Module Catalogue 2026/27

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

This module provides a practice-based opportunity for students to draw on skills and methodologies across Politics and the social sciences to analyse a current issue for a UK-based NGO.

Students will engage with the relevant academic literature, analysing, and synthesising data using appropriate tools, drawing conclusions and making appropriate evidence-based recommendations.

Students will work as a research team to develop an analytical briefing paper, with early findings presented at the mid-way point to the NGO, ultimately delivered as a written output and oral presentation at the end of the module.

The module will provide students with opportunities to interact with NGO personnel at different levels, ask questions about their experiences, and incorporate these insights into policy-relevant research. It will encourage creative problem-solving and the proposal of evidence-based solutions to policy issues. It also encourages reflection on skills acquisition and employability.

The role of the NGO and its staff will be:
- to provide (in collaboration with the module leader) research questions for the student groups
- to attend an early workshop introducing the organisation, context, and considering the ethics of work in the field of global, inclusive sustainable development
- to provide brief feedback (in person or via written comment, in collaboration with module staff) on early findings documents for each group
- to attend a final workshop and engage with the presentations for each group, and to provide comment on the final versions of the briefing papers

All marking, moderation, and week-to-week student contact would be undertaken by the module leader and other members of politics staff.

Outline Of Syllabus

This module involves responding to an issue - broadly in the areas of international development, social inclusion and sustainable development - identified by a partner NGO.

The core of the work for the module is group preparation of a briefing paper and presentation on this issue/question. This work is accompanied, and supported, by individual research contributions and reflections on skills and experience submitted as a portfolio by each student.

The 10 sessions of the course (outlined under "teaching methods") are designed to equip the students with essential knowledge, offer guidance, and provide spaces for dialogue. They are intended to be accompanied by preparatory work for each session, but also group work to progress the briefing papers and presentations.

Intended Knowledge Outcomes

Students will come away from this module having gained extensive knowledge of an area of policy research relevant to the work of a UK Development NGO, and broader issues of inclusive sustainable development. They will also have gained knowledge of the policy landscape for UK development NGOs.


By the end of this module, students should be able to:

- Critically understand the challenges and opportunities involved in policy-relevant research, from the perspectives of researchers and practitioners.

- Apply various concepts, theories, analytical tools and methods used to understand research, policy-making, and evaluation in the context of real-world issues at local to national scales in different global contexts.

- Reflect on the usefulness of concepts and theories, tools and evidence through the analysis of empirical cases involving qualitative and quantitative evidence.

Intended Skill Outcomes

Students who take this module will have the opportunity to develop their research skills (as well as a range of generic skills, including presentation and communication skills, leadership, teamwork, time management, project management and working with external partners) through active involvement in a real research project that is designed to address a genuine gap in knowledge/understanding of a UK development NGO.

The student researchers will have the opportunity to broaden and deepen their understanding of effective research practice. Throughout the module, students will be asked to critically reflect on their own strengths and weaknesses as researchers (as well as their generic skills) and they will be encouraged to contribute to the research project in ways that will allow them both to demonstrate their existing strengths and improve their skills in areas where they are less strong.

These skills include:

Cognitive/Intellectual:
> Manage and prioritise relevant knowledge and data independently.

> Analyse and evaluate existing arguments, and formulate independent arguments.

> Think critically and independently to establish personal viewpoints within ongoing debates.

> Reflect on the ethical issues of power, inclusion, representation and legitimacy involved in global policy-oriented research.


Transferable skills:
> Communicate effectively, both orally and in writing.

> Organise complex information efficiently and analyse key aspects.

> Collaborate effectively in teams, manage conflicts, and appreciate diverse learning styles.

> Recognise and respect cultural differences in learning environments.

> Reflect on personal progress and identify lifelong learning and career development needs.

> Manage time effectively, balancing multiple demands and meeting deadlines.

Teaching Rationale And Relationship

The course is taught through 10 sessions (2 are double sessions) that guide the students towards successful drafting and presenting of their briefing paper

These sessions are:
(i) introduction

(ii) meet the partner; considering the ethics of work in inclusive sustainable development (double session)

(iii) research context

(iv) briefing paper design

(v) mid-module presentation of early findings

(vi) reflection on limitations and extensions

(vii) preparing for the group presentation

(viii) end of course presentation (double session)

These sessions also serve as venues for group meetings. They are accompanied by preparatory readings and provide regular points to reflect on the group work and any challenges encountered.


These sessions: introduce the project and partner, and reflect on the ethical considerations around the work (i)-(ii); prompt and situate work around the approach to the research question(s), literature review and methodology for the briefing paper (iii-iv); allow for a "sense check" and guidance on the direction of the project (v) help with identifying limitations, recommendations and next steps (vi); guide the students on how to present effectively (vii). The module concludes with a half-day session (viii) where project NGO partners attend for the presentations (online or in-person) and findings and any next steps are discussed.

Assessment Rationale And Relationship

Students are tasked with writing and presenting a piece of policy-oriented research (35%) addressing a research question identified by the NGO partner. This exercise, mirroring real-world analysis post-graduation, enhances employability and presents a significant intellectual challenge. It is expected that each student will contribute to this group output.

Students are also tasked with a presentation of the key findings of the paper to the partner ngo (20%).

Students will complete an individual reflective portfolio (45%). This will address elements of substantive individual research (a backghround literature review; a detailed reflection on methodology and limitations) that would not normally be included in a policy-oriented output, and also reflections on skills and experience.

The presentation and personal reflection components of the assessment are considered relatively resistant to AI, and the transferable skills emphasis in the assessment is designed to be compatible with the objectives of the University education strategy.

Students will receive guidance and support around all of this assessment. This includes guided tasks during workshops as well as instructor and NGO feedback on the presentation of early findings at the midway point.

General Notes

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