Overview

Unlock your potential with our Dissertation module in Psychology! Dive into a journey of academic exploration, where you have an opportunity to choose a topic that aligns with your passion. This module is meticulously designed to empower you in producing a profound and critical review of relevant research literature, fostering independent study.

Supervisory support will form an important part of the teaching method, but ultimately, most of the learning will be student-centered. In this module you will conduct a systematic review. In doing so, you will gain experience in scoping the literature to identify a relevant research question, how to develop a search strategy, how to extract data/relevant information, how to critically review the literature and how to report your findings in your dissertation. In addition to the supervisory support that you will receive, you will attend workshops on reviewing/critiquing the research literature, how to prepare an oral presentation and how to present your data in your final written report. This module provides the opportunity to put into practice the competencies that you have gained throughout your undergraduate studies and across a range of disciplines, as well as transferable skills such as critical thinking and being able to disseminate findings effectively.

Assessment Strategy

First Class: A+ to A** (84%–100%) Work at this level is highly original and of a standard that attains or closely approaches professional standards. The work will demonstrate in a consistent manner all of the features listed in the A-/A (70%-83%) category and may achieve or be close to publishable standard.

First Class: A- and A (70%–83%) The distinguishing quality is evidence of real intellectual and independent thought in a sustained discussion. Work at this level will probably demonstrate initiative in carrying out literature review beyond the obvious sources; ability to evaluate critically sources used; sustained and coherent discussion; articulate expression in speaking and writing; ability to bring together material from disparate sources; analytical skills of a high order; indications of wide knowledge beyond the narrow confines of the topic addressed.

Upper Second Class: B- to B+ (60%–69%) The distinguishing quality is the ability to construct focused argument which is properly evidenced. The work will therefore probably demonstrate the conveyance of a general knowledge and understanding of the topic as a whole, and of a more detailed knowledge and understanding of specific areas; competent referencing skills; effective communication of ideas and argument; ability to see problems and contradictions within source reading; thoughtful contribution to oral discussion. Upper Second Class work may contain many of the same qualities which apply in First Class work, but they will be demonstrated at a less independent level, or the work may be outstanding in one First-class characteristic but significantly deficient in another.

Lower Second Class: C- to C+ (50%–59%) The main quality which warrants marks in this category is the amassing of a reasonable body of relevant material drawn from a fairly wide range of reading or other forms of information retrieval, sorted into a coherent order and expressed intelligibly. Qualities which limit the mark to this level are: incoherent arguments, or argument which is defective in some way; limited or defective referencing; limited understanding of ideas or arguments; limited evidence of a broad knowledge and understanding of the topic; limited engagement with negotiating and renegotiating ideas in oral discussion; limited evidence of serious thought, as opposed to straightforward diligence.

Third Class: D- to D+ (40%–49%) The crucial achievement is demonstration of a basic grasp of what the topic is about, and the sort of material involved. However, the mark will be limited to this level by such things as: mere repetition of information without demonstration of real understanding; confusion of argument which indicates a failure to properly understand the material; inability to distinguish the relevant from the irrelevant; inability to grasp ideas; inclusion of factual errors; seriously defective referencing skills; poor expression; oral reticence; scrappy presentation.

Learning Outcomes

• Critically evaluate and interpret relevant research in the subject area

• Demonstrate advanced skills in the search for and the use of primary and secondary scholarly resources

• Demonstrate the ability to condense, synthesise and present information about your own dissertation in an oral format.

• Work independently to devise, plan and execute an original dissertation.