• Offered for Year: 2024/25

• Module Leader(s): Mr Toby Blackman
• Lecturer: Professor Jianfei Zhu, Professor Zeynep Kezer, Dr Juliet Odgers, Dr Tolulope Onabolu, Dr Christos Kakalis, Dr Sana Al-Naimi, Dr Stella Mygdali, Dr Stephen Parnell, Professor Rosie Parnell, Dr Alkistis Pitsikali, Professor Katie Lloyd Thomas, Dr Martin Beattie, Dr Neveen Hamza

• Owning School: Architecture, Planning & Landscape
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The aim is, through research into a topic of architectural significance, for students to gain proficiency in a range of research skills, research methodologies, and critical appraisal skills, and to assimilate information and draw conclusions from these processes.

The submission should investigate the subject chosen and demonstrate independent research and understanding of the topic and appropriate research methods through EITHER:

i) an 8,000-word dissertation OR

ii) a 5,200-word dissertation project report supported by project materials (eg: creative practice output, prototyping or documentation of experiments, fieldwork, data collection or analytical recordings).

The mode of submission (dissertation OR dissertation project) will have been agreed with the student’s tutor and module leader as part of the dissertation proposal submitted at the end of ARC2019 at Stage 2 Semester 2.

Outline Of Syllabus

The dissertation or dissertation project spans Stage 2 Semester 2, and Stage 3 Semester 1.

At Stage 2, students develop a basis for their area of interest and an understanding of appropriate methods, literature, and output. Firstly, students are introduced to the multiple ways in which the built environment may be considered, produced and researched in the Semester 1 module, ARC2018 Cities, Cultures, Space, allowing the student to develop rigour and positionality in their examination of history and theory. ARC2018 further develops skills in accessing library and other resources to support these emerging areas of specialization, as well as fluency with appropriate tools and conventions of academic research and writing. The Semester 2 module, ARC2019 Dissertation Studies builds on this, through seminar-based teaching in elective groups, allowing students to develop and declare their dissertation proposal.

Following discussions with their dissertation tutor (normally the same person who tutored the elective), students submit a short fully-referenced dissertation proposal at the end of Stage 2 Semester 2, outlining their individual research topic, intended research methods and outputs, and declaring whether they will be taking the dissertation OR dissertation project route in ARC3019.

At Stage 3, students work mainly independently, through ARC3019, but in association with a tutor/supervisor, to develop the completed dissertation. Through ARC3019, students will work towards completing a dissertation of 8,000 words or dissertation project of 5,200 words excluding footnotes. In addition to providing the opportunity to engage deeply with an architectural topic that is important to them, producing work which may inform their architectural design thinking, process, and practice.

SUMMARY

Students will be introduced to core research matters, through module teaching, and elective supervision. This syllabus covers core components of research-writing — description, analysis and interpretation — alongside and through examination of dissertation approaches, choice of topic, research methods, forms of evidence, literature surveys, synopsis development, case studies, database searching, referencing and citational practice, production and dissemination.

The structure of the syllabus allows students to develop research and technical skills, critical and evaluative abilities, and a capacity for clear and succinct expression in writing, by:

a) Introducing students to the nature of research and research methods in architecture.
b) Equipping students with the ability to devise their own research strategies for their dissertation.
c) Providing an overview for developing a research hypothesis, selecting appropriate research methods, and preparing a dissertation research proposal.
d) Giving an opportunity to present a major piece of work involving a range of professionally orientated transferable skills.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

There are two components to teaching and learning set-up in this module to support students develop their research-writing — through two inter-related fora:

LECTURES, AND CROSS-ELECTIVE EXCHANGE

Module Leader led, organised and scheduled, drawing in library services, external contributors, and working through the dissertation anatomy, what it is and what it isn’t, how it may be structured, and the various forms, creative constraints, processes and practices of textual and citational practices students will respond to, adopt and draw-in to their work. Module Leader teaching is through in person lectures and drop-in question and answer sessions (module meetings).

SUPERVISION: RESEARCH-WRITING WORKSHOPS, SEMINARS, AND TUTORIALS

Students' Stage 2, ARC2019 Elective Leader (typically) shifts position in ARC3019, adopting the role of Dissertation Supervisor (organised, scheduled and communicated to elective groups directly).

Students' supervisors provide close guidance on the topic, subject and objects of study, the critical methodology they will form and apply, and the interpretation and analysis they will develop.

Dissertation tutors provide in person and/or online tutorials (group and individual) and seminars, guide peer to peer review, research, reading, and writing for their dissertation or dissertation project.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

The dissertation or dissertation project completed in Stage 3 is assessed by the following criteria:

- the student’s knowledge and understanding of a topic.
- demonstration of critical skills in surveying existing work, ability to research and develop an argument.
- capacity to present findings in an appropriate manner.

Initially every dissertation or dissertation project is marked by two readers. If there is less than 10% difference in the mark, the average is taken. If there is a significant difference in their judgement (over 10% or across a grade boundary), the readers consult in order to try and reach a consensus. If no consensus is possible, a third reader marks the work and the dissertation is discussed with the Module Leader in order to reach a final resolution.

Reading Lists

• ARC3019's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ARC3019's Timetable