U75125

U75125
Research
Methods
Module Handbook
Semester 2, 2015–2016
COMMUNICATION,
MEDIA &
CULTURE
Department of
Philosophy and
Religion
Faculty of
Humanities and
Social Sciences

Getting started…
Welcome to U75125 Research Methods.
This handbook explains the main things you need to know about the module.
Please read it carefully at the beginning of the semester, and ask any questions
you have as soon as possible.
The Overview section explains (both in plain language and in a more academic
version) what this module is about. It answers questions such as: what topics
are covered in the module? What skills will I learn from it? How will the sessions
be organised?
The Bibliography section explains the weekly reading requirements of the
module. It answers questions such as: is there a set textbook for this module?
How much time will I need to spend reading every week? Where do I find the
complete reading list online?
The Assessment section explains how you are expected to demonstrate your
learning throughout the module and in your written submissions. It answers
questions such as: what are the assessed exercises for this module? What are
the requirements for each? Where can I obtain a detailed marking grid explaining
the assessment criteria? How should I submit my work?
The Ground rules section explains how you are expected to conduct yourself in
class, with your fellow students and with your tutors. It answers questions such
as: is attendance to this module recorded? Can I use my laptop to take notes in
class? How should I contact the module leader if I have any doubts?
The Regulations section contains the fine print about the assessment process. It
answers questions such as: what should I do if I can’t meet an assignment
deadline? What counts as cheating or plagiarism?
The Support section describes some additional services and resources that the
University offers to help you with your academic work. Be sure to read it,
especially if you are not entirely happy with how your studies are going.
The Timetable contains a summary list of the title, date and required readings
for each session.
If you can’t find the answer to your question here, send me an email at
[email protected]
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Contents
Getting started…………………………………………………………………………………………………………..3
Contents………………………………………………………………………………………………………………….. 5
Overview………………………………………………………………………………………………………………….. 7
Practicalities…………………………………………………………………………………………………………………………8
Team-teaching………………………………………………………………………………………………………………….8
Lecture rooms………………………………………………………………………………………………………………….8
Organisation of the module…………………………………………………………………………………………………8
Expected study hours………………………………………………………………………………………………………..8
Bibliography…………………………………………………………………………………………………………….11
Set texts…………………………………………………………………………………………………………………………….11
Suggested reading………………………………………………………………………………………………………………11
Overviews of research methods…………………………………………………………………………………………11
Assessment……………………………………………………………………………………………………………..13
Critical evaluation……………………………………………………………………………………………………………….14
Research proposal………………………………………………………………………………………………………………15
Ground Rules…………………………………………………………………………………………………………..17
Attendance policy……………………………………………………………………………………………………………….17
Lateness…………………………………………………………………………………………………………………………….17
Use of mobile computing devices…………………………………………………………………………………………17
Classroom etiquette…………………………………………………………………………………………………………….17
Email policy………………………………………………………………………………………………………………………..18
Regulations……………………………………………………………………………………………………………..19
Mitigating Circumstances…………………………………………………………………………………………………….19
What are mitigating circumstances?…………………………………………………………………………………..19
If my claim is accepted, what will happen?………………………………………………………………………….19
How do I apply for mitigating circumstances?………………………………………………………………………20
What if I can’t apply through PIP?………………………………………………………………………………………20
Why do I need to provide evidence?…………………………………………………………………………………..20
Might I be asked to provide more evidence if I don’t provide enough?……………………………………..20
Can I say “contact me if you need more evidence” in my application?……………………………………..21
When do I make a request for an extension to a coursework deadline?……………………………………22
What if my request is late?………………………………………………………………………………………………..22
What evidence do I need to provide with late applications?……………………………………………………22
What if I need more help or advice?……………………………………………………………………………………23
Turnitin and Cheating…………………………………………………………………………………………………………..24
Support………………………………………………………………………………………………………………….. 27
Upgrade: Study Advice Service…………………………………………………………………………………………….27
Library Support…………………………………………………………………………………………………………………..27
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Overview
U75125 Research Methods is a Level 5 module in Communication, Media and
Culture. Its objective is to introduce you to the key concepts and skills needed to
design, conduct, interpret and evaluate research in any field of communication,
media and cultural studies.
Research is not an obscure academic specialism, but a crucial skill for all
professionals in the media, cultural and creative industries. A company may want
to identify the results of a training programme, test the usability of a new
website, or survey its reputation among the users of a social network. A charity
may want to review how their cause is discussed in the media, before
attempting to shift public opinion on the matter. A journalist may want to collate
unbiased, representative opinions for an investigative piece. Advertisers,
government regulators, public relations specialists, information officers and a
myriad other communication specialists face every day the need to compile and
analyse reliable information, and to report on their results in a useful manner.
This module intends to help you learn how to conduct this compilation and
analysis in a way that is maximally reliable: to formulate the goals of your
research project in such a way as to ensure that they can be answered; to
choose your sources of data (and your data collection methods) in view of these
goals; to collect your empirical evidence in a careful, thoughtful and systematic
way; to analyse this evidence in a manner that can be reproduced and tested by
users, auditors and other researchers; and to explain clearly and convincingly
the meaning of this evidence, while being aware of the possibility of error and the
limitations of the research process. Whether you choose to pursue a career in
academia, the corporate world or the independent professions, the ability to
collect information and draw reliable inferences from it will be invaluable.
The module is part of the Research strand within the CMC programme. It takes
up ideas and concepts first discussed in U75107 Academic Literacies, and
prepares you for the practical work of conducting a dissertation in U75190 or
U75199.
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Practicalities
This module is taught in 10 sessions of 2.5 hours.
There is only one group for this module. Attendance to classes is compulsory, as
we will be conducting the practical work that is part of your assessment in each
session.
Team-teaching
This module is led by Alon Lischinsky <[email protected]>, but
collaboratively taught by all members of the CMC team. Each session is led by a
specialist in a particular set of methods and approaches, so you can benefit
from their experience and practical advice.
Lecture rooms
? Wednesday 9:00–11:30 AM: room B1.38/39 (Harcourt Hill)
Organisation of the module
The contents of each session build on the preceding ones, so it is essential that
you take responsibility for being up-to-date with your coursework. Every week
we will begin with a lecture reviewing a specific research method, before moving
on to the practical business of designing an aspect of a project using that
method. The sessions are expected to be very hands-on, but you will need to
do further work on your own for the assessed exercises. You should expect to
spend about 10 hours of independent study and research for this module (e.g.,
reading and completing exercises) every week.
Performance is assessed on the basis of class participation and two written
assignments: a methodological reflection and a research proposal. See the
section on Assessment below.
Expected study hours
? 25 hours Lectures, seminars and workshops
? 100 hours Directed study, group work, and independent research
? 25 hours Assignment preparation
Learning outcomes
Having completed this module successfully, students will be able to:
Knowledge and Understanding
1. identify appropriate research designs for a particular purpose
Disciplinary/Professional Skills
2. independently design, implement and conduct research
3. apply research tools appropriately to collect data
4. conduct qualitative, quantitative or hybrid analysis of the data as
appropriate
5. report and present research findings meeting academic standards
General/Transferable Skills
6. Self management: manage time and tasks
7. Learning skills: use a wide range of academic skills
8. Communication: communicate ideas in a manner appropriate to the
audience, medium and setting
9. Problem solving: critically evaluate information
10. Information technology: use IT as a communication tool; use IT to present
ideas
All outcomes are taught, practised and assessed.
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Bibliography
Set texts
Every class builds on one or more brief readings set by the tutor. You will find
them posted to the Moodle page for the module in advance of the session.
The module does not exactly follow a textbook, so doing the readings is no
substitute for coming to class, but completing them is an essential part of your
class preparation and participation, and it will form part of your assessment.
Suggested reading
The following books develop on the themes we will cover in class. These texts
cannot substitute for the set readings, but they can be useful if you want to
explore a topic further. You are welcome to look for other relevant texts on your
own initiative— and in fact, some of your assignments will require you to do so!
You can find a full set of recommended readings online at
http://resourcelists.brookes.ac.uk/lists/D225F9F6-636D-0B0F-ECB5-
598F80C2B265.html
Overviews of research methods
? Branston, G. (2010). The media student’s book (5th ed.). London & New
York: Routledge.
? Brennen, B. (2012). Qualitative research methods for media studies. New
York & London: Routledge.
? Bryman, A. (2012). Social research methods (4th ed.). Oxford & New
York: Oxford University Press.
? Davies, M. (2007). Doing a successful research project: using qualitative
or quantitative methods. Basingstoke: Palgrave Macmillan.
? Deacon, D. (2007). Researching communications: a practical guide to
methods in media and cultural analysis. London & New York: Hodder
Arnold.
? Gilbert, G. N. (2008). Researching social life. Thousand Oaks, CA: Sage.
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? Hansen, A. (1998). Mass communication research methods.
Basingstoke: Macmillan Press.
? Jensen, K. B. (2012). The handbook of media and communication
research: qualitative and quantitative methodologies (2nd ed.). London &
New York: Routledge.
? Jensen, K. B., & Jankowski, N. (Eds.). (1991). A Handbook of qualitative
methodologies for mass communication research. London ; New York:
Routledge.
? Punch, K. (2005). Introduction to social research: quantitative and
qualitative approaches (2nd ed.). London & Thousand Oaks, CA: Sage.
? Stokes, J. C. (2003). How to do media & cultural studies. London &
Thousand Oaks, CA: Sage.
Assessment
There are two ways in which you will be asked to demonstrate your learning in
this module: a critical evaluation of a research method of your choosing, and a
proposal for an independent research project. If you are doing a dissertation as
part of your final year, this proposal can (and should!) serve as the basis of your
dissertation work.
Full details of assessment criteria can be found on p. 26 and following.
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Critical evaluation
Rationale: Throughout the module, we will learn to apply specific methods and
design research instruments to answer a variety of questions. But choosing the
right method for the question you want to ask is not easy. It requires you to
consider the assumptions on which the method is built, the kind of evidence it
can provide, the practical issues of recruiting participants or recording data, etc.
This exercise requires you to explicitly reflect on the advantages and
disadvantages of a specific method: what are its strengths, the unique
advantages it offers? What are its limitations or blind spots? What aspects of the
topic you are interested in could be best explored with this method? Your
evaluation should reflect on the research exercise conducted in class and
attempt to reflect on how the ideas we’ve studied work in practice.
Brief: After conducting one of the practical research exercises in class, write a
1500-word report reflecting on your learning experience in this activity. You
should try not only to describe the procedures you learned, but to critically
review the potential of this method to answer specific research questions. Your
reflection should contain:
(a) a brief definition of the research method employed, including its theoretical
assumptions and the kinds of research it is employed in;
(b) a brief review of the strengths and limitations of this research method, in terms
of the kinds of knowledge it can produce and the kind of questions it is suitable
for;
(c) a brief account of practical considerations and guidelines relevant to the
conduct of a research project using this method;
(d) a critical reflection on the experience of conducting the research exercise,
explaining what you learned from doing it about conducting research.
Advice: Your report should show not only an ability to reflect, but also to link your
reflection with theory: you cannot simply work on the basis of what we covered
in class. You will need to read around the topic (ideally starting with the
references in the resource list, but also searching for further sources on your
own) and draw on these readings to support your definitions and claims, and
explicitly justify the specific point you want to make. Do not simply repeat the
handbook’s argument, though; you are not writing a methodology textbook, but
a reflection on your own practice and learning, and you will need to show how
the argument of the authors you cite applies to your particular case.
? Proportion: 50%
? Length: 1500 words (±10%)
? Deadline: 1 PM, Wednesday two weeks after the exercise
? Submission: Online (Turnitin)
Research proposal
Rationale: The whole point of this module is to enable you to design, plan,
conduct and write your own independent research projects, whether for
academic, professional or personal purposes. Your proposal should show your
ability to present a useful, informative, coherent and well-founded plan for an
independent project. In most cases, this will serve directly as the springboard for
your dissertation project, so every bit of work invested in this counts twice!
Brief: You will write a 1500-word proposal for an independent research project,
of a scope and ambition appropriate for an undergraduate dissertation. Your
proposal should follow the standard style and format of academic writing,
including the appropriate use of citations, and contain:
(a) an introduction, presenting your research question and explaining the rationale
for your research. The goal of the introduction is not only to state your question,
but to convince the reader that it deserves being answered; make sure you
explain how your project will make a useful contribution to our knowledge;
(b) a brief summary of the theoretical framework you will employ, reviewing the
relevant literature. The goal of this section is not only to show that you are
familiar with existing research on the topic, but to explain how your project
relates to our existing knowledge;
(c) a description of the method you intend to apply, explaining exactly how you will
proceed to collect, compile and analyse your data. The goal of this section is
not only to allow the reader to reproduce your steps, but also to convince them
that the procedure you’ve chosen provides data that are appropriate and
relevant to the question;
(d) a discussion of the ethical considerations (privacy, consent, benefit, etc.) raised
by your project and how you plan to address them.
Advice: A template for your proposal is available from the Moodle page for the
module. Make sure you use it to structure your writing. Remember also that a
good proposal is well-supported by numerous references. At the same time, it
has to do a lot of things in a few words, so it has to be concise and effective.
The only way to get there is to start early, read widely and rewrite often. Doing so
will also save you vital time in your dissertation project.
? Proportion: 50%
? Length: 1500 words (±10%)
? Deadline: 1 PM, Friday 6.5.16
? Submission: Online (Turnitin)
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Ground rules
Attendance policy
Attendance at classes is crucial to your learning progress and the successful
completion of your coursework. It is your responsibility as a student to come to
all lectures, tutorials and seminar sessions for this module, and to have
completed any required preparatory reading in advance. Tutors will never offer
out-of-hours tuition to make up for sessions you have missed.
Attendance is not monitored by means of a register in this module, but if you
regularly fail to attend the sessions, you may be removed from the module by
the tutor. This may have serious consequences for your programme.
Lateness
All taught sessions for this module start five minutes past the hour. It is your
responsibility to arrive with sufficient time to be on your seat by the beginning of
the class. Late arrivals are not accepted. You should not normally leave or reenter
the classroom during the session.
Use of mobile computing devices
Technology can be very helpful in facilitating your learning, but it can also distract
you and other students from the business of the class. The use of laptops,
tablets and other mobile computing devices in the classroom is limited to taking
notes, accessing the readings and materials for the session, and conducting the
individual or collaborative exercises assigned by the course tutor. Using these
devices for browsing the Web, downloading non-course-related materials, social
networking, messaging or gaming is not allowed under any circumstances.
Regardless of the purpose for which you are using a mobile computing device, if
you are asked by the module tutor to turn it off or put it away you must comply
immediately. It is your responsibility to turn off ring-tones, alarms and other
audible alerts on your digital devices before the session begins.
Classroom etiquette
This module is designed for collaborative learning. It is important that you not
only listen carefully in class, but also ask questions whenever you need
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clarification, extra information or orientation for exploring an issue in further
depth. If you have a question while the tutor is lecturing, raise your hand to get
their attention. Do not whisper with your neighbours, as this makes it more
difficult for other students to concentrate and disrupts the lecture.
Email policy
All news about the module (including timetable or room changes, cancellations,
and other news) will be communicated to your Brookes email account. It is
essential that you check your email daily during the semester. Failure to
check your email will not be accepted as a mitigating circumstance.
If you need to contact your tutor with an inquiry or a request, you can do so by
email, but keep the following points in mind:
1. Always use your Brookes email account for University-related issues. Email
from your personal account runs the risk of being filtered to the spam folder,
and does not include your student number, which may make it difficult for the
addressee to find your student records.
2. Write in good time. Student education is our top priority, but tutors have
other work commitments, including administrative duties, committee
meetings and research. Your email will normally be answered within three
working days. Do not expect an answer during the weekend or outside
business hours. If you need to get in touch with your tutor urgently, call or visit
them during their office hours. You can find their office hours and other
contact information on PIP.
3. Make sure your question hasn’t already been answered. Most information
about your modules, including assessment and timetabling, is already
available to you through the module handbook and Moodle. Make sure to
check those sources before making an inquiry.
4. Be precise and concise. Make sure that your tutor can understand who you
are, what module you are writing about, and what exactly you are asking of
them. Including a meaningful subject in your email is always helpful.
5. Be professional and polite. Writing to your tutor is a business, not a personal
matter. Use a proper salutation (e.g., “Dear X”), sign off with your full name
and student number, and maintain a courteous tone throughout. Emoticons,
hugs and internet slang are not usually appropriate in this context.
6. Don’t send the same message more than once. If your message concerns
more than one person, use the CC field in your email to include all recipients
at once, so they will be aware of who else is involved.
Regulations
Mitigating Circumstances
Students who wish any specific circumstance to be taken into account in
relation to their performance in an assessment must follow the Regulations for
Consideration of Mitigating Circumstances.
The Brookes Union Advice has produced a clear and concise factsheet on
mitigating circumstances which is a good place to start, since it presents a
useful flowchart of what to do, and in what sequence. You should contact a
Student Support Coordinator, or Student Central directly, or the Brookes Union
Advice for independent advice, but the guide below summarises the main
points.
What are mitigating circumstances?
Mitigating Circumstances are circumstances which:
1. are beyond your control; and
2. could not be reasonably accommodated by you; and
3. seriously impair your performance in an assessment.
There are many types of circumstances that meet this definition: it could be
personal difficulties, health problems or genuine last minute emergencies. If you
have been affected by such circumstances you can submit a request for an
allowance.
All three parts of this definition must be met before we can make an allowance
for you.
If my claim is accepted, what will happen?
If we accept that you have been affected by mitigating circumstances, in most
situations you will be given:
1. an extension to a coursework deadline of up to five weeks where
possible; or
2. an opportunity to take an in-class test, presentation, exam, etc., on
another occasion; or
3. an opportunity to re-take an entire module.
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We will never simply give you extra marks. The point of accepting your
performance has been affected by mitigating circumstances is to give you
another opportunity to take the assessment when you aren’t affected by
mitigating circumstances.
How do I apply for mitigating circumstances?
All requests must be made on-line through PIP. There is a link to the request
form at the top of your “Record & Results” page in PIP.
There are three categories of request:
1. Request for a coursework extension of up to 1 week
2. Request for a coursework extension of 1 to 5 weeks and/or an alternative
opportunity to do an in-class test, presentation, etc.
3. Request for re-assessment (re-sit or re- take) in the affected assessment
or examination.
Except for requests of extensions up to one week, which are automatically sent
to the Module Leader, once you have completed the on-line form you must
submit your evidence to Student Central in person, through the post, or
attached to an e-mail sent to [email protected].
Until the evidence is received by Student Central your request cannot be
considered.
Full guidance is provided on your “Records & Results” page on PIP. It is your
responsibility to read the guidance fully before submitting a request for mitigating
circumstances to ensure you make a complete application.
What if I can’t apply through PIP?
Contact Student Central for advice.
Why do I need to provide evidence?
The evidence is needed for you to demonstrate that the circumstances you face
are genuine and to enable the University to understand your situation fully.
Sadly, it is the case that some students attempt to falsify evidence or mislead the
University by misrepresenting their personal circumstances. Any attempt to claim
mitigating circumstances fraudulently will be identified and disciplinary action
taken.
Might I be asked to provide more evidence if I don’t provide enough?
No, you must submit all your evidence in one go and will not be able to submit
more evidence later.
You must make sure you provide full and sufficient evidence to demonstrate
both that the difficult circumstances you face are genuine and the full extent of
those circumstances. You must provide this evidence by the deadline for
requesting mitigating circumstances. The decision will be made on the basis of
the evidence you provide alone.
Can I say “contact me if you need more evidence” in my application?
No. As already noted, you must make sure you provide full and sufficient
evidence with your application. If you have any more evidence you can provide
you must submit it with your application.
What evidence should I provide?
Especially for extensions of more than one week, or in relation to an
examination, it is essential that you provide full and sufficient evidence to support
your request. A decision can only be made on the basis of information provided
by you.
The evidence should:
1. confirm the circumstances which have affected you; and
2. be written in English; and
3. be from an independent and authoritative third party; and
4. confirm the start and end dates when you were affected by mitigating
circumstances.
As noted above: there are many types of circumstances that meet the definition
of mitigating circumstances and so the types of evidence will vary too. For
example, a Doctor to confirm illness, a police report to confirm a crime, or an
employer to confirm exceptionally heavy workloads for part-time students.
There might also be more than one way in which you can provide evidence. For
example, if you have been affected by bereavement you might be able to
provide either a note from a counsellor as evidence or evidence of the
bereavement itself such as a death certificate.
In all situations the evidence must be written and in English. If the evidence is not
written in English you must arrange for a translation. The University will check
that translations are genuine.
The person providing the evidence must be independent and authoritative.
Independent means that they are not personally connected with you in any way
and might therefore be biased. Authoritative means that they are a recognised
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expert for the evidence they are providing. For example, a relative cannot
provide evidence of the impact of an illness on you, even if they are a medical
professional, as they would not be independent.
The University also requires evidence to be a document of some kind. It is not
possible to take verbal evidence or to receive representations in person.
When do I make a request for an extension to a coursework deadline?
Your request should be made before a submission of coursework deadline.
Requests made on time are considered by the module leader (for coursework
extensions of up to one week), or a small panel (for other categories).
What if my request is late?
If you’ve missed a coursework deadline, you should still submit your work as
soon as possible. You should also submit a request for mitigating
circumstances, through PIP, which will be considered by a sub-group of the
MCP.
If you’ve missed the deadline for consideration at an MCP, you should still
submit your request and explain why you missed the deadline, in addition to
your request for mitigating circumstances.
In both cases, if it is accepted that you have a valid reason why you were unable
to meet the deadline, your request will be considered.
What evidence do I need to provide with late applications?
If you are submitting a late application then you will also need to provide
evidence of why you could not submit an application by the relevant deadline
and at no point before the time when you did submit your claim. This evidence
needs to comply with all the same rules described above.
When a late request is received the first question asked is whether there were
circumstances beyond your control which prevented you from submitting your
claim, and any supporting evidence, by the relevant deadline and up to the point
at which you did submit your claim. Only if it is accepted that you did have a
valid reason for not making your claim on time, and only making your claim
when you did, will it then be considered against the criteria for mitigating
circumstances.
It is therefore possible that you could have been affected by mitigating
circumstances but that your late request means these cannot be considered.
What if I need more help or advice?
This brief guide does not cover all the regulations relating to mitigating
circumstances and is just an introduction to cover a few of the more important
things you need to know. If you need more help or advice, including if you feel
you need a period of temporary withdrawal from the University, rather than an
allowance for your mitigating circumstances, then you can contact the Student
Support Co-ordinators in your Faculty, or Student Central, or the Students’
Union Advice Centre (SUAC) for independent advice:
http://www.thesu.com/advice
You can find advice from Student Central here:
http://bit.ly/WBOBVF
And the full set of University Regulations here:
http://bit.ly/UFQMXU
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Turnitin and Cheating
Turnitin is a web-based tool that helps you make sure that the written work you
submit for assessment does not cheat by taking or using another person’s
thoughts, writings or inventions as your own..
Turnitin checks the text of your assignment against a continuously updated
database of academic sources, student work and web pages. It helps the tutors
who mark your assignments check whether you are properly acknowledging the
sources you’ve read, and make sure you are not simply copying previous work
(including your own). For this module, all written assessments must be
submitted to Turnitin (see Assessment for details, above).
All assessments are intended to determine the skills, abilities, understanding and
knowledge of each of the individual students undertaking the assessment.
Cheating is defined as obtaining or attempting to obtain an unfair academic
advantage. Cheating or assisting someone else to cheat (including attempting to
assist someone else to cheat) may be subject to disciplinary action in
accordance with the University’s Disciplinary Procedure.
The University takes this issue very seriously and students have been expelled
or had their degrees withheld for cheating in assessments. If you are having
difficulty with your work it is important to seek help from your tutor rather than
be tempted to use unfair means to gain marks. Do not risk losing your degree
and all the work you have done.
The University defines a number of different forms of cheating, although any
form of cheating is strictly forbidden not only those listed below. These are:
? Submitting other people’s work as your own – either with or without
their knowledge. This includes copying in examinations; using notes or
unauthorised materials in examinations; submitting work you have paid
for as your own; impersonation – taking an assessment on behalf of or
pretending to be another student, or allowing another person to take an
assessment on your behalf or pretend to be you.
? Plagiarism – taking or using another person’s thoughts, writings or
inventions as your own. To avoid plagiarism you must make sure that
quotations from whatever source are clearly identified and attributed at
the point where they occur in the text of your work by using one of the
standard conventions for referencing. The Library has a leaflet about how
to reference your work correctly and your tutor can also help you. It is not
enough just to list sources in a bibliography at the end of your essay or
dissertation if you do not acknowledge the actual quotations in the text.
Neither is it acceptable to change some of the words or the order of
sentences if, by failing to acknowledge the source properly, you give the
impression that it is your own work.
? Collusion – except where written instructions specify that work for
assessment may be produced jointly and submitted as the work of more
than one student, you must not collude with others to produce a piece of
work jointly, copy or share another student’s work or lend your work to
another student in the reasonable knowledge that some or all of it will be
copied.
? Duplication – submitting work for assessment that is the same as, or
broadly similar to, work submitted earlier for academic credit, without
acknowledgement of the previous submission.
? Falsification – the invention of data, its alteration, its copying from any
other source, or otherwise obtaining it by unfair means, or inventing
quotations and/or references.
? Custom Writing Services – this includes the use of any service which
produces custom materials for a fee or other benefit. The University may
consider any request placed with any form of custom writing service to
be a form of cheating, whatever use is then made of the material
produced, and therefore to be an offence under the Student Conduct
Regulations. This extends to include any request for any piece of work
(either formative or summative assessment or work which is not linked to
any form of assessment or credit-bearing element of your programme)
including, but not limited to, essays and dissertations (including outlines
and guides), reports, exam notes, proposals, posters, presentations, the
editing or improvement of existing work, statistical services and
computing services including programme and code development.
Matthew Andrews, Academic Registrar (Approved at AESC 22 June 2011)
http://www.brookes.ac.uk/uniregulations/current/acadregulations/specific/b16cheating.pdf
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Support
Upgrade: Study Advice Service
Upgrade is the University’s study advice service for anyone who wants advice on
study skills, planning and writing assignments, etc.
Upgrade offers one-on-one, confidential help with many aspects of being a
student. They include things you need to get your head around (like academic
integrity and critical and analytical thinking), as well as tips on practical issues
like time management, and managing groupwork.
You can drop in for on-the-spot advice or you can book a tutorial. Consult the
Upgrade website for times and places.
? Web: http://www.brookes.ac.uk/services/upgrade/
? Email: [email protected]
Library Support
Your Academic Liaison Librarian for Communication, Media and Culture is Jo
Akers. She is based at Harcourt Hill, and can offer you advice on finding
readings to support your learning in this module.
If you want help finding your way round the library, finding information on the
reading list, finding further readings for your class project, or citing the
information sources used in your work, you can also consult the online Getting
Started guide.
? Web: http://www.brookes.ac.uk/library/communications.html
? Email: [email protected]
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Assessment Sheet: Reflection Name Student Number Grade
Your report should show not only an ability to reflect, but also to link your reflection with theory. You will need to draw on your readings to support your claims and justify the point you want to
make. Do not simply repeat the handbook’s argument, though; you are not writing a methodology textbook, but a reflection on your own practice and learning.
Grade Scholarship Knowledge and understanding Analysis and application
A/A+ (70%+) ? Evidence of relevant, up-to-date, independently identified
readings beyond the required and recommended texts
? Identifies all relevant theoretical assumptions of method
? Identifies all relevant strengths and limitations of method
? Clearly and reflexively applies understanding of the
research method to analyse in-class exercise
? Learning outcomes of exercise identified and critically
evaluated
B/B+ (60-69%) ? Evidence of mainly relevant, independently-identified
readings beyond the required and recommended texts
? Identifies main theoretical assumptions of method
? Identifies main strengths and limitations of method
? Clearly and coherently applies understanding of the
research method to analyse in-class exercise
? Main learning outcomes of exercise identified.
C/C+ (50-59%) ? Evidence of reading the required and recommended
texts
? Identifies some theoretical assumptions of method
? Identifies some strengths and limitations of method
? Clearly applies understanding of the research method to
analyse in-class exercise
? Some learning outcomes of exercise identified.
D/D+ (40-49%) ? Evidence of reading beyond the required texts, but the
additional readings are not directly relevant to the
purpose of the reflection
? Identifies some theoretical assumptions of method, but
inaccurately or vaguely
? Identifies main strengths and limitations of method, but
inaccurately or vaguely
? Applies understanding of the research method to analyse
in-class exercise, but inaccurately or vaguely
? Some learning outcomes of exercise identified, but
inaccurately or vaguely
Fail, resit (30-39%) ? Evidence of reading the required texts for the session ? Identifies some theoretical assumptions of method, but
very inaccurately
? Identifies main strengths and limitations of method, but
very inaccurately
? Applies understanding of the research method to analyse
in-class exercise, but very inaccurately
? Some learning outcomes of exercise identified, but very
inaccurately
Fail, no resit (0-29%) ? No evidence of relevant reading ? No understanding of theoretical assumptions of method
? No understanding of strengths and limitations of method
? No application of understanding of the research method
to analyse in-class exercise
? No learning outcomes of exercise identified; purely
descriptive presentation.
Comments Marker’s Signature
Date
Moderator’s Signature
Date
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Assessment Sheet: Proposal Name Student Number Grade
Your proposal should show your ability to present a useful, informative, coherent and well-founded plan for an independent project.
Grade Purpose & rationale Knowledge & understanding Methodology & justification Presentation & structure
A/A+
(70%+)
? Clear, comprehensive, appropriate and specific
statement of project aims
? Clear, pertinent and reflexive explanation of
rationale and significance of the project
? Evidence of reading independently a critical,
systematic and well-informed selection of the
relevant literature
? Thoughtful and critical synthesis of readings
? Clear, comprehensive and specific explanation of
methods and procedures
? Convincing justification of the choice of method,
explaining attempt to overcome its limitations
? Excellent clarity of expression and/or structure
? Consistently standard grammar and spelling
? Consistently accurate referencing
B/B+
(60-69%)
? Clear, appropriate and specific statement of
project aims
? Clear and pertinent explanation of rationale and
significance of the project
? Evidence of reading independently a critical and
informed selection of the relevant literature
? Adequate synthesis of readings
? Clear but limited explanation of methods and
procedures
? Adequate justification of the choice of method,
including recognition of its limitations
? Very clearly expression and/or structure
? Essentially standard grammar and spelling
? Essentially accurate referencing
C/C+
(50-59%)
? Clear and coherent but overly ambitious or
unspecific statement of project aims
? Limited explanation of rationale and significance of
the project
? Evidence of reading independently a selection of
mostly relevant literature
? Partial or incomplete synthesis of readings
? Partial or incomplete explanation of methods and
procedures
? Partial or incomplete justification of the choice of
method, including recognition of some limitations
? Mostly clear expression and/or structure
? Some nonstandard grammar and spelling
? Some referencing errors
D/D+
(40-49%)
? Clear but incoherent statement of project aims
? Rationale and significance of the project explained
in purely personal terms
? Evidence of reading independently a selection of
some relevant literature
? Review of the literature mostly descriptive, with
some evidence of synthesis
? Unclear or vague explanation of methods and
procedures
? Some justification of the choice of method with
poor recognition of its limitations
? Meaning unclear and/or fair structure
? Frequent nonstandard grammar and spelling
? Several referencing errors
Fail, resit
(30-39%)
? Purpose of the project unclear or incoherent
? Rationale and significance of the project unclear or
incoherent
? Little evidence of reading beyond the assigned
texts
? Review of the literature mostly descriptive, with
little evidence of synthesis
? Minimal explanation of methods and procedures
? Minimal justification of the choice of method or no
recognition of its limitations
? Poor clarity of expression and/or structure
? Considerable nonstandard grammar/spelling
? Considerable referencing errors
Fail, no resit
(0-29%)
? Purpose of the project not stated
? No explanation of rationale and significance of the
project
? No evidence of reading beyond the assigned texts
? Review of the literature purely descriptive
? No explanation of methods and procedures
? No justification of the choice of method or
recognition of its limitations
? Vague or confusing expression and/or structure
? Considerable nonstandard grammar/spelling
? Consistent referencing errors
Comments Marker’s Signature
Date
Moderator’s Signature
Date
29
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Timetable and readings
# Date Topic
Unit I: Introduction
1 10.02.16
Alon Lischinsky
What is research? Studying the social world
Required reading: Stokes, J. (2013). Getting started. In How to Do Media and
Cultural Studies (2nd ed., pp. 8–27). London & Thousand Oaks, CA: Sage.
2 17.02.16
Alon Lischinsky
Asking research questions
Required reading: De Vaus, D. A. (2001). The context of design. In Research
design in social research (pp. 1–16). London & Thousand Oaks, CA: Sage.
Unit II: Human participant research
3 24.02.16
Hannah Yelin
Zooming in: individuals and groups in interaction
Required reading: Hesse-Biber, S. N. (2007). The Practice of Feminist In-Depth
Interviewing. In Feminist research practice: a primer (pp. 111–148). Thousand
Oaks, CA: Sage.
4 02.03.16
Alon Lischinsky
The broad view: conducting surveys and questionnaire design
Required reading: Rugg, G., & Petre, M. (2007). Questionnaires: when to use, when
not to use, which questions to ask, what format to use. In A gentle guide to
research methods (pp. 141–151). Maidenhead & New York: Open University Press.
5 09.03.16
Juliet Henderson
The deep view: ethnographic methods
Required reading: Blommaert, J., & Jie, D. (2010). Ethnography. In Ethnographic
fieldwork: a beginner’s guide (pp. 4–15). Bristol: Multilingual Matters.
6 16.03.16
Michele Paule
The online world: Internet-based qualitative research methods
Required reading: Gaiser, T.J. (2008) Online focus groups. In Fielding, N., Lee,
R.M., & Blank, G. (eds.) The Sage Handbook of Online Research Methods (pp.
290–306). London: Sage.
Unit III: Textual analysis
7 23.03.16
Alon Lischinsky
Social-scientific approaches to text: content analysis and discourse analysis
Required reading: Brennen, B. (2012). Textual analysis. In Qualitative research
methods for media studies (pp. 192–228). New York & London: Routledge.
8 13.04.16
Federica Frabetti
Humanistic approaches to text: close reading
Required reading: Brummett, B. (2010). Theories, Methods, Techniques. In
Techniques of close reading (pp. 27–47). London & Thousand Oaks, CA: Sage.
Unit IV: Writing up
9 20.04.16
Alon Lischinsky + programme team
Finding your place in the field: reviewing the literature
Required reading: Matthews, B., & Ross, L. (2010). Reviewing the literature. In
Research methods: a practical guide for the social sciences (pp. 92–109). New
York, NY: Pearson Longman.
10 27.04.16
Alon Lischinsky + external speaker
Putting it all together: preparing your proposal
Required reading: Denscombe, M. (2012). The logic and structure of research
proposals. In Research Proposals: a Practical Guide (pp. 5–15). Maidenhead: Open
University Press.
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