UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School Graduate Studies Committee:
17 Feb 2015
MODULE SPECIFICATION
1.
Title of the module
Independent Comparative Research Paper (LW911)
2.
School or partner institution which will be responsible for management of the module
Kent Law School
3.
Start date of the module
January 2010, revised start date 2014-15
4.
The number of students expected to take the module
20
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module
Postgraduate [M]
7.
The number of credits and the ECTS value which the module represents
30 credits (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
LLM in Law (Erasmus-Europe)
11. The intended subject specific learning outcomes
A student who successfully completes the module will:
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11.1 Understand the difficulties involved in formulating a meaningful and feasible comparative
research question in their selected area of law and will be able to identify and use scholarly
methods for overcoming such difficulties.
11.2 Be aware of methods of comparative analysis of policy, sources, concepts and principles and
structures of law that pertain to the selected field of research.
11.3 Have deepened their knowledge of the operation of law and policy in both jurisdictions in their
selected field of research.
11.4 Have enriched their understanding of the political, economic and social contexts of law in both
jurisdictions in their selected field of research.
11.5 Be able to engage critically with leading theoretical, social and academic debates that have
shaped developments in their selected field of law in both jurisdictions.
11.6 Have acquired bi-jurisdictional expertise in researching digital and non-digital sources of
information relevant to their selected field of law.
12. The intended generic learning outcomes
A student who successfully completes the module will:
12.1 Have demonstrated the ability systematically to carry out the requisite stages of supervised
research planning, execution and reporting that are necessary to complete a reasonably
substantial project within a time constraint.
12.2 Have developed their skills of critical argumentation, including the marshalling, presentation
and assessment of relevant and reliable evidence.
12.3 Have acquired confidence and expertise in researching and locating the legal information and
sources of at least two jurisdictions using digital and non-digital resources.
12.4 Have improved their skills of systematic presentation of written information in accordance with
academic conventions and appropriately to the intended audience.
12.5 Have strengthened their capacity to learn independently through a process of structured
supervised research, including the capacity to make effective use of scholarly supervision.
12.6 Be able to evaluate their strengths in relation to scholarly research and writing and to identify
needs for further training and development.
13. A synopsis of the curriculum
The module consists of supervised independent research of a question topic selected by the student.
Thus the curriculum and reading list focus on independent study to support the research process and
the development of the requisite skills rather than content. The teaching and learning process for this
module will guide students through the research process, from identification of a research topic to
formulation of researchable questions, to understanding of feasible comparative research methods
to research design, and execution, note-taking, reporting and analysing findings, constructing
arguments, drafting and editing text, footnotes and citation practices and skills for presenting
scholarly research. Students will meet an academic supervisor at the end of the first term (usually
week 11 or 12) to discuss preliminary matters such as research topic, initial reading list and schedule
of supervisions. Supervision will be provided on a bi-weekly basis throughout the Spring term, using
distance methods of communication.
14. Indicative Reading List
Samuel, G., An Introduction to Comparative Law Theory and Method (Hart, 2014).
Booth, Wayne C., Gregory G. Colomb & Joseph M. Williams, The Craft of Research
(Chicago, University of Chicago Press, 3rd ed,, 2008)
Frankenberg, Günter, “Critical Comparisons: Re-thinking Comparative Law” (1985) 26
Harvard International Law Journal 411.
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Hart, Chris, Doing a Literature Review: Releasing the Social Science Research Imagination
(Thousand Oaks: Sage, 1998).
Samuel, Geoffrey, “Comparative Law as a Core Subject”, (2001) 21 Legal Studies 444.
Van Hoecke, Mark (ed) Epistemology and Method of Comparative Law (Oxford: Hart, 2004).
Van Hoecke, Mark & Mark Warrington, “Legal Cultures, Legal Paradigms and Legal
Doctrine: Towards a New Model for Comparative Law”, (1998) 47 International and
Comparative Law Quarterly 495-536.
Zweigert, Konrad & Hein Kötz, An Introduction to Comparative Law (Oxford: OUP, 3rd ed
1998; tr. Tony Weir).
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes
Learning and teaching activities and relationship to
Approximate contact and
learning outcomes
study hours
Students will meet academic supervisors at the end of the
1 contact hour + 2 student
first term (usually week 11 or 12) to discuss preliminary
preparation, research,
matters such as research topic, initial reading list, schedule of
reflection & review hours
supervisions, outline submission deadline, the research
journal, feedback and modes of supervisory communication.
Contributes to learning outcomes: 11.1, 11.2, 12.1, 12.5
Bibliographic skills development: In addition to the standard
At least 2 contact hours with
library skills training provided to all postgraduate law
library staff at Kent and at the
students, students taking this module will undergo at least
Erasmus-Europe partner
one hour of hands-on library skills training on accessing and
institution.
using Kent’s digital resources in the field of comparative law
scholarship.
After arrival at the Erasmus-Europe partner institution
students will undergo library skills training on the digital and
non-digital resources available at the partner institution.
Contributes to learning outcomes: 11.6, 12.1, 12.3
Independent study: Most of the learning and teaching time
275 hours of research, private
on this module is allocated to independent study. After
study and writing.
selecting a research topic, students must formulate a
research question, develop a thesis statement, devise
bibliographic search strategies, review the literature and
select a research method, draft a preliminary outline for
approval, carry out the research, analyse the findings and
write up their results of their research using appropriate
academic style and conventions.
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Learning and teaching activities and relationship to
Approximate contact and
learning outcomes
study hours
In addition to writing the essay, students must document
their independent study activities and the approximate time
spent on each phase of their research and writing in a
research journal. As well as recording progress, the journal is
intended to encourage students to:



develop a habit of regular writing;
cultivate systematic practices for noting and
evaluating their readings;
evaluate critically what they are learning from the
research process.
Contributes to learning outcomes: 11.1, 11.2, 11.3, 11.4,
11.5, 11.6, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6
Academic supervision: academic supervisors will advise
Approximately 6 hours of
students on their bibliographic search strategies, general
supervision during Spring term
readings and literature review and on the formulation of
+ approximately 6 hours spent
research questions and suitable method. Supervisors will
preparing for supervision and
review and provide feedback on the thesis statement and
reflecting on supervisory
statement of research questions, review and mark the outline
content.
and generally offer guidance on good scholarly practice.
Contributes to learning outcomes: 11.1, 11,2, 11.5, 12,2,
12.4, 12.5, 12.6
Presentation: Students will present their research at an LLM
1 hour presentation, up to 5
workshop convened in the Summer term. The workshop will
hours preparation.
be attended by the supervisor and the module’s second
marker and will be open to all graduate students. Each
student will be given 30 minutes to present their research
and an additional 20 minutes to respond to questions and
comments.
Contributes to learning outcomes: 11.2, 11.3, 11.4, 11.5,
12.1, 12.2, 12.5
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
There are four formal assessment instruments:
1. A 1000 word outline and preliminary bibliography, due no later than the end of February. The
outline is worth 5 percent of the final mark.
Successful completion of this assessment activity contributes to attainment of learning outcomes:
11.1, 11.2, 11.6, 12.1, 12.3, 12.4, 12.5
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2. Presentation of the research at an LLM workshop in the Summer term. The presentation is worth 5
percent of the final mark. Successful completion of this assessment activity contributes to attainment
of learning outcomes: 11.2, 11.3, 11.4, 11.5, 12.1, 12.2, 12.5
3. Maintenance of a research journal that documents the student’s research activities and learning
experiences: the research journal is worth 10 percent of the final mark. Successful completion of this
assessment activity contributes to learning outcomes: 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 12.1, 12.2, 12.5,
12.6
4. A 7,000-8,000 word essay in which students report and analyse their research: the essay is worth
80 percent of the final mark. Successful completion of this assessment activity contributes to learning
outcomes: 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 12.1, 12.2, 12.3, 12.4, 12.5
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury
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Module Specification Template (v.October 2014)