Module SCU-2001:
Dulliau Ymchwil

Module Facts

Run by School of History, Law and Social Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Rhian Hodges

Overall aims and purpose

Mae'r modiwl hwn yn datblygu'r ‘dychymyg methodolegol '. Mae'n cynnwys dulliau a ddefnyddir mewn ymchwil gwyddorau cymdeithasol cyfoes, gan ganolbwyntio ar faterion yn ymwneud â chynllunio ymchwil, dulliau newydd, casglu a dadansoddi data.

Amcan pennaf y fodiwl yw darparu pecyn cymorth methodoleg gynhwysfawr i fyfyrwyr. Trafodir ystod o ddulliau a'u hasesu'n feirniadol gan ddefnyddio astudiaethau enghreifftiol. Cynlluniwyd y modiwl fel bod myfyrwyr yn gallu gwerthfawrogi `gramadeg’ dulliau a bod â'r gallu i fyfyrio'n feirniadol ar ddulliau sy’n sylfaen i wyddorau cymdeithasol.

Course content

Mae’r fodiwl wedi'i gynllunio i arwain myfyrwyr trwy'r broses o ymgymryd â phrosiectau ymchwil cymdeithasol. Yr amcan yw galluogi a chefnogi myfyrwyr i wneud penderfyniadau gwybodus parthed prosiectau ymchwil annibynnol a helpu myfyrwyr i ddatblygu ymwybyddiaeth feirniadol o'r dewisiadau methodolegol a'r materion sy'n gysylltiedig â chynnal ymchwil gymdeithasol.

Assessment Criteria

threshold

Trothwy (D- i D+) Bydd myfyrwyr trothwy yn dangos rhywfaint o werthfawrogiad sylfaenol o sylfeini athronyddol paradeim ymchwil. Byddent yn dangos gwybodaeth am rhai o’r prif fethodolegau yn y gwyddorau cymdeithasol, gyda tystiolaeth gyfyngedig o astudio cefndirol eu hunain, y tu allan i’r darlithoedd a seminarau. Byddent yn dangos rhywfaint o allu i archwilio cryfderau a gwendidau amrediad o ymarferion methodolegol, gyda rhai gwendidau mewn dealltwriaeth. Byddent yn dangos rhywfaint o ymwybyddiaeth ynglŷn â’r cyd-destun presennol i’r gwyddorau cymdeithasol, megis disgwyliadau moesegol a pheth dealltwriaeth o strategaethau dadansoddi data.

good

C- i C+ Bydd myfyrwyr yn dangos dealltwriaeth ddisgrifiadol o’r prif faterion o sylfeini athronyddol y gwyddorau cymdeithasol. Byddent yn dangos dealltwriaeth o’r prif fethodolegau yn y gwyddorau cymdeithasol, gyda thystiolaeth gyfyngedig o astudio cefndirol eu hunain, y tu allan i’r darlithoedd a seminarau. Byddent yn dangos gwybodaeth am y prif faterion ynglŷn â sut i archwilio cryfderau a gwendidau amrediad o ymarferion methodolegol. Byddent yn dangos ymwybyddiaeth ynglŷn â’r cyd-destun presennol i’r gwyddorau cymdeithasol, megis disgwyliadau moesegol ag elfennau dadansoddi data.

B- i B+ Bydd myfyrwyr yn dangos gwerthfawrogiad gref o sylfeini athronyddol y gwyddorau cymdeithasol. Byddent yn dangos gwybodaeth am ran fwyaf ond nid y cyfan o’r prif fethodolegau yn y gwyddorau cymdeithasol, gyda thystiolaeth feirniadol o astudio cefndirol eu hunain, y tu allan i’r darlithoedd a seminarau. Byddent yn dangos gwybodaeth gref ynglŷn â sut i archwilio cryfderau a gwendidau amrediad o ymarferion methodolegol. Byddent yn dangos ymwybyddiaeth dda ynglŷn â’r cyd-destun presennol i’r gwyddorau cymdeithasol, megis disgwyliadau moesegol ag elfennau dadansoddi data mewn modd hyderus a chritigol.

excellent

Rhagorol A- i A+ Bydd myfyrwyr rhagorol yn dangos gwerthfawrogiad cynhwysfawr o sylfeini athronyddol y gwyddorau cymdeithasol. Byddent yn dangos dealltwriaeth fanwl o’r prif fethodolegau yn y gwyddorau cymdeithasol, gyda thystiolaeth o astudio cefndirol trylwyr a beirniadol eu hunain, y tu allan i’r darlithoedd a seminarau. Byddent yn dangos gwybodaeth feistrolgar ynglŷn â sut i archwilio cryfderau a gwendidau amrediad o ymarferion methodolegol. Byddent yn dangos ymwybyddiaeth gadarn a hyderus parthed cyd-destun presennol i’r gwyddorau cymdeithasol, megis disgwyliadau moesegol a sgiliau ardderchog parthed dadansoddi data.

Learning outcomes

  1. Dangos gwerthfawrogiad beirniadol o'r materion sy'n gysylltiedig â chynllunio a chynnal ymchwil, wrth ymdrin â moeseg, ac wrth ledaenu gwybodaeth empeiraidd.

  2. Dangos dealltwriaeth o’r gwahanol gamau yn y broses ymchwil a'r ystod o ddulliau ymchwil.

  3. Gallu cymhwyso dulliau neu gyfuniad o ddulliau ymchwil mewn modd priodol wrth ymdrin â thestun ymchwil arbennig.

    1. Dangos a deall sail athronyddol i’r prif ddulliau ymchwil maes.

  5. Dangos dealltwriaeth o'r materion sy'n ymwneud â rheoli, dadansoddi a chyflwyno data o ddulliau ymchwil.

  6. Dangos menter ac annibyniaeth wrth ymchwilio i ffynonellau gwybodaeth sy'n ymwneud â phynciau ymchwil a ddewisir.

Assessment Methods

Type Name Description Weight
Cynllun Ymchwil 50.00
Cyflwyniad Llafar 50.00

Teaching and Learning Strategy

Hours
Private study

Astudiaeth Breifat 178 awr yn darllen o amgylch testynau wythnosol, paratoi ar gyfer seminarau ac asesiadau

 178
Lecture

11 x 1 awr Darlith

 11
Workshop

11 x 1 awr Seminar / Gweithdai yn y dosbarth. Cynhelir ymarfer ymchwil yn wythnosol a gynlluniwyd ar destynau perthnasol.

 11

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Dealltwriaeth o ddulliau ymchwil ynghyd a dealltwriaeth o gryfderau a gwendidau darnau o ymchwil a’u defnydd
  • Y gallu i lunio ac ymchwilio i gwestiynau sydd wedi seilio ar ddamcaniaeth a gwaith empirig mewn cymdeithaseg.
  • Gwybodaeth ymarferol ynghylch defnydd o safbwyntiau damcaniaethol mawr a chysyniadau cymdethiasegol er mwyn deall bywyd cymdeithasol.
  • Y gallu i ddadansoddi, asesu a throsglwyddo gwybodaeth gymdeithasegol empirig
  • Y gallu i ymgysylltu ag amrywiaeth o strategaethau ymchwil ansoddol a meintiol a’r dulliau sydd yn terddu o’r ddau ddynesiad
  • Y gallu i gynnal ymchwil polisi cymdeithasol neu gymdeithasegol annibynnol
  • how to make ethically sound judgements in relation to research carried out by others or oneself
  • how to use empirical evidence - both quantitative and qualitative in criminology and sociology
  • the ability to formulate and investigate sociologically informed questions
  • competence in using major theoretical perspectives and concepts in sociology, and their application to social life
  • the capacity to analyse, assess and communicate empirical sociological information
  • the ability to identify a range of qualitative and quantitative research strategies and methods
  • the ability to conduct sociological / criminolgical research
  • the ability to undertake and present scholarly work
  • the ability to recognise the relevance of sociological knowledge to social, public and civic policy.
  • Understand the relationship between theory, research design, and the selection of research methods and be able to identify and critically evaluate the positions upon which they are predicated.
  • Appreciate and apply a broad range of research methods and tools (underpinned by a strong conceptual awareness of the research processes).
  • Appreciate philosophical, ethical and methodological issues in criminological and legal research.
  • the ability to formulate and investigate sociologically informed questions
  • competence in using major theoretical perspectives and concepts in sociology, and their application to social life
  • the capacity to analyse, assess and communicate empirical sociological information
  • the ability to identify a range of qualitative and quantitative research strategies and methods
  • the ability to conduct sociological research
  • the ability to undertake and present scholarly work
  • the ability to understand the ethical implications of sociological enquiry
  • the ability to recognise the relevance of sociological knowledge to social, public and civic policy.
  • Appreciate the value of and apply theoretical and methodological rigour to analyses of welfare issues;
  • Be aware of the ethical, social and political contexts within which social policy practice and research is conducted and delivered
  • Develop a knowledge and expertise with respect to a range of evidence-based policy making and practice.
  • Develop a sophisticated understanding of the processes of social policy analysis and evaluation.
  • use some of the established theories and concepts of social policy and other social sciences to analyse how social needs, social problems and policies themselves are constructed and understood in both national and international contexts
  • seek out, use and evaluate qualitative and quantitative data derived from social surveys and other research publications
  • undertake either on their own, or in collaboration with others, investigations on social questions, issues and problems. This will involve skills in problem identification; the collection, storage management and manipulation of data, including secondary data, and other information; the use of archival sources; the construction of coherent and reasoned arguments; and the presentation of clear conclusions and recommendations distinguish among and critically evaluate different theoretical, technical, normative, moral and political approaches to social problems and issues.
  • distinguish among and critically evaluate different theoretical, technical, normative, moral and political approaches to social problems and issues
  • Asesu a gwerthuso cryfderau a gwendidau'r gwahanol ddulliau a ddefnyddir i hyrwyddo hawliau ieithyddol
  • how to develop a reflective approach and a critical awareness of the values of local cultures and local politics, and of the student's own values, biography and social identity, and how to bring these skills to bear in an informed response to crime and victimisation
  • Understand the relationship between theory, research design, and the selection of research methods and be able to identify and critically evaluate the epistemological positions upon which they are predicated.
  • Understand the basic principles of research design and strategy (including how to formulate researchable questions and the considerations affecting inference and proof, reliability and validity in different styles of research), sufficient to enable them to make appropriate choices in their own research.
  • Appreciate and apply a broad range of research methods and tools (underpinned by a strong conceptual awareness of the research processes and their underlying philosophies).
  • Appreciate philosophical, ethical and methodological issues in criminological and sociological research.
  • Appreciate the inter-relationships between sociological and socio-legal theories, criminological and sociological research, and policies of key institutions.
  • Understand the value of and apply comparative analysis within criminology and sociology.
  • how to develop a reflective approach and a critical awareness of the values of local cultures and local politics, and of the student's own values, biography and social identity, and how to bring these skills to bear in an informed response to crime and victimisation
  • Understand the relationship between theory, research design, and the selection of research methods and be able to identify and critically evaluate the epistemological positions upon which they are predicated.
  • Understand the basic principles of research design and strategy (including how to formulate researchable questions and the considerations affecting inference and proof, reliability and validity in different styles of research), sufficient to enable them to make appropriate choices in their own research.
  • Appreciate and apply a broad range of research methods and tools (underpinned by a strong conceptual awareness of the research processes and their underlying philosophies).
  • Appreciate philosophical, ethical and methodological issues in criminological and criminal justice research.
  • Appreciate the inter-relationships between sociological and socio-legal theories, criminological and criminal justice research, and criminal justice policies.
  • Understand the value of and apply comparative analysis within criminology and criminal justice.

Resources

Resource implications for students

Amherthnasol

Reading list

Mae’r llyfryddiaeth hwn wedi ei gynllunio i’ch annog i ddarllen yn ehangach na chynnwys darlithoedd yn unig.

Alvesson, M. & J. Sandberg (2013) Constructing Research Questions: Doing Interesting Research, London: Sage Publications.

Atkinson, P. (2007) Handbook of Ethnography, London: Sage Publications.

Banks, M. (2007) Using visual data in Qualitative Research, London: Sage Publications.

Barbour, R. S. (2018) Doing Focus Groups, 2nd Edition, , Los Angeles: Sage Publications.

Creswell, J. W. (2014) Research Design: Qualitative and Quantitative and Mixed Methods Approaches, 4th Edition, Thousand Oaks, CA: Sage Publications.

Denscombe, M. (2007) The good research guide: for small-scale social research projects, Maidenhead: Open University Press.

Dunsmuir, A. & Williams, I. (1999) How to do Social Research, London: Collins.

Gibbs, G. (2018) Analyzing qualitative data, 2nd Edition, Los Angeles, Sage Publications.

Gilbert, N. (2008) Researching Social Life, London: Sage Publications.

Gorad, S. (2013) Research Design: Creating robust approaches for the Social Sciences, London: Sage Publications.

Gray, D.E. (2013) Doing research in the real world, London: Sage Publications.

Israel, M. & I. Hay (2006)Research ethics for social scientists: between ethical conduct and regulatory compliance, London: Sage Publications.

Iphofen, R. (2009) Ethical decision making in social research, a practical guide, New York: Palgrave Macmillan.

Kalof, L.; A. Dan & T. Dietz (2008)Essentials of Social Research; Maidenhead: Open University Press.

Kavale, S. & Brinkmann, S. (2008) Interviews: Learning the craft of qualitative research interviewing, 2nd Edition, Thousand Oaks, CA: Sage Publications.

King, N. & Horrocks, C. (2010)Interviews in Qualitative Research, London: Sage Publications.

May, T. (2001)Social Research: Issues, methods and process, Buckingham: Open University Press.

May, T. with B.Perry (2011)Social research & reflexivity: context, consequences and context,

Mertens, D. & Ginsberg, P. E.(2009) The handbook of social research ethics, Los Angeles: Sage Publications.

Miles, M. B.; A.M. Huberman & J. Saldana (2013) Qualitative Data Analysis, London: Sage Publications.

O’Leary, Z. (2013)The essential guide to doing your research project, London: Sage Publications.

Oliver, P. (2010)The Student’s Guide to Research Ethics, 2nd Edition, Maidenhead: Open University Press.

Punch, K.F.(2016)Developing effective research proposals, 3rd Edition, London: Sage Publications.

Richards, L. (2015)Handling Qualitative Data: a practical guide, London: Sage Publications.

Roulston, K. (2010)Reflective Interviewing: A guide to Theory and Practice, London: Sage Publications.

Saldana, J.(2012)The coding manual for qualitative researchers, London: Sage Publications.

Schutt R.S. (2011)Investigating the social world, London: Sage Publications.

Shipman, M. (1997) The limitations of social research, 4th edition, Essex: Addison Wesley Longman Limited.

Teddlie, C. & A. Tashakkori (2009) Foundations of Mixed Methods Research, Thousand Oaks, CA: Sage Publications.

Walliman, N. (2006) Social Research Methods, London: Sage Publications.

Wiles, R. (2013) What are Qualitative Research Ethics?, London: Bloomsbury Academic.

Courses including this module

Compulsory in courses:

Optional in courses: