Intro to Research & Inquiry
Run by College of Arts, Humanities and Business
20 Credits or 10 ECTS Credits
Organiser: Dr Eben Muse
Overall aims and purpose
Structured inquiry, critical analysis of data and evidence-based reasoning are among the most valued of professional and academic skills. IN this module you will actively engage with the methods used for rigorous inquiry and research. You will apply qualitative, quantitative and practice-based research methods to three interdisciplinary research tasks. By the end of the module you will have developed a clear understanding of the principles that underlie structured inquiry and the terminology commonly used in academic work, as well as gaining experience with research skills and methods. The module will conclude with the production of a proposal for a structured inquiry project to be conducted in semester two.
Weekly lectures will introduce students to fundamentals of research: Research Basics (Research Theory; Research Ethics; Data, information and knowledge); Finding and Reviewing the Literature; Research Methods (Primary and Secondary data sources; Collecting and Analysing Data; Digital Humanities research); and Structuring the Research Project. Weekly practical sessions will apply these concepts and skills to three short inquiries and the development of a research proposal.
D- to D+
- Has developed a basic level of factual and conceptual understanding of the subject; Reading/research is limited to that gained through class contact;
- There is some evidence of analysis and evaluation but work is mainly descriptive with an uncritical acceptance of information, and unsubstantiated opinions may be evident; Lack of logical development of an argument;
- Shows a limited understanding of the application of research-informed literature or attempt to apply knowledge across situations; Responses may not be meaningful;
- Structure is weak and/or inconsistent and lacking in sequential development; Mistakes in grammar or syntax; Immature style; Citations and bibliography poorly or inconsistently presented; Demonstrates few qualities and transferable skills required for employment;
- Some evidence of ability to collect appropriate data/ information and undertake straightforward research tasks with external guidance;
- Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with evident weaknesses;
- Can work effectively with others as a member of a group, and meet most obligations to others (e; g; tutors and peers);
- Able to recognise own strengths and weaknesses in relation to professional and practical skills identified by others, but lacking insight in some areas;
C- to B+
- Has developed a sound understanding of the subject appropriate to this level; There is evidence of wider reading which goes beyond that gained from tutor contact;
- Intelligent attempt at analysing and evaluating information; Well argued with appropriate amount of evidence, substantiated opinions are given;
- Can apply knowledge of research-informed literature to different contexts and generate a range of responses to given situations;
- Structure is coherent and logical showing progression to the argument; There are few mistakes in presentation or citation; Demonstrates qualities and transferable skills required for employment;
- Can collect and interpret appropriate data/ information and undertake straightforward research tasks with external guidance;
- Can communicate effectively in a range of formats, including orally, appropriate to the discipline(s);
- Can work effectively with others as a member of a group, and meet obligations to others (eg tutors and peers);
- Able to evaluate own strengths and weaknesses in relation to professional and practical skills identified by others;
A- to A*
- Has developed a broad factual and conceptual understanding of the subject relative to the level through extensive reading;
- Has analysed and evaluated information using defined techniques & principles; Can collate and categorise ideas and information and can select what is relevant to support analysis and evaluation and develop a coherent argument, appropriate to the level of development; Has developed an early critical approach to information;
- Can generate a range of appropriate responses to given problems, some of which may be innovative; good reference to and application of research –informed literature;
- Well-organised presentation which develops flow and progression in a well-structured argument; Syntax/grammar indicates an appropriate level of maturity; Demonstrates a broad range of qualities and transferable skills required for employment;
- Can collect and interpret appropriate data and successfully undertake research tasks with a degree of autonomy;
- Can communicate very effectively in a range of formats, including orally, appropriate to the discipline(s);
- Can work very effectively with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others (eg tutors and peers);
Cite sources appropriately, using quotation, paraphrase and referencing
Articulate a research question, goal or objective that is focused, researchable and relevant
Plan an enquiry-based project that is rigorous, practical and ethical
Locate, identify and evaluate primary and secondary sources
Apply appropriate research methods to specific research questions, goals and/or objectives
|LOGBOOK OR PORTFOLIO||Research Portfolio||
Portofolio of short research reports on three interdisciplinary research tasks
|ESSAY||Research project proposal||
Proposal for a structured inquiry project to be conducted in semester two
Teaching and Learning Strategy
Workshop sessions developing responses to research tasks.
Weekly 1-hour sessions to discuss application of research concepts and methods
Weekly 1-hour sessions to present research concepts and methods
- Literacy - Proficiency in reading and writing through a variety of media
- 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.
- 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
- 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
- The ability to read and analyse texts and other primary sources, both critically and empathetically, while addressing questions of genre, content, perspective and purpose.
- The appreciation of the complexity and diversity of situations, events, discourses, cultures and mentalities.
- Awareness of a range of viewpoints and ways to cope with this.
- Appreciation of the range of problems involved in the interpretation of complex, ambiguous, conflicting and often incomplete material.
- Comprehension of the limitations of knowledge and the dangers of simplistic explanations, providing an enhanced ability to critically analyse broader claims in public life.
- Basic critical skills: a recognition that statements are not all of equal validity, that there are ways of testing them, and that researchers operate by rules of evidence which, though themselves subject to critical evaluation, are also a component of intellectual integrity and maturity.
- Intellectual independence to ask questions, set tasks, pursue structured enquiries and solve problems.
- The ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument.
- The ability to gather, sift, select, organise and synthesise large quantities of evidence.
- Marshalling of argument in written and oral form that is structured, relevant and concise.
- The ability to compose written argument expressed in clear, lucid and coherent prose.
- The capacity to sustain a reasoned line of argument in the face of others, to listen, to engage in sustained debate, and amend views as necessary in the light of evidence and argument.
Resource implications for students
There are no resource implications for students on this module
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/kah-0003.html
• Walliman, N. (2010). Research Methods: The Basics. Abingdon: Routledge.
Courses including this module
Compulsory in courses:
- QQCF: BA English Language & English Lit [with Foundation Year] year 0 (BA/ELLITF)
- R91F: BA French, German & Spanish [with Foundation Year] year 0 (BA/FGS4#F)
- V10F: BA History [with Foundation Year] year 0 (BA/HF)
- P30F: BA Media Studies [with Foundation Year] year 0 (BA/MSF)
- W30F: BA Music [with Foundation Year] year 0 (BA/MUSF)
- L20F: BA Politics [with Foundation Year] year 0 (BA/POLF)
- L30F: BA Sociology [with Foundation Year] year 0 (BA/SF)
- L40F: BA Social Policy [with Foundation Year] year 0 (BA/SOCPOLF)
- W32F: BMus Music [with Foundation Year] year 0 (BMUS/MUSF)