On any of the University of Chester campuses and any other institution with which the University has a contractual agreement for delivery of the programme, by the programme team.
There are no restrictions.
Notional student learning is 600 hours, of which there would normally be 10 hours of direct one to one supervision. This may be in person or electronically.
Depending on the number of participants taking this module, group tutorials may be offered. These normally consist of four 2hr tutorials.
Independent Guided study
This learning activity is participant-led with participants taking responsibility for their own learning. It is expected that they will actively participate in critical analysis at all stages of the research process and liaise regularly with their allocated supervisor, as appropriate. Guidance on how to write dissertations will be provided in a dissertation handbook. Regular supervision will be available throughout the period.
Attendance at group tutorials and departmental research conference.
Paradigms and Approaches
Methods of data collection and analysis
To enable participants to investigate systematically and in depth a topic of relevance to the programme and their professional practice via independent research.
To provide learning opportunities for participants to develop their skills and knowledge of research design, conduct and evaluation.
To enable participants to draw on, and contribute to, the development of knowledge in the area of learning and teaching in the context of higher education.
To specifically support development of participants in the following dimensions of the United Kingdom Professional Standards Framework (HEA 2011) :
Areas of Activity - A1 - A5 (depending on the project they undertake)
Core Knowledge - K1- K6 (depending on the project they undertake)
Professional Values - V1 - V4 (depending on the project they undertake
One to one supervision, normally up to ten hours.
Self directed learning.
Group tutorials may be offered subject to student numbers
Students are expected to present their study at an annual departmental conference and the final results at the University of Chester's Annual Staff Conference.
On completion of this module, participants will be able to:
Demonstrate knowledge and understanding of current scholarship and research approaches in relation to their chosen topic.
Undertake research, using appropriate sources and techniques, to demonstrate research skills in the use of academic literature, methodology, data collection and analysis, critical thinking and writing, in order to plan, conduct and produce a Master’s level dissertation.
Demonstrate an ability to identify the ethical issues related to the proposed study and obtain ethical approval from the appropriate body.
Learning outcome(s) assessed
The dissertation will normally be of 12 -16,000 words in length (60 credits).Submission can occur at any stage within the participant’s maximum six year registration period, following the successful completion of 8 taught modules. [100% weighting]. Assessing learning outcomes 1 - 3.
Resubmission of revised dissertation.
Only one resubmission is normally permitted.
Bell, J. (2010). Doing your research project: A guide for first time researchers in education and social science. (5th ed.). Maidenhead, United Kingdom: Open University Press [Also available as e-book]
Biggam, J. (2011). Succeeding with your Master's Dissertation: A step-by-step handbook. (2nd ed.). Maidenhead, United Kingdom:Open University Press. [Also available as e-book]
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. (7th ed.). London, United Kingdom: Routledge.
Gomm, R. (2004). Social research methodology: A critical introduction. Basingstoke, United Kingdom: Palgrave Macmillan.
Gregory, I. (2003). Ethics and research. London, United Kingdom: Continuum.
Oliver, P. (2010). The student’s guide to research ethics. (2nd ed.). Maidenhead, United Kingdom: Open University Press. [Also available as e-book]
Poulson, L., & Wallace, M. (Eds.). (2004). Learning to read critically in teaching and learning. London, United Kingdom: Sage.
Walford, G. (2001). Doing qualitative educational research: A personal guide to the research process. London, United Kingdom: Continuum.
Higher Education Academy. (2007). The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk
Dr Julie-Anne Regan
Learning and Teaching Institute Programme Assessment Board
Revalidation panel for the MA Learning and Teaching in Higher Education
Wed, 10 Apr 2013
Close - return to programme display page Print - launches the print options panel