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2020/21 Module Handbook

Applied Research MethodsSchool of Clinical & Applied Science

Level 7

Semester 1

(20 Credits)

CRN 16005

Contents

1 What this Module is About...............................................................................................1

1.1 Introduction from the Module Leader.......................................................................1

1.2 Module Aims..............................................................................................................1

1.3 Module Learning Outcomes.......................................................................................1

1.4 Module Learning Activities........................................................................................1

1.5 Communication..........................................................................................................2

2 Weekly Schedule...............................................................................................................3

3 Key Resources to Support Learning...................................................................................5

4 Assessment.......................................................................................................................7

4.1 Assessment Summary................................................................................................7

4.2 Assessment Details....................................................................................................8

4.3 Feedback on Your Assessments...............................................................................18

5 Understanding Your Assessment Responsibilities...........................................................18

6 Your Feedback on the Module........................................................................................19

Student Name ____________________________________________________________

Email Address ____________________________________________________________

Course ____________________________________________________________

Group ____________________________________________________________

Module Tutor ____________________________________________________________

Tutor’s Email Address ______________________________________________________

Communication Protocol: module staff will reply to student questions within a reasonable time but this will normally be within office hours only. Students are advised to check this handbook and also to see if there are any online/noticeboard announcements or FAQ answers that deal with their enquiry before contacting staff.

1 What this Module is About

1.1 Introduction from the Module Leader

Welcome to the Applied Research Methods module. This module provides you with the knowledge and skills that you require to conduct a small-scale research project. You will learn about both quantitative and qualitative research methods in order to prepare you for your dissertation module.

Whilst this can be quite a challenging module, I hope you’ll find it rewarding and developmental.

Please refer regularly to this handbook as it provides you with all the information you need in terms of contacting tutors, programme content, and assessment details.

1.2 Module Aims

The module aims to provide the theoretical and practical skills required to complete a small-scale research project. The module is a preparation for your dissertation undertaken in the Research and Practice Development module.

1.3 Module Learning Outcomes

By the end of the module, students will be able to:

1. Critically apply research concepts in the design of a research proposal

2. Critically analyse both textual and numerical health-related data

3. Evaluate the ethical implications of research methodology, design, methods and sampling

1.4 Module Learning Activities

This module uses a range of strategies to facilitate learning. These include: lectures, participatory learning activities and on-line materials. Analysis of data will take the form of lectures and workshops and focus on practical skills development for analyses of text and numbers. Face- to- face contact will be supplemented by the use of distance learning materials via MyBeckett. In the longer term (using blended learning) it is intended that all learning materials including lectures, problem-solving exercises and reusable learning objects will be made available via the VLE to support self-directed learning. The emphasis will be on understanding the principles of research and applying these to practice contexts. Hence generic research issues will be developed within key note lectures and then applied in the tutorials. Case studies and real-life examples will be used where possible. Students will also have opportunities to practise skills of data analysis on real data, either in practical sessions and/or via computer-based exercises.

For the development of the research/practice development project proposal, students will be allowed up to 30 minutes tutor time to discuss their plans ahead of submission. The actual

2020/21 Module Handbook 1

arrangements may vary, but prior to this engagement, students will be required to produce a formative presentation of their plans in an agreed format, e.g. as a poster or PowerPoint slide.

1.5 Communication

Please refer to the module handbook that provides the details regarding the teaching programme, assessments and assessment dates. For any further details, please speak to or email the module leader. The module leader will communicate important information via email.

You must notify your Course Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence.


2 Weekly Schedule

SESSIONS TAKE PLACE: Tuesday Online – 10:30 - 12:00 (EH) ---- Thursday 16:30 – 18:00 (H&S)

Week Commencing

Date

Session Tutor

Introduction to Research

Research Designs & Terminology

Research Ethics

Introduction to Qualitative Research – Thematic Analysis

Thematic Analysis continued

Descriptive statistics

On site Workshop – Inferential Statistics

Inferential Statistics - continued

Qualitative Assignment Hand-in

Holiday

Holiday

Holiday


Week Commencing

Date

Session Tutor

Statistics Continued (Potential Workshop TBC)

Writing a Research Proposal / Sampling / Plan on a Page

Reviewing Published Material – Asking Research Questions

Surgery (Q&A session) Quantitative Element Hand-in

Research Proposal Hand-in

Dissertation Hand-in 2nd September 2021 (1pm)

Contact Hours

Face- to- face contact will be supplemented by the use of distance learning materials via MyBeckett. This module has 200 hours of learning associated with

it. Approximately 28 of these hours are spent in face-to-face contact with the teaching staff, leaving 172 for independent study by each student. Some of

the hours will be spent in direct preparation for your summative assessments but others will be used for undertaking tasks prior to teaching sessions and

for consolidation after for teaching sessions. You may find participation in the teaching session difficult if you do not undertake the tasks you are given prior

to the teaching sessions. In general, you can expect to undertake one hour of preparation prior to each teaching sessions. Tasks are clearly identified on

MyBeckett.


3 Key Resources to Support Learning

Below are some suggested resources that will support your learning throughout the module. Please be aware that there are only a limited number of textbooks in the library and at busy periods in the academic calendar books may be difficult to obtain. However, as a student at Leeds Beckett you will be allowed free-of-charge access to other university libraries. To do this you will require a SCONUL card which you can collect one from the Help & Information Point of either City or Headingley campus libraries. There are many excellent research methods textbooks for you to borrow and/or buy. A few of our favourites include:

General Research Methods

Bowling, A, (2009) Research Methods in Health. 3rd Edition Maidenhead, Open University Press. Available as an e-book via library catalogue.

Braun, V., & Clarke, V. (2013). Successful qualitative research. London, Sage.

Dawson, C. (2007) Introduction to Research Methods. A Practical Guide for anyone undertaking a Research Project. 4th Edition. Oxford: How to Books Ltd.

Denscombe M . (2017) The good research Guide. 6th edition. Maidenhead, Open University Press.

Hammond, M. and Wellington, J. (2007) Research Methods. The Key Concepts. London and New York, Routledge. Available as an e-book via library catalogue.

Seale, C. (2018) Researching Society and Culture. 4th edition. London, Sage Publications.

Quantitative Analysis

Diamond, I. and Jefferies, J. (2015) Beginning Statistics. An Introduction for Social Scientists. 2nd edition. London, Sage.

Field A. (2017) Discovering statistics using IBM SPSS statistics. 5th edition. London, Sage.

Pallant, J (2016) SPSS survival manual : a step by step guide to data analysis using SPSS for Windows 6th edition. Maidenhead, Macgraw-Hill.

Salkind, N. J. (2017) Statistics for people who (think they) hate statistics. 6th edition. London, Sage.

Urdan, T. (2010) Statistics in Plain English. 3rd Edition. Hove, Routledge.

Qualitative Analysis

Braun, V. & Clarke, V. (2013) Successful qualitative research, London, Sage.

Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. London, Sage

Ritchie, J and Lewis, J. (2014) Qualitative Research Practice. 2nd edition. London, Sage.

Ryan, G. W. & Bernard, H. R. (2003) Techniques to identify themes. Field Methods, 15, 85-109. – journal article in collection

Silverman, D (2017) Doing Qualitative Research. London, Sage.


Use of SPSS

You will need to install SPSS software in order to make the analysis of numerical data easier. You are advised to do this at the earliest possible opportunity. You can access SPSS in two ways.

Use any PC on campus as SPSS is installed on every machine

Download SPSS to your own computer from the Leeds Beckett server via MyBeckett. This is free of charge. Information about this can be found at this link:

http://libguides.leedsbeckett.ac.uk/it_support/software/get_spss

There are some introductory tutorials on using SPSS in the Skills for learning resource:

https://skillsforlearning.leedsbeckett.ac.uk/local/research/analysing_and_presenting_data/04.shtml#spss

More detailed video tutorials will be available on the VLE once we begin the quantitative analysis sessions.

All disabled students requiring additional support or alternative arrangements must declare and provide evidence of their disability to the Disability Advice Team as early as possible:

http://www.leedsbeckett.ac.uk/studenthub/disability-advice/


http://www.leedsbeckett.ac.uk/studenthub/disability-advice/



http://libguides.leedsbeckett.ac.uk/it_support/software/get_spss

4 Assessment

4.1 Assessment Summary

Assessment 1a: Qualitative Data Analysis Task

Assessment Method: Detail the process of analysis of qualitative report

Re-assessment Method: Detail the process of analysis of a quantitative report

Word Count 1,000 Word Count 1,000

Assessment Date and Time:

Re-assessment Date and Time:

TBC

Feedback Method: Written or VLE Feedback Method: Written or VLE

Feedback Date: Feedback Date: TBC

Learning Outcomes Assessed:

Learning outcomes 1 and 2

Feedback within 4 weeks (University closures, such as Christmas do not count as a working week)

Assessment 1b: Quantitative Data Analysis

Assessment Method: Detail the process of analysis of a sample of quantitative data

Re-assessment Method: Detail the process of analysis of a sample of quantitative data

Word Count 1,200 Words Count 1,200


W/C 25th January 2021

1pm


TBC






Assessment 2: Research Proposal

Assessment Method: Students develop a research proposal that includes the completion of ethical approval documentation

Re-assessment Method: Detail the process of analysis of a sample of quantitative data

Word Count 2,000 Words Count 2,000



TBC





4.2 Assessment Details

Students will be assessed both using both formative and summative tasks.

Formative:

During workshops students will have opportunities to practice their data analysis skills and receive verbal formative feedback.

Students will have the opportunity to discuss a plan on a page to support the development of their research proposal

Please follow the marking criteria, noting how the marks are allocated.

Summative:

1. Two reports 20% each

a) Detail the process of analysis of a sample of qualitative data. b) Detail the process of analysis of a sample of quantitative data

2. Research proposal (60% of marks) – Students will be asked to complete a research proposal including completion of ethical approval documentation (assesses learning outcome 1 & 3).

1a) Qualitative analysis (1000 words1) 20%

1 You may use an Appendix to support your descriptions of the approach and process


Using the transcript provided, carry out the qualitative analysis. This should include: Description and justification of the approach you took to analysis; Describe the actual process of analysis; Present all or part of your analysis of the material using quotations to support your analysis; Critically discuss how your own experiences or perspective played into your analysis (reflexivity); Produce a Harvard reference list of supporting academic information.

Criteria for marking the qualitative analysis: Evidence of a systematic approach to undertaking research processes and use of appropriate

methods and tools (35%). Ability to interpret, summarise and present results of the analysis (40%). Evidence of critical reflection on research processes (20%) Appropriate use of Harvard Referencing (5%)

Marking descriptors: qualitative analysis70%+ High level, systematic approach to analysis, including consideration of epistemological

perspectives; very clear and appropriate description of all stages. Very good discussion of approach taken with reference to research methods literature. Evidence of good analytical skills. Succinct and appropriate presentation of results. Evidence of a critical and reflective stance; some discussion of alternative strategies.

60-69%

Systematic approach to analysis; clear and appropriate description of all stages. Good discussion of approach taken integrating some research methods literature. Evidence of competent analytical skills. Succinct and appropriate presentation of results. Evidence of a critical and reflective stance.

50-59%

Clear and appropriate description of all stages of analysis. Some evidence of systematic approach. Good explanation of rationale for approach taken with some reference to research methods literature. Evidence of developing analytical skills. Appropriate presentation of results. Critical reflection on process; able to discuss learning.

40-49%

Adequate description of all stages of analysis. Some explanation of rationale for approach taken. Some evidence of developing analytical skills. Appropriate presentation of results. Critical reflection on process; able to discuss learning.

Under 40 %

Poor description of stages of analysis; some major omissions/inaccuracies. Demonstrates a lack of a systematic approach and/or poor understanding of qualitative analysis. Little evidence of development of analytical skills. Limited reflection on process.

1b. Quantitative analysis (1200 words)

You will be given a data set to analyse for this piece of work that you will download from MyBeckett.


You are required to write TWO sections. Failure to address the assignment in its entirety often leads to failure of the task.

Section A

Write up the findings and present data that addresses the objectives of the research study. You should present data in the style of a results section in a journal article (500 words). Tables and Figures form part of the word count and should be included within the text. You should explain what the results mean in terms of statistical significance and with reference to the research questions given in the assignment brief, but you should NOT discuss the findings in the context of the wider research literature.

Section B

This should demonstrate your theoretical and practical understanding about the analytical processes and statistical techniques drawing on your analysis in section A to illustrate your points. You should discuss including the following issues (700 words).

Importance of levels of measurement in statistical theory Understanding of probability and statistical significance How to choose statistical tests and theory about the tests Understanding of the assumptions of parametric tests You will also produce a Harvard reference list to support this section

Criteria for marking the quantitative analysis:

Demonstrate the ability to present, interpret, and summarise the results of the analysis in an appropriate form (50%).

Demonstrate understanding and application of statistical principles (50%)

Marking descriptors: quantitative analysis70%+ Systematic approach to analysis; demonstrates good understanding of use of

statistical methods. Clear and appropriate description of procedures and tests. Work demonstrates good skills in analysis and interpretation of quantitative data; excellent concise academic presentation of results. Thorough ability to discuss and apply statistical theory with reference to literature, illustrating points by reference to results.

60-69% Systematic approach to analysis; demonstrates understanding of use of statistical methods. Clear and appropriate description of procedures and tests. Work demonstrates competent skills in analysis and interpretation of quantitative data; good academic presentation of results. Good ability to discuss statistical theory with reference to literature, but not always fully rounded.

50-59% Clear and appropriate description of all stages of analysis; demonstrates some understanding of procedures and tests. Work demonstrates developing skills in analysis and interpretation of quantitative data; good presentation of results but not


always concise. 40-49% Adequate description of all stages of analysis; demonstrates some understanding of

procedures and tests. Some errors/omissions but evidence of developing skills in analysis and interpretation of quantitative data. Over reliance on literature rather than application of reading demonstrating fuller understanding of concepts. Appropriate presentation of results but not concise.

Under 40 %

Poor description of stages of analysis; some major omissions/inaccuracies in presentation or interpretation of results. Presentation of data not academic Demonstrates a lack of a systematic approach and/or poor understanding of quantitative analysis and statistical theory.

Tips for the quantitative assignment

1 In approaching the assignment, you should examine the stated research objectives and try to consider in a logical way, which are the most important analyses to perform. Don’t attempt every inferential test on every bit of data. Be discerning and thoughtful.

2 As a guide you should be considering using at least 3 different types of inferential statistical tests, together with appropriate descriptive statistics

3 You should always present descriptive information about the characteristics of the sample so that a reader can immediately understand

4 You should consider how best to present quantitative information. This can be achieved by examining similar data in journal articles and mirroring that style. Remember to use tables and graphs appropriately. Consider the titles and labels of tables and graphs carefully. Make it easy for the reader to understand what you are presenting.

5 You should NOT cut and paste SPSS tables into the results. They are not user friendly. You should design you own Word tables and enter data into these. However, graphs, if appropriately titled and labelled, can be cut and pasted into the results.

6 After presenting tables and graphs you should describe the main features and points in words (without just repeating the information in the tables or graphs).

7 Demonstrate an understanding of key statistical issues i.e. statistical significance and assumptions of the statistical tests.

8 You should ensure that the entire assignment brief is addressed to give yourself a chance of obtaining the best possible mark. If you don’t address one of the sections you are not likely to pass.

9 This is an individual assignment so while you are working on the same dataset you will be analysing and interpreting the data on your own, so assignments will be different. It is not permitted to copy each other’s assignments.

Research Proposal (60% of marks) - 2000 words excluding appendices


The purpose of a research proposal is to provide a set of instructions (and justifications) about why the research is needed, how it will be conducted and implemented within a framework that maintains the ethical principles of research. Someone else should be able to read your proposal and implement your research, without speaking to you.

Students may opt for different types of research projects including empirical research, systematic reviews and secondary data analysis. There are different formats and marking criteria depending on which you choose.

Empirical Research Proposals should include the following sections

Title – don’t forget the title of your proposed project (cover page)

1. Introduction

This should provide a concise introduction to the chosen subject that you wish to investigate. An introduction has the some of the following purposes (University of Manchester, 2006):

To establish the context, background and/or importance of the topic To give a brief synopsis of the relevant literature explain what is already know about this

issue To explaining the significance rationale and potential application of the study To indicate a gap, controversy or problem in the field of study To define important key terms To provide a synopsis of the research approach that is proposed based on the information

already presented Consider whether any theoretical models/frameworks will be used to structure the study

and if so, specify what will be used.

2. Aims and objectives of study

Include AIMS and RESEARCH QUESTIONS OR OBJECTIVES

3. Methodology

Please include a critical description of the following:

Describe and justify the methodological approach to be adopted in the planned study (NB remember the difference between methodology and methods).

Design: what design will you employ and justify your choice.

Method(s) of data collection and where, when and how they will be carried out. Justify your approaches methods. Consider the rigour (validity and reliability) of your method/s and how this can be enhanced.


Study participants, access, recruitment and the sampling procedure (sampling strategy) to be adopted. You will need to discuss how you will gain access to gatekeepers, participants and exactly how you will recruit your participants. You should define your research population and clearly state how you will select research participants for each method that you are proposing to use. If you are using different methods, you will need different sampling strategies for each method. Indicate sample size and justify in accordance with the methodology informing the study. For quantitative research projects the ethics committee will expect you to have undertaken a sample size calculation.

The MSc Dissertation is a process of learning about the planning and implementation of a research project in which you yourself carry out all aspects of the process. The MSc is not a training course in managing research projects where much of the work is undertaken by other researchers. The scope of your planned study should be such that you can undertake it without the support of research assistants – i.e. YOU SHOULD DO THE DATA COLLECTION YOURSELF AND NOT USE RESEARCH ASSISTANTS. If at all possible, you should undertake research with population groups where you are familiar with the language and do not need to use interpreters. In some cases where this is not possible, it is important to think carefully about the more appropriate data collection methods to use in a time constrained piece of work that requires the use of an interpreter.

4. Ethical issues

Drawing on the principles of research ethics outlined in the teaching section, summarise what ethical issues might you be faced with and how will you address these. This needs to be specific to YOUR actual project and not just discussed in general terms. The ethical issues will be different in differing projects although you may all draw on core principles.

You should complete the stage 1 and if appropriate the stage 2 forms electronically that can be found on MyBeckett. Guidance about completing the forms can be found on MyBeckett.

The ethical issues relevant to a planned topic and research participants need to be assessed carefully according to the Ethics Procedure and Policy. Gaining approval can take quite a long time so it is important to adopt a ‘right first time’ approach.

Reference list using Harvard system of referencing

Appendices section to include the following documents where appropriate.

Information sheet/s for participants Example Consent forms Proposed tools of data collection for example as interviews schedules /Proposed

questionnaires /Proposed observation schedules Stage 1 and Stage 2 ethics forms Project risk Assessment


Marking Criteria for Research Proposal (Empirical Research)

Clear rationale for proposed project 10%

Discussion of context and synopsis of relevant literature 10%

Objectives well-articulated appropriate scale and scope for MSc 10%

Methodology appropriate in light of research objectives 10%

Design, methods and sampling – clear, rigorous and justified 40%

Ethical issues considered and resolved 20%

Systematic Review Research Proposals should include the following

You should draw on the Centre for Reviews and Dissemination material on the module VLE in developing your proposal. You should examine example protocols within the Cochrane library to help you develop your own. Remember someone should be able to read your proposal and follow the instructions to replicate your study.


1. Introduction

This should provide a concise introduction to the chosen subject that you wish to investigate. An introduction has the some of the following purposes (University of Manchester, 2006)

To establish the context, background and/or importance of the topicTo give a brief synopsis of the relevant literature To indicate a gap, controversy or problem in the field of study To explaining the significance rationale and application of the study To define important key termsTo provide a synopsis of the research approach based on the information already presented

2. Methodology

You should debate the utility of systematic reviews and your approach to undertaking one. There are epistemological debates about the nature of evidence which should underpin your proposal and choice of study design for inclusion.

2.1 Describe AIMS and review question/s and inclusion and exclusion criteria. It is usual to develop a screening form based on your inclusion and exclusion criteria that you will use to screen all retrieved articles and/or reports. The screening form should be contained in the appendices.


2.2 Search Strategy

Describe and justify searching strategy including which databases and search terms you are proposing. Consider the validity and reliability of your approach. You will need to have discussed which types of studies you will be retrieving to address your review question. You should also discussion publication bias and language.

NB You should have already done a mini search just to check if there is literature available to address your research question. If there is no literature then you cannot undertake a systematic review

2.3 Data extraction and validity assessment.

You should discuss the development of your data extraction form and include it in the Appendices. A description and justification of the criteria to be used for the assessment of the quality of included studies should follow. A validity assessment form should be developed and included in an appendix. An example is available on X-stream for you to view.

3. Ethical issues

You should complete the stage one ethics form that is relevant for systematic reviews

Reference list

Using the Harvard system of referencing.

Appendices These should include, where appropriate, the following documents.

Completed stage 1 ethical approval form Screening formData extraction form Validity assessment formRisk Assessment formTimescale -Provide a diagrammatic timetable envisaged for the whole dissertation process from submission of the proposal to submission of the bound dissertation working on your submission date.

Marking Criteria for Research Proposal (Systematic Review)

Clear rationale including for (PH-HP) for proposed project (10%)

Discussion of context and synopsis of relevant literature (10%)

Review question/s well-articulated appropriate scale and scope for MSc (10%)

Methodology appropriate in light of research objectives (20%)

Design- searching strategy, data extraction, validity assessment (50%)


Secondary Data Analysis Research Proposals should include the following

This guidance is for students who are proposing to analyse existing data (usually quantitative). The secondary data that you intend to analyse should be sufficient in scope and complexity so that you are able to fulfil the learning objectives of the module.

The research proposal should include the following sections


1. Introduction

This should provide a concise introduction to the chosen subject that you wish to investigate. An introduction has the some of the following purposes (University of Manchester, 2006):

To establish the context, background and/or importance of the topic To give a brief synopsis of the relevant literature explain what is already know about this

issue To explaining the significance rationale and potential application of the study To indicate a gap, controversy or problem in the field of study To define important key terms To provide a synopsis of the research approach that is proposed based on the information

already presented Consider whether any theoretical models/frameworks will be used to structure the study

and if so, specify what will be used.

2. Aims and objectives of study

Include AIMS and RESEARCH QUESTIONS OR OBJECTIVES

3. Methodology

Please include a critical description of the following:

Describe and justify the methodological approach to be adopted in the planned study (NB remember the difference between methodology and methods).

Design and Methods You should outline and critique the design and methods employed to conduct the research, how the data was collected and how this will address your research questions/objectives Consider the rigour (validity and reliability) of your data you will be analysing method/s and how this can be enhanced.

Access - outline how you will obtain permission and will access the dataset Sampling methods – critique the sampling methods Analysis - Outline the analytical techniques that will be employed to address the research

questions/objectives Outline any limitations that your study may have.


4. Ethical issues

Drawing on the principles of research ethics outlined in the teaching section, summarise what ethical issues might you be faced with and how will you address these. This needs to be specific to YOUR actual project and not just discussed in general terms. The ethical issues will vary according to specific projects although you may all draw on core principles. There are still ethical issues about accessing secondary data one example is ‘did the research participants give consent for the data to be used for the purposes of research. If the dataset is in the public domain then you need only complete the stage 1 form. But if the data is not in the public domain then a stage 2 form will be needed. Guidance about completing the forms can be found on MyBeckett.

The ethical issues relevant to a planned topic and research participants need to be assessed carefully according to the Ethics Procedure and Policy. Gaining approval can take quite a long time so it is important to adopt a ‘right first time’ approach.

Reference list using Harvard system of referencing

Appendices to include the following documents where appropriate.

Information sheet/s for participants Example Consent forms Proposed tools of data collection for example as interviews schedules /Proposed

questionnaires /Proposed observation schedules Stage 1 and Stage 2 ethics forms Risk Assessment form

Marking Criteria for the Research Proposal (Secondary Data Analysis)

Clear rationale for proposed project 10%

Discussion of context and synopsis of relevant literature 10%

Objectives well-articulated appropriate scale and scope for MSc 10%

Critique of methodology, design methods and sampling including limitations Methodology appropriate in light of research objectives

40%

Analysis 15%

Ethical issues considered and resolved 15%


4.3 Feedback on Your Assessments

Feedback forms a large part of your learning experience and is vital to your personal and professional development. We have worked with our Student Union to produce the following guidance, which explains the benefits of feedback, the forms it may take and how to use it.

https://www.leedsbeckettsu.co.uk/studentvoice/coursereps/toolbox/feedbackpack

5 Understanding Your Assessment Responsibilities

Extenuating Circumstances and Mitigation

If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation.

The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.

Academic Misconduct

Academic misconduct occurs when you yourself have not done the work that you submit. It may include cheating, plagiarism, self-plagiarism, collusion and other forms of unfair practice. What is and what is not permitted is clearly explained in Factsheet for Students

There are a range of resources available to help you understand what is and what is not permitted

and how to use other people’s ideas in your assessed work. These include the Skills for Learning

website

6 Your Feedback on the Module

A mid-module review will be timetabled into your module. This is an opportunity to resolve modular issues promptly early on in the module. In addition, you will have the opportunity to provide feedback formally at the end of your module. These comments will be reviewed by your course team and some may be considered via the course monitoring and enhancement process, in which your Course Representative is involved.


https://www.leedsbeckettsu.co.uk/studentvoice/coursereps/toolbox/feedbackpack

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