HSS8003 : Dissertation Preparation
- Offered for Year: 2023/24
- Module Leader(s): Dr Nicky Gardiner
- Co-Module Leader: Dr Jen Tarr
- Owning School: School X
- Teaching Location: Newcastle City Campus
Semesters
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
Aims
This module aims to enable postgraduate researchers to:
Understand the practicalities involved in managing and writing a dissertation at Masters level in a UK university.
Employ a range of strategies for managing and writing a dissertation at Masters level in a UK university.
Critically reflect on their existing research presumptions, habits and strategies.
Adapt generic guidance and strategies to fit the specific needs of their own research.
Identify obstacles or challenges to effective practice and respond appropriately.
Outline Of Syllabus
Managing time, priorities and workload.
Working with academic literature
Researching and writing a literature review
Strategies for getting started with academic writing.
Maintaining healthy writing habits.
Building an academic argument and writing critically.
Structuring a Masters dissertation.
Strategies for editing academic writing.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 10 | 2:00 | 20:00 | Guided critical reflection in preparation for each lecture and seminar. Asynchronous online reflection questions |
| Scheduled Learning And Teaching Activities | Lecture | 6 | 1:00 | 6:00 | Lectures to introduce context, challenges and strategies for future reflection. Synchronous in-person + asynchronous recap recording & lecture slides |
| Scheduled Learning And Teaching Activities | Workshops | 5 | 1:30 | 7:30 | Workshops for researchers to discuss and compare reflections and findings. Synchronous in-person. |
| Guided Independent Study | Independent study | 1 | 66:30 | 66:30 | N/A |
| Total | 100:00 |
Jointly Taught With
| Code | Title |
|---|---|
| HSS8001 | Thinking about Research |
Teaching Rationale And Relationship
This module has been scaffolded to give researchers the space and time required to engage in full, meaningful reflection on their existing presumptions/habits around academic writing and research, experiment with alternative approaches and make adaptations according to individual need. It includes both synchronous in-person and asynchronous online activities to offer different ways of engaging with the module according to researchers' individual abilities and circumstances.
Aside from first introductory lecture, researchers will be set a series of reflective prompts to help excavate existing study habits around particular issues (e.g. time management, critical reading, developing arguments etc.). These topics will then be contextualised within the lecture and strategies offered for experimentation and reflection. Further reflective prompts will be provided after each lecture and researchers will discuss their responses and findings within the workshops.
Weekly structured reflection will give students practice in reflective writing and potentially generate content that builds towards the completion of the summative portfolio at the end of the module.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Portfolio | 1 | M | 100 | A 1500-2000 word reflective portfolio detailing issue/s encountered when conducting academic research and strategy/ies deployed in response. |
Formative Assessments
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Portfolio | 1 | M | A 750-1000 word reflective portfolio detailing issue/s encountered when conducting academic research and strategy/ies deployed in response. |
Assessment Rationale And Relationship
The assessment will build a portfolio of critical reflections that will assess researchers' ability to identify, interrogate and adapt study strategies to more effectively and efficiently conduct their dissertation. In doing so, the reflective portfolio appropriately assesses student development in relation to the previously stated learning outcomes
A formative assessment will give students the opportunity to practice and receive feedback ahead of the summative assessment.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HSS8003's Timetable