Undergraduate Course: Community Education Honours Dissertation (EDUA10126)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
| Course type | Dissertation |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | The Dissertation is a major individual study that will provide students with the opportunity to identify, reflect on and explore an issue that has implications for community education. |
| Course description |
This course will be characterised by independent study, in-depth analysis, critical pro-activity, professional relevance and knowledge of relevant research and enquiry approaches. The thinking and theoretical analysis behind the study should be clear and it should be historically and contextually situated
There will not be a presumption in favour of any particular mode of enquiry. An essential characteristic of this element of the course is its commitment to the view that discrimination in the selection of the topic ought to be matched by discrimination in selecting the mode of enquiry.
The taught component will consist of lectures and tutorials, covering key themes in research design and methodology for community educators
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Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Seminar/Tutorial Hours 22,
Dissertation/Project Supervision Hours 5,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
365 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
A dissertation of 10,000-12,000 words (excluding appendices) on a topic drawn from the broad area of community education:-
The form of the Dissertation may be a presentation of facts or ideas from published material followed by a critical observation and research on which conclusions may be based. Alternatively, a choice can be made of the philosophical development of a theme that is then supported by facts and other evidence. In whatever form, it is expected that original thought and research into the chosen subject will be demonstrated, together with a reasoned discussion, with attention paid to the avoidance of a one-sided argument or failure to reach conclusions.
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| Feedback |
Students will be provided with regular detailed feedback in two ways. During the preparation programme feedback on individual students' emerging proposals will be provided as as part of whole-class teaching. During the supervision phase students will receive individual tutorials and, where appropriate, written feedback on their work as it develops.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop an enquiry orientation towards professional concerns.
- Consider the values and assumptions that underlie the way issues are defined for investigations and which underlie particular approaches to investigating them.
- Engage in the critical appraisal of a variety of examples of relevant literature and research.
- Research an aspect of work relevant to community education practice, or theoretical issues or policy considerations.
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Reading List
Bell, J (2005) Doing your research project : a guide for first-time researchers in education, health and social science, Open University Press.
Cohen, L., Manion, L., and Morrison, K. (2007) Research methods in education [electronic resource] / 6th ed. London : Routledge,.
Denscombe, M (2007) The Good Research Guide, Maidenhead, Open University Press [electronic resource]
Edwards, J (1991) Evaluation in Adult and Further Education, Workers¿ Educational Association, Liverpool.
Feuerstein, M T (1986) Partners in Evaluation: Evaluating Development and Community Programmes with Participants, Macmillan, London.
Griffiths, M (1998) Educational research for Social Justice: getting off the fence, Buckingham, Open University Press
Gilbert, N (2001) Researching Social Life (2nd Edition) London, Sage Publications Hawtin, M, Percy-smith, J & Hughes, G (1994) Community Profiling: Auditing Social Needs, Open
University Press.
May, T (1996) Social Research: Issues, Methods and Process, (2nd Edition), Open University Press, Buckingham.
Macfarlane, B (2009) Researching With Integrity: The ethics of academic enquiry London; Routledge
Silverman, D (2006) Interpreting qualitative data : methods for analyzing talk, text, and interaction, Sage
Publications, London.
Walliman, N (2014) Your Undergraduate Dissertation: The essential guide for success. London; Sage Whyte, W (1984) Learning from the Field, Sage.
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Additional Information
| Graduate Attributes and Skills |
The dissertation is a major piece of academic work undertaken independently. As such it requires students to develop autonomous motivation, and to take responsibility for their own work from the conceptual phase through planning, execution and to completion. In this way it not only provides a rigorous demonstration and test of academic skills and knowledge, but requires students to demonstrate their capacity to operate at a high level in practical terms and to produce a high standard of output.
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| Keywords | Not entered |
Contacts
| Course organiser | Dr Ken Mcculloch
Tel: (0131 6)51 6184
Email: |
Course secretary | Mrs Lesley Spencer
Tel: (0131 6)51 6373
Email: |
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