This module will involve students undertaking quantitative research in a real world setting, culminating in an assessed report on their work. This real world setting can be of the form of an individual research project, working in a support role with an academic or within a placement organisation. Students will receive support by a supervisor and receive lectures covering such topics as:
- Turning an organisations ideas into a viable research project;
- Good practice in undertaking quantitative research projects (e.g. data security, data management, replicability);
- Ethics in applied quantitative research (certainty/uncertainty, power, and 'usefulness');
- Reflecting on research practice (linked to both of the assessments below).
Total contact hours: 10
Private study hours: 200 hours research placement, 90 hours private study
Total study hours: 300
Method of assessment
Main assessment methods
Coursework - Research Report (8,000 Words) – 75% (PASS COMPULSORY)
Coursework - Essay report (2,000 Words) – 25%
Reassessment Instrument: 100% coursework
Cook, T., & Campbell, D. (1979) Quasi-experimentation: Design and analysis issues for field settings. Rand McNally College Publications
Robson, C and McCartan, K (2016), Real-World Research, 4th edition. Wiley.
Scott Long, J (2009), The Workflow of Data Analysis Using Stata. Stata Press.
Stevens, A (2011), 'Telling Policy Stories: An Ethnographic Study of the Use of Evidence in Policy-making in the UK'. Journal of Social Policy, 40:237-255. DOI: 10.1017/S0047279410000723
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes are as follows. On successfully completing the module students will be able to:
1.Critically understand the difference between quantitative research in theory and quantitative research in practice.
2.Critically understand the pressures on quantitative analysts in real-life-settings, such as producing quick results, data protection, pressures for certainty and/or simplicity, or to produce 'useful' results.
3.Conduct quantitative research in an applied setting
4.Report on quantitative analyses, to both technical and non-technical audiences.
5.Demonstrate an ability to reflect on their own position as a quantitative analyst in an applied setting.
The intended generic learning outcomes are as follows .On successfully completing the module students will be able to:
1.Demonstrate communication and presentation skills.
2.Conduct research to meet the needs of a research project, including team working with those who do not have technical research skills.
3.Demonstrate problem-solving skills and adaptability to changing situations.
4.Self-appraise and reflect on practice.
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Credit level 6. Higher level module usually taken in Stage 3 of an undergraduate degree.
- ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
- The named convenor is the convenor for the current academic session.
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