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Handbook
2015/16
School of The Built Environment
This Handbook applies to all Students who are undertaking their
dissertation during the academic year 2015/16.
Legacy Students (i.e. students who commenced the Research Phase
prior to January 2016) should already know when their current
research phase ends.
Revisions
v1 23 September 2015 (Skeleton Contents)
v2 2 November 2015 (Full Contents, including Dates and New Ethics Procedure)
v3 - 1 December 2015 (Slight refinement of FTDL explanation)
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Table of Contents
Table of Contents .................................................................................................................................... 2
1.1 Research Phase Overview ............................................................................................................. 3
1.2 Supervisor Appointment and Role ................................................................................................ 3
1.3 Additional Research Methods Support ......................................................................................... 3
1.4 Timings .......................................................................................................................................... 4
2015/16 Research Phase Expected Assignment Hand In Dates................................................. 4
1.5 FT DL Student Research Methods Support ................................................................................... 5
2.0 The research proposal....................................................................................................................... 6
2.1 Research Proposal Assignment Brief ............................................................................................ 6
2.2 Developing Your Research Proposal ........................................................................................... 10
2.3 Ethical Research .......................................................................................................................... 19
3.0 Dissertation ..................................................................................................................................... 22
3.1 Dissertation Brief ........................................................................................................................ 22
3.2 Development of your Dissertation.............................................................................................. 23
3.3 Assessment criteria and Grade Descriptors ............................................................................... 26
3.4 Submission Requirements .......................................................................................................... 26
3.5 Return & Feedback Arrangements.............................................................................................. 26
3.6 Dissertation Assessment Criteria and Grade Descriptors ........................................................... 27
3.7 Dissertation Technical Regulations ............................................................................................. 29
4.0 Important Information Relating to Assessed Work ........................................................................ 31
5.0 Extensions of time........................................................................................................................... 34
5.1 How to request an extension of time ......................................................................................... 34
5.2 Visa implications ......................................................................................................................... 35
6.0 What happens if I fail? .................................................................................................................... 36
6.1 Failing the proposal..................................................................................................................... 36
6.2 Failing the dissertation................................................................................................................ 36
6.3 Resitting the proposal? ............................................................................................................... 36
6.4 Failures and extensions............................................................................................................... 36
7.0 Awards and Classifications .............................................................................................................. 39
7.1 Pass, Merit, Distinction ............................................................................................................... 37
7.2 Graduation & Certificates ........................................................................................................... 37
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1.0 Introduction
1.1 Research Phase Overview
The Research Phase of your programme is the final 60 credits of the programme.
For full time (FT) students the initial, unextended, Research Phase is one semester long, and for part time (PT)
or distance learning (DL) students the initial, unextended, Research Phase is two semesters long.
Completion of the first assessment, the research proposal, will help you to refine a research focus and to make a
justified selection of your chosen research pathway. The second assessment, the dissertation, is where you record
and implement your research plan and produce your final work.
Students are responsible for selecting their own research topic, though you may seek guidance from your
Supervisor. The chosen research topic must be relevant to your MSc programme.
Students are required to maintain regular contact with their Supervisor between the start of the module and the
submission of their assessed work. It is the students responsibility to approach the Supervisor to schedule regular
and mutually manageable opportunities for discussion and input. Students must plan ahead and schedule in
appropriate time for supervisors to provide input and support.
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We provide support to FT students on campus, and to DL students using Collaborate. PT students are welcome to
attend the campus based sessions with the full timers, but the timescales PT run to are the same as DL students, so
we suggest that PT students will attend the DL sessions rather than the FT sessions.
As we recognise that the Research Phase is very different from what you may be used to in the previous modules,
and also because, particularly for FT, the deadlines for completing the Research Phase are very tight, we provide an
introductory session the semester before you formally start the Research Phase.
1.4 Timings
When does my research phase start?
The research phase formally commences once you have progressed in line with the Academic Regulations for
Taught Programmes applicable to you. This will usually mean when you have attempted all your previous modules
(120 Credits) and have acquired at least 90 credits. If you do end up in a situation where you have only acquired 90
Credits, you may be offered the chance to defer commencement of the research phase until you have retrieved
your failed module.
Assessment Deadlines
The assessments in the research phase are designed to run sequentially, so you should complete the proposal first,
followed by the dissertation, you will then receive feedback and guidance on your research direction, before
investing (potentially wasted) effort into your dissertation. The expected progress for a FT student is that you will
submit your proposal in the middle of the Semester in which you start the Research Phase, and your dissertation at
the end of that Semester, whereas a PT/DL student would be expected to submit their proposal at the end of the
semester in which they start the Research Phase, and the dissertation at the end of the following semester. This
sequence is set out below:
Proposal
Dissertation
04 March 2016
6 May 2016
6 May 2016
9 September 2016
8 July 2016
9 September 2016
19 August 2016
13 January 2017
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Although these dates and this sequence are the ones that tend to deliver best results, and are also the dates in
respect of which the University commits to providing supervision and support, at the same time, it is accepted that
sometimes students need more time to finish off their research, and accordingly students have an entitlement to
extend their initial Research Phase. Students who take an extension of time should note that the University
position is that students are only entitled to supervision and support for the unextended length of the Research
Phase.
Owing to a students entitlement to an extension, the usual rules which penalise students for missing deadlines
only apply at the end of an individual students entire Research Phase (N.B. at this point the Late Submission rules
do not apply at all). We therefore characterise the dates above as assessment points, rather than assessment
deadlines. Every semester there are two points following which proposals are assessed (middle and end), and one
point after which dissertations are assessed (end).
A list of all assessment points in 15/16 is set out below. Students must grasp that if they choose not to submit an
assessment according to their expected timeline (see above), the onus is on them to maintain proper progress, to
know if an extension is needed, and if so to apply for one in time. Further details of the Extension process are
provided in Section 5.
Proposal Assessment Points, 16:00 UK on:
Dissertation Assessment Points, 16:00 UK on:
4/3/16
6/5/16
6/5/16
8/7/16
19/8/16
9/9/16
4/11/16
13/1/17
13/1/17
All work which is validly submitted (i.e. within your permitted research phase, whether original or extended) prior
to a given assessment point will be marked after that assessment point. Proposals will be marked within 15
working days of the assessment point and feedback provided. Dissertations will be marked in time for the Board of
Examiners immediately following the assessment point, and feedback will be released after the relevant exam
board.
The list of assessment points has no effect whatsoever on any students individual research phase length. E.g.
Consider an FT student who started their research phase in February 2016 but who obtained an extension of time
which entitled them to submit their dissertation at any time until, say, 12 August 2016. The last time at which they
could make a valid submission would be 16:00 UK on 12 August 2016, notwithstanding that the work will only be
marked following the assessment point on 9 September 2016, in time for the October 2016 exam board.
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Develop and refine effective research aim and objectives on the basis of a detailed analysis and review of
alternative research strategies and research techniques, applying appropriate selection criteria to reach a
justified and justifiable selection of research approach
Assignment Task
You should submit to Turnitin a SINGLE word compatible document which incorporates both of the following
elements:
A.
The Declaration on Conduct of Assessed Coursework (a copy is available on the Blackboard Module)
B.
A research proposal of approximately 3,000 words which provides an overview of a piece of research which
you would wish to undertake for your dissertation. The requirements as to structure and content are set
out below in Section 2.2 Developing Your Research Proposal
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Assessment criteria
Your proposal will be assessed against the criteria set out on the table on the next page. You will note that these
criteria are organised into groups, and a mark weighting is applied. Evidently, if your proposal fails to address one
(or more) of the groups of criteria, you will receive no marks for the group(s) you have missed. This can have a
very serious impact on the overall mark you receive, so make sure you address every criterion in your submission.
This should be straightforward; simply ensure that your proposal follows the structure set out in Section 2.2
Developing Your Research Proposal.
Working title
Aim / research
question / hypothesis
Is the aim (or research question) sufficiently narrow, unambiguous, and does
it encapsulate the coverage of the proposed study? Is the topic
appropriately related to the programme of study? If a hypothesis is
provided (optional), is it written as a conjectural statement of the
relationship between two or more variables, and are these variables capable
of being measured?
Objectives
Do the objectives appropriately cover all aspects suggested by the aim of the
research? Are the objectives written as statements of intended outcomes
from the research? Are the objectives SMART? specific (and focused),
measurable, achievable, realistic, and timely (fit within the timescale for the
research)?
Justification
What are the focal literature and key texts that should be reviewed in the
dissertation (bearing in mind the aim and objectives of the research)? Is
there sufficient demonstration of a critical review (analysing and evaluating
the literature) of the focal literature rather than merely describing the
literature? Has an appropriate range of sources been cited, including
research journal articles?
Research Strategy
Practical
Implementation
20%
20%
25%
25%
Is there an appropriate discussion of the range of data that will be generated
from the research techniques? Is there an appropriate discussion of how this
data will be analysed? Is there sufficient evidence of reading of research
methods texts in order to understand and justify how to analyse data?
Ethical considerations
References
Presentation
Is the level of spelling and grammar appropriate for masters level work?
10%
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Grade descriptors
Submissions will be assessed in the context of the Aims and Intended Learning Outcomes set out above, with the following criteria being taken into
consideration:
Grade Descriptors
0%
10%
20%
30%
40%
50%
to
9%
to
19%
to
29%
to
39%
to 49%
to 59%
Assessment Criteria
60%
70%
80%
90%
to
to
79%
to
89%
to
100%
69%
FAIL
PASS
MERIT
DISTINCTION
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Outstanding
Excellent
Very good
Good
Satisfactory
Unsatisfactory
Poor
Inadequate
Practical Implementation
Very poor
Research Strategy
Extremely poor
Submission Requirements
You must submit your SINGLE word compatible document through Turnitin on Blackboard.
The University uses an electronic plagiarism detection tool service called Turnitin which is hosted by iParadigms (a
US company). The University has been using the Turnitin service for all assessments which students are required
to submit by electronic means starting in the academic year 2010/2011. By registering with the University you
consent to the following:
a)
The University will submit your assessments (including details of your name and course details) to the
Turnitin service so that your assessments can be compared with the database of works that is maintained by the
Turnitin service and that is drawn from various sources including the internet; and
b)
Your assessments may be stored in that database of works indefinitely (or until the University stops using
the Turnitin service and requests their deletion) to help protect your assessments from future plagiarism. Where
there is a match between content in your assessments and content in other works, then your assessments may also
be copied by the University and other users of the Turnitin service to allow closer analysis.
A link to key questions students ask about Turnitin:
http://www.turnitin.com/en_us/training/student-training
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Working Title
Aim (Research Question or Hypothesis)
Objectives
Brief explanation of how project aligns to your MSc
Programme of study
Project Summary
Chosen topic must relate to
programme of study
Research Strategy
Practical Implementation
Practical Steps
Descriptive
The summary part should rapidly make clear what you are proposing to do. It will be short, just setting out in
summary form what you are proposing to do. There should be no introduction. In the second section, you provide
your brief, substantiated justification of why you are proposing to do this research, together with contextual
information about the topic area, in both cases supported by relevant academic literature. The third section is
where you demonstrate your understanding of the various research strategies available, and make your reasoned
selection of the one you are going to use, all based on engagement with the research methods literature. In the
fourth section you explain practically what you are going to do, and how you are going to analyse any data you
acquire. This again needs to be based on the research methods literature as appropriate. The final section is
where you explain the ethical aspects of your research and how, in summary, you will tackle them. This is
additional to your ethical approval application, which is described in Section 2.3 below.
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The sections of the proposal should make a coherent whole, with logical links between the parts.
The sections of the rest of this guide stress the minimum requirements for the submission of your research
proposal. Reference is made to Gray (2004), which is the module text. You should use this, but also refer to other
sources to an extent to gain a rounded view of research methodology issues. You will in addition carry out
extensive reading around your focal research subject.
Gray (2004) is available as an e-book: search using SOLAR via the Student Channel http://students.salford.ac.uk/.
Working title
This is a working title because it will be refined as the research is undertaken; rarely does research go exactly
according to plan. A good working title is relatively short, simple so that a reader can easily understand it, and it
should provide an understanding of the breadth / scope of the study. Example working titles are:
The title is likely to be a summary of the Aim of the work. Avoid introductory phrases like to undertake a study of
An investigation of. Imagine it as if you were talking to a stranger about what your research is about so that
they can understand what it is about. Just keep it short and simple!
to investigate the impact that poorly designed buildings have on the lives of disabled people [example
1]
Note that Example 1 is fairly broad and to effectively assess the impact would probably take 5 years of assessing a
considerable number of buildings and interviewing many people. A way to narrow and make more manageable
would be to further define it, so possibly:
to investigate the barriers that people face in accessing poorly designed buildings [example 2]
Weve narrowed Example 2 to exclude looking at impact on lives by focusing on barriers rather than everything
to do with a persons life;
to investigate the barriers that wheelchair users face in accessing poorly designed buildings [example 3]
to investigate the barriers that wheelchair users face in accessing public library facilities [example 4]
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In Example 4 weve narrowed the focus of the subject and the focus of the context.
Formulating the Aim as a statement is not the only approach that can be taken. An alternative is to consider it as a
question or a hypothesis. This type of approach can be helpful in scoping out an area and looking at a topic from
different perspectives, and helping you towards the creation of the wording of your overall Research Aim.
Gray (2004: p68-75) discusses good and bad questions and the difference between a question and a hypothesis.
Kerlinger (1986) suggests that a good question expresses a relationship between variables, is unambiguous, and
ends in a ? Gray (2004, p.70) adds to this by classifying questions into 4 main types, namely:
Correlation what is the relationship, and the strength of this relationship between variable x and
variable y?
what is the relationship between gender, academic performance and university drug use?
In contrast an Aim may be a conjectural statement of the relationship between two or more variables (Kerlinger
1986, p.17). In this case it is strictly speaking a hypothesis, and it would be normal for the variables involved to be
measurable. Gray (2004, p.73) gives an example of a research question being Why is street crime more common in
inner city areas?, but if this were written as a hypothesis (to be proved or disproved) an example would be High
levels of street crime in inner city areas are a product of liberal policing policies.
Avoid having to write a summary paragraph beneath the Aim that explains it. The Aim needs to stand on its own
two feet! If you need to write a summary paragraph then it means that your aim is weak, so dont write the
paragraph, sort out why the Aim is not working properly.
Objectives
Objectives are one of the more difficult aspects of developing the proposal for your research. This is partly because
you need to know exactly what you want to research in order to write robust objectives, and partly because the
textbooks talk about objectives differently. Gray (2004, p. 73) refers to the writing of objectives as quite
challenging and he refers to them as operational definitions rather than as objectives.
Essentially objectives are statements of intended outcomes from the research, not written as questions or
hypotheses, but written as statements, that is To . So in effect they are written as a list of how you intend to
break your Aim (what) into discrete, complementary, achievable steps. An aim would typically have about five or
six objectives to support it. They should make up a logical set. As a very loose guide:
it is quite normal for the first objective to focus on understanding the context issues to the study
(probably to be achieved primarily via the literature);
then come aspects of the focal research topic (which will link to the research design set out later and
may vary according to the certainty of knowledge in the area being studied, so To explore or To
test , etc);
lastly, there may be a broader objective about the outcomes from your research, such as the policy
implications of the study results. It gives the whole effort focus if you explicitly state who you think will
2015_16 MSc Research Phase Handbook v3
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be able to act on your research., thus to make recommendations to X. However, do not be over
ambitious about what your research can achieve.
Whatever the detail, the objectives need to be SMART specific (and focused), measurable, achievable, realistic,
and timely (fit within the timescale for the research). In other words they should not be abstract statements, but
should potently drive the research forward and ultimately hold the parts together. The objectives are the steps you
need to take in order to achieve your Aim.
Developing objectives tends to be an iterative process. So, you may do a first draft right at the start, to give
yourself some direction. Then you may do some deeper reading and begin to put together your literature review
and also to think about what is the right way (research strategy) to achieve your objectives. As that process
continues, you are likely to refine your objectives. Indeed, what sometimes happens is that by thinking more
deeply about your objectives, you discover that the objectives are simply too challenging to achieve (i.e. they are
not SMART), and this leads you to go back and narrow your Aim, in order then to have more manageable (SMART)
objectives.
Of course, when you deliver your research proposal, you will present it as a clear, linear process, even though it
developed out of a messy process of to-ing and fro-ing (and despite the fact that, as the foundation for your
dissertation, it may still, after submission, develop and be refined.)
An example of a good aim and objectives, anonymised from a real students work, are set out below. We provide
this to illustrate what we are talking about, and to provide you an opportunity to reflect on what an Aim is, and
how Objectives flow from it. This is not, however, an exemplar to copy in itself, since every piece of research is
different.
Example:
Aim
To examine how people, who have retired from driving because of disability and / or age-related impairments, find
out about, and gain confidence in using, alternative forms of transport.
Objectives
1. To review national and international provision of support for people retiring from driving
2. To review national policy on accessibility of transport
3. To examine the local transport strategy re accessibility in X City
4. To examine the experiences of people living in X City who have retired from driving
5. To scope the need for personal travel training in this sector of the population
6. To make recommendations to the transport department of X City Council and national / international
policy makers
Please note the features of this Aim and these Objectives. The Aim carves out a specific area of enquiry and
identifies precisely what it is the student is seeking to discover. Reflect on each Objective. Each one identifies a
specific, and manageable, discrete process of investigation, each follows from the previous one and you can see
how, having completed all those objectives, you will also have achieved the Aim. This is what you need to seek to
put together yourself, for your chosen topic.
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Justification
This is the first part of the section of the proposal which sets out why you are planning to do what youve just said
(in the first part) youre going to do. Here you need to succinctly justify why there is a need for the research, as
opposed to it just sounding like an interesting idea. For this you should employ some key references to evidence
things like: there is an unresolved research issue; it affects a lot of people / involves a lot of money; and / or is
currently of significant interest owing to developments in policy or practice. This should be a powerful summary
argument, which will be expanded upon in the Review of the Focal Literature.
Plan understanding the ways in which information is organised and made available;
Maintain records;
Extract information from useful sources, including the main arguments, theories, concepts and
definitions.
A literature search is easy if the aim of the research is robust and clearly defined. A poor literature search is
typically a result of an ill-defined aim such that there is too much information to search, it is too time consuming,
and you experience information overload. So a robust aim and a methodical approach to undertaking the search
are important. Gray (2004) has a good section on literature searching under locating the literature pages 44 to 52.
The University has a considerable number of databases that you can use for undertaking a search which work on
the basis of identifying appropriate keywords and the type of material you want from the search newspaper
articles, magazine articles, expert opinion, reports, and very importantly, refereed research journal articles. Most of
these databases can be accessed from outside the University (off-campus), with appropriate passwords.
Training and direction in relation to Library Resources has been offered throughout your studies, and by this stage
you should feel comfortable that you know where to look and how to find appropriate material. Details of the
databases are available from the Librarys SOLAR web site, and if you need specific guidance in addition to the
support provided there, then please get in touch with Library staff, or your Supervisor.
Having found a number of pieces of literature, the important next step is to see how this literature can inform your
thesis, and for this you need to undertake a critical review. Poor literature reviews tend to be descriptive or
narrative, possibly with some discussion. A critical review involves analysing and evaluating the literature rather
than just describing it. Gray (2004, p.54) suggests that any critical review should provide:
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In discussing the last bullet point, Gray (2004, p.54) picks up the phrase gradual refinement by explaining that in
undertaking a critical literature review you should be touring the literature, but also pausing to focus on areas that
have emerged as important gradually refining the discussion down to a set of core issues and arguments.
The above bullet points should not be used as headings within your literature review section, they are more useful
as a set of questions to ask yourself when you have completed the review.
In terms of presenting the focal literature within the proposal, remember a small selection of the focal literature
review will be summarised in the Justification section, as mentioned above.
Research Strategy
We address the explanation of Research Strategy and of Practical Implementation separately in this document,
since the assessment criteria and mark weightings do value them discretely, and you will need to deal with them in
separate, if sequential, parts of your proposal. However, the two aspects do need to mesh together into a
coherent whole, and your consideration of both aspects needs to be founded on clear and effective engagement
with methodology literature.
The general approach taken in research is commonly referred to as the research strategy (Robson 1993, p.42).
This must be an appropriate response to the characteristics of the subject matter of the research (encapsulated in
the Aim and Objectives). The discussion of the research strategy to be adopted must draw on the research
methodology literature and provide a strong justification for the chosen approach. This should include explicit
consideration of a range of alternatives and the strengths and weaknesses of the approach chosen versus at least
one or two competing approaches.
At the broadest level you should consider epistemological issues inherent in the topic area selected for study. Are
the issues technical and broadly speaking capable of objective measurement (positivist stance) or are they social
and can there legitimately be multiple perspectives of what is happening (critical realist stance)? What is the
current level of knowledge about the topic; thus is the emphasis on creating new theory (inductive approach) or
testing an existing theory (deductive)? Answers to these questions will flavour, and justify the more detailed
choices then to be made.
Moving to the main choices available, textbooks do vary in their terminology and how they classify options. One
simple approach, which is widely used, distinguishes between three main strategies: experiments, surveys and case
studies (Robson 1993). Note that Robson (1993, p.41) goes on to suggest that the three strategies do not provide a
logical partitioning covering all possible forms of enquiry .. and also it can make a lot of sense to combine
strategies for some research questions. It could be that specific methods rise to the challenge of particular
objectives and together make up a robust multi-methods methodology where the different approaches
triangulate and complement each other. This can be a good approach in theory, but may be too much for a
dissertation project but you could still consider it and explicitly decide not to take this more complex approach!
Yin (1989, p17), in making an argument for the distinctive role of case studies, provides a view on the implications
for the three approaches of: the type of research question (who, what, where, how many), the researchers degree
2015_16 MSc Research Phase Handbook v3
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of control over behavioural events being studied and whether the study is of contemporary events. You should
read further on the subject of research strategy, and the three approaches mentioned below:
Experiment measures the effects of manipulating one variable on another variable; typically
undertaken in a controlled environment such as a laboratory, but can also be applicable to research
undertaken outside of a traditional laboratory environment for example in natural settings. Typical
features (Robson 1993, p.40) are:
o selection of samples of individuals from known populations;
o allocation of samples to different experimental conditions;
o introduction of planned change to one or more of the variables;
o control of other variables;
o usually involves hypothesis testing.
Surveys collection of information in a standardised way from groups of people. Typical features
(Robson 1993, p.40) are:
o Selection of samples of individuals from known populations;
o Collection of relatively small amount of data in standardised form from each individual;
o Typical techniques are questionnaire, interview.
Case study development of detailed or intensive knowledge about a single case or a small number of
related cases. Typical features (Robson 1993, p.40) are:
o Selection of a single case or small number of cases;
o Study of the case in its context / setting;
o Collection of information from a range of techniques including observation, interview and
documentary analysis. (Note also that use of questionnaire techniques in case study strategies
is becoming increasingly common).
In the Research Strategy section, you define your overall research approach, and give a justification for why that
that general approach is appropriate for seeking an answer to your Aim / Objectives. There should be no discussion
of research techniques (questionnaires, interviews, etc) in this section; this comes in the next section on
implementation.
Practical implementation
In this section, you look in more detail at the practicalities of what you will be doing. Having made the main
theoretical arguments for how the research is to be approached above, you should then set out the practical steps
to be taken to implement the strategy in relation to the proposed research. These should flow naturally from the
sections above and will provide practical details to be actioned. For example, if case studies are to be used how
many and why? Which case studies and why? How will you secure access to the information? Or, if a survey is
being proposed, then: what is the sampling frame? How will respondents be contacted? How are the questions
being justified? How many responses are aimed for? What will be done about non-response?
Nesting within these choices are the next set of decisions about the tools or techniques you will use to collect
information to inform your research strategy. Sometimes they are referred to as tactics of enquiry, or research
instruments or data collection methods. Typically four techniques are generally referred to (Gray 2004, Robson
1993) namely questionnaires, interviews, observation, and unobtrusive measures such as archive analysis, audits.
Again the choice of technique depends on the Aim/ Objectives of the research / being addressed such that
appropriate techniques are used to ensure that the research outcomes are valid.
Many textbooks provide an overview of these methods, and some text books write specifically on a single method
such as Oppenheim (1966) on questionnaire design, and Yin (1989) on case study design.
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A good Research Proposal will discuss the technique(s) to be used, and will justify why this technique(s) is
appropriate for the research strategy adopted. The Proposal will also identify possible problems that may arise in
administering the technique(s), identifying strategies to minimise the impact of any potential problems.
Once you have the collected the data you will have to analyse it. You should continue your imaginary journey into
this stage as it can make a big difference to how you approach the data collection. For example, open-ended
questions are easy to ask in a survey, but can be very time-consuming for respondents (possibly lowering the
response rate) as well as being a challenge to analyse for the researcher, if used too liberally. Data analysis is
fundamentally where the contribution of the research is created. So, it is important that appropriate planning is
undertaken, preferably at the same time as developing the research techniques, such that the analysis is not
rushed and a poor thesis is written as a result.
You should refer to the methodological literature to some extent in relation to the possible approaches to analysis.
These are typically presented as either quantitative (analysing numbers and data which can be transferred into
numbers) or qualitative (analysing words and other data of a non-numerical form). Usually the data collected
through the research techniques will require both quantitative and qualitative analysis. A questionnaire, for
example, is likely to contain questions that generate numerical information, such as age of respondent and nonnumerical information, such as opinion and attitude.
The production of a work schedule is part of this research implementation section. It should be a simple timetable
or Gantt chart for completing the research. It should identify key activities and approximate times for undertaking
these, non-research activities such as time out for holidays etc, and it should identify intended date of submission
of the completed thesis. Creating this plan is a useful discipline to check out the feasibility of your plans. It can then
act as a guide to you as you do the work, even if you have to re-plan (as is quite normal) at some stage.
These are all practical questions that need you to imagine your way through the project, balancing what is desirable
against what is feasible in the time and with the resources you have.
Ethical considerations
All students are required to address the need for ethical approval within their Research Proposal. This should
include a brief summary of the nature of ethical issues, such as informed consent, anonymity, confidentiality, etc;
plus a clear explication of the practical steps that you will be taking in your work to address these issues as they
arise for your study.
As a separate process you will need to secure ethical approval for your research project. Further information is set
out in Section 2.3 below.
References
References should be provided following Salford Universitys policy. There is referencing guidance on Blackboard in
the Learning Documents section of your module on Blackboard or see:
http://www.salford.ac.uk/skills-for-learning
This is basically the Harvard APA 6th edition (author / date) approach. There is an exception for legal researchers
discuss with your Supervisor if you think this might apply to you.
We would strongly advise that you obtain the Endnote (bibliography building) software from the library, so that you
can progressively and flexibly collect your references as you build your proposal and then your dissertation. This is
far preferable to trying to find them all at the end and is particularly efficient when references are used more than
2015_16 MSc Research Phase Handbook v3
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once. Endnote also allows you to control the formatting of references, thus by selecting Harvard from the edit /
output styles options your references will be automatically in the correct form.
References
(Note that certain of these resources have more recent editions. Use whichever edition you can access.)
Gray, D.E., 2004. Doing Research in the Real World. London: Sage Publications.
Hart, C, 1998. Doing a Literature Review, London: Sage Publications.
Hart, C, 2001. Doing a Literature Review, London: Sage Publications.
Kerlinger, F.N., 1986. Foundations of Behavioural Research. Florida: Holt, Rheinart and Winston.
Oppenheim, A.N., 1966. Questionnaire Design and Attitude Measurement. New York: Basic Books.
Robson, C. 1993. Real World Research. Oxford: Blackwells.
Yin, R.K., 1989. Case Study Research: Design and Methods. London: Sage Publications.
Further guidance on writing research proposals
Punch, K.F. 2006. Developing Effective Research Proposals. London: Sage Publications.
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Informed Consent
The key thing to grasp is that if you are wanting to do research which involves gathering data directly from people,
then you need to have their informed consent for gathering and using that data.
The process for securing informed consent from your participants is really simple:
1.
You inform your participants about your research. This needs to include an explanation of what your
research is (e.g it is about x subject and you are doing it in the context of a Masters degree at the
University of Salford etc etc). You need also to tell your participants about any risks they may run by taking
part in your research (there are not likely to many/any in the context of mainstream built environment MSc
research); who your supervisor is (including email address); that there is no obligation on their part to take
part; and that they can withdraw at any time. You need to explain how you will look after the data that you
acquire from them (e.g. in encrypted format), and you need to be clear about how you intend to identify
participants in your work (e.g. do you want to use their name or not? Etc etc). We have included an
example Participant information sheet in the Ethics section on Blackboard, which you can adapt to fit your
research, or you can develop your own version. If you are doing an online survey, you might include the
project information in a covering email, rather than having a separate form.
2.
Once you have informed your participants, you ask them to confirm their consent to participate in your
research. In the case of face to face interviews you would typically get consent by asking your interviewees
to sign a consent form which refers to the Participant Information sheet (see exemplar in the Ethics section
on Blackboard). By contrast, if you are doing a questionnaire you might include a statement at the top of
the questionnaire along the lines of By completing this questionnaire you are providing your consent for
the information you provide being used in the way described in the Participant Information Form, or, if you
have a gateway tick box in an online survey you might put something like I agree that the information I
provide may be used in the way described in the Participant Information Email and they would only be able
to complete the questionnaire if they ticked that box.
Ethical Approval
Because it is such a vital aspect of being a researcher, the University has set up procedures to check that you know
how to do your research ethically, before you go and do it. This is called the Ethical Approval process. The
expected sequence of processes is that you would prepare your proposal in order to work out your research
approach. Then you would think about the practical aspects of getting your data and at that point you would seek
ethical approval. Following that you would do your data gathering and analysis.
However, you need to be aware that if for any reason you end up wanting to gather some data from people, e.g. by
interviews, questionnaires, private archival access etc, and you have not completed your research proposal, you
must in any event secure ethical approval BEFORE you gather that data.
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Type 1 projects are typically those done based solely on publicly available written documentation, and
therefore no issue of informed consent arises.
Type 2 projects typically involve gathering data from humans, but they are not vulnerable humans, nor
are the issues particularly sensitive. This is the type of project that the majority of SoBE MSc
dissertations involve e.g. interviews or questionnaires to construction professionals about
mainstream construction issues. Students need to develop the participant information and consent
documentation, but such applications can be approved at Module level.
Type 3 projects typically involve gathering data from vulnerable humans (e.g. children, or patients)
and/or the issues involved are very sensitive and may cause distress (e.g. workplace harrassment).
Students are strongly advised to avoid developing research ideas which entail Type 3 treatment. Such
applications need to be initially considered at Module level, but then need to go for approval to a
University committee, and that process takes months.
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You must:
Fill in the Ethical Approval form carefully (and electronically, as a Word document).
If your project is Type 2 (or 3), prepare the informed consent documentation (e.g. the participant
information form/covering email, the consent form specifically adapted for your research).
Once your supervisor has confirmed that the approval application is satisfactory, you must upload all the
documents to the Ethics Upload point in the Ethics section in Blackboard. You can upload multiple documents to
that point.
Please use short file names (e.g. Smith_EthicsForm.doc, Smith_ParticipantInfo.doc,
Smith_Consent.doc) as otherwise Blackboard will not process them properly.
Approval etc
Following submission, your ethical approval application will be assessed. We try and do this within about a week of
submission.
If it is considered a valid and appropriately prepared Type 1 or Type 2 application, you will receive approval. If it is
considered a Type 3 project, we will provide further guidance.
If your application is not considered adequate, you will be notified of recommended amendments. You need to do
these, and resubmit your ethics application.
The most common reason for us to reject ethical approval applications is that the proposed research is Type 2,
but the student has not provided the documentation they intend to use in order to secure informed consent (e.g.
Participant Information sheet and the consent form)
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3.0 Dissertation
3.1 Dissertation Brief
Modules: PGT Dissertation
Assignment Title: Dissertation
Submission Deadline: See Section 1 above and paragraphs 11 and 12 of Section 3.7
This assessment constitutes 75% of the marks for the 60 Credit Dissertation
Engage in empirical, theoretical or doctrinal research (based on evidence present in the literature) or
constructive research (aimed at solving a real-life problem), or other type of recognised research
approach;
Apply an ethical approach when conducting research and complete the ethical approval process in
accordance with university requirements.
Develop and refine effective research aim and objectives on the basis of a detailed analysis and review
of alternative research strategies and research techniques, applying appropriate selection criteria to
reach a justified and justifiable selection of research approach;
Conduct extensive literature search culminating in the analysis and synthesis of complex information
derived from that search;
Effectively and robustly implement the selected research approach to identify and critically analyse
relevant data.
Design and develop conclusions based on evidence including validation and authentication;
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Critically analyse information in a variety of manners and develop justifiable, evidence based
conclusions;
Use evidence in such a manner as to provide for stable and justifiable conclusions;
This assignment has been designed to support your learning in the context of these aims and intended learning
outcomes.
---------------------------------------------------------------------------------------------------------------------------
Assignment Task
Develop a Dissertation of between 15,000 and 18,000 words which implements the research plan that you
developed in your Research Proposal assignment. Dissertations, which significantly exceed or fall short of this
target length are unlikely to satisfy the assessment criteria and will accordingly incur a penalty.
The Dissertation must meet the Assessment Criteria set out in the matrix at Section 3.6. Details of how the
dissertation must be formatted and submitted are set out in Section 3.7 below.
It is a pre-condition to a valid dissertation submission that you have ethical approval for the research project
described in you dissertation.
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What then happens is a critical review of the relevant academic literature. This needs to be a thoughtful review of
good literature. You need to draw out themes, to identify problems, to demonstrate philosophical conflicts. You
must do this effectively, in your own words, drawing on good, properly referenced sources. At the end, its often
effective to summarise where you have ended up. You might, for example, establish the precise questions or
general themes you want to explore in your empirical phase.
Then typically, comes the research methods section, where you establish the appropriate research strategy and
technique. If your Research Proposal was effective, you may be able to draw heavily on that here, though if it was
weak you will probably need to do more work on it. This section is all written as though you havent done the
research yet. Youll need to explain what data you are going to acquire and how you are going to analyse any data
you acquire. Youll also need to mention how you will take care of the ethics of research (this bit will be really easy,
because by this point you will already have secured ethical approval).
Next comes presentation of the data, then comes analysis. You need to think carefully about how you present your
data. There has to be a balance between providing too much and too little data. If you use graphs etc, then they
need to be easy to read and tell the reader the right things. You may choose to put some data in Appendices, but
you must not rely on a reader looking at anything in an Appendix in order to make your arguments. An Appendix is
only there as an opportunity for further reading, not for making your point.
In terms of data analysis, you must have a clear plan of attack, based on your research methods section. You have
to demonstrate an accepted method of analysing data, whether that be qualitative or quantitative, or both.
Finally you set out your conclusions. There should be no new material in the Conclusions section (because it is a
conclusion, not a continuation of your analysis). You need to make sure you reflect back on your Aim and
Objectives, and demonstrate how you have achieved them.
The whole work should be a single, well argued clear piece of persuasive academic writing.
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An additional conceptual difficulty in relation to literature based dissertations is how analysis is managed. In
empirical work, the analysis is very easy to identify; its what you do with the data you have collected. A similar
approach is sometimes adopted in respect of literature based dissertations. For example a rigid process of
gathering and then sorting/processing/interpreting from the literature may be imposed on that material. However,
that is only one approach, and other approaches can be just as valid, in appropriate circumstances. What students
need to do is to set out the manner in which they are proposing to carry out analysis, and to make it clear to the
reader throughout how that analysis is being carried out.
The other approach to secondary research is to re-use existing data collected by other people. This follows very
much the same dissertation approach as that of empirical research, except that you have saved yourself the time
and expense of collecting the data yourself. There will be a clear distinction between the literature review section
(theory) and the analysis of the secondary material (data). The secondary material you wish to use in your study
may be the actual raw data collected by other people, or summary/reduction of data collected by others. In
secondary research it is important to know why and how people collected the data, and if it has been summarised
then the categories they used to create the summary. The main concern in secondary data research is to ensure
that the data you have is fit for purpose in order to address the research question you are asking. Unlike
empirical research you cannot shape what data is collected to match exactly your research question; in secondary
research you hope that the fit of the previously collected data is close enough for your research purpose.
Just as in relation to empirical research based dissertations, there should be no new material introduced in the
conclusion of a secondary research based dissertations.
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90-100% Outstanding
Outstanding clarity of focus,
includes what is important, and
excludes irrelevant issues
Understanding of
subject matter
Use of secondary
sources
Comprehensive review of
sources. Outstanding
evaluation and synthesis of
source material with no
significant errors
Outstanding collection of
pertinent data, using robust
methods of collection, and
adding to knowledge base in
discipline
Outstanding analysis,
authoritative questioning of
sources, understanding of
bias, very strong
independence of thought and
cogency
Outstanding structure,
compelling and persuasive
argument that leads to a
valuable contribution to field,
paves way for future work
Very high levels of
presentation. Full information
and extent of analysis
conveyed lucidly.
Outstanding written language.
Flawless
Structure of argument
Presentation /
communication
(including referencing)
Spelling, grammar,
syntax
80-89% Excellent
Excellent clarity of focus,
boundaries set with no
significant omissions or
unnecessary issues
Excellent, with critical
awareness of relevance of
issues. Excellent expression of
ideas, some originality
60-69% Good
Clear scope and focus, with
some minor omissions or
unnecessary issues
Excellent independent
secondary research. The
majority of significant sources
are evaluated and synthesized
Presentation satisfactory,
with limited but effective
style of presentation
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50-59% Satisfactory
Scope evident and
satisfactory but with some
omissions and unnecessary
issues
Basic with limited awareness
of relevance of issues.
Limited but satisfactory
expression of ideas
40-49% Unsatisfactory
Inadequately scoped with
significant omissions and
unnecessary issues
30-39% Inadequate
Very vague definition of topic
with few relevant issues
Understanding of subject
matter
Inadequate understanding
with little awareness of
relevance of issues
Scope
Structure of argument
Presentation /
communication (including
referencing)
A number of errors in
punctuation, use of words,
spelling and sentence
construction, many
significant, obscuring
meaning of text
20-29% Poor
Extremely confused
perception of topic with
significant misrepresentation
of issues
Some significant
misunderstandings which
prevent coherent discussion
No use of secondary
sources beyond taught
materials
Poor data collection with
significant methodological
error / confusion
Extremely limited and
largely unsuccessful attempt
at analysis. No discussion of
sources
Entirely discursive piece of
work with no structured
presentation of argument.
Cursory conclusion
Poorly organized and
presented with some
information difficult to
understand. Presentation
hinders presentation of key
themes
Coherence and structure of
argument is fundamentally
obscured due to poor use of
language
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construction
0-9% Extremely poor
No awareness of scope of
topic or any relevant issues
Subject misunderstood in
the main, with significant
errors and omissions in
knowledge
No use of secondary
sources beyond taught
materials. Taught material
inadequately engaged with
Unusable primary data,
through inadequate
collection or methodological
flaws
No analysis beyond general
speculation. No discussion
of sources
Total misunderstanding of
subject
No argument or structure
beyond loosely connected
list of points. No substantive
conclusion
No evidence of argument or
conclusion
Dissertation
incomprehensible due to
level of spelling, grammar
and syntax
No evidence of awareness
of need for primary data
collection or methodology
No valid analysis
Technical Requirements
1.
As from 16 January 2015 the only valid means of submitting an MSc dissertation shall be
electronically via Turnitin as indicated below. Students shall not submit paper copies.
2.
The dissertation shall be a single electronic file, not exceeding 5Mb in size which will either be in
an MS Word compatible format, or a text based PDF which can be interrogated by Turnitin.
Submissions which do not comply with this regulation will be disregarded.
3.
The first page of the dissertation must comprise the Declaration on Conduct of Assessed
Coursework (there is a copy in the Assessment folder).
4.
The second page of the dissertation shall be printed with text (at least 14 point size) setting out
only the following information in the following order:
The University of Salford
School of the Built Environment
MSc with the name of the degree for which the dissertation is submitted
The title of the dissertation
The students full name
The year of submission
5.
The third page of the dissertation shall consist of an abstract (i.e. a brief summary of the entire
work). This shall summarize the area of study, the methods you used, your main findings, and
the conclusions you have drawn from these findings. This abstract should be set out in single
line spacing and should consist of only around 250 words of text.
6.
You must include as an Appendix the confirmation of the granting of Ethical Approval, without
which a valid dissertation submission cannot be made.
7.
Body text must be spaced at no more than 1.2 lines, quotations and footnotes (which are
discouraged) must be single-spaced. Standard text throughout the dissertation must be 11point size with other sizes permissible for non-standard text (for example headings, subheadings and footnotes). Choice of font is at the students discretion.
8.
9.
Submission of Dissertations
10. Dissertations shall be submitted via Turnitin.
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11. There is one dissertation assessment point per semester. These dates are set by reference to
the dates of the Meetings of the Board of Examiners. Students who make a valid submission via
turnitin on or before an assessment point will have their dissertation marked in time for
consideration by the immediately following Board of Examiners.
12. For the avoidance of doubt, the three dissertation assessment points referred to above (and the
six research proposal assessment points) are dates set for the purposes of administrative
efficiency. These dates do not necessarily correlate with an individual students Research
Phase. Students should refer to the email communications issued to them by the Student
Information Directorate in respect of extensions of time to confirm the final date for submission
which applies to them personally, and ensure that they submit in accordance with that date.
Students should also be aware that the rules permitting up to 4 days late submission do not
apply at all in the Research Phase.
Student Obligations
13. Without detracting from the generality of the obligations set out above the student is entirely
responsible for the safe custody of all research material whether printed or stored on computer
disk or other storage device and shall be under an obligation to keep adequate numbers of
duplicate or back-up copies of such material.
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ELECTRONIC SUBMSSIONS
Any element of the work which is the product of group work, has been produced in the manner
specifically sanctioned in the assignment brief;
You acknowledge it is your responsibility to check the submission is in an accessible format (see
further below)
You have read and understood the University Policy on the Conduct of Assessed Work (Academic
Misconduct Procedure available from:
http://www.governance.salford.ac.uk/page/student_policies );
The work you are submitting has been produced without any academic misconduct (as defined in the
University Academic Misconduct Procedure document).
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Following submission, students are obliged to return to the Turnitin submission area. The button that was labelled
Submit will now be labelled View. Students should click the View button to view the submission in the same
format as the module tutor. If the file is corrupt, students should notify module tutors as a matter of urgency.
Failure to submit in an accessible format by the submission deadline will be recorded as a non-submission.
V. PENALTIES FOR LATE SUBMISSION
N/A see Section III above.
VI. UNFAIR MEANS (CHEATING)
Any attempt to gain an unfair advantage over other students in assessments is classed as unfair means (cheating).
The University takes a very serious view of this and students who are suspected of unfair means will either be
referred to the School Academic Misconduct Panel or to the University Discipline Committee.
Unfair means includes:
a) Plagiarism
Plagiarism involves taking the work of another person or source and using it as if it were ones own
(i.e. without properly referencing it)
b) Self plagiarism
Self plagiarism (or double submission) is resubmitting previously submitted work on one or more
occasions (without proper acknowledgement). This may take the form of copying either the whole
piece of work or part of it. Normally credit will already have been given for this work. This does not
apply to the re-use of some or all of your research proposal in your dissertation.
c) Collusion
Collusion occurs when, unless with official approval (e.g. in the case of group projects), two or more
students consciously collaborate in the preparation and production of work which is ultimately
submitted by each in an identical, or substantially similar, form and/or is represented by each to be
the product of his or her individual efforts. Collusion also occurs where there is unauthorised cooperation between a student and another person in the preparation and production of work which
is presented as the students own.
d) Falsifying experimental or other investigative results
This could involve a range of things that make it appear that information has been collected by
scientific investigation, the compilation of questionnaire results etc whereas in reality it has been
made up or altered to provide a more favourable result.
e)
f)
Contracting another to write a piece of assessed work / Writing a piece of assessed work for
another
This involves any means whereby a person does work on behalf of another. It includes assessments
done for someone else in full or in part by a fellow student, a friend or family member. It includes
sitting an examination for someone else. It also covers obtaining material from internet cheat sites
or other sources of work. Penalties for this type of unfair means will normally apply both to a
student of the University who does work on behalf of another and a student of the University who
has work done for him/her.
g)
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h) Bribery
This involves giving money, gifts or any other advantage to an academic member of staff which is
intended to give an unfair advantage in an assessment exercise.
VII
a)
Students are encouraged to discuss and share ideas and information, however those who knowingly assist others
to commit academic misconduct whether or not for payment (e.g. by giving another student the opportunity to
copy part or all of a piece of work, by providing copies of assessments or by providing bespoke assignments to
another student) will be subject to the same penalties as those who use unfair means. Students must ensure that
they protect their own work, submit it themselves and do not allow other students to use their memory stick
and/or print off work on their behalf.
b)
Students with special learning requirements who require the services of readers or note takers are advised to use
appropriately trained individuals. Further advice can be obtained from the Disability Service Team within Student
Life Directorate. http://www.advice.salford.ac.uk/disability
c)
Referencing
Students using work which has been produced by other people within an assignment will need to ensure that they
acknowledge or reference the source of the work. Students should check with their Schools for particular
requirements. Marks may be deducted for poor referencing. If poor referencing is extensive throughout a piece of
work it could appear that the student is trying to claim credit for the work and he/she may be deemed to have
committed plagiarism. Guidance on good referencing practice is available from Schools or may be provided through
research training programmes, the Study Skills Programme located in Student Life and on-line guidance provided by
Information & Learning Services. Some useful resources are: http://www.salford.ac.uk/library/skillup
Penalties
If satisfied that unfair means has occurred, a penalty will be imposed on the student. Penalties vary depending on
whether the matter is referred to the School Academic Misconduct Panel or the University Disciplinary Committee
and on the particular circumstances. A range of penalties may be imposed including:
-
In the most severe cases, where there are aggravating factors (e.g. that this is a repeated case of the use of
unfair means by a student at an advanced stage in their studies), a student found guilty of using unfair
means may be permanently expelled from the University.
Further details of the Academic Misconduct procedure are available from:
http://www.governance.salford.ac.uk/cms/resources/uploads/File/policies/Academic_Misconduct_Procedu
re.pdf
2015_16 MSc Research Phase Handbook v3
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SoBE students do not generally require the use of laboratory or other facilities which are
only accessible by being physically in the UK;
Any supervisory activity which is desired can be carried out via technological means.
If a student considers that despite the above, an extension to a Visa is appropriate, they will need to make a case
for why there are exceptional circumstances for the student being in delay and requiring to remain in the UK. Such
a case will require evidence.
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48 or 49
45 to 47
42 to 44
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30
50
51
52
53
54
55
56
57
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Proposal Title:
Research related to
programme theme?
Yes/No
Marker initials:
If proposed research does not seem to be aligned with your Programme of Study, you must discuss this with your
Programme Leader and Supervisor. You may only do a dissertation on a topic related to your programme of study.
Weighting
20%
20%
Descriptor
Justification and focal Literature review: Need for the research convincing? Initial
literature review covering key texts (in relation to aim/objectives)? Critically
reviewed? Range of sources including research journals?
25%
25%
10%
Mark
Working title: Relatively short and simple? Provide an appropriate level of the
breadth/scope of study?
Aim (or RQ): Focused, unambiguous? Encapsulates the coverage and boundaries of
the proposed study? Appropriately related to the programme of study?
Hypothesis: (optional) Conjectural statement of the relationship between two or
more variables that can be measured?
Objectives: Appropriately cover all aspects suggested by the Aim? Statements of
intended outcomes? SMART?
Ethics: The ethical implications of the research have been appropriately considered?
Referencing: A standard method of referencing has been used? Is further work
required on referencing technique?
Use of English: Argument development? Level of spelling and grammar appropriate
for Masters level work?
Total Mark:
0%
1.
The marks stated above do not take account of any resit, or academic misconduct penalties which may apply,
and are subject to moderation and ratification by the Board of Examiners.
2.
Feedback and weighted marking contained in this sheet are here to help you develop your research and improve
your final dissertation. The comments should be discussed with your supervisor and considered as suggestions
of where greater clarity/explanation in the approach to your research may be needed.
3.
Ethics: You must have ethical approval for your research. Details of how to apply for this are in the Handbook.
4.
Extension: You must know when your research phase ends. If you need an extension, you must secure it well
before your current research phase ends, and make any payment necessary. To request an extension form,
email sobe-programme-support@salford.ac.uk .
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Narrative Feedback
Working title:
Aim (or Research Question):
Hypothesis:
Objectives:
Justification:
Literature review:
Strategy:
Implementation (including data
analysis):
Ethics:
Referencing:
Use of English:
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Programme:
Supervisor:
Dissertation Title:
Weighting
Research related to
programme theme?
Assessment Criterion
10%
Scope
20%
20%
Use of Sources
20%
20%
Structure of Argument
5%
Presentation/Communication
5%
Yes/No
Overall Mark
0%