UNIVERSITY OF KENT
Module Specification
1
The title of the module
Research Methods (TZ830)
2
The School which will be responsible for management of the module
Tizard Centre (SSPSSR)
3
The Start Date of the Module
September 2005
4
The number of students expected to take the module
30. This is a compulsory module on all programme options (both Intellectual and Developmental
Disabilities and Analysis and Intervention in Intellectual and Developmental Disabilities) although
students doing only the Postgraduate Certificate in Intellectual and Developmental Disabilities can
opt out of the statistical analysis element and complete additional assignments focused on accessing
and interpreting the evidence base, and research methodology and design, rather than statistical
analysis. All those doing a dissertation must take the statistical analysis element.
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Modules to be withdrawn on the introduction of this proposed module and consultation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 (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M (FHEQ Level: 7)
7
The number of credits which the module represents
15 credits
8
Which term(s) the module is to be taught in (or other teaching pattern)
1, 2 & 3
9
Pre-requisite and co-requisite modules
Full-time students will normally take all the other academic modules of the MSc alongside this one.
Part-time students will take this module alongside TZ829 in year 1, completing TZ827, TZ828 and
TZ832 in year two. Students on the PGDip and MA in Intellectual and Developmental Disabilities
will also complete TZ996/997 while students in Analysis and Intervention in Intellectual and
Developmental Disabilities will also take TZ831. For part-time students these modules will be
completed across 2 years.
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The programmes of study to which the module contributes
MSc in Analysis and Intervention in Intellectual and Developmental Disabilities
MA in Intellectual and Developmental Disabilities
Postgraduate Certificate in Intellectual and Developmental Disabilities
Postgraduate Diploma in Analysis and Intervention in Intellectual and Developmental
Disabilities
Postgraduate Diploma in Intellectual and Developmental Disabilities
11
The intended subject specific learning outcomes and, as appropriate, their relationship
to programme learning outcomes
Aim
The aim of this module is to teach the students about research methodology and the
knowledge needed to access and interpret the research literature. For those who take the
statistical analysis module, the aim is also to teach experimental and non-experimental
designs, including single case design and a variety of methods of data collection and analysis.
The emphasis will be on methods of data collection and analysis which will be useful in
clinical settings, so that advanced multivariate techniques will not be taught.
Objectives
On completion of this module students will:

Be able to recognise advantages and disadvantages of different methods of data collection
(direct observations, rating scales, questionnaires, interviews)

Be able to access and interpret existing research

Be able to conduct observational data collection, conduct interviews and select appropriate
measures for collecting data.

Be aware of different experimental designs and understand the advantages and disadvantages
of different designs.

Be able to conduct and produce simple descriptive summaries of observational and other
types of quantitative data.

Understand issues of reliability and validity and be able to calculate simple indices of these.

In addition, those following the statistical analysis part of the module, will be able to:
Demonstrate the ability to use simple parametric and non-parametric statistics and
understand the embedded assumptions of these.
Relationship to programme learning outcomes
In order to “apply the theories and practice of applied psychology and social science within the
intellectual and developmental disabilities field” (programme aim) students must be able to both
conduct research projects and interpret the findings of other people’s work. This module provides
them with the skills necessary to design and conduct research and to analyse and present the results
both in the academic context of their dissertation and in the clinical and service context of their
placements and their working environments.
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Although most of the learning outcomes for this module are subject specific, they are also generic in
that the skills students will learn can be used in any subject area where an appreciation of research
methods is necessary and the ability to conduct research and analyse findings are necessary. The
module prepares people to be able to conduct their dissertation (TZ996/997) and also to present,
analyse and interpret findings from both assessment in services and with individual people (TZ831).
13
A synopsis of the curriculum
Organisation and content
This module will be taught by a combination of Web-based material, seminars, practical assignments
and classroom-based problem-solving sessions, over 7 workshops, covering the following topics:

Qualitative methodology and analysis (interviewing, focus groups)

Methods of direct observation

Questionnaires and rating scales

Reliability and validity

Experimental Design

Descriptive Statistics
In addition, for those following the statistical analysis part of the module:


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Simple parametric analyses
Non-parametric analyses
Indicative Reading List
Key texts will include:
Kinnear, P. R. and Gray, C. D.(1997) SPSS for Windows made simple (release 12) Psychology
Press Ltd: Hove
Coolican, H. (1994) Research Methods and Statistics in Psychology. (4th ed.) Hodder &
Stoughton.
Further reading will be recommended through the lectures and core references will be provided
electronically.
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 learning outcomes
Hours of study: 150
Contact hours: 26 hours during 7 workshops in the form of seminars, practical sessions and
problem-solving sessions. This will be reduced to 11 hours contact time for the Postgraduate
Certificate in Intellectual and Developmental Disabilities.
This module’s objectives are primarily about the acquisition of academically and professionally
relevant knowledge and skills, much of which will be applied in the dissertation undertaken later in
the course. The majority of material will be provided web-based with structured reading and
preparation for seminars and practical sessions that will be held during workshops.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
This module’s objectives are primarily about the acquisition of academically and professionally
relevant knowledge and skills. Accordingly, knowledge acquisition across the module is assessed
through an unseen, web-based multiple-choice examination. which. Application of the knowledge
base and skills will be assessed via two short assignments submitted at the students own pace during
second term (but with final deadlines provided for each assignment) and one written unseen worked
problem (3000 words). The worked problem will contribute 30%, the short assignments 20% and
examination 50% of the final mark for this module. For students following the Certificate in
Intellectual and Developmental Disabilities, the assignments will focus on content that is not related
to statistical analysis. For the remaining students, one assignment will cover material from nonstatistical content and the other two assignments will be based on statistical analysis.
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Implications for learning resources, including staff, library, IT and space
This module is convened by Dr J Beadle-Brown. Much of the teaching on qualitative methods is
provided by other Tizard staff and PhD students. Dr Julie Beadle-Brown will oversee the preparation
of material for WebCT and the assessment for the module. In addition to general facilities in the
University, MSc students have access to the Tizard Student Study Area (where there are currently
10 PCs providing the standard UKC managed student desktop).
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A statement confirming that, as far as can be reasonably anticipated, the curriculum,
learning and teaching methods and forms of assessment do not present any nonjustifiable disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum and methods of assessment do not present
any disadvantages to students. In fact it is expected that students with dyslexia for example should
potentially find the multiple choice web-based format easier to complete than exam formats which
require essay writing. In terms of the face-to-face teaching methods students with disabilities should
not be disadvantaged in any way. The use of web-based learning should allow students with
disabilities to follow things at their own pace and to do more work at home, requiring less travelling.
For those who find working from computer screen difficult we advise people to personalise their
browser set up to set their colours and fonts to a format that makes it easier to read. We also offer
to print web content on appropriately coloured paper if students require this type of practical help.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required
content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and will be responsible for its resourcing"
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Head of School
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Date