THEO50A90: Foundations for the research project
Type | Tied |
---|---|
Level | 5 |
Credits | 90 |
Availability | Available in 2024/2025 |
Module Cap | None. |
Location | Durham |
Department | Theology and Religion |
Prerequisites
- None
Corequisites
- None
Excluded Combinations of Modules
- None.
Aims
- To equip students to conduct doctoral-level research in practical theology in the context of ministry.
Content
- This will embrace four main areas:
- Qualitative research methods, e.g. designing and beginning ethnographic research, data analysis
- Literature-based research methods, e.g. identifying key texts and designing a literature review
- General research skills, e.g. reading and writing
- Subject-specific guidance (from supervisors)
Learning Outcomes
Subject-specific Knowledge:
- Demonstrable in-depth understanding of the literature associated with the selected investigation
- Advanced understanding of a range of research methods and the ability to identify suitable techniques of data collection and analysis relevant to the proposed investigation
- An understanding of research ethics, where qualitative research is included
Subject-specific Skills:
- The ability to construct a viable research proposal in theology in the context of ministry.
- Advanced research skills including the ability to identify main questions and key sources.
- Ability to present engagement with textual sources and/or qualitative data and analysis to professional standard.
Key Skills:
- The ability to present sophisicated and complex information clearly in the written form.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Lectures: to model approaches to research in a range of theological disciplines
- Seminars/workshops: to learn a range of research skills and methods relevant to the students project, from a range of qualitative research and literature-based research oriented sessions
- Tutorials with subject experts: to allow small-group and one-to-one discussion of research being undertaken by the students
- Supervision meetings: to allow focused discussion with supervisory team of research being undertaken by the student
- Presentations: to allow students to practice research skills and methods
Teaching Methods and Learning Hours
Activity | Number | Frequency | Duration | Total | Monitored |
---|---|---|---|---|---|
Lectures | 8 | 4 per residential school | 90 minutes | 12 | |
Tutorials | 2 | 1 per residential school | 90 minutes | 3 | |
Seminars/workshops | 6 | 3 per residential school | 90 minutes | 9 | |
Supervision | 4 (minimum) | 1 initial meeting then minimum another 3 | 60 minutes | 4 | |
Presentations | 42 2 (student's own) 40 (other students' presentations) | 1 per residential school (typically first presenting research proposal, second presenting essay as article for publication) 20 per residential (other students presentations) | 45 | 31.5 | |
Student preparation and reading time associated with formative writing and summative assessments | 840.5 | ||||
Total | 900 |
Summative Assessment
Component: Research Proposal | Component Weighting: 20% | ||
---|---|---|---|
Element | Length / Duration | Element Weighting | Resit Opportunity |
Research Proposal | 2,000 words | 100 |
Component: Article For Publication | Component Weighting: 50% | ||
---|---|---|---|
Element | Length / Duration | Element Weighting | Resit Opportunity |
Essay as an article for publication | 7,000 words | 100 |
Component: Research Methodology and Justification | Component Weighting: 30% | ||
---|---|---|---|
Element | Length / Duration | Element Weighting | Resit Opportunity |
Research Methodology and Critical Justification for Student Research Project | 6,000 words | 100 |
Formative Assessment
Written pieces as directed by the student's supervisors with written and verbal feedback.
More information
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