Module Details
| Module Code: |
EDUC9049 |
| Title: |
Research Supervision
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Long Title:
|
Research Supervision
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| NFQ Level: |
Expert |
| Valid From: |
Semester 1 - 2017/18 ( September 2017 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Description: |
This module aims to encourage existing or potential supervisors to extend their repertoire of supervisory strategies both at undergraduate and postgraduate level and their awareness of current issues in research supervision.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Communicate their informed personal view of research |
| LO2 |
Critically reflect on various approaches to research supervision both at undergraduate and graduate level |
| LO3 |
Evaluate good research supervision practice for each stage of the project cycle |
| LO4 |
Evaluate approaches to constructive criticism as part of
the obligations of a research supervisor |
| LO5 |
Evaluate the ethical implications of issues in a variety of research contexts |
| LO6 |
Critically reflect on the practice of maintaining appropriate records in line with good supervisory methods |
| LO7 |
Critique current issues and developments in research supervision practice at national and international levels |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
| Indicative Content |
|
The Nature of Research
The Nature of Research - Inquiry in Academic Contexts; Brews Approaches to Research: Domino, Layer, Trading and Journey. An understanding of how to encourage and integrate a research philosophy at undergraduate level
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Undergraduate Research
Incorporating research in the undergraduate curriculum, positioning final year projects and dissertations as research pieces, examples, models of undergraduate research supervision, assessing final year projects, dissertations and undergraduate research
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Research Supervisory Styles
Lee: Functional, Enculturation, Critical Thinking, Emancipation, Relationship Development; Gatfield: Pastoral, Contractual, Laissez-faire, Directorial
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Stages of the Research Project
Selecting & recruiting candidates; Assessing candidate progress; Preparing the candidate for examination; CIT Quality Assurance Processes: CIT/HETAC Postgraduate Regulations, Role of the Postgraduate Research Board, Departmental Research Studies Committee
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Constructive Criticism
Criticisms are part of
the obligations of a supervisor and constitute a
key feature of a research degree. Develop an understanding of
the potential to create conflicts between the student
and supervisor. Be able to discuss the nature
and purpose of constructive criticism at the
outset of any research project with the student to reduce tensions
that may arise later
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Maintain Records
Develop an understanding of the importance of record keeping for both supervisors and students of their
meetings for future reference. Develop an appropriate mechanism for when a student
or supervisor feels that the other party is
unresponsive to requests for a meeting, including a record
of their attempts to raise this issue with the other
party. Be clear on the college policy of the requirements for report completion for the post-graduate office
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Ethics
Self: competence, honesty, objectivity, integrity; Scholarship: responsible mentoring, responsible publication, respect for intellectual property; Research area: environmental; animal care; human participant protection
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Issues and Developments
Structured PhDs; Managing large research groups; Managing intellectual property issues relating to research work; Supervising candidates from other cultures; Acting as an internal or external examiner
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Seminar / facilitated group discussion |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Reviewing and reflecting on module materials, reflecting on supervision practice, preparing assignments |
Every Week |
13.00 |
13 |
| Total Hours |
14.00 |
| Total Weekly Learner Workload |
14.00 |
| Total Weekly Contact Hours |
1.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Seminar/facilitated group discussion |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
No Description |
Every Week |
6.00 |
6 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
1.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Adrian Eley and Rowena Murray. (2009), How to be an effective supervisor: best practice in research student supervision, 11, Open University Press, England, p.223, [ISBN: 978-033522295].
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Brew, A. & Lucas, L. (Eds.). (2009), Academic Research and Researchers, Open University Press and Society for Research into Higher Education., London.
| | Supplementary Book Resources |
|---|
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Efklides, A & P. Misailidi (Eds.). (2010), Trends and Prospects in Metacognition Research - "University teachers engaged in critical self-regulation - How may they influence their students?", Springer, New York, p.427-44.
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Angela Brew. (2001), The nature of research: inquiry in academic contexts, Routledge Falmer, London, [ISBN: 0415214076].
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Brew, A. & Sachs, J. (Eds.). (2007), Transforming a University: The Scholarship of Teaching and Learning in Practice., Sydney University Press, Sydney NSW.
| | Recommended Article/Paper Resources |
|---|
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Mick Healey & Alan Jenkins. (2009), Developing undergraduate research and
inquiry, Higher Education Academy,
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Mick Healey. (2015), Assessing capstone projects and
dissertations, Hong Kong University, WISE Assessment Briefing 4.
| | Supplementary Article/Paper Resources |
|---|
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Wright. (2016), 'The Research Journey: Through the Lens
of the Adult Learner', Journal of Studies in Education, Vol.6. No.1, [ISSN: 2162-6952],
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McAleese, M., Bladh, A., Berger, V.,
Bode, C., Muehlfeit, J., Petrin, T.,
Schiesaro, A., Tsoukalis, L.. (2013), EU high level group: train the
professors to teach, European Commission: High Level Group on
the Modernisation of Higher Education”,
REPORT TO THE EUROPEAN COMMISSION ON
Improving the quality of teaching and
learning in Europe’s higher education
institutions,, 18 June,
| | Other Resources |
|---|
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Website, Higher Education &Training Awards
Council. (2010), Reseach Degree Programme Policy &
Criteria,
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Website, The Quality Assurance Agency of Higher
Education. (2004), Code of practice for the assurance of
academic quality and standards in higher
education Section 1: Postgraduate
research programmes,
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Website, Society for Research in Higher Education. (2010), Issues in Postgraduate Supervision,
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Website, Centre for Educational Development and
Academic Methods. (2010), Research Supervision, Australian National University,
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