Student'S Guide To Research Ethics McGraw-Hill Education (UK)
ISBN 9780335237975 ISBN-13 0335237975

This reader-friendly book examines the ethical issues and questions that occur in university and professional research and will help both beginning and experienced researchers to identify ethical issues when they are conducting research.

Required Reading
2006-11-01 A Gentle Guide To Research Methods McGraw-Hill Education (UK)
ISBN 9780335219278 ISBN-13 0335219276

Many students are unaware of how to get the most out of their research, whether in career terms or in terms of asking good research questions. This book addresses this issue, as well as dealing with how to move from the big picture to a specific research question.

Required Reading
2017-11 The Digitally-Agile Researcher Open University Press
ISBN 0335261523 ISBN-13 9780335261529
Required Reading
2013-03-05 Practice as Research in the Arts Palgrave Macmillan
ISBN 1137282908 ISBN-13 9781137282903

This book takes a fresh "how to" approach to Practice as Research. At the "performance turn" it argues that old prejudices should be abandoned and that a PaR methodology and its modes of "doing-knowing" should be fully accepted in the academy. It refines Robin Nelson's earlier models for PaR but sustains the dynamic and dialogic interplay between different modes of knowledge-production in a multi-mode research inquiry. It advances strategies for articulating and evidencing the research inquiry and offers practical guidance to practitioner-researchers on how to conduct a PaR inquiry. With reference to examples drawn from a decade of supervisory, examining and audit experience, Nelson addresses - and offers answers to - the many questions students, professional practitioner-researchers, regulators and examiners have posed in this domain. To broaden the perspective and take account of differing levels of acceptance and development of programmes in PaR around the word, in Part II of the book six international contributors respond to Part I and afford cross-sights from the standpoint of their territory.

Required Reading
2010-10-27 Creative Research AVA Publishing
ISBN 9782940411085 ISBN-13 2940411085

Creative Research leads the reader through the key knowledge, practices and skills of research methods in the study of design management and focuses on defining the research problem, deciding on a research process and undertaking a research project as a student at undergraduate or postgraduate level or as a practitioner within the creative fields. In addition to this, techniques and procedures for collecting and analysing different types of data are examined and analysed in detail. The skills necessary to promote the effectiveness and validity of research within the creative industries are highlighted in case studies, all of which also demonstrate what a well-designed research project can achieve.

Module Resources

Non ISBN Literary Resources

Beginning your research project:

Please note that your supervisor will also recommend resources to support your specialism and/or field

  • Austin, J. L. (1975). How to do things with words. England: Oxford University Press.
  • Candy, L. (2006). Practice based research: A guide. CCS Report1, 1-19.
  • Crotty, M. (1998). The foundations of social research. Meaning and perspective in the research process [google books version]. Retrieved from
  • Evan s, D., Gruba, P., & Zobel, J. (2011). How to write a better thesis [google books version]. Retrieved from
  • Holliday, A. (2002). Doing and writing qualitative research [google books version]. Retrieved from
  • Huber, A., (2017). Telling the Design Story. Taylor & Francis.  ISBN 9781351849210 ISBN-13 1351849212
  • Malins, J., Gray, C., Bunnell, K., & Wheeler, E. (1995). Appropriate Research Methodologies for Artists, Designers, and Craftspersons: Research as a Learning Process. Malins and Gray.
  • McNiff, S. (2008). Art-based research. Handbook of the arts in qualitative research, 29-40.
  • Ridley, D. (2012). The literature review: A step-by-step guide for students. Sage.
  • Thomas, G. (2013). How to do your research project: A guide for students in education and applied social sciences.  London : SAGE Publications.
  • Wolcott, H. F. (2005). The art of fieldwork (2nd ed.) [google books version]. Retrieved from

Methods and Methodologies:

These resources relate to a range of research methodologies. Some of them may be of use to you.

  • Crotty, M. (1998). The foundations of social research. Meaning and perspective in the research process [google books version]. Retrieved from
  • Denscombe, M. (2010). The Good research guide for small-scale social research projects (4th ed.). England: Open University Press.
  • Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., …& Sherin, B. L. (2010). Conducting video research in the learning sciences: guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19(1), 3-53.
  • Gee, J. P. (2014). An introduction to discourse analysis, theory and method (4th ed.) [google books version]. Retrieved from
  • Golden-Biddle, K., & Locke, K. (2007). Composing qualitative research [google books version]. Retrieved from
  • Holstein, J, A., & Gubrium, J. (2004). The active interview. In D. Silverman (Ed.), Qualitative Research: theory, method and practice (pp.140-161) (2nd ed.). Thousand Oaks, CA, USA: SAGE Publications Inc.
  • Jewitt, C. (2009). (Ed.). The routledge handbook of multimodal analysis [google books version]. Retrieved from
  • Kress, G., & van Leeuwen, T. (2006). Reading images. The grammar of visual design (2nd ed.). London, England: Routledge.
  • Lofland, J., & Lofland, L. H. (2006). Analyzing social settings (4th ed.). Belmont, CA, USA: Wadsworth Publishing Company.
  • Marton, F. (1981). Phenomenography—describing conceptions of the world around us. Instructional Science, 10(2), 177-200. DOI: 10.1007/BF00132516
  • McNiff, J. & Whitehead, J. (2003). Action research: principles and practice (2nd ed.). London, England: RoutledgeFalmer
  • Miles, M. B., Huberman, M. A., & Saldaña, J. (2014). Qualitative data analysis. A methods sourcebook (3rd ed.) [Kindle E-Reader version]. Retrieved from
  • Mondada, L. (2012). Video analysis and the temporality of inscriptions within social interaction: the case of architects at work. Qualitative Research, 12(3), 304-333.
  • Norris, S. (2004). Analyzing multimodal interaction: a methodological framework [google books version]. Retrieved from
  • Poland, B. D. (1995). Transcription quality as an aspect of rigor in qualitative research. Qualitative inquiry, 1(3), 290-310.
  • Poland, B. D. (2001). Transcription quality. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: context and method (pp.629-649). California, USA: SAGE Publications, Inc.
  • Price,D.D; Barrell J.J.  (2012) Inner experience and Nueroscience- merging both perspectives. Kindle Edition: MIT Press.

  • Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.) [Kindle E-Reader version]. Retrieved from
  • Silverman, D. (2011). Interpreting qualitative data (4th ed.) [google books version]. Retrieved from
  • Smith, P.; Flowers, P.; Larkin, M. (2009) Interpretative phenomenological analysis: theory, method and research. London: Sage.

  • Snow, D. A., Morrill, C., & Anderson, L. (2003). Elaborating analytic ethnography: Linking fieldwork and theory. Ethnography, 4(2), 181-200.
  • Stake, R. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 443-466). Thousand Oaks, CA, USA: SAGE Publications.
  • Sullivan, G. (2010) Arts practice as research- inquiry in visual arts (2nd edition). Los Angeles: Sage.

  • Thomas, G. (2010). Doing case study: abduction not induction, phronesis not theory. Qualitative Inquiry, 16(7), 575-582. DOI: 10.1177/1077800410372601.
  • Thomas, G. (2013). How to do your research project: A guide for students in education and applied social sciences (2nd ed.) [Kindle E-Reader version]. Retrieved from
  • Thomas, G. (2016). How to do case study (2nd ed.) [Kindle E-Reader version]. Retrieved from
  • Van Manen, M. (1990) Researching Lived Experience: human Science for an action sensitive pedagogy. New York: The State University of New York Press.

  • Varela, F. J. and Shear, J. (1999) First-person methodologies: What, why, how, Journal of Consciousness studies, 6 (2-3), 1-14. Available from: [Accessed 9 July 2016].

  • VOICE Project, (2007). VOICE transcription conventions [2.1]. Retrieved June, 29, 2016 from
  • Wolcott, H. F. (2002). Writing up qualitative research... better. Qualitative Health Research, 12(1), 91-103.
  • Wolcott, H. F. (2005). The art of fieldwork (2nd ed.) [google books version]. Retrieved from
  • Yin, R. (2009). Case study research: design and methods (4th ed.). Applied Social Research Methods Series, 5. Thousand Oaks, CA, USA: Sage Publishing.



Journal Resources

JSTOR  available in IT Sligo library

Google Scholar